Korean Journal of Medical Education

"Communication"

Original Research

Barriers to communication about complementary and alternative medicine between oