Korean Journal of Medical Education

"Clinical competence"

Original Research

Competency gaps in respiratory therapy: evidence from a global survey: Tisha Ann Skariah, Udaya Kumar Rao, Manjush Karthika; Korean J Med Educ 2025;37(4):437-451.
Published online November 27, 2025; DOI: https://doi.org/10.3946/kjme.2025.355

Abstract
PDF

Purpose
Respiratory therapy (RT) has become a vital component of modern healthcare, particularly in managing acute and chronic pulmonary conditions. The rising global burden of respiratory diseases has amplified the demand for skilled RT professionals capable of performing high-risk, low-frequency procedures with precision. Despite the shift toward competency-based education in healthcare, RT training remains fragmented. Disparities in training quality, assessment methodologies, and simulation access result in inconsistent clinical competencies among RT graduates. The absence of a standardized, globally recognized competency framework further compounds these challenges, affecting workforce readiness and patient safety. To date, no global study has systematically quantified competency disparities across RT programs using a standardized framework, leaving a critical gap in comparative evidence needed to guide educational policy and global accreditation.
Methods
A cross-sectional survey was conducted targeting RT professionals, educators, and institutional leaders across multiple countries. Quantitative data were analyzed using descriptive statistics, chi-square tests, and gap percentage analysis to identify variations in training practices, competency expectations, and observed deficiencies.
Results
Findings revealed significant competency gaps, especially in advanced interventions like extracorporeal membrane oxygenation and lung ultrasound. Inconsistencies in assessment tools, simulation integration, and remediation protocols were noted across institutions. The majority of respondents emphasized the need for competency standardization.
Conclusion
The study confirms a pressing global need for a structured, evidence-based competency framework in RT education. Standardization will improve clinical consistency, facilitate workforce mobility, and enhance patient care outcomes worldwide.

456 View
28 Download

Structured oral clinical assessment for pharmacotherapy competencies in medical education: a study of validity and reliability analyses of seven domains: Abdul Khairul Rizki Purba, David Sontani Perdanakusuma, Arifa Mustika, Tanja Fens, Maarten Jacobus Postma; Korean J Med Educ 2025;37(3):331-343.
Published online August 28, 2025; DOI: https://doi.org/10.3946/kjme.2025.345

Purpose
To develop and validate a structured oral clinical assessment (SOCA) tool to evaluate pharmacotherapy competencies among medical students during clinical clerkships.
Methods
The instrument was designed around seven core pharmacotherapy domains. A total of 30 pharmacology experts participated in the face and content validity assessments. The cognitive complexity was evaluated using Bloom’s taxonomy. Nine trained examiners assessed 77 clerkship students using the SOCA tool. Construct validity was tested using Spearman correlation, whereas inter-rater reliability was analyzed using Cohen’s kappa and Krippendorff’s alpha. Internal consistency was assessed using Cronbach’s alpha.
Results
All items showed strong content validity (item-level content validity index and face validity index=1.00). Most questions reflected moderate to high cognitive complexity (Bloom’s C2–C5). Construct validity was supported by significant domain-total score correlations (r=0.406–0.750; p<0.05). Inter-rater reliability was substantial (kappa=0.651–0.830; Krippendorff’s alpha=0.639–0.834), and internal consistency was acceptable (Cronbach’s alpha=0.759).
Conclusion
The SOCA tool has strong validity and reliability for evaluating pharmacotherapy competence through oral clinical examination. It offers a structured, feasible alternative to existing formats and has the potential for broader use following external validation.

951 View
88 Download

Review Article

The application of augmented reality for improving clinical skills: a scoping review: Mahmud Mahmud, Dwi Cahyani Ratna Sari, Djayanti Sari, Nur Arfian, Muhammad Ary Zucha; Korean J Med Educ 2024;36(1):65-79.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.285

Abstract
PDF

Augmented reality technology had developed rapidly in recent years and had been applied in many fields, including medical education. Augmented reality had potential to improve students’ knowledge and skills in medical education. This scoping review primarily aims to further elaborate the current studies on the implementation of augmented reality in advancing clinical skills. This study was conducted by utilizing electronic databases such as PubMed, Embase, and Web of Science in June 2022 for articles focusing on the use of augmented reality for improving clinical skills. The Rayyan website was used to screen the articles that met the inclusion criteria, which was the application of augmented reality as a learning method in medical education. Total of 37 articles met the inclusion criteria. These publications suggested that using augmented reality could improve clinical skills. The most researched topics explored were laparoscopic surgery skills and ophthalmology were the most studied topic. The research methods applied in the articles fall into two main categories: randomized control trial (RCT) (29.3%) and non-RCT (70.3%). Augmented reality has the potential to be integrated in medical education, particularly to boost clinical studies. Due to limited databases, however, any further studies on the implementation of augmented reality as a method to enhance skills in medical education need to be conducted.

Citations

Citations to this article as recorded by

Effect of augmented reality-based endotracheal suctioning skill training of undergraduate nursing students: An open-label randomized controlled trial
Kurumi Asaumi, Masataka Oki, Wataru Ohashi, Hirotaka Sato, Kohei Tanaka
Clinical Simulation in Nursing.2025; 100: 101692. CrossRef
The effectiveness of ChatGPT in pediatric simulation-based tests of nursing courses in Taiwan: A descriptive study
Hui-Man Huang, Shao-Hui Shu
Clinical Simulation in Nursing.2025; 102: 101732. CrossRef
Aspiring to mastery clinical skills learning in regional anaesthesia
Stuart Marshall, Walter Eppich
British Journal of Anaesthesia.2025; 135(1): 26. CrossRef
Development of an Augmented Reality Application for Learning Family Archive Management in Vocational Education
Yuliansah Yuliansah, Umar Yeni Suyanto, Yeni Nur Prilanita
IJORER : International Journal of Recent Educational Research.2025; 6(4): 1039. CrossRef
Effectiveness of simulation-based augmented reality in enhancing pediatric nursing and clinical reasoning competency among students: A quasi-experimental study
Hui-Man Huang
Clinical Simulation in Nursing.2024; 95: 101601. CrossRef

4,647 View
122 Download
Crossref
5 Scopus

Short Communication

Comparison of students' performance of objective structured clinical examination during clinical practice: Jihye Yu, Sukyung Lee, Miran Kim, Janghoon Lee; Korean J Med Educ 2020;32(3):231-235.
Published online July 21, 2020; DOI: https://doi.org/10.3946/kjme.2020.168

Abstract
PDF

Purpose
Clinical practice for medical students aims to improve their clinical competency. Since students gain experience in clinical practice, it is assumed that their capacity for care is strengthened. This study aimed to verify whether there is a change in the competency of medical students after clinical practice.
Methods
We assessed the clinical performance of 120 medical students who were enrolled in the fifth year over the academic years 2016–2018.
Objective
structured clinical examination (OSCE) was used to measure the clinical competency.
Results
The OSCE scores for November fifth grade improved significantly compared to May fifth grade. The scores in September of sixth grade were slightly lower than those of November of fifth grade, but there was no statistically significant difference.
Conclusion
It was confirmed that the clinical practice of fifth-year students improved their clinical competency, but it did not show any significant shift in the clinical competency of sixth-year students. The results of this study suggest that it is very important to organize the curriculum so that students can continue to experience patient-facing care throughout the entire clinical practice course to produce highly qualified physicians.

Citations

Citations to this article as recorded by

Assessment of clinical skills in cardiovascular physiotherapy: Objective Structured Clinical Examination (OSCE)
Isabelle Tiburcio Pecin Ferreira, Ana Karênina Dias de Almeida Sabela, Adriana Junqueira, João Pedro Prette Honório, Carlos Eduardo Assumpção de Freitas, Ana Paula Coelho Figueira Freire, Francis Lopes Pacagnelli
Fisioterapia em Movimento.2024;[Epub] CrossRef
Avaliação de competências clínicas em fisioterapia cardiovascular: Exame Clínico Objetivo Estruturado (OSCE)
Isabelle Tiburcio Pecin Ferreira, Ana Karênina Dias de Almeida Sabela, Adriana Junqueira, João Pedro Prette Honório, Carlos Eduardo Assumpção de Freitas, Ana Paula Coelho Figueira Freire, Francis Lopes Pacagnelli
Fisioterapia em Movimento.2024;[Epub] CrossRef
Competency-based novel medical curriculum in India
Karthikeyan P Iyengar, Vijay Kumar Jain, Pirabu Sakthivel, Nipun Malhotra, Pranav Ish
Postgraduate Medical Journal.2022; 98(e3): e185. CrossRef
Employment of Objective Structured Clinical Examination Tool in the Undergraduate Medical Training
Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava
Journal of the Scientific Society.2021; 48(3): 145. CrossRef

5,932 View
131 Download
Crossref
4 Scopus

The efficacy of peer assessment in objective structured clinical examinations for formative feedback: a preliminary study: Kyong-Jee Kim, Giwoon Kim; Korean J Med Educ 2020;32(1):59-65.
Published online March 1, 2020; DOI: https://doi.org/10.3946/kjme.2020.153

Abstract
PDF

Purpose
We sought to determine the impact of medical students’ prior experience of assessing peers in the
objective
structured clinical examination (OSCE) on their clinical performance.
Methods
Forty-two year 4 medical students participated in an OSCE comprised of three 10-minute stations (syncope, hemoptysis, and back pain). Each student took part in two iterations of the three‐station OSCE as either the examiner or examinee, and student performance was assessed using a checklist by a medical faculty member and a student simultaneously. Students were randomly assigned to two groups and their OSCE scores were compared. Students in the control group were tested at a station first and then participated at the same station as a peer examiner, and those in the intervention group participated as a peer examiner first and then as an examinee. Moreover, student OSCE scores rated by peer examiners were compared with those awarded by faculty to evaluate the accuracy of peer assessment. Following the test, students completed surveys on their perceptions of the usefulness of this formative OSCE.
Results
Student overall OSCE scores did not differ between groups. Students in the study group performed better at the hemoptysis station (p<0.001), but poorer at the syncope station (p<0.01). Student performances at the back-pain station were similar in these two groups (p=0.48). OSCE scores rated by faculty and peer examiners were moderately negatively associated at the hemoptysis station (p<0.05), but no such association was observed at the other two stations. This trend was similar in peer examiners who were high-achievers and low-achievers in OSCEs. Students showed positive perceptions of their experience with this OSCE.
Conclusion
Student experience as peer assessor offers a feasible means of providing them greater access to OSCEs without consuming more resources, although its impact on enhancing performance in the OSCE is likely to differ across stations.

Citations

Citations to this article as recorded by

Peer Feedback: Recommendations for Behavior Analysts’ Training and Supervision
Avner Fraidlin, Jessica E. Van Stratton, Alyssa McElroy, Elian Aljadeff
Behavior Analysis in Practice.2023; 16(3): 696. CrossRef
Learning transfusion medicine through scoring objective structured clinical examination
Maha Abdulrazak Badawi, Hend Obad Hussain, Mazen Abdulrazak Badawi, Lana Adey Al Shawwa, Reda Abdullah Jamjoom, Yoon Soo Park, Ara Tekian
Transfusion.2023;[Epub] CrossRef
Prior participation as a standardized patient improves OSCE scores of third-year medical students: A pilot comparative study at Université Paris Cité Medical School
Yann Nguyen, Alexandre Nuzzo, Ariane Gross, Océane Minka, Matthieu Lilamand, Geoffrey Rossi, Manuel Sanchez, Catherine Legué, Annabelle Pourbaix, Alexy Tran Dinh, Sacha Rozencwajg, Lina Khider, Nathan Peiffer-Smadja, Donia Bouzid, Albert Faye, Tristan Mir
Medical Teacher.2023; 45(10): 1177. CrossRef
Pre-COVID and COVID experience of objective structured clinical examination as a learning tool for post-graduate residents in Obstetrics & Gynecology-a quality improvement study
Charu Sharma, Pratibha Singh, Shashank Shekhar, Abhishek Bhardwaj, Manisha Jhirwal, Navdeep Kaur Ghuman, Meenakshi Gothwal, Garima Yadav, Priyanka Kathuria, Vibha Mishra
Obstetrics & Gynecology Science.2023; 66(4): 316. CrossRef
Nursing students' perceptions on the use of clinical simulation in psychiatric and mental health nursing by means of objective structured clinical examination (OSCE)
Silvia García-Mayor, Casta Quemada-González, Álvaro León-Campos, Shakira Kaknani-Uttumchandani, Laura Gutiérrez-Rodríguez, Ada del Mar Carmona-Segovia, Celia Martí-García
Nurse Education Today.2021; 100: 104866. CrossRef
The Relationship Between College Teachers’ Frustration Tolerance and Academic Performance
Song Shi, Zizai Zhang, Ying Wang, Huilan Yue, Zede Wang, Songling Qian
Frontiers in Psychology.2021;[Epub] CrossRef
Tutor–Student Partnership in Practice OSCE to Enhance Medical Education
Eve Cosker, Valentin Favier, Patrice Gallet, Francis Raphael, Emmanuelle Moussier, Louise Tyvaert, Marc Braun, Eva Feigerlova
Medical Science Educator.2021; 31(6): 1803. CrossRef

6,960 View
201 Download
Crossref
6 Scopus

Original Research

The development of an evaluation tool to assess professional behavior and clinical competencies from the graduates’ perspective: Mia Kusmiati, Rafidah Bahari, Suhaila Sanip, Noor Aini Abdul Hamid, Ova Emilia; Korean J Med Educ 2020;32(1):1-11.
Published online March 1, 2020; DOI: https://doi.org/10.3946/kjme.2020.148

Abstract
PDF

Purpose
This study was designed to develop an evaluation tool for assessing professional behavior and clinical competencies from the graduates’ perspective.
Methods
This study employed mixed method in a sequential exploratory design. The semi-structured interviews were conducted with three graduates from different cohorts. The qualitative analysis of the interviews found six emerging themes for professional behavior and clinical competencies development. These themes were then developed into a 55-item questionnaire. The questionnaire was then distributed to 84 medical graduates for exploratory factor analysis (EFA) from February to April 2019. The quantitative data were analyzed using IBM SPSS ver. 21.0 (IBM Corp., Armonk, USA) for principal axis factoring. After conducting EFA, we proceeded with confirmatory factor analysis (CFA) with another 120 graduates to validate the tool.
Results
Eighty-four graduates completed the questionnaire for EFA. Upon completion of EFA, 35 out of 55 items of the questionnaire were found to be valid and reliable. The most appropriate fit was seven factors, which explained 58.18% of variance between them after 15 iterations with Cronbach’s α of 0.916. The personal satisfaction factor was noted to be weak. It was therefore added to patient management factor due to its similar intention. The final EFA factor after the modification was six. The CFA found that 34 out of 35 items was valid and reliable that representation of the latent variables.
Conclusion
The questionnaire has achieved the desired construct validity score and can be used as an evaluation tool to assess professional behavior and clinical competencies from the graduates’ perspective.

Citations

Citations to this article as recorded by

The most influence factor of the medical competence achievement regarding patient management ability on medical school graduates
Mia Kusmiati, Rizky Suganda Prawiradilaga, Alya Tursina
Korean Journal of Medical Education.2023; 35(2): 143. CrossRef
Development of professional competencies in higher pharmaceutical education according to students ‎
Evgeniia Alekseevna Budenkova, Tatiana Mikhailovna Litvinova, Liudmila Ivanovna Babaskina
Journal Of Advanced Pharmacy Education And Research.2021; 11(1): 199. CrossRef

7,843 View
205 Download
Crossref
3 Scopus

Original article

Usefulness of 360 degree evaluation in evaluating nursing students in Iran: Tabandeh Sadeghi, Marzeyeh Loripoor; Korean J Med Educ 2016;28(2):195-200.
Published online February 25, 2016; DOI: https://doi.org/10.3946/kjme.2016.22

Abstract
PDF

Purpose
This study aimed to evaluate the clinical nursing students using 360 degree evaluation.
Methods
In this descriptive cross-sectional study that conducted between September 2014 and February 2015, 28 students who were selected by census from those who were passing the last semester of the Nursing BSc program in Rafsanjan University of Medical Sciences. Data collection tools included demographic questionnaire and students’ evaluation questionnaire, to evaluate “professional behavior” and “clinical skills” in pediatric ward. Every student got evaluated from clinical instructor, students, peers, clinical nurses, and children’s mothers’ point of view. Data analysis was done with descriptive and analytic statistics test including Pearson coefficient using SPSS version 18.0.
Results
The evaluation mean scores were as following: students, 89.74±6.17; peers, 94.12±6.87; children’s mothers, 92.87±6.21; clinical instructor, 84.01±8.81; and the nurses, 94.87±6.35. The results showed a significant correlation between evaluation scores of peers, clinical instructor and self-evaluation (Pearson coefficient, p<0.001), but the correlation between the nurses’ evaluation score and that of the clinical instructor was not significant (Pearson coefficient, p=0.052).
Conclusion
360 Degree evaluation can provide additional useful information on student performance and evaluation of different perspectives of care. The use of this method is recommended for clinical evaluation of nursing students.

Citations

Citations to this article as recorded by

360-Degree Evaluation of Educational Skills of Senior Nursing Students: A Retrospective Study
Fatma Orgun, Nilay Özkütük, Gülsüm Çonoğlu, Cemre Paylan Akkoç, Yusuf Türköz
Journal of Nursology.2025; 28(2): 115. CrossRef
Clinical competency of nurses trained in competency-based versus objective-based education in the Democratic Republic of the Congo: a qualitative study
Mari Nagai, Miyuki Oikawa, Tomoko Komagata, Josué Désiré Bapitani Basuana, Gérard Kahombo Ulyabo, Yui Minagawa, Sadatoshi Matsuoka, Yuriko Egami, Mari Honda, Toyomitsu Tamura
Human Resources for Health.2024;[Epub] CrossRef
360-Degree Evaluation of Nursing Students' Performance
Zahra Rahimi, Zohreh Badiyepeymaiejahromi, Mahbobeh Taghizadeganzadeh
Shiraz E-Medical Journal.2024;[Epub] CrossRef
Multisource Reflections on Assessment of Nursing Students' First Clinical Practice and Predictions for 360-Degree Assessment: A Qualitative Study
Çiğdem Bayzat, Şenay Sarmasoğlu Kılıkçıer
Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi.2023; 10(3): 273. CrossRef
EVALUATION OF MANAGERIAL PERFORMANCE BASED ON 360-DEGREE EVALUATION MODEL IN HEAD NURSES OF SHAHID CHAMRAN HEART TRAINING AND MEDICAL CENTER IN ISFAHAN IN 2021
Moahmmad Reza Shafiei, Mona Saadati, Farimah Shirani, Mohsen Moradi, Reihaneh Niknezhad, Mohammad Akbari
Nursing and Midwifery Journal.2023; 21(5): 366. CrossRef
Development and Validation of the Athletic Training Student—Soft Skills Assessment Instrument
Christina Davlin-Pater
Athletic Training Education Journal.2023; 18(3): 122. CrossRef
Helicopter helping in the organization: its conceptualization, key characteristics and possible antecedents and consequences
Shih Yung Chou, Katelin Barron, Charles Ramser
International Journal of Organization Theory & Behavior.2022; 25(1/2): 1. CrossRef
Clinical self-efficacy of final-year nursing students: A comparison of a 360-degree evaluation method with a conventional method
Seyed Kazem Mousavi, Mohsen Kamali
Journal of Medical Education Development.2022; 15(47): 27. CrossRef
Hemşirelik ve Tıp Öğrencilerinin Klinik Öğretiminde 360° Değerlendirme: Kapsam Odaklı İnceleme
Çiğdem Bayzat, Şenay Sarmasoğlu Kılıkçıer
Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi.2021; 8(2): 134. CrossRef
Eliciting preferences of professors and medical group students for evaluation methods of theoretical courses: An application of discrete choice experiment analysis
Ali Kazemi Karyan, Satar Rezaei, Shokooh Etesami, Leyla Pezhman, Behzad Karami Matin, Sajad Delavari
Journal of Education and Health Promotion.2021;[Epub] CrossRef
360-Degree evaluation: Towards a comprehensive, integrated assessment of performance on clinical placement in nursing degrees: A descriptive observational study
M.T. González-Gil, A.I. Parro-Moreno, C. Oter-Quintana, C. González-Blázquez, M. Martínez-Marcos, M. Casillas-Santana, A. Arlandis-Casanova, C. Canalejas-Pérez
Nurse Education Today.2020; 95: 104594. CrossRef
Kulak Burun Boğaz Uzmanlık Eğitiminde 360⁰ Değerlendirme
Cüneyt Orhan KARA, Erdem MENGİ
Tıp Eğitimi Dünyası.2019; 18(55): 80. CrossRef
Effects of Community Volunteer Children on Student Pediatric Assessment Behaviors
Laura Kubin, Cecelia Elaine Wilson
Clinical Simulation in Nursing.2017; 13(7): 303. CrossRef

10,645 View
197 Download
Crossref
8 Scopus

Original Article

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 J Med Educ 2016;28(1):35-47.
Published online January 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.8

Abstract
PDF

Purpose
The purpose of this study is to investigate the reliability and validity of new clinical performance examination (CPX) for assessing clinical reasoning skills and evaluating clinical reasoning ability of the students.
Methods
Third-year medical school students (n=313) in Busan-Gyeongnam consortium in 2014 were included in the study. One of 12 stations was developed to assess clinical reasoning abilities. The scenario and checklists of the station were revised by six experts. Chief complaint of the case was rhinorrhea, accompanied by fever, headache, and vomiting. Checklists focused on identifying of the main problem and systematic approach to the problem. Students interviewed the patient and recorded subjective and
objective
findings, assessments, plans (SOAP) note for 15 minutes. Two professors assessed students simultaneously. We performed statistical analysis on their scores and survey.
Results
The Cronbach α of subject station was 0.878 and Cohen κ coefficient between graders was 0.785. Students agreed on CPX as an adequate tool to evaluate students’ performance, but some graders argued that the CPX failed to secure its validity due to their lack of understanding the case. One hundred eight students (34.5%) identified essential problem early and only 58 (18.5%) performed systematic history taking and physical examination. One hundred seventy-three of them (55.3%) communicated correct diagnosis with the patient. Most of them had trouble in writing SOAP notes.
Conclusion
To gain reliability and validity, interrater agreement should be secured. Students' clinical reasoning skills were not enough. Students need to be trained on problem identification, reasoning skills and accurate record-keeping.

Citations

Citations to this article as recorded by

Avaliação do raciocínio clínico de médicos e estudantes de Medicina: uma revisão integrativa
Maurício Prätzel Ellwanger, Fernando Tureck
Revista Brasileira de Educação Médica.2025;[Epub] CrossRef
Evaluation of clinical reasoning in physicians and Medical students: an integrative review
Maurício Prätzel Ellwanger, Fernando Tureck
Revista Brasileira de Educação Médica.2025;[Epub] CrossRef
Treatment-focused clinical reasoning in medical students: relationship with academic success and professional commitment
Ender Tekes, Murat Tekin
BMC Medical Education.2025;[Epub] CrossRef
Empowering undergraduate medical students with clinical reasoning skills
Saurabh RamBihariLal Shrivastava, Prateek Sudhakar Bobhate, Jagadish Makade
Journal of Clinical Sciences.2025; 22(3): 199. CrossRef
Using Group History-Taking and Individual Reasoning to Identify Shortcomings in Clinical Reasoning for Medical Students
Kuan-Hao Cheng, Chi-Yu Lee, Yih-Jer Wu, Ching-Chung Lin
Journal of Medical Education and Curricular Development.2024;[Epub] CrossRef
Evaluating the Clinical Reasoning of Student Health Professionals in Placement and Simulation Settings: A Systematic Review
Jennie Brentnall, Debbie Thackray, Belinda Judd
International Journal of Environmental Research and Public Health.2022; 19(2): 936. CrossRef
Community pharmacy-based SOAP notes documentation
Binaya Sapkota, Rajiv Shrestha, Shimonraj Giri
Medicine.2022; 101(30): e29495. CrossRef
Vídeo com Pacientes Virtuais na Avaliação do Conhecimento dos Internos de Medicina sobre Cefaleias
Mariana Cota Bastos, Rosana Quintella Brandão Vilela, Ângela Maria Moreira Canuto
Revista Brasileira de Educação Médica.2020;[Epub] CrossRef
Use of Inductive, Problem-Based Clinical Reasoning Enhances Diagnostic Accuracy in Final-Year Veterinary Students
Charles Neill, Claire Vinten, Jill Maddison
Journal of Veterinary Medical Education.2020; 47(4): 506. CrossRef
Evaluation of medical record quality and communication skills among pediatric interns after standardized parent training history-taking in China
Mu Xue Yu, Xiao Yun Jiang, Yi Juan Li, Zhen Yu Shen, Si Qi Zhuang, Yu Fen Gu
Medical Teacher.2018; 40(2): 188. CrossRef
Deficits in history taking skills among final year medical students in a family medicine course: A study from KSA
Ahmad A. Alrasheedi
Journal of Taibah University Medical Sciences.2018; 13(5): 415. CrossRef
Correlation between nonverbal communication and objective structured clinical examination score in medical students
Seung Guk Park, Kyung Hye Park
Korean Journal of Medical Education.2018; 30(3): 199. CrossRef
Simulated Patients Are Predominantly Used to Teach and Evaluate Athletic Training Students' Skills: A 10-Year Follow-Up
Kirk J. Armstrong, Stacy E. Walker, Thomas Weidner
Athletic Training Education Journal.2018; 13(3): 281. CrossRef
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 Journal of Medical Education.2017; 29(4): 241. CrossRef
Can disclosure of scoring rubric for basic clinical skills improve objective structured clinical examination?
Su Jin Chae, Miran Kim, Ki Hong Chang
Korean Journal of Medical Education.2016; 28(2): 179. CrossRef

13,236 View
217 Download
Crossref
9 Scopus

The relationship between medical students’ epistemological beliefs and achievement on a clinical performance examination: Sun-A Oh, Eun-Kyung Chung, Eui-Ryoung Han, Young-Jong Woo, Deiter Kevin; Korean J Med Educ 2016;28(1):29-34.
Published online January 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.7

Abstract
PDF

Purpose
This study was to explore the relationship between clinical performance examination (CPX) achievement and epistemological beliefs to investigate the potentials of epistemological beliefs in ill-structured medical problem solving tasks.
Methods
We administered the epistemological beliefs questionnaire (EBQ) to fourth-year medical students and correlated the results with their CPX scores. The EBQ comprised 61 items reflecting five belief systems: certainty of knowledge, source of knowledge, rigidity of learning, ability to learn, and speed of knowledge acquisition. The CPX included scores for history taking, physical examination, and patient-physician interaction.
Results
The higher epistemological beliefs group obtained significantly higher scores on the CPX with regard to history taking and patient-physician interaction. The epistemological beliefs scores on certainty of knowledge and source of knowledge were significantly positively correlated with patient-physician interaction. The epistemological beliefs scores for ability to learn were significantly positively correlated with those for history taking, physical examination, and patient-physician interaction.
Conclusion
Students with more sophisticated and advanced epistemological beliefs stances used more comprehensive and varied approaches in the patient-physician interaction. Therefore, educational efforts that encourage discussions pertaining to epistemological views should be considered to improve clinical reasoning and problem-solving competence in the clinic setting.

Citations

Citations to this article as recorded by

Based on the Application of the Four-in-One Teaching Model of “PBL-CBL-MOOC-Clinical Clerkship” in the Education of Clinical Medical Students
欣舒
Advances in Education.2025; 15(08): 1271. CrossRef
Understanding the Link Between Epistemological Beliefs and Academic Achievement: A Meta-Analytic Review
Elif Öztürk, Gökhan Öztürk
International Journal of Educational Studies and Policy.2025; 7(1): 1. CrossRef
‘There shouldn't be anything wrong with not knowing’: epistemologies in simulation
Stella L Ng, Emilia Kangasjarvi, Gianni R Lorello, Lori Nemoy, Ryan Brydges
Medical Education.2019; 53(10): 1049. CrossRef
Peer-assisted learning (PAL): skills lab tutors’ experiences and motivation
T. J. Bugaj, M. Blohm, C. Schmid, N. Koehl, J. Huber, D. Huhn, W. Herzog, M. Krautter, C. Nikendei
BMC Medical Education.2019;[Epub] CrossRef
Development of domain-specific epistemological beliefs of physiotherapists: a longitudinal study
Martina Bientzle, Ulrike Cress, Joachim Kimmerle
BMC Medical Education.2019;[Epub] CrossRef

16,628 View
163 Download
Crossref
6 Scopus

Case Report

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.

Citations

Citations to this article as recorded by

Developing veterinary basic clinical skill items based on Korean Veterinary Entrustable Professional Activity
Kichang Lee, Heungshik S. Lee, Seong Mok Jeong, Jongil Kang, Seungjoon Kim, Jin-Young Chung, Sang-Soep Nahm, Pan Dong Ryu
Journal of Veterinary Science.2024;[Epub] CrossRef
Observation of the Effectiveness of a Diagnostic Model for Acute Abdominal Pain Based on the Etiology Checklist and Process Thinking
Hong-ming Pan, Hong-ling Li, Zhang-shun Shen, Hui Guo, Qian Zhao, Jian-guo Li
Risk Management and Healthcare Policy.2021; Volume 14: 835. CrossRef
Educational Strategies for Clinical and Technical Skills Performance
HyeRin Roh
Korean Medical Education Review.2016; 18(3): 132. CrossRef
Importance of clinical medicine in medical education:review of the articles in this issue
Oh Young Kwon
Korean Journal of Medical Education.2015; 27(4): 243. CrossRef

23,542 View
268 Download
Crossref
3 Scopus

Original Article

Predictors of clinical practice examination scores of fourth year medical students after core clinical clerkships: Kye-Yeung Park, Hoon-Ki Park, Jong-Hoon Kim, Hwan-Sik Hwang; Korean J Med Educ 2015;27(4):275-282.
Published online December 1, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.4.275

Abstract
PDF

Purpose
Clinical performance examination (CPX) has been used to assess clinical competence as one step of medical license examination. Initial CPX score of the fourth year medical student is important since it indicates how to prepare successfully for the final examination. This study was conducted to assess the predictors of CPX scores of the fourth year medical students who completed core clinical clerkship.
Methods
One hundred eleven fourth year medical students took a formative CPX in February. The score was compared with the scores of cognitive area and those of behavioral area which students had acquired in the past. We analyzed the correlation between the scores and determined the predictors of the fourth year CPX score.
Results
The fourth year CPX score showed stronger correlation with the scores of behavioral area than those of cognitive area. The significant predictors of fourth year CPX score included third year simple procedure exam score and third year clerkship CPX score. The risk factors for low fourth year CPX score included second year patient-physician interaction (PPI) score and third year CPX score after adjusted for age, sex, and school type. The risk factors of being selected as a low PPI score group of fourth year included low PPI scores of first, second, and third year exams.
Conclusion
Our study highlights importance of educational balance between cognitive and behavioral areas. To improve clinical competence of final year medical students, clinical interview training using standardized patient with other modules is to be enhanced and initiated early in the medical curriculum.

Citations

Citations to this article as recorded by

The Relationships among Learning Emotions, Learning Attitudes, Major Satisfaction, Learning Flow, and Academic Achievement of Medical School Students
So-Jung YUNE, Sang-Yeoup LEE, Bee-Sung KAM, Sun-Ju IM
Journal of Fisheries and Marine Sciences Education.2016; 28(2): 582. CrossRef
Importance of clinical medicine in medical education:review of the articles in this issue
Oh Young Kwon
Korean Journal of Medical Education.2015; 27(4): 243. CrossRef

13,604 View
165 Download
Crossref
1 Scopus

The perceptual differences in learning outcomes between education and achievement levels between faculty and students in medical schools: Kwi Hwa Park, Sun Kim, Jung Ae Rhee, Yera Hur, Young Hwan Lee, Joo Hyun Park; Korean J Med Educ 2014;26(2):125-136.
Published online June 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.2.125

Abstract
PDF

Purpose
The purpose of this study was to compare the perception of learning outcomes between faculty and students in medical schools.
Methods
A total of 1,766 medical students and 436 faculty members participated in the survey. They responded to the perception of four learning outcomes: medical knowledge and problem solving, clinical skills, medical ethics, and clinical communication. The participants responded to the education and achievement levels of the learning outcomes.
Results
In all four learning outcomes, the student's perception of education level differed by educational system, and the students in mixed systems had the highest scores. Students differed significantly in achievement level of medical ethics between genders, wherein male students perceived their achievement level to be higher than females. Students perceived their achievement level to be lower than the education level. The students' clinical skills were the highest in the education and achievement levels. The faculty perceived the education level to be higher than the student's achievement level. In particular, the faculty's perception of education level of medical knowledge and problem solving was the highest, whereas the students' achievement level of it was lower. The faculty assessed the education level to be higher than students. The students showed higher perception of achievement level than faculty.
Conclusion
There were perceptual differences in learning outcomes between students and faculty. The results of this study are expected to be used to design outcome-based learning methods.

Citations

Citations to this article as recorded by

Students’ self-assessment of achievement of terminal competency and 4-year trend of student evaluation on outcome-based education
Sanghee Yeo, Bong Hyun Chang
Korean Journal of Medical Education.2019; 31(1): 39. CrossRef
Domestic Research of Medical Students Trends Analysis
Aehwa Lee
Korean Medical Education Review.2018; 20(2): 91. CrossRef
Restoring force of medical school
Eun Kyung Chung
Korean Journal of Medical Education.2014; 26(2): 81. CrossRef
Basic research to guide alterations in an outcome-based curriculum
Hyo Hyun Yoo
Korean Journal of Medical Education.2014; 26(4): 265. CrossRef

13,908 View
119 Download
Crossref

Necessity of introducing postencounter note describing history and physical examination at clinical performance examination in Korea: Jonghoon Kim; Korean J Med Educ 2014;26(2):107-115.
Published online June 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.2.107

Abstract
PDF

Purpose
Information gathering ability had been evaluated mainly via checklists in clinical performance examinations (CPX). But, it is not proved yet if students write the information correctly in postencounter note (PN), although they asked questions or performed physical examinations (PE) about the information when they interacted with standardized patients in CPX. This study addressed the necessity of introducing PN to evaluate the ability in CPX.
Methods
After patient encounters, students were instructed to write the findings of history taking and physical examination that they considered as important information in approaching the patient’s problems in PN. PNs were scored using answer keys selected from checklist items, which were considered to be recorded in PN by CPX experts.
Results
PNs of six CPX cases from 54 students were analyzed. Correlation coefficients between the key-checklist scores and PN scores of six cases were moderate to high (0.52 to 0.79). However, students frequently neglected some cardinal features of chief complains, pertinent findings of past/social history and PE, and pertinent negative findings of associated symptoms in PNs, which were checked as ‘done’ in the keys of checklists.
Conclusion
It is necessary to introduce PN in CPX to evaluate the students’ ability of synthesis and integration of patient information.

Citations

Citations to this article as recorded by

Deliberate practice of diagnostic clinical reasoning reveals low performance and improvement of diagnostic justification in pre-clerkship students
Justine Staal, Jason Waechter, Jon Allen, Chel Hee Lee, Laura Zwaan
BMC Medical Education.2023;[Epub] CrossRef
Restoring force of medical school
Eun Kyung Chung
Korean Journal of Medical Education.2014; 26(2): 81. CrossRef

13,824 View
90 Download
Crossref

Equating Scores Using Bridging Stations on the Clinical Performance Examination: Dong-Mi Yoo, Jae-Jin Han; Korean J Med Educ 2013;25(2):131-137.
Published online June 30, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.2.131

Abstract
PDF

PURPOSE
This study examined the use of the Tucker linear equating method in producing an individual student's score in 3 groups with bridging stations over 3 consecutive days of the clinical performance examination (CPX) and compared the differences in scoring patterns by bridging number.
METHODS
Data were drawn from 88 examinees from 3 different CPX groups-DAY1, DAY2, and DAY3-each of which comprised of 6 stations. Each group had 3 common stations, and each group had 2 or 3 stations that differed from other groups. DAY1 and DAY3 were equated to DAY2. Equated mean scores and standard deviations were compared with the originals. DAY1 and DAY3 were equated again, and the differences in scores (equated score-raw score) were compared between the 3 sets of equated scores.
RESULTS
By equating to DAY2, DAY1 decreased in mean score from 58.188 to 56.549 and in standard deviation from 4.991 to 5.046, and DAY3 fell in mean score from 58.351 to 58.057 and in standard deviation from 5.546 to 5.856, which demonstrates that the scores of examinees in DAY1 and DAY2 were accentuated after use of the equation. The patterns in score differences between the equated sets to DAY1, DAY2, and DAY3 yielded information on the soundness of the equating results from individual and overall comparisons.
CONCLUSION
To generate equated scores between 3 groups on 3 consecutive days of the CPX, we applied the Tucker linear equating method. We also present a method of equating reciprocal days to the anchoring day as much as bridging stations.

Citations

Citations to this article as recorded by

How to Increase the Clinical Performance of Medical Students
Sun Huh
Korean Journal of Medical Education.2013; 25(2): 73. CrossRef

11,523 View
105 Download
Crossref

Clinical-Performance Remediation Program for Dyscompetent Medical Students: Sun Jung Myung, Jae-June Yim, Sang Min Park, Jwa Seop Shin; Korean J Med Educ 2013;25(2):123-129.
Published online June 30, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.2.123

Abstract
PDF

PURPOSE
Medical schools endeavor to ensure that students are competent with regard to clinical skills. Skills remediation is implemented in cases of poor clinical performance examination (CPX) grades, although little is known about the effectiveness of such techniques. In this study, we examined the effectiveness of a remediation program that was designed to improve the clinical performance of medical students.
METHODS
A 6-week remediation program, administered jointly by Seoul National University College of Medicine's Departments of Internal Medicine (IM) and Family Medicine (FM), was initiated. The program was divided into 2 parts: 3 weeks each of IM classes that were run by specialists in various fields and FM classes that were conducted by a chief resident. Twenty-three students were required to undergo remediation after posting poor scores on 2 sessions of a CPX. On completion of the remediation program, the students' clinical performance was re-evaluated, and the changes in clinical performance scores were analyzed.
RESULTS
After the remediation program, the students' total scores and scores on history taking, physical examination, physician's manner, and physician-patient interaction improved significantly. However, patient education did not improve. Most students found the remediation program to be instructive and helpful in preparation for the CPX. They were more satisfied with the chief resident's serial tutoring than with specialists' tutoring sessions.
CONCLUSION
The remediation program improves clinical performance. Continued development and implementation of this program will help failing students be competent physicians.

Citations

Citations to this article as recorded by

Emotion in remediation: A scoping review of the medical education literature
Lynnea M. Mills, Christy Boscardin, Elizabeth A. Joyce, Olle ten Cate, Patricia S. O'Sullivan
Medical Education.2021; 55(12): 1350. CrossRef
Effectiveness of Remedial Teaching for Improving the Academic Performance of Poorly Performing Phase 1 Medical Students in Biochemistry Discipline at Government Medical College, Kozhikode, Kerala
Shaji Sreedhar, Sandeep Appunni
Journal of Evidence Based Medicine and Healthcare.2021; 8(34): 3193. CrossRef
Remediation of learners struggling with communication skills: a systematic review
Deema Al-Sheikhly, Linda Östlundh, Thurayya Arayssi
BMC Medical Education.2020;[Epub] CrossRef
How to Increase the Clinical Performance of Medical Students
Sun Huh
Korean Journal of Medical Education.2013; 25(2): 73. CrossRef

10,282 View
115 Download
Crossref

Improvement in Clinical Performance of Interns and Residents through Clinical Skills Assessment of the Korean Medical Licensing Examination: Su Mi Kim, Incheol Park, Hoo-Sun Chang, Eun-Cheol Park; Korean J Med Educ 2012;24(4):329-338.
Published online December 31, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.4.329

Abstract
PDF

PURPOSE
To evaluate the clinical performance through the Korean Medical Licensing Examination clinical skills assessment (KMLE CSA) this survey was done.
METHODS
A survey of 130 interns and residents (46 applicants and 84 non-applicants for the KMLE CSA) at a university hospital in Seoul was conducted in January and February 2012. The data were gathered using a structured and self-administered questionnaire. For the items that assessed the clinical performance of these subjects, we selected 15 items that are mostly frequently used by Delphi's technique, and difficult procedural skills based on the results of medical students' performance. We also used subcomponents of the clinical problems test of the KMLE CSA.
RESULTS
The total score on the KMLE CSA improved by 1.33 points (a perfect score is 10), 1.49 points for procedural skills, and 0.84 points for clinical problems by multiple regression analysis. The variables that influenced clinical skills were sex (females had 0.86 more points than males), experience in military or public services (1.04 points higher than persons without experience), and type of school (graduates of medical school had 1.41 more points than graduates of professional graduate school).
CONCLUSION
Implementation of the KMLE CSA improved the clinical performance of medical graduates.

Citations

Citations to this article as recorded by

Developing a best practice framework for clinical competency education in the traditional East-Asian medicine curriculum
Sang Yun Han, Seung-Hee Lee, Han Chae
BMC Medical Education.2022;[Epub] CrossRef
Study on Employee Performance Evaluation Based on Adaptive Feature Selection Fuzzy Algorithm
Yuan Qian, Jiemin Yin, R. Mo
Mobile Information Systems.2022; 2022: 1. CrossRef
A one-day surgical-skill training course for medical students’ improved surgical skills and increased interest in surgery as a career
Ho Seok Seo, Yong Hwa Eom, Min Ki Kim, Young-Min Kim, Byung Joo Song, Kyo Young Song
BMC Medical Education.2017;[Epub] CrossRef
Does medical students' clinical performance affect the actual performance during medical internship?
ER Han, EK Chung
Singapore Medical Journal.2016; 57(02): 87. CrossRef
Reforms of the Korean Medical Licensing Examination regarding item development and performance evaluation
Mi Kyoung Yim
Journal of Educational Evaluation for Health Professions.2015; 12: 6. CrossRef
Educational intervention as an effective step for reducing blood culture contamination: a prospective cohort study
W.B. Park, S.J. Myung, M.-d. Oh, J. Lee, N.-J. Kim, E.-C. Kim, J.S. Park
Journal of Hospital Infection.2015; 91(2): 111. CrossRef
Student Centered Medical Education
Sun Kim
Korean Journal of Medical Education.2012; 24(4): 279. CrossRef

12,371 View
100 Download
Crossref

Impact of Critical Thinking Disposition, General Self-Efficacy, and Leadership on Clinical Competence in Nursing Students: Jee Won Park, Chun Ja Kim, Yong Soon Kim, Moon Sook Yoo, Hyera Yoo, Sun Mi Chae, Jeong Ah Ahn; Korean J Med Educ 2012;24(3):223-231.
Published online September 30, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.3.223

Abstract
PDF

PURPOSE
The purpose of this study was to evaluate the relationships among critical thinking disposition, general self-efficacy, leadership and clinical competence, and identify the factors influencing clinical competence in nursing students.
METHODS
In this descriptive study, 153 nursing students (from 2nd to 4th school year) of a university in South Korea were enrolled in December 2010. The instruments for this study were the Korean versions of the Critical Thinking Disposition Scale, General Self-Efficacy Scale, Leadership Inventory, and Clinical Competence Scale. Data were analyzed by descriptive statistics, t-test, MANOVA, Pearson correlation, and multiple linear regression with PASW 18.0 software.
RESULTS
The mean scores (ranging from 1 to 5) in nursing students for critical thinking disposition, general self-efficacy, leadership, and clinical competence were 3.44, 3.51, 3.55, and 3.42, respectively. Positive correlations were found for clinical competence with critical thinking disposition, general self-efficacy, and leadership. The strongest predictor of clinical competence was leadership. In addition, leadership, nursing school year, and subjective academic achievement accounted for 34.5% of variance in clinical competence.
CONCLUSION
This study revealed that developing leadership, critical thinking disposition, and self-efficacy in undergraduate nursing education is important to improve clinical competence of nursing students.

Citations

Citations to this article as recorded by

Structural Analysis of Variables Related to Clinical Competence of Nursing Student - Based on Learning Agility Model
Mi Hee Lee, Eun Hee Kim
Journal of Health Informatics and Statistics.2025; 50(4): 423. CrossRef
The Effect of Emotional Intelligence, Caring Efficacy, and Social Support on Clinical Competency of Nursing Students
Jaewoo Park, Vasuki Rajaguru, Jeoungmi Kim
The Open Nursing Journal.2024;[Epub] CrossRef
Relationship between critical thinking disposition and research competence among clinical nurses: A cross‐sectional study
Qirong Chen, Dan Liu, Chuyi Zhou, Siyuan Tang
Journal of Clinical Nursing.2020; 29(7-8): 1332. CrossRef
The Influences of Nursing Professionalism and Emotional Intelligence on the Clinical Performance Ability in Nursing Students
Hyo-Won Kim, Myung-Sook Yoo
The Korean Journal of Health Service Management.2020; 14(2): 41. CrossRef
Self–regulated learning ability, metacognitive ability, and general self-efficacy in a sample of nursing students: A cross-sectional and correlational study
Jian Hua Chen, Annica Björkman, Ji Hua Zou, Maria Engström
Nurse Education in Practice.2019; 37: 15. CrossRef
Factors Influencing Confidence in Performing Fundamental Nursing Skills of Nursing Students: Focused on Professionalism and Self-efficacy
Gum-Hee Choi, Minjoo Hong, Suhye Kwon
Journal of Korean Academy of Fundamentals of Nursing.2019; 26(2): 107. CrossRef
Emotional Intelligence, Problem Solving Ability, Self Efficacy, and Clinical Performance among Nursing Students: A Structural Equation Model
Mi Sook Kim, Sue Kyung Sohn
Korean Journal of Adult Nursing.2019; 31(4): 380. CrossRef
Hospice-Palliative Care Nurses’ Knowledge of Delirium, Self-Efficacy and Nursing Performance on Delirium
Bo-Jung Jang, Hye-Ah Yeom
The Korean Journal of Hospice and Palliative Care.2018; 21(2): 65. CrossRef
Reliability and Validity of the Clinical Competency Scale for Nursing Students
Bo Young Kim, Myeong Jeong Chae, Yun Ok Choi
Journal of Korean Academy of Community Health Nursing.2018; 29(2): 220. CrossRef
Development and validation of simulation teaching strategies in an integrated nursing practicum
Hyung-Ran Park, Jee-Won Park, Chun-Ja Kim, Ju-Eun Song
Collegian.2017; 24(5): 479. CrossRef
The development and psychometric testing of a Disaster Response Self-Efficacy Scale among undergraduate nursing students
Hong-Yan Li, Rui-Xue Bi, Qing-Ling Zhong
Nurse Education Today.2017; 59: 16. CrossRef
Critical Thinking Disposition of Nurse Practitioners in Taiwan
Hsiu-Ying Hsu, Shu-Chen Chang, Ai-Ling Chang, Shiah-Lian Chen
The Journal of Continuing Education in Nursing.2017; 48(9): 425. CrossRef
Correlation between critical thinking disposition and self-efficacy in dental hygiene students
Young-Im Kim
Journal of Korean society of Dental Hygiene.2016; 16(3): 401. CrossRef
Affecting Factors of Clinical Competence in the Nursing students Using a Mediation Model
Soon-gu Kim, Young-sook Seo
Journal of the Korea Academia-Industrial cooperation Society.2016; 17(3): 283. CrossRef
The Effects of Critical Thinking Disposition and Self-esteem to Self-leadership of Nursing Student
Sun-Young Lee, Seon-Yeong Jeon, Yun-Young Kim
The Korean Journal of Health Service Management.2016; 10(1): 155. CrossRef
Influence of Professional Self-concept and Self-leadership on Clinical Competence in Nursing Students
Hwa Jin Dong, Mi Suk Choi
Journal of Korean Academy of Fundamentals of Nursing.2016; 23(4): 373. CrossRef
The Mediating Effect of Self-Efficacy in the Relationship between Emotional Intelligence and Clinical Performance among Nursing Students
Mi Sook Kim
The Journal of Korean Academic Society of Nursing Education.2016; 22(4): 504. CrossRef
Self-leadership, critical thinking disposition, satisfaction of clinical practice and clinical practice competency of nursing students
Hyeon-Sook Park, Ji-Young Han
Journal of the Korean Data and Information Science Society.2015; 26(3): 695. CrossRef
Correlations Among Nursing Professionalism, Critical Thinking Disposition and Self-leadership in Nursing Students
Hyun Ju Park
The Journal of Korean Academic Society of Nursing Education.2015; 21(2): 227. CrossRef
Factors Affecting Clinical Competency of Dental Hygiene Students
Kyeung-Ae Jang
Journal of the Korea Convergence Society.2015; 6(6): 35. CrossRef
Factors Influencing Clinical Competence in Nursing Students
Eun Su Do, Young Sook Seo
Journal of Korean Academy of Fundamentals of Nursing.2014; 21(3): 283. CrossRef

18,699 View
396 Download
Crossref

Teaching Clinical Performance Examination Using Action Learning Techniques: Kyung Hye Park, Woo Jeong Kim; Korean J Med Educ 2012;24(1):23-30.
Published online March 31, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.1.23

Abstract
PDF

PURPOSE
Action learning is an educational method, whereby participants study their own actions and experiences to improve performance. We aimed to study the effects and share the experiences with action learning to teach clinical performance examination (CPX).
METHODS
Twenty-eight fourth-year medical students participated in this study in 2010. This course consisted of three mini-lectures, three CPX practice sessions, and an evaluation. Satisfaction and improved and deficient elements in the CPX practice session were investigated. Internal consistencies of peer evaluation and CPX scores were also investigated using Cronbach's alpha.
RESULTS
Average satisfaction was 4.5 on a 5-point scale. Low Cronbach's alpha was noted for the consistencies of peer evaluation and patient-physician interaction. The most common improved element was self-confidence, followed by accustoming themselves to conversation with the standard patient. Seven students stated that they were deficient in self-confidence; other deficiencies were sympathy expression, conversation, and physical examination.
CONCLUSION
CPX education using action learning by peer evaluation, generating CPX cases by themselves, repeated practices, and feedback, effected self-active learning. However, the educator and educatee must invest much time and effort. Allotting specific, scheduled times for this type of education would be more effective.

Citations

Citations to this article as recorded by

Nursing Students’ Experience of Action Learning in Clinical Practice of Nursing Management
Yong Sook EO, Hae Ok KIM
JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION.2021; 33(5): 1114. CrossRef
Effects of Module Development and Role Play Course on Clinical Practice Examination Scores during a 4th Year Clerkship
Kyong-Min Park, Kye-Yeung Park, Nam-Eun Kim, Bong-Kyung Seo, Hoon-Ki Park, Hwan-Sik Hwang
Korean Journal of Family Medicine.2018; 39(1): 23. CrossRef
Gender Differences in Health-Related Quality of Life of Korean Patients with Chronic Obstructive Lung Disease
Jisu Kim, Kisook Kim
Public Health Nursing.2014;[Epub] CrossRef
Research in Medical Education: Transforming Ideas into Action
Eun Kyung Chung
Korean Journal of Medical Education.2012; 24(1): 1. CrossRef
Validity and Reliability of a Clinical Performance Examination using Standardized Patients
Ja Yun Choi, Keum Seong Jang, Soon Hee Choi, Mi Soon Hong
Journal of Korean Academy of Nursing.2008; 38(1): 83. CrossRef

12,407 View
133 Download
Crossref

Correlation of CPX Scores with the Scores on Written Multiple-Choice Examinations on the Certifying Examination for Family Medicine in 2009 to 2011: Jung Jin Cho, Ji Yong Kim, Hoon Ki Park, In Hong Hwang; Korean J Med Educ 2011;23(4):315-322.
Published online December 31, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.4.315

Abstract
PDF

PURPOSE
Recently, the clinical practice examination (CPX) using standardized patients has been introduced into several specialty certifying examinations in Korea. The purpose of this paper was to determine the correlation of a resident's performance on the CPX with the comprehensive written multiple-choice question (MCQ) examination on the certifying examination for family medicine.
METHODS
The subjects of this study were 1,023 residents who completed the 1st and 2nd certifying examination for family medicine between 2009 and 2011. We determined the correlation between the total scores and 4 domain scores (history taking, physical examination, patient education, and patient-physician interaction) on the CPX with the MCQ scores of the 1st written test and 2nd slide examination and the correlation between the total CPX score and scores on the CPX domains.
RESULTS
The correlation between CPX score with each MCQ examination (0.21~0.45 with 1st written MCQ, 0.15~0.33 with 2nd slide MCQ) was lower than that between each MCQ examination (0.46~0.59). The CPX score on patient education did not correlate with the 1st written and 2nd MCQ scores. The CPX scores on history taking and physical examination correlated slightly with the 1st written MCQ scores. The global ratings of preceptor examiners had the highest correlation (r=0.68~0.82) with the total CPX scores.
CONCLUSION
Considering the mild correlation of CPX scores with each MCQ examination, the CPX is more likely to measure other qualities, such as critical thinking and communication skills.

Citations

Citations to this article as recorded by

Competency evaluation using randomized testing: feasibility of a new structured assessment method
M. Jawad Hashim, Alexander Kieu
Advances in Physiology Education.2025; 49(3): 801. CrossRef
Medical students’ thought process while solving problems in 3 different types of clinical assessments in Korea: clinical performance examination, multimedia case-based assessment, and modified essay question
Sejin Kim, Ikseon Choi, Bo Young Yoon, Min Jeong Kwon, Seok-jin Choi, Sang Hyun Kim, Jong-Tae Lee, Byoung Doo Rhee
Journal of Educational Evaluation for Health Professions.2019; 16: 10. CrossRef
Physician gender and patient centered communication: The moderating effect of psychosocial and biomedical case characteristics
Dong Wook Shin, Debra L. Roter, Yong Kyun Roh, Sang Keun Hahm, BeLong Cho, Hoon-Ki Park
Patient Education and Counseling.2015; 98(1): 55. CrossRef
Predictors of clinical practice examination scores of fourth year medical students after core clinical clerkships
Kye-Yeung Park, Hoon-Ki Park, Jong-Hoon Kim, Hwan-Sik Hwang
Korean Journal of Medical Education.2015; 27(4): 275. CrossRef

11,587 View
89 Download
Crossref

Short Communication

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 J Med Educ 2011;23(3):203-207.
Published online September 30, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.3.203

Abstract
PDF

PURPOSE
The purpose of this study was to investigate the experience of examinees who took the first clinical skill examination in Korea.
METHODS
The data were collected by written survey, telephone, and face-to-face interviews with 46 examinees who took a clinical skills examination test at Jeju National University School of Medicine. Thirty-two questionnaires were valid for analysis.
RESULTS
Examinees' self-evaluation scores with regard to the level of difficulty of the CPX was 2.83 on average (1 for very easy, 5 for very difficult), and the score on the degree of adequate time for the CPX was 2.69 on average (1 for enough, 5 for very short). Examinees' self-evaluation scores on the level of difficulty of the OSCE was 2.37 on average (1 for very easy, 5 for very difficult), and the score on the degree of adequate time for the OSCE was 2.56 on average (1 for enough, 5 for very short).
CONCLUSION
We hope that our study provides useful information on practical questions in the development and review of exams and will be used to develop educational content and teaching methods in medical education.

Citations

Citations to this article as recorded by

Pilot application and Comparative Study between inter-raters in Clinical Performance Examination (CPX) of Ankle Sprain
Minjeong Kim
Journal of Korean Medicine.2024; 45(3): 112. CrossRef
Developing a best practice framework for clinical competency education in the traditional East-Asian medicine curriculum
Sang Yun Han, Seung-Hee Lee, Han Chae
BMC Medical Education.2022;[Epub] CrossRef
Effects of Module Development and Role Play Course on Clinical Practice Examination Scores during a 4th Year Clerkship
Kyong-Min Park, Kye-Yeung Park, Nam-Eun Kim, Bong-Kyung Seo, Hoon-Ki Park, Hwan-Sik Hwang
Korean Journal of Family Medicine.2018; 39(1): 23. CrossRef
A one-day surgical-skill training course for medical students’ improved surgical skills and increased interest in surgery as a career
Ho Seok Seo, Yong Hwa Eom, Min Ki Kim, Young-Min Kim, Byung Joo Song, Kyo Young Song
BMC Medical Education.2017;[Epub] CrossRef
Student Satisfaction Study of Clinical Skills Training in Korean Medical Education
Sung Bo Sim, Ji Hyeon Kweon, Hyung Woo Kim, Jin Woo Hong, Sang Woo Shin
Journal of Korean Medicine.2013; 34(3): 37. CrossRef
Impact of Critical Thinking Disposition, General Self-Efficacy, and Leadership on Clinical Competence in Nursing Students
Jee Won Park, Chun-Ja Kim, Yong Soon Kim, Moon Sook Yoo, Hyera Yoo, Sun-Mi Chae, Jeong-Ah Ahn
Korean Journal of Medical Education.2012; 24(3): 223. CrossRef
Medical Education - Beyond the Evaluation of Intellectual Competency
Sun Kim
Korean Journal of Medical Education.2011; 23(3): 157. CrossRef

11,909 View
95 Download
Crossref

Original Article

Clinical Performance Examination Utilizing Standardized Patients in Board Examination: Based on the Board Examination of Korean Neurological Association for Three Years: Beom Joon Kim, Jung Joon Sung, Hoon Ki Park, Dae Won Seo, Chin Sang Chung, Byung Woo Yoon; Korean J Med Educ 2011;23(2):127-135.
Published online June 30, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.2.127

Abstract
PDF

PURPOSE
Evaluation of clinical skills and attitude including development of dynamic patient-doctor relationship is important in board examination (BE). Korean Neurological Association (KNA) has introduced clinical performance examination (CPX) utilizing standardized patients (SP) to BE in 2007. In this study, the authors describe the 3-year experience of CPX in BE through 2009.
METHODS
To implement CPX session in BE, KNA developed CPX workshop for BE attendees and members of grading committee. CPX sessions in BE consisted of two model scenarios mimicking neurological patients in clinical practice. The total score and itemized scores of CPX sessions were compared with other areas of BE, and scores from each year were also compared.
RESULTS
Scores from CPX sessions were significantly correlated with BE step II. Among the itemized scores of CPX sessions, clinical items including history taking and physical examination were significantly correlated with scores from other areas of BE. However, scores from global assessment from SP were strongly associated with patient-doctor relationship, history taking, and patient education.
CONCLUSION
Our experiences suggest that CPX utilizing SP is a useful tool to assess the clinical skills in BE. In order to produce clinically well qualified neurologists, more efforts should be made to develop cases and to improve assessment tools for CPX.

Citations

Citations to this article as recorded by

Clinical Performance and Communication Skills of ChatGPT Versus Physicians in Emergency Medicine: Simulated Patient Study
ChulHyoung Park, Min Ho An, Gyubeom Hwang, Rae Woong Park, Juho An
JMIR Medical Informatics.2025; 13: e68409. CrossRef
Future Development for the Board Licensing Examination of Internal Medicine
Jin Seok Kim, Jong-Won Ha
The Korean Journal of Medicine.2017; 92(2): 109. CrossRef
Comparison of Standardized Patient and Faculty Agreement in Evaluating Nursing Students’ Assessment and Communication Skills
Young Ju Kim
Journal of Korean Academy of Fundamentals of Nursing.2017; 24(3): 189. CrossRef
Impact of Clinical Performance Examination on Incoming Interns' Clinical Competency in Differential Diagnosis of Headache
Seong-Min Park, Yun-Mi Song, Bo-Kyoung Kim, Hyoeun Kim
Korean Journal of Family Medicine.2014; 35(2): 56. CrossRef
Medical Education: Where are We Going?
Eunbae B. Yang
Korean Journal of Medical Education.2011; 23(2): 77. CrossRef
Correlation of CPX Scores with the Scores on Written Multiple-Choice Examinations on the Certifying Examination for Family Medicine in 2009 to 2011
Jung Jin Cho, Ji Yong Kim, Hoon Ki Park, In Hong Hwang
Korean Journal of Medical Education.2011; 23(4): 315. CrossRef
Predictive Value of the Korean Academy of Family Medicine In-Training Examination for Certifying Examination
Jung-Jin Cho, Ji-Yong Kim
Korean Journal of Family Medicine.2011; 32(6): 352. CrossRef

12,275 View
103 Download
Crossref

The Effect of Personal Character on the Results of Clinical Performance Skill Tests: Sung Joon Shin, Kyung Soo Kim, Dong Seok Lee; Korean J Med Educ 2011;23(2):111-117.
Published online June 30, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.2.111

Abstract
PDF

PURPOSE
Even though many studies have indicated that the personality of medical students affects learning style and academic achievement, the effect of personality types on the performance skill tests has not been well known in the medical field due to the rarity of published papers. Thus, the aim of this study was to reveal the effect of personal traits on clinical skill performance tests.
METHODS
Fifty-seven fourth-grade medical students were enrolled in this study. They had all completed clinical performance tests. To assess personality types, we used the Korean version of the Myers-Briggs Type Indicator (MBTI).
RESULTS
Fifty-five of 57 senior medical students responded completely to the MBTI questionnaire. The proportion of four paired MBTI dimensions was Introversion (I)-Extroversion (E) (67.3% vs. 32.7%), Sensing (S)-Intuition (I) (76.4% vs. 23.6%), Thinking (T)-Feeling (F) (61.8% vs. 38.2%), and Judging (J)-Perception (P) (56.4% vs. 43.6%). The dominant personality types were ISTJ (23.6%), ESTJ (14.5%), and ISTP (10.9%). The first
objective
structured clinical examination (OSCE) test showed higher scores in Extraversion, Judging, and Sensing-Judging types compared to the counterparts (p<0.05), but this effect was not observed in the second OSCE test. On the clinical performance examination, Extraversion, Sensing, and Judging types had a higher score, as measured by standardized patients.
CONCLUSION
Specific personal traits affect the test scores of the clinical performance skill examinations. So, personality measurement might be a useful tool for understanding a student who has difficulty in performance tests. We hope this study will give valuable information to examiners when they instruct and counsel students about clinical performance tests.

Citations

Citations to this article as recorded by

Personality Types of Medical Students in Terms of Their Choice of Medical Specialty: Cross-Sectional Study
Małgorzata Tobiaszewska, Tytus Koweszko, Jonasz Jurek, Karolina Mikołap, Jacek Gierus, Jantoni Mikulski, Napoleon Waszkiewicz
Interactive Journal of Medical Research.2024; 13: e60223. CrossRef
Impact of video feedback system on medical students’ perception of their clinical performance assessment
Bee Sung Kam, So Jung Yune, Sang Yeoup Lee, Sun Ju Im, Sun Yong Baek
BMC Medical Education.2019;[Epub] CrossRef
Examining the association of career stage and medical specialty with personality preferences – a cross-sectional survey of junior doctors and attending physicians from various specialties
Yu-Che Chang, Hsu-Min Tseng, Xaviera Xiao, Roy Y. L. Ngerng, Chiao-Lin Wu, Chung-Hsien Chaou
BMC Medical Education.2019;[Epub] CrossRef
Surgeons’ personalities and surgical outcomes
CA Lovejoy, SAM Nashef
The Bulletin of the Royal College of Surgeons of England.2018; 100(6): 259. CrossRef
Effects of micro- and subtle-expression reading skill training in medical students: A randomized trial
Eun Ho Yu, Eun Jung Choi, Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Sun Yong Baek
Patient Education and Counseling.2016; 99(10): 1670. CrossRef
Effectiveness of Simulation Problem-Based Learning for Community Visit Nursing according to Myers Briggs Type Indicator(MBTI) Personality Types
Hyun Jung Jang, Jeong Sook Park
The Journal of Korean Academic Society of Nursing Education.2016; 22(4): 577. CrossRef
Medical students’ empathy and its effect on the physicianpatient relationship
Min Young Chun, Sang Ho Yoo, Hoon-Ki Park
Korean Journal of Medical Education.2015; 27(4): 283. CrossRef
Medical Education: Where are We Going?
Eunbae B. Yang
Korean Journal of Medical Education.2011; 23(2): 77. CrossRef

13,009 View
154 Download
Crossref

Experience of Bedside Teaching during Clerkship in Pulmonary Medicine for Improving Clinical Performance: Sung Soo Jung, Sun Young Kim; Korean J Med Educ 2011;23(1):41-47.
Published online March 31, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.1.41

Abstract
PDF

PURPOSE
Although the importance of bedside teaching is generally recognized, there is no published report on the actual experience or effects of bedside teaching in Korea. We aimed to study the effects and share the experience of bedside teaching during a clerkship in pulmonary medicine.
METHODS
Bedside teaching was administered to 120 students through Year 3. To evaluate the improvement in clinical performance as a result of bedside teaching, students took the clinical performance examination (CPX) pre- and post-clerkship. They also completed a questionnaire about their perception of self-competence with regard to clinical performance. We analyzed the CPX scores and questionnaires.
RESULTS
After introducing bedside teaching, CPX score on the pulmonary case increased from 48.9 to 60.1 between pre- and post-clerkship, respectively (p<0.001). Students had higher self-assessments of competency on the CPX, and their satisfaction with the clerkship increased.
CONCLUSION
This study demonstrates that bedside teaching is effective in improving the clinical performance of medical students.

Citations

Citations to this article as recorded by

E-learning during the COVID-19 pandemic: the impact on medical students’ perceived academic progress
Bogdan-Viorel Vîlceleanu, Ana Maria Bălan, Elena Jugănaru, Elena Merlușcă, Agripina Rașcu, Marina Ruxandra Oțelea
Romanian Journal of Occupational Medicine.2021; 72(1): 31. CrossRef
Bedside Education Will Be More Important than Now in the Age of Artificial Intelligence
Byung-Il Yeh
Korean Medical Education Review.2016; 18(2): 58. CrossRef
Characteristics and Limitations of Bedside Teaching Instructional Models
Young Jon Kim, Cheol Il Lim
Korean Medical Education Review.2014; 16(1): 25. CrossRef
Teaching Clinical Performance Examination Using Action Learning Techniques
Kyung Hye Park, Woo Jeong Kim
Korean Journal of Medical Education.2012; 24(1): 23. CrossRef

10,877 View
85 Download
Crossref

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.

Citations

Citations to this article as recorded by

Patient Safety Education for Medical Students: Global Trends and Korea’s Status
HyeRin Roh
Korean Medical Education Review.2019; 21(1): 1. CrossRef
Patient safety education to change medical students' attitudes and sense of responsibility
Hyerin Roh, Seok Ju Park, Taekjoong Kim
Medical Teacher.2015; 37(10): 908. CrossRef
How to Make a ‘Good Doctor’
Young-Mee Lee
Korean Journal of Medical Education.2010; 22(4): 247. CrossRef

6,300 View
60 Download
Crossref

Content Analysis of Standardized-Patients' Descriptive Feedback on Student Performance on the CPX: Young Hee Lee, Young-Mee Lee, Byung Soo Kim; Korean J Med Educ 2010;22(4):291-301.
Published online December 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.4.291

Abstract
PDF

PURPOSE
The goal of this study was to explore what kind of additional information is provided by the descriptive comments other than the rating scales, on the physician-patient interaction (PPI) in the clinical performance examination (CPX) and its feedback role in identifying students' strengths and weaknesses in communication skills.
METHODS
The data were collected from 18 medical schools in Seoul and Gyeonggi region, which participated in the CPX for fourth-year medical students in 2006 and 2007. In total 12,650 examination cases in 2006 and 12,814 cases in 2007 were analyzed. Descriptive comments from the standardized patients (SPs) were analyzed by content analysis, which includes a 4-step process: coding, conceptualizing, categorizing and explanation.
RESULTS
Ten categories (41 concepts) for 'strength' and 11 for 'weakness' (40 concepts) in the PPI were extracted. Among them, 10 categories were the same in both strength and weakness: providing adequate interview atmosphere, attentive listening, providing emotional support, non-verbal behaviors, professional attitude, questioning, explanation, reaching agreement, counseling & education and conducting adequate physical examination. For the 'structured and organized interview', only weakness was described. In 'providing emotional support' and 'adequate interview atmosphere', comments on strengths were more frequently mentioned than weaknesses. However, communication skills that were related to non-verbal behaviors were more frequently considered weaknesses rather than strengths. The numbers and content of the SP's comments on students' strengths and weaknesses in the PPI varied depending on the case specificities.
CONCLUSION
The results suggest that the SPs' descriptive comments on student' performance on the CPX can provide additional information versus structured quantitative assessment tools such as performance checklists and rating scales. In particular, this information can be used as valuable feedback to identify the advantages and dicadvantages of the PPI and to enhance students' communication skills.

Citations

Citations to this article as recorded by

Development of an LLM-based CPX Practicing Chatbot for Korean Medicine Education: Implementation of Automated Scoring and Feedback Generation Framework
Jundong Kim, Hye-Yoon Lee, Ji-Hwan Kim, Chang-Eop Kim
Journal of Korean Medicine.2024; 45(4): 215. CrossRef
Correlation between nonverbal communication and objective structured clinical examination score in medical students
Seung Guk Park, Kyung Hye Park
Korean Journal of Medical Education.2018; 30(3): 199. CrossRef
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 Journal of Medical Education.2017; 29(4): 241. CrossRef
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
Do Standardized Patients Have Concerns About Students Not Captured by Traditional Assessment Forms?
Benjamin Blatt, Margaret Plack, Samuel Simmens, Joseph Lopreiato, Katherine Berg, Jacqueline Klevan, Karen Lewis
Teaching and Learning in Medicine.2016; 28(4): 395. CrossRef
What is the current orientation of undergraduate medical education in Korea?
Do-Hwan Kim, Eun Jeong Kim, Jinyoung Hwang, Jwa-Seop Shin, Seunghee Lee
Korean Journal of Medical Education.2015; 27(2): 87. CrossRef
Teaching Clinical Performance Examination Using Action Learning Techniques
Kyung Hye Park, Woo Jeong Kim
Korean Journal of Medical Education.2012; 24(1): 23. CrossRef
The Change of CPX Scores according to Repeated CPXs
Yoon Hee Lee, Jae Hyun Park, Jin Kyung Ko, Hyo Bin Yoo
Korean Journal of Medical Education.2011; 23(3): 193. CrossRef

7,604 View
81 Download
Crossref

Correlations of Communication and Interpersonal Skills between Medical Students and Residents: Wan Beom Park, Sae Ra Phyo, Eun Young Jang, Seok Hoon Kang, Sun Jung Myung, Hee Young Shin, Yoon Seong Lee, Jwa-Seop Shin; Korean J Med Educ 2010;22(4):269-274.
Published online December 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.4.269

Abstract
PDF

PURPOSE
Medical students' communication and interpersonal skills can be evaluated by standardized patients in a clinical performance examination (CPX). The purpose of this study is to investigate which communication and interpersonal skills are more closely correlated between medical students and residents.
METHODS
This study included 2nd-year residents in 2009 who took the eight-station CPX as 4th-year medical students in 2006. In-patients who were cared for by the residents were asked the seven items related to interpersonal and communication skills. The correlation between the scores of these seven items in the 2006 CPX and the scores in the 2009 patient survey was evaluated.
RESULTS
Twenty-six residents, 11 in medical wards and 15 in surgical wards, participated in the study. The medical students' total scores tended to be correlated with the residents' scores (r=0.381, p=0.055). There was significant correlation between the scores for students and residents for 'Explaining more explicably' (r=0.470, p=0.015), and marginally significant correlation (r=0.385, p=0.052) for 'Listening attentively.' There was no significant correlation for the other five items.
CONCLUSION
'Explaining more explicably' and 'Listening attentively', these skills were more closely correlated between medical students and residents. These basic communication skills should be included in graduate or licensing evaluations.

9,151 View
54 Download

Comprehension of Patient-Physician Interaction through Analysis of Relationships between Domains in Clinical Performance Examination: Jae Jin Han, Myoung Jin Lee, Hyun-Jung Im; Korean J Med Educ 2010;22(3):177-184.
Published online September 30, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.3.177

Abstract
PDF

PURPOSE
This research investigated the psychometric properties of the patient-physician interaction (PPI) domain in the clinical performance examination (CPX). This research aimed to understand the PPI domain in the CPX through a psychometric and relationship analysis between the domains.
METHODS
Data were drawn from 1,302 examinees on a set of 6 common CPX cases and 1,066 on a 'bad news delivery' case. All cases included 7 PPI items, among which we calculated internal consistency reliability. Correlations were made between PPI and the other domains. Analyses using the structural equation model (SEM) were conducted to assess the relationships between latent factors and controlled measurement errors. To calculate the disparity between colleges, we performed a multi-level analysis. Also, we conducted t-tests to investigate the consistency of the PPI and information sharing (IS) scores in the 'bad news delivery' case.
RESULTS
Correlation between the mean PPI score and the total CPX score was high (0.707). The correlations between PPI and other domains were; 0.904 for the patient's overall satisfaction, 0.41 for history taking, and 0.327 for patient education. In SEM, these correlations between latent variables increased. The proportion of level-2 (between-school component) variance in PPI was 4.1%. For 'bad news delivery', the group that checked 'yes' on the IS items had higher PPI scores (mostly p<0.01).
CONCLUSION
PPI is an influential domain of the CPX and is highly related with the patient's overall satisfaction, clinical courtesy, and history taking. Disparities between schools in PPI are relatively small, such that the PPI could be due to individual factors rather than the school.

Citations

Citations to this article as recorded by

Improved detection of patient centeredness in objective structured clinical examinations through authentic scenario design
Kye-Yeung Park, Hoon-Ki Park, Hwan-Sik Hwang, Sang-Ho Yoo, Jae-Sook Ryu, Jong-Hoon Kim
Patient Education and Counseling.2021; 104(5): 1094. CrossRef
Effects of Module Development and Role Play Course on Clinical Practice Examination Scores during a 4th Year Clerkship
Kyong-Min Park, Kye-Yeung Park, Nam-Eun Kim, Bong-Kyung Seo, Hoon-Ki Park, Hwan-Sik Hwang
Korean Journal of Family Medicine.2018; 39(1): 23. CrossRef
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
A school-level longitudinal study of clinical performance examination scores
Jang Hee Park
Korean Journal of Medical Education.2015; 27(2): 107. CrossRef
Predictors of clinical practice examination scores of fourth year medical students after core clinical clerkships
Kye-Yeung Park, Hoon-Ki Park, Jong-Hoon Kim, Hwan-Sik Hwang
Korean Journal of Medical Education.2015; 27(4): 275. CrossRef
Impact of Clinical Performance Examination on Incoming Interns' Clinical Competency in Differential Diagnosis of Headache
Seong-Min Park, Yun-Mi Song, Bo-Kyoung Kim, Hyoeun Kim
Korean Journal of Family Medicine.2014; 35(2): 56. CrossRef
Teaching Clinical Performance Examination Using Action Learning Techniques
Kyung Hye Park, Woo Jeong Kim
Korean Journal of Medical Education.2012; 24(1): 23. CrossRef
The Change of CPX Scores according to Repeated CPXs
Yoon Hee Lee, Jae Hyun Park, Jin Kyung Ko, Hyo Bin Yoo
Korean Journal of Medical Education.2011; 23(3): 193. CrossRef
Current Issues in Medical Education: What Is Important?
Sun Kim
Korean Journal of Medical Education.2010; 22(3): 167. CrossRef

6,654 View
59 Download
Crossref

Correlation of Communication Skills for Emotional Empathy and Academic Achievement on Clinical Performance Examinations: Seon Suk Jang, Ji Hyun Seo, Gyeong Jae Cho, Soon Chan Hong, Hyang Ok Woo; Korean J Med Educ 2010;22(2):121-130.
Published online June 30, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.2.121

Abstract
PDF

PURPOSE
The purpose of this study was to identify the correlation between communication skills for emotional empathy and academic achievement on the Clinical Performance Examination (CPX).
METHODS
One hundred twelve medical school students were observed to determine the extent to which they applied communication skills for emotional empathy (preparation stage: interview attitude, respect; rapport stage: encouragement, active listening, will for support; empathy stage: verbal expression empathy, nonverbal expression empathy, acceptance) to the CPX, as well as their level of understanding of these skills to calculate the Pearson r, which can be used to determine the correlation between communication skills and academic achievement (hematochezia, fatigue, abnormal menstruation, chest pain, alcohol problems).
RESULTS
Male students had higher scores than females for all communicational skills except verbal expression empathy. Fourth-year students had statistically more significant correlations than third-year students with regard to the rapport stage 'active listening' and empathy stage 'nonverbal expression' and abnormal menstruation and chest pain. Correlations were also more significant for hematochezia in the preparation stage 'interview attitude,' rapport stage 'encouragement,' and empathy stages 'verbal and nonverbal expression' and 'acceptance.' The empathy stage 'nonverbal expressions' was more significant for fourth-year students with alcohol problems. Third-year students largely had negative correlations between emotional empathy communication skills and CPX academic achievement, especially between the preparation stage 'respect' and abnormal menstruation, and between the rapport stage 'encouragement' and hematochezia.
CONCLUSION
There was a significant correlation between hematochezia, wherein MS students deliver bad news to patients, and communication skills for emotional empathy.

Citations

Citations to this article as recorded by

Clinical Performance and Communication Skills of ChatGPT Versus Physicians in Emergency Medicine: Simulated Patient Study
ChulHyoung Park, Min Ho An, Gyubeom Hwang, Rae Woong Park, Juho An
JMIR Medical Informatics.2025; 13: e68409. CrossRef
Teaching cognitive and affective empathy in medicine: a systematic review and meta-analysis of randomized controlled trials
Hazel L. Ngo, Nina Sokolovic, Jennifer M. Jenkins
Medical Education Online.2025;[Epub] CrossRef
The mediating role of work-related perceptions in the relationship between empathy and self-perceived clinical performance of residents in China: A multi-center cross-sectional study
Yaxin Zhu, Ziqi Wang, Yifan Zhong, Xiyu Duan, Bo Qu
Patient Education and Counseling.2024; 119: 108089. CrossRef
Impact of Clinical Performance Examination on Incoming Interns' Clinical Competency in Differential Diagnosis of Headache
Seong-Min Park, Yun-Mi Song, Bo-Kyoung Kim, Hyoeun Kim
Korean Journal of Family Medicine.2014; 35(2): 56. CrossRef
Examiner and simulated patient ratings of empathy in medical student final year clinical examination: are they useful?
Barry Wright, Jean McKendree, Lewys Morgan, Victoria L Allgar, Andrew Brown
BMC Medical Education.2014;[Epub] CrossRef
The characteristics of medical students' personality types and interpersonal needs
Yera Hur, A-Ra Cho, Sun Kim
Korean Journal of Medical Education.2013; 25(4): 309. CrossRef
Effect of Emotional Intelligence on Patient-Physician Interaction Scores of Clinical Performance Examination
Sung-Hae Kim, Jin-Kyung Ko, Jae-Hyun Park
Korean Journal of Medical Education.2011; 23(3): 159. CrossRef
The Effect of Counseling for Interpersonal Relationship Using Myers-Briggs Type Indicator
Seon Suk Jang, Bong Jo Kim, Young Tae Ju, Hyang Ok Woo, Jae Hee Han, Gyeong Jae Cho, Soon Chan Hong
Korean Journal of Medical Education.2011; 23(1): 15. CrossRef
Correlations of Communication and Interpersonal Skills between Medical Students and Residents
Wan Beom Park, Sae Ra Phyo, Eun Young Jang, Seok Hoon Kang, Sun Jung Myung, Hee Young Shin, Yoon-Seong Lee, Jwa-Seop Shin
Korean Journal of Medical Education.2010; 22(4): 269. CrossRef

7,758 View
134 Download
Crossref

Integrating Problem-Based Learning into Clinical Clerkship: A Pilot Study: Kyong-Jee Kim, Chagnwon Kee; Korean J Med Educ 2009;21(4):385-391.
Published online December 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.4.385

Abstract
PDF

PURPOSE
This study aims to evaluate the effectiveness of a new teaching segment, named "problem-based clinical teaching," for the clinical clerkship in the undergraduate medical curriculum.
METHODS
Students were given a problem weekly on a case that they had seen during their rotation. The problem was provided by the instructor from a case that had already been diagnosed but came up with an additional problem that called for further investigation by the attending physician. The task for the students was to conduct the investigation and discuss the problem with the attending physician. A survey was conducted of a class of 3rd year medical students (n=43) who completed clerkships in internal medicine to measure the level of student engagement in the problem-based clinical teaching segment and the students' overall perceptions of this new teaching method.
RESULTS
Students generally agreed with the statements that they were actively engaged in the learning during the problem-based clinical teaching session. The students also perceived that this teaching session helped them acquire a deeper understanding of the knowledge and that it enhanced their problem solving skills and motivation.
CONCLUSION
Problem-based clinical teaching is a useful educational method to apply problem-based learning in clinical clerkship settings.

Citations

Citations to this article as recorded by

Accreditation Standards for Designating Teaching Hospitals for Medical Students in Korea
Jonghoon Park, Youngchang Kim, Dongseok Moon, Kwihwa Park, Sujin Chae, Hyohyun Yoo, Ducksun Ahn
Korean Medical Education Review.2015; 17(1): 15. CrossRef

6,690 View
87 Download
Crossref

The Present Conditions of Clinical Clerkship Management in Korea: Sang Hyun Kim, Eun Bae Yang, Duck Sun Ahn, Woo Tack Jeon, Chuhl Joo Lyu; Korean J Med Educ 2009;21(4):373-383.
Published online December 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.4.373

Abstract
PDF

PURPOSE
This study investigated the present conditions of clinical clerkship management in Korea to make recommendations for it.
METHODS
The data were collected between April 15 and May 30 in 2009 using questionnaires that were sent to the clerkship directors of 41 colleges of medicine and medical graduate schools.
RESULTS
The elective course system was established in 78% of the institutions; the 6 core specialties were found in all medical schools. The duration of clerkship was longest in internal medicine, followed by surgery, pediatrics, obstetrics and gynecology, psychiatry, and emergency medicine. There were differences between the planning and monitoring agencies. Preclinical courses existed in 92.7% of the institutions. However, much more remains to be done ie, with regard to the issues of student assessment in clinical clerkship, faculty development programs for the faculty and residents, incentive systems for educational involvement, provisions for yearly systematic clerkships, integration of basic-clinical science-medical humanities, and community-based education.
CONCLUSION
Because clinical clerkship education is very important as a core curriculum, curriculum planning and its management must be given adequate attention. The following measures are suggested: elective systems that allow students to choose by career planning; concerns over faculty development programs for residents as a teacher; consensus on the concept,
objective
s, duration, content, evaluation tools of pre-clinical clerkship and clinical clerkship, and student well-being; and emphasis on community-based education.

Citations

Citations to this article as recorded by

Current status and needs of community-based practice in public healthcare institutions among Korean medical schools: a cross-sectional study
Songrim Kim, Bongeun Cha, Sun Young Kyung, So Jung Yune, Kyung Hye Park, Kwi Hwa Park
Journal of Yeungnam Medical Science.2025; 42: 21. CrossRef
The role of transfer motivation and self-efficacy on student satisfaction during early clinical experiences in South Korea: a cross-sectional study
In-Kyung Song, Hwa-Young Jang, Su Jin Chae
Korean Journal of Medical Education.2025; 37(1): 13. CrossRef
Understanding medical students’ transition to and development in clerkship education: a qualitative study using grounded theory
Hyo Jeong Lee, Do-Hwan Kim, Ye Ji Kang
BMC Medical Education.2024;[Epub] CrossRef
Self-efficacy beliefs and expectations during an Emergency Medicine Clerkship
Arif Alper Cevik, Elif Dilek Cakal, David Alao, Margret Elzubeir, Sami Shaban, Fikri Abu-Zidan
International Journal of Emergency Medicine.2022;[Epub] CrossRef
Domestic Research of Medical Students Trends Analysis
Aehwa Lee
Korean Medical Education Review.2018; 20(2): 91. CrossRef
Evaluation of an extracurricular program for students interested in rural and public health
Do-Hwan Kim, Ah Reum An, Eun Jeong Kim, Jong-Koo Lee, Seung-Hee Lee
Korean Journal of Medical Education.2017; 29(2): 111. CrossRef
Evaluation of Process and Satisfaction for Selective Courses in a Medical School
Do-Hwan Kim, Young-Hyu Choi, Sang Yun Han, Jwa-Seop Shin, Seunghee Lee
Korean Medical Education Review.2017; 19(2): 90. CrossRef
Structured Assessment to Evaluate a Family Medicine Clerkship Program
Eun Ju Park, Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Beesung Kam, Sun Yong Baek, Yun-Jin Kim, Jae Seok Woo, Jeong-Gyu Lee, Dong-Wook Jeong, Young-Hye Cho, Yu-Hyeon Yi, Young Jin Tak
Korean Medical Education Review.2017; 19(1): 47. CrossRef
Reforming medical education for strengthening primary care
Kyoungwoo Kim, Seunghwa Lee, Hoonki Park
Journal of the Korean Medical Association.2013; 56(10): 891. CrossRef
Assessment of Medical Students in Clinical Clerkships
Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Sunyong Baek, Jae Seok Woo
Korean Medical Education Review.2013; 15(3): 120. CrossRef
Strategies for Effective Teaching in Clinical Clerkship
Sun Ju Im
Hanyang Medical Reviews.2012; 32(1): 51. 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

7,273 View
75 Download
Crossref

Faculty Observer and Standardized Patient Accuracy in Recording Examinees' Behaviors Using Checklists in the Clinical Performance Examination: Jaehyun Park, Jinkyung Ko, Sunmi Kim, Hyobin Yoo; Korean J Med Educ 2009;21(3):287-297.
Published online September 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.3.287

Abstract
PDF

PURPOSE
The purpose of the study was to examine the recording accuracy of faculty observers and standardized patients (SPs) on a clinical performance examination (CPX).
METHODS
This was a cross-sectional study of a fourth-year medical students' CPX that was held at a medical school in Seoul, Korea. The CPX consisted of 4 cases and was administered to 118 examinees, with the participation of 52 SP and 45 faculty observers. For the study we chose 15 examinees per case, and analyzed 60 student-SP encounters in total. To determine the recording accuracy level, 2 SP trainers developed an answer key for each encounter. First, we computed agreement rates (P) and kappa coefficient (K) values between the answer key-SPs and the answer key-faculty observers. Secondly, we analyzed variance (ANOVA) with repeated measures to determine whether the mean percentage of the correct checklist score differed as a function of the rater, the case, or the interaction between both factors.
RESULTS
Mean P rates ranged from 0.72 to 0.86, while mean K values varied from 0.39 to 0.59. The SP checklist accuracy was higher than that of faculty observersat the level of item comparison. Results from ANOVA showed that there was no significant difference between the percentage of correct scores by the answer key, faculty observers and SPs. There was no significant interaction between rater and case factors. CONCLUSION: Acceptable levels of recording accuracy were obtained in both rater groups. SP raters can replace faculty raters in a large-scale CPX with thorough preparation.

Citations

Citations to this article as recorded by

A study on evaluator factors affecting physician-patient interaction scores in clinical performance examinations: a single medical school experience
Young Soon Park, Kyung Hee Chun, Kyeong Soo Lee, Young Hwan Lee
Yeungnam University Journal of Medicine.2021; 38(2): 118. CrossRef
A Comparative Study on the Assessment of the Quality of Life by Older Cancer Patients and Caregivers and Assessment of Performance Status by Medical Staff
Kyoungwon Choi, Hoonsik Bae, Yeon Ok Lim, Ilsung Nam, Hyunsook Yoon, Yojin Kim, Hyen Joo Lee
Korean Journal of Health Promotion.2015; 15(3): 150. CrossRef
Assessment of Clinical Skills With Standardized Patients: State of the Art Revisited
David B. Swanson, Cees P.M. van der Vleuten
Teaching and Learning in Medicine.2013; 25(sup1): S17. CrossRef
Teaching Clinical Performance Examination Using Action Learning Techniques
Kyung Hye Park, Woo Jeong Kim
Korean Journal of Medical Education.2012; 24(1): 23. 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
How to Succeed in Carrying Out the First Trial of the Clinical Skills Examination in the Korean Medical Licensing Examination
Sun Huh
Korean Journal of Medical Education.2009; 21(3): 211. CrossRef

7,315 View
119 Download
Crossref

Differences between Scores Assessed by Examiners and Examinees on Objective Structured Clinical Examination: Mi-Hyun Han, Seok Gun Park; Korean J Med Educ 2009;21(3):279-285.
Published online September 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.3.279

Abstract
PDF

PURPOSE
Self-assessment is important for learning. But, the reliability of self-assessment has long been questioned. We investigated this problem in an
objective
structured clinical examination (OSCE) setting. METHODS: Forty third-year nursing students who participated in the OSCE were given the same checklist that was used for assessment by the examiners after they finished the OSCE. Then, the scores that were calculated by the examiners and examinees were compared, measuring the average, correlation, difference in score between examinee and examiner, difference in score according to the examinee's level, and Z-score. RESULTS: Scores that were made by the examinees were significantly higher than those of the examiners (average 72.34 vs. 64.03), between which there was a loose positive correlation (r=0.34). The correlation coefficient increased (r=0.62) when a difference in score (examinee-examiner) was compared with the examiner score. When examinees were divided into 3 groups according to their scores, the difference tended to become less as the scores of examinee rose. When the Z-score was compared with the level of the examinee, examinees who had higher scores evaluated themselves lower than the examiners, and examinees with lower scores assessed themselves higher than the examiners. CONCLUSION: According to comparison of averages or correlation analysis, self-assessment by the examinee appeared to be less reliable. But when data were analyzed using difference in score, examinee levels, and Z-score, a certain tendency developed. This pattern may be due to the heterogeneity of the examinee group. Selection of appropriate analysis methods might be important to estabilish the reliability of self-assessment skills.

Citations

Citations to this article as recorded by

A Study on Multiple Sources Evaluation for Practical Education in the Core Basic Nursing Skills in Nursing Students
Hyo-Suk Song, So Hee Lim
The Journal of Korean Academic Society of Nursing Education.2016; 22(1): 5. CrossRef
Comparison of Teacher's and Students' Evaluations on OSCE Performance among College Nursing Students
Atsumi Iikura, Eunyoung Suh
Perspectives in Nursing Science.2014; 11(2): 153. CrossRef
Unawareness of One's Own Task Incompetence: Replication of Kruger and Dunning (1999) in the Academic Domain
박상희
한국심리학회지: 사회및성격.2013; 27(3): 59. CrossRef
The Change of perception according to the fidelity of simulation in Objective Structured Clinical Examination for Procedural Skill of 4th Medical Students
Hee-Jeong Son, Jin-Uk Kim, Yu-Ri Yi, Byeong-Moon Hwang
Journal of the Korea Academia-Industrial cooperation Society.2012; 13(3): 1178. 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
How to Succeed in Carrying Out the First Trial of the Clinical Skills Examination in the Korean Medical Licensing Examination
Sun Huh
Korean Journal of Medical Education.2009; 21(3): 211. CrossRef

7,090 View
69 Download
Crossref

Relationship between the Clinical Performance Examination and Associated Variables: Kwi Hwa Park, Wook Jin Chung, Duho Hong, Woon Kee Lee, Eak Kyun Shin; Korean J Med Educ 2009;21(3):269-277.
Published online September 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.3.269

Abstract
PDF

PURPOSE
The purpose of this study was to identify the causal relationship between the following variables: basic science score, written examination score (Internal medicine and Pediatrics), clinical clerkship score (Internal medicine and Pediatrics), and affective factors (self-efficacy, anxiety, and perception of preparedness). METHODS: Forty-two medical students took the clinical performance examination (CPX) at the end of the first semester. One day before the CPX, the students completed a brief survey, which included 11 items that sampled their self-efficacy, preparedness and anxiety with regard to the CPX. The responses from the 38 identifiable surveys (90%), out of 42, were analyzed for this study. Structural equation modeling techniques were used to test the relationships between the variables. The students' basic science scores, clinical clerkship scores, and written examination scores were considered for this study. RESULTS: We found that self-efficacy influenced students' CPX scores indirectly through their preparedness and anxiety. Preparedness influenced students' CPX scores indirectly through their anxiety. Anxiety was predicated on self-efficacy directly or indirectly and it predicted CPX scores. The clinical clerkship scores affected the students' CPX scores indirectly. The written examination scores and basic science scores, however, did not impact the students' CPX scores directly or indirectly. The basic science scores, clinical clerkship scores, and written examination scores were not associated with self-efficacy. CONCLUSION: Our findings highlight the importance of clinical clerkship education and reasonable medical teaching methods in improving the student self-efficacy for the CPX.

Citations

Citations to this article as recorded by

Factors Influencing Clinical Competence Among Nursing Students: Exploring Emotional Intelligence and Sleep Quality
Priyanshi Dixit, Anjali Rathee, Surya Kant Tiwari, Uma Phalswal, Smita Das
Investigación y Educación en Enfermería.2025;[Epub] CrossRef
Evaluation of student readiness for clinical dental education at the end of preclinical education
Se‐Lim Oh, Oksana Mishler, Deborah Jones
Journal of Dental Education.2024; 88(4): 472. CrossRef
Mediating Factors in Nursing Competency: A Structural Model Analysis for Nurses’ Communication, Self-Leadership, Self-Efficacy, and Nursing Performance
Ae Young Kim, In Ok Sim
International Journal of Environmental Research and Public Health.2020; 17(18): 6850. CrossRef
Comparative study between an intensive small group teaching and a 1-year clinical practice on OSCE
Sinjae Kim, Minhwan Park, Ji-Hyun Seo, Hyang-Ok Woo, Hee-Shang Youn, Jung Je Park, Sea-Yuoug Jeon, Jung Seok Hwa, Patricia Mullan, Larry D. Gruppen
Kosin Medical Journal.2018; 33(2): 181. CrossRef
Teaching Clinical Performance Examination Using Action Learning Techniques
Kyung Hye Park, Woo Jeong Kim
Korean Journal of Medical Education.2012; 24(1): 23. CrossRef
Relationship between the Content of the Medical Knowledge Written Examination and Clinical Skill Score in Medical Students
Jee-Young Hwang, Hwee-Soo Jeong
Korean Journal of Medical Education.2011; 23(4): 305. CrossRef
How to Succeed in Carrying Out the First Trial of the Clinical Skills Examination in the Korean Medical Licensing Examination
Sun Huh
Korean Journal of Medical Education.2009; 21(3): 211. CrossRef

6,885 View
52 Download
Crossref

Correlations of Clinical Assessment Tools with Written Examinations: Eun Jeong Choi, Sung Sunwoo; Korean J Med Educ 2009;21(1):43-52.
Published online March 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.1.43

Abstract
PDF

PURPOSE
Despite the goal of medical education, which is 'training to be a primary care physician,' only written examinations (WEs) generally have been used to assess medical student ability. We assessed clinical competence using the CPX (clinical performance examination), PA (portfolio assessment), VMA (video-monitoring assessment), CGD (case group discussion), and PCP (primary clinical practice) during students' clerkships in family medicine and correlated these clinical assessment tools with WEs. Also, we correlated these tools with each other to determine the feasibility of each as a replacement of the other tools.
METHODS
Thirty-nine fourth year students at University of Ulsan College of Medicine took part in their clerkship in family medicine for 2 weeks during the first session of 2005. They took 1 CPX, 2 VMAs, 6 CGDs, and 2 PCPs and were required to submit their portfolios at the end of the clerkship. We evaluated the correlations of these tools and WEs by the overall scores of each class year and in each subject.
RESULTS
The CPX, VMA, and PCP showed no significant correlation,while PA showed strong correlation with 4th year students' overall WEs. The CGD showed strong correlation with all overall scores and with almost all subjects. In addition, the PA correlated significantly with CGD.
CONCLUSION
New clinical assessment tools, such as CPX, PA, and VMA, have no significant correlation with WE, even though these tools closely correspond with real clinical practice. Therefore, these tools should be considered as complementary instruments to better assess clinical competence.

Citations

Citations to this article as recorded by

Comparative study between an intensive small group teaching and a 1-year clinical practice on OSCE
Sinjae Kim, Minhwan Park, Ji-Hyun Seo, Hyang-Ok Woo, Hee-Shang Youn, Jung Je Park, Sea-Yuoug Jeon, Jung Seok Hwa, Patricia Mullan, Larry D. Gruppen
Kosin Medical Journal.2018; 33(2): 181. CrossRef
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
The relationship between problem-based learning and clinical performance evaluations
Sun-A Oh, Eun-Kyung Chung, Eui-Ryoung Han
Korean Journal of Medical Education.2015; 27(3): 195. CrossRef
Predictors of clinical practice examination scores of fourth year medical students after core clinical clerkships
Kye-Yeung Park, Hoon-Ki Park, Jong-Hoon Kim, Hwan-Sik Hwang
Korean Journal of Medical Education.2015; 27(4): 275. CrossRef
A Survey of Student Satisfaction with a Portfolio Process and Assessment
Dong-Mi Yoo, Jae-Jin Han, Eun-Kyung Eo
Korean Medical Education Review.2014; 16(1): 42. CrossRef
Relationship between the Content of the Medical Knowledge Written Examination and Clinical Skill Score in Medical Students
Jee-Young Hwang, Hwee-Soo Jeong
Korean Journal of Medical Education.2011; 23(4): 305. CrossRef
Relationship between the Clinical Performance Examination and Associated Variables
Kwi Hwa Park, Wook-Jin Chung, Duho Hong, Woon Kee Lee, Eak Kyun Shin
Korean Journal of Medical Education.2009; 21(3): 269. CrossRef

7,280 View
47 Download
Crossref

Experience of Implementation of Objective Structured Oral Examination for Ethical Competence Assessment: Hye Rin Roh, Ja-Kyoung Kim, Jong-Yun Hwang, Sung Bae Park, Sang Wook Lee; Korean J Med Educ 2009;21(1):23-33.
Published online March 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.1.23

Abstract
PDF

PURPOSE
We developed an
objective
structured oral examination (OSOE) case to assess the medical ethics of students. The aim of this study was to assess the reliability of OSOE with generalizability theory.
METHODS
One 10-minute OSOE that contained key questions was developed. The evaluation sheet consisted of 4 domains: moral sensitivity, moral reasoning, decision making, and attitude. The total number of items was 13. The numbers of checklist items and global rating items were 11 and 2, respectively. Items and key questions were validated by 6 professionals. Standardization of the raters and the pilot study was performed before the OSOE. Fifty-four third-year medical students participated in the OSOE. The OSOE was duplicated, and 2 professors assessed 1 student independently. Each station lasted 8 minutes and was followed by a 2-minute interval,during which raters completed the checklist forms. We analyzed the reliability of the OSOE with the GENOVA program.
RESULTS
The reliability (generalizability coefficient) was 0.945, and the interrater agreement was 0.867. The type of item, checklist or global rating, was the largest variance component. The reliability of the checklist alone was 0.668 and that of the global rating alone was 0.363.
CONCLUSION
The OSOE is reliable and can be used to assess ethics. More research should focus on achieving validity.

Citations

Citations to this article as recorded by

Structured viva validity, reliability, and acceptability as an assessment tool in health professions education: a systematic review and meta-analysis
Abdelhamid Ibrahim Hassan Abuzied, Wisal Omer Mohamed Nabag
BMC Medical Education.2023;[Epub] CrossRef
Medical ethics education in the medical school curriculum
Jang Han Kim
Journal of the Korean Medical Association.2017; 60(1): 18. CrossRef
The School Effect on the Reliability of Clinical Performance Examination in Medical Schools
Mi Kyoung Yim, Gue Min Lee
Korean Journal of Medical Education.2010; 22(3): 215. CrossRef

6,657 View
64 Download
Crossref

The Relationship between Senior Year Examinations at a Medical School and the Korean Medical Licensing Examination: Ki Hoon Jung, Ho Keun Jung, Kwan Lee; Korean J Med Educ 2009;21(1):17-22.
Published online March 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.1.17

Abstract
PDF

PURPOSE
Most medical schools prepare for the Korean medical licensing examination (KMLE) with various tests. By assessing the degree to which these exams and the KMLE are related, students, professors, and institutions can be well prepared and some schools use these exams as predictive tools for KMLE scores. Therefore, we determined the relevance of KMLE results to midterm exams and the
objective
structured clinical examination (OSCE), administered to senior students at a medical school.
METHODS
From 2002 to 2004, KMLE results were compared with midterm examinations, the KMLE, and the OSCE. The total score, or T-score, of the KMLE was used, as was a pass or nonpass score. Windows SPSS 14.0 and MedCalc 9.0 were used for statistical analysis.
RESULTS
The yearly correlation coefficient of the KMLE and school exams was highest for the midterm exams in 2002 and the KMLE in 2003 and 2004. The correlation coefficient of midterm exams and the KMLE were related to a high degree, yet the values were as low as that of the OSCE. Compared with the KMLE results, the sensitivity and specificity of the average midterm exam were 100.0% and 93.8%, and the sensitivity and specificity of the average trial exams were 100.0% and 95.8%, respectively.
CONCLUSION
In conclusion, the KMLE results have a strong relationship with midterm exams, trial exams, and the combination of midterm and trial exams, but not with the OSCE. Thus, we believe that using both midterm exams and trial exams to predict KMLE results is superior to the use of only one type of school exam.

Citations

Citations to this article as recorded by

Analysis on Validity and Academic Competency of Mock Test for Korean Medicine National Licensing Examination Using Item Response Theory
Han Chae, Eunbyul Cho, SeonKyoung Kim, DaHye Choi, Seul Lee
Keimyung Medical Journal.2023; 42(1): 7. CrossRef
Relationship between the Content of the Medical Knowledge Written Examination and Clinical Skill Score in Medical Students
Jee-Young Hwang, Hwee-Soo Jeong
Korean Journal of Medical Education.2011; 23(4): 305. CrossRef

6,744 View
45 Download
Crossref

Introduction of Objective Structured Clinical Examination (OSCE) to Residency Examination: Son Hwan Choi, Suk Bong Koh; Korean J Med Educ 2008;20(4):343-349.
Published online December 31, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.4.343

Abstract
PDF

PURPOSE
The purpose of this study is to analyze the development and implementation of the
Objective
Structured Clinical Examination (OSCE) for the residency applicant examination at Daegu-Catholic Hospital. METHODS: Fifty-four Daegu-Catholic residency applicants were evaluated by written examination, internship scores, and OSCE. The correlation between written examination scores, internship scores, and OSCE scores was assessed. RESULTS: The correlation between OSCE and internship scores showed a tendency to be more significant than that between the written test and internship scores, but OSCE-internship correlation coefficients and written test and internship correlation coefficients was not statistically significant. The distribution of OSCE and internship scores on a graph corroborated this relationship between the two variables.
CONCLUSION
The OSCE presents more
objective
criteria for residency application tests.

Citations

Citations to this article as recorded by

The Application and Effectiveness for Medical Procedural Skills through the Use of the Cadaver Model
Jae-Hee Park, Mi-Young Lee, Kiwook Yang, Jae-Ho Lee, In-Jang Choi, Hyunsu Lee
Korean Journal of Physical Anthropology.2017; 30(1): 21. CrossRef
The Efficiency of Objective Structured Clinical Examination (OSCE) as a Method of Clinical Clerkship in the Korean Ophthalmology & Otolaryngology Department
Yu-Jin Jang, Seug-Uk Hong
The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology.2014; 27(4): 121. CrossRef

5,634 View
28 Download
Crossref

Association Between Student Performance in a Medical Communication Skills Course and Patient-Physician Interaction Scores on a Clinical Performance Examination: Young-Mee Lee, Byung Soo Kim; Korean J Med Educ 2008;20(4):313-320.
Published online December 31, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.4.313

Abstract
PDF

PURPOSE
Since 2006, Korea University Medical College has offered a medical communication skills program for third-year medical students. This study examined the relationship between medical student interview performance in a medical communications skills course and students' patient-physician interaction (PPI) scores on the Clinical Performance Examination (CPX). METHODS: Participants were 130 fourth-year students who took both the medical communication skills course in 2006 and the CPX in 2007. Students' scores in performance evaluation, assessed by SP interview, and their PPI scores were used for data analysis.
RESULTS
This study hypothesized that students who performed well in the medical communication skills course would have high PPI scores on the CPX. Students' PPI total and individual item scores showed statistically significant differences by the performance level of the medical communication skills course. Some of these differences were statistically significant, even after controlling for the influence of GPA. CONCLUSION: This study has practical implications for medical communications education, demonstrating that the knowledge and skills that are acquired in a communications skills course can be maintained.

Citations

Citations to this article as recorded by

Patient-physician interaction education in Korea: a systematic review
Hwan Ho Lee, Yu Ra Kim, Hye Jin Park
Journal of Yeungnam Medical Science.2024; 41(2): 74. CrossRef
Predicting medical graduates’ clinical performance using national competency examination results in Indonesia
Prattama Santoso Utomo, Amandha Boy Timor Randita, Rilani Riskiyana, Felicia Kurniawan, Irwin Aras, Cholis Abrori, Gandes Retno Rahayu
BMC Medical Education.2022;[Epub] CrossRef
An Impact of Patient-physician Communication Curriculum on Students of Korean Medical School
Hye-Yoon Lee, Sunju Im, So Jung Yune, Sang Yeoup Lee
Journal of Korean Medicine.2021; 42(3): 86. CrossRef
Development of Physician Coaching Model for Improvement of Patient-Doctor Communication
Hyun Sook Na, Young Dae Kwon, Jin-Won Noh
The Journal of the Korea Contents Association.2013; 13(2): 331. CrossRef
Improvement in Clinical Performance of Interns and Residents through Clinical Skills Assessment of the Korean Medical Licensing Examination
Su Mi Kim, Incheol Park, Hoo-Sun Chang, Eun-Cheol Park
Korean Journal of Medical Education.2012; 24(4): 329. CrossRef
Does Practicing Communication Skills with Standardized Patients or Completion of Elective Course of Communication Skills Affect the Scores of Clinical Performance Examination?
Jong Hoon Kim
Korean Medical Education Review.2011; 13(1): 35. CrossRef
Comprehension of Patient-Physician Interaction through Analysis of Relationships between Domains in Clinical Performance Examination
Jae Jin Han, Myoung Jin Lee, Hyun-jung Im
Korean Journal of Medical Education.2010; 22(3): 177. CrossRef
Analysis of the Perceived Effectiveness and Learning Experience of Medical Communication Skills Training in Interns
Jong Won Jung, Young-Mee Lee, Byung Soo Kim, Ducksun Ahn
Korean Journal of Medical Education.2010; 22(1): 33. CrossRef
Comparison of Patient-Physician Interaction (PPI) Evaluation between Different Grade Medical Students
Dae-hyun Kim, Hui-jung Yoon, Min-ji Lee, Ji-yon Ahn, Seun-jun Lee, Young-sung Suh
Korean Journal of Medical Education.2010; 22(3): 169. CrossRef
Correlations of Communication and Interpersonal Skills between Medical Students and Residents
Wan Beom Park, Sae Ra Phyo, Eun Young Jang, Seok Hoon Kang, Sun Jung Myung, Hee Young Shin, Yoon-Seong Lee, Jwa-Seop Shin
Korean Journal of Medical Education.2010; 22(4): 269. CrossRef

6,292 View
51 Download
Crossref

Effects of Rater's Presence in OSCE Station on Examinee's Scores and Performance: Jae Beum Bang; Korean J Med Educ 2008;20(3):241-247.
Published online September 30, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.3.241

Abstract
PDF

PURPOSE
It is uncertain whether the rater's presence during administration of the
objective
structured clinical examination (OSCE) has any impact on examinee performance. To clarify this issue, the effects of a rater's presence during testing on OSCE score and examinee responses were analyzed. METHODS: The OSCE comprised 24 stations of 12 duplicated cases. Twenty-eight of 83 fourth-year medical students were placed in four rater-absent stations (pediatrics, 2 stations; internal medicine, 2 stations). The scores of the rater-absent group were assessed after review of recorded videotapes. We obtained student responses on the rater's presence by means of a questionnaire. Statistical analysis (t-test) was performed using SPSS 14.0. RESULTS: The scores of the rater-absent group compared with the rater-present group were 78.57+/-16.27 vs. 70.55+/-19.57 (p=0.066) for pediatrics, 66.07+/-14.74 vs. 64.36+/-14.88 (p=0.621) for internal medicine, and 67.75+/-5.43 vs. 69.13+/-4.85 (p=0.099) for total score, respectively. Subjects in the rater-absent group felt that they were in a real-life clinical situation (p=0.013) and concentrated better (p=0.006), and more students requested to take the OSCE without a rater in the station (p=0.000) than those in rater-present group. CONCLUSION: Although there was no significant difference in OSCE scores between the rater-absent and rater-present examinee groups, subjects at rater-absent stations felt more of a real clinical situation and could concentrate more effectively than those at rater-present stations. To this end, videotaped OSCE assessments should be considered to increase the validity of the examination.

Citations

Citations to this article as recorded by

The Contribution of Instructor Presence to Social Evaluation Anxiety, Immersion and Performance within Simulation-Based Learning Environments: A Within-Subject Randomised Cross-Over Trial with Paramedic Students
Brennen Mills, Owen BJ Carter, Nathan P Ross, Jason K Quick, Cobie J Rudd, David N Reid
Australasian Journal of Paramedicine.2016; 13: 1. 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

5,587 View
23 Download
Crossref

The Comparison of Clinical Performance Examination Scores according to the Different Testing Time: Six Medical Schools in Seoul.Gyeonggi CPX Consortium 2005: Jae-Jin Han, Hyesook Park, Ivo Kwon, Kyung-Ha Ryu, Eunkyung Eo, Najin Kim, Jaeeun Jung, Kyung Hyo Kim, Soon Nam Lee; Korean J Med Educ 2007;19(1):31-38.
Published online March 31, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.1.31

Abstract
PDF

PURPOSE
Clinical performance examination(CPX) using standardized patients(SPs) is an acceptable method of testing medical professionals, but there has been some concerns about security. The
objective
of this work is to examine whether the day of the examination influences the scores of examinees of different medical schools at different times throughout the examination period.
METHODS
Six medical schools, which had participated in the Seoul-Gyeonggi CPX Consortium 2005, were enrolled. Each station, controlled by the same regulations, included 12 minutes of SP encounter and 5 minutes of writing a short essay. We compared the mean scores using ANOVA and linear trends with multiple regression analyses and SPSS version 11.0.
RESULTS
The mean score of examinees from all 6 medical schools was 63.2+/-.9. There was no difference in total mean scores among the medical schools according to the period when CPX was conducted. Classified by their examination day, there was no difference among the mean scores of the 1st, 2nd, and 3rd day, but in one school where the examination was performed for 5days, the mean scores of the 4th day was higher than the others(p<0.05). There were trends of linear increases over the five days for the 'physical examination'question, but not for 'physician-patient interaction'and 'patient education'.
CONCLUSION
The changes in scores according to the examination day in this study did not show consistent results. However, the variable results seen according to school, test question, and examination day need further analysis for test security issues.

Citations

Citations to this article as recorded by

Experience of clinical skills assessment in the Busan-Gyeongnam Consortium
Beesung Kam, Young Rim Oh, Sang Hwa Lee, Hye Rin Roh, Jong Ryeal Hahm, Sun Ju Im
Korean Journal of Medical Education.2013; 25(4): 327. CrossRef
Improvement in Clinical Performance of Interns and Residents through Clinical Skills Assessment of the Korean Medical Licensing Examination
Su Mi Kim, Incheol Park, Hoo-Sun Chang, Eun-Cheol Park
Korean Journal of Medical Education.2012; 24(4): 329. CrossRef
Clinical Performance Examination Utilizing Standardized Patients in Board Examination: Based on the Board Examination of Korean Neurological Association for Three Years
Beom Joon Kim, Jung-Joon Sung, Hoon Ki Park, Dae-Won Seo, Chin-Sang Chung, Byung-Woo Yoon
Korean Journal of Medical Education.2011; 23(2): 127. 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
Content Analysis of Standardized-Patients' Descriptive Feedback on Student Performance on the CPX
Young Hee Lee, Young-Mee Lee, Byung Soo Kim
Korean Journal of Medical Education.2010; 22(4): 291. CrossRef
Correlations of Communication and Interpersonal Skills between Medical Students and Residents
Wan Beom Park, Sae Ra Phyo, Eun Young Jang, Seok Hoon Kang, Sun Jung Myung, Hee Young Shin, Yoon-Seong Lee, Jwa-Seop Shin
Korean Journal of Medical Education.2010; 22(4): 269. CrossRef
Comprehension of Patient-Physician Interaction through Analysis of Relationships between Domains in Clinical Performance Examination
Jae Jin Han, Myoung Jin Lee, Hyun-jung Im
Korean Journal of Medical Education.2010; 22(3): 177. CrossRef
The Correlation between CPX and Written Examination Scores in Medical Students
Yera Hur, Sun Kim, Sung-Whan Park
Korean Journal of Medical Education.2007; 19(4): 335. CrossRef

6,038 View
44 Download
Crossref

Experience of Objective Structured Clinical Examination in Gyeong-Sang National University College of Medicine: Sang Hoon Lee, Sea Yuong Jeon, Jang Rak Kim, Hyun Jin Kim; Korean J Med Educ 2005;17(3):249-255.
Published online December 31, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.3.249

Abstract
PDF

PURPOSE
The third year students at Gyeong-Sang National University College of Medicine were asked to perform
objective
structured clinical examination (OSCE) at the end of the 2004 academic year. In this article, we analysed the correlation among the scores of OSCE with those of Final Term Examination in Internal Medicine (FTE), Clerkship Performance in Internal Medicine (CP) and Case Conference Examination (CCE), which assess knowledge, skill and attitude, and problem solving ability in medicine, respectively. We also analyzed difficulty and discrimination indexes of the test questions or evaluation criteria, and assessed their objectivity. METHODS: 1) Relevance: the pearson correlation analysis was performed on the scores of 85 students from 6 OSCE stations, FTE, CP and CCE. 2) Analysis on the evaluation criteria: the difficulty and discrimination indexes of the 59 evaluation criteria were calculated. 3) Objectivity: in order to assess objectivity in the scores, the Student t-test was performed on the scores of students from 4 OSCE stations where there was a change in the examiners after the morning sessions and on the students from 2 OSCE stations that had no change of examiners. RESULTS: 1) Relevance: Correlation coefficients between the scores of OSCE and FTE, CP or CCE were 0.335, 0.326 and 0.421, respectively (p < 0.01). 2) Analysis on the evaluation criteria: difficulty indexes of the 59 criteria ranged from 0.15 to 0.98, and 43% of the criteria belonged to the acceptable range. Discrimination indexes ranged from -0.22 to 0.61, and 69% of the criteria were acceptable. 3) Objectivity: The student t-test showed significant differences between the scores of the morning and afternoon sessions in 2 of the 4 stations, where the examiners were changed in the afternoon (p < 0.01). CONCLUSION: Our results suggest that OSCE performed in 2004 may have relevance to a valid tool in assessing clinical competence of medical students in terms of knowledge, skill, attitude and problem solving ability. However, in order to reuse the test materials in the future, evaluation criteria need to be refined further based on difficulty and discrimination indexes, and measures to improve objectivity of examiners should also be studied.

Citations

Citations to this article as recorded by

Relationship between the Content of the Medical Knowledge Written Examination and Clinical Skill Score in Medical Students
Jee-Young Hwang, Hwee-Soo Jeong
Korean Journal of Medical Education.2011; 23(4): 305. CrossRef
Effects of Case Type and Standardized Patient Gender on Student Performance in a Clinical Performance Examination
Jonghoon Kim, Kiyoung Lee, Dongmi Yoo, Eunbae Yang
Korean Journal of Medical Education.2007; 19(1): 23. CrossRef

5,277 View
26 Download
Crossref

Sharing of Information among Students and Its Effect on the Scores of Clinical Performance Examination (CPX): Hoon Ki Park, Oh Jung Kwon; Korean J Med Educ 2005;17(2):185-196.
Published online August 31, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.2.185

Abstract
PDF

PURPOSE
During the high-stake examinations such as OSCE (
Objective
structured clinical examination) or CPX (clinical performance exam), test security is generally accepted as a major concern for test validity. This study was conducted to investigate the effect on examinee' s scores of repeated, serial administrations of essentially the same standardized patient (SP) -based performance exam. METHODS: A performance-based examination using eight SP cases was administered to 123 senior medical students at Hanyang University School of Medicine. Students were randomly assigned to one of 16 groups of 8 students each. Three groups were tested serially each day, requiring 5 days for the complete administration of the examination. We compared the mean scores of the five groups of the examinees tested on different days with ANOVA and linear trends with multiple regression analyses. RESULTS: For both checklist scores and written scores during the interstation work, the mean scores of the first day groups were significantly lower compared to subsequent groups. And, there were slight linear trends in the scores over the five days. Scores related to case-specific history taking, information sharing, and clinical courtesy were significantly affected by the sharing of information between students. Scores related to patient satisfaction, physical exam, and physician-patient interaction were not influenced by the same pattern of behaviour. CONCLUSION: Test security may be violated during SP-based performance exams even though the checklists are not accessible to the examinees. It would be desirable for the test-givers to prepare alternative forms of cases for maintaining the validity of SP-based performance exams.

Citations

Citations to this article as recorded by

Education, Elderly Health, and Differential Population Aging in South Korea: A Demographic Approach
Bongoh Kye, Erika Arenas, Graciela Teruel, Luis Rubalcava
Demographic Research.2014; 30: 753. CrossRef
Necessity of introducing postencounter note describing history and physical examination at clinical performance examination in Korea
Jonghoon Kim
Korean Journal of Medical Education.2014; 26(2): 107. CrossRef
Experience of clinical skills assessment in the Busan-Gyeongnam Consortium
Beesung Kam, Young Rim Oh, Sang Hwa Lee, Hye Rin Roh, Jong Ryeal Hahm, Sun Ju Im
Korean Journal of Medical Education.2013; 25(4): 327. CrossRef
Does sharing information before a clinical skills examination impact student performance?
Jong Hoon Kim
Medical Teacher.2010; 32(9): 747. CrossRef
Correlations of Information Gathering Scores between Checklists and Interstation Works in a Clinical Performance Examination
Jong Hoon Kim
Korean Medical Education Review.2010; 12(2): 19. CrossRef
Relationship between the Clinical Performance Examination and Associated Variables
Kwi Hwa Park, Wook-Jin Chung, Duho Hong, Woon Kee Lee, Eak Kyun Shin
Korean Journal of Medical Education.2009; 21(3): 269. CrossRef
Inter-rater Reliability in a Clinical Performance Examination Using Multiple Standardized Patients for the Same Case
Jinkyung Ko, Tai-Young Yoon, Jaehyun Park
Korean Journal of Medical Education.2008; 20(1): 61. CrossRef
The Comparison of Clinical Performance Examination Scores according to the Different Testing Time- Six Medical Schools in Seoul·Gyeonggi CPX Consortium 2005 -
Jae-Jin Han, Hyesook Park, Ivo Kwon, Kyung-Ha Ryu, Eunkyung Eo, Najin Kim, Jaeeun Jung, Kyung Hyo Kim, Soon Nam Lee
Korean Journal of Medical Education.2007; 19(1): 31. CrossRef
Effects of Case Type and Standardized Patient Gender on Student Performance in a Clinical Performance Examination
Jonghoon Kim, Kiyoung Lee, Dongmi Yoo, Eunbae Yang
Korean Journal of Medical Education.2007; 19(1): 23. CrossRef
The Correlation between CPX and Written Examination Scores in Medical Students
Yera Hur, Sun Kim, Sung-Whan Park
Korean Journal of Medical Education.2007; 19(4): 335. CrossRef

6,071 View
62 Download
Crossref

Experience with Clinical Performance Examination using Standardized Patients at Gachon Medical School: Gwi Hwa Park, Jae Hwan Oh, Yeon Ho Park, Young Hee Lim, Sun Neo Lee, Chan Yong Park, Sun Suk Kim, Yong Su Lim, Young Don Lee, Yong Il Kim; Korean J Med Educ 2005;17(2):151-162.
Published online August 31, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.2.151

Abstract
PDF

PURPOSE
This study aims to abstract the differences of scores between the clinical instructors and standardized patients (SPs) in a clinical performance examination (CPX) using SPs and to correlate the concordance between the evaluation scores and the school records. METHODS: The CPX was administered in 2003 to a total of thirty-six fifth year medical students at Gachon Medical School. The examination consisted of four cases, and four stations were duplicated, each requiring a total of 7.5 minutes per station. Evaluation of the student' s performances was conducted by both clinical instructors and SPs using a formatted checklist. Results were analysed by t-test, agreement rates, and Pearson correlation. RESULT: The mean scores given out by the clinical instructors and the SPs for the newly developed case were significantly different, while those scores for pre-existing cases were not in the old cases. The correlation coefficients between these two evaluation groups were relatively high. And agreements between the two evaluation groups were 0.37~0.72. The mean scores among clinical instructors were not significantly different, but the correlation coefficients and agreement rates were relatively high. The correlation between the evaluation scores and school records did not correlate significantly.
CONCLUSION
It is concluded that the CPX is a useful tool to measure the students' essential competences in areas of knowledge, skills and attitude during the subinternship stage. In conducting a successful CPX, it is crucial to reconsider the recycling of cases and the selection and training of SPs aside from the development of an
objective
checklist.

Citations

Citations to this article as recorded by

Relationship between the Content of the Medical Knowledge Written Examination and Clinical Skill Score in Medical Students
Jee-Young Hwang, Hwee-Soo Jeong
Korean Journal of Medical Education.2011; 23(4): 305. CrossRef
Relationship between the Clinical Performance Examination and Associated Variables
Kwi Hwa Park, Wook-Jin Chung, Duho Hong, Woon Kee Lee, Eak Kyun Shin
Korean Journal of Medical Education.2009; 21(3): 269. CrossRef

5,680 View
57 Download
Crossref

The Agreement of Checklist Recordings Between Faculties and Standardized Patients in an Objective Structured Clinical Examination (OSCE): Hoonki Park, Jungkwon Lee, Hwansik Hwang, Jaeung Lee, Yunyoung Choi, Hyuck Kim, Dong Hyun Ahn; Korean J Med Educ 2003;15(2):141-150.
Published online August 31, 2003; DOI: https://doi.org/10.3946/kjme.2003.15.2.141

Abstract
PDF

PURPOSE
A high degree of agreement between standardized patients (SP) check-list recordings and those of faculty will be necessary if SPs are to eventually replace faculties in the OSCE evaluaton process. This study was conducted to know to what degree SPs' checklist recordings agree with those of faculties during an OSCE. METHODS: One hundred and twenty one fourth-year medical students of Hanyang University College of Medicine took an OSCE. In each of two study stations, a student saw an SP for four minutes and the SP recorded the same checklists as a faculty examiner did, for the following fifty seconds. RESULTS: For the 'bad news delivery' station, SP evaluations were more lenient compared to those of faculties (56 vs 45, p< 0.01), but in the case of 'chest pain', there was no significant difference. Pearson correlation coefficients for the 'bad news delivery' station and for the 'chest pain' case were 0.60 and 0.65, respectively. The mean percentages of agreement for the 'bad news delivery' and the 'chest pain' checklists were 71% and 82%, respectively. The mean kappa statistics for the 'bad news delivery' and the 'chest pain' check-lists were 0.19 and 0.49, respectively. CONCLUSION: The ratings by SPs were found to be consistent with those of faculties only in moderate degree. The exactness of scoring criteria, and the optimal SP training are to be the premise for the replacement of faculties by SPs during OSCE checklist recordings.

Citations

Citations to this article as recorded by

A study on evaluator factors affecting physician-patient interaction scores in clinical performance examinations: a single medical school experience
Young Soon Park, Kyung Hee Chun, Kyeong Soo Lee, Young Hwan Lee
Yeungnam University Journal of Medicine.2021; 38(2): 118. CrossRef
Holistic rubric vs. analytic rubric for measuring clinical performance levels in medical students
So Jung Yune, Sang Yeoup Lee, Sun Ju Im, Bee Sung Kam, Sun Yong Baek
BMC Medical Education.2018;[Epub] CrossRef
Comparison of Standardized Patient and Faculty Agreement in Evaluating Nursing Students’ Assessment and Communication Skills
Young Ju Kim
Journal of Korean Academy of Fundamentals of Nursing.2017; 24(3): 189. CrossRef
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 Journal of Medical Education.2017; 29(4): 241. CrossRef
The Effects of Preclinical Clinical Performance Examination on Nursing Students' Confidence in Nursing Skills and Critical Thinking Competence
Jeong Sook Park, Mi Jung Choi, Soon Yang Jang
The Journal of Korean Academic Society of Nursing Education.2015; 21(1): 75. CrossRef
Development and Evaluation of Simulation-Based Training for Obstetrical Nursing Using Human Patient Simulators
MIOK KIM, MINHO SHIN
CIN: Computers, Informatics, Nursing.2013; 31(2): 76. CrossRef
Correlations of Clinical Assessment Tools with Written Examinations
Eun Jeong Choi, Sung Sunwoo
Korean Journal of Medical Education.2009; 21(1): 43. CrossRef
Validity and Reliability of a Clinical Performance Examination using Standardized Patients
Ja Yun Choi, Keum Seong Jang, Soon Hee Choi, Mi Soon Hong
Journal of Korean Academy of Nursing.2008; 38(1): 83. CrossRef
Effects of Case Type and Standardized Patient Gender on Student Performance in a Clinical Performance Examination
Jonghoon Kim, Kiyoung Lee, Dongmi Yoo, Eunbae Yang
Korean Journal of Medical Education.2007; 19(1): 23. CrossRef

5,910 View
34 Download
Crossref

Evaluation of Residency Program Using the Result of in-training Examination: Yun Mi Song, In Hong Hwang, Jai Jun Byeon; Korean J Med Educ 2001;13(2):259-267.; DOI: https://doi.org/10.3946/kjme.2001.13.2.259

Abstract
PDF

BACKGROUND
There has been widespread use of in-training examination for the evaluation of clinical competence of residents. The result of in-training examination seems to be helpful for improving the quality of residency programs using feedback system, further. We evaluated the relationship between residency program and the result of in-training examination.
METHODS
Reports on the contents of residency program(82 programs) which were submitted in 1999 and in-training examination scores of 516 family medicine residents in 1998 were linked each other through the name of resident. Correlation analysis, t test, ANOVA analysis, and the multiple linear regression analysis were used.
RESULTS
Mean score acquired by residents of tertiary hospital residency program(59.4+/-7.79) was significantly higher than that of secondary hospital(56.4+/-8.45) among all three residency years. Residents who have seen their own patients in ambulatory care clinic(58.5+/-8.14) and were given feedback by peer review of teaching faculty(60.2+/-7.71) acquired significantly better results compared to those who have not(56.1+/-8.35, 57.5+/-8.27). Residents in programs with moderate ratio of the number of residents to teaching faculty acquired significantly better results compared to those with smaller or larger ratio; the score were 56.2+/-6.90, 59.2+/-8.64, 58.7+/-7.90, 57.1+/-8.82 for the ratio of < or =3, 4-6, 7-9, and 9 <, respectively. Statistically significant but low correlation coefficients(less than 0.25) were observed between in-training examination score and the period of rotation to learn family medicine, general medicine, dermatology, musculo- skeletal problem, and the neuro-sensory problem. After controlling probable confounders, third year of residency, residency program in tertiary hospital, and the moderate ratio of residents to teaching faculty were significantly associated with the better result of in-training examination.
CONCLUSION
For improving clinical competence of residents in family practice, limiting the ratio between residents and teaching faculty in residency program to appropriate level and substantiality in contents of hospital teaching rotation program should be needed.

Citations

Citations to this article as recorded by

Strategies for Reducing Mental Disorder Treatment Gap in Korea
Jongtae Kim, Jeong-Ho Chae
Journal of Korean Neuropsychiatric Association.2020; 59(3): 208. CrossRef
Utiliy of CPX as a Way to Assess Communication Skill
김상민, Cho,Kyung-Hwan, Roh Yong Kyun, HAHM, SANGKEUN, Hoonki Park
Health Communication, the Official Journal of Korean Academy on Communication in Healthcare.2015; 10(2): 155. CrossRef
Correlation of In-training Examination Score with the Residency Program or the Score of the Board Examination of Laboratory Medicine
Jungwon Huh, Jongwan Kim, Jongwoo Park, Hyunok Kim
Annals of Laboratory Medicine.2006; 26(3): 227. CrossRef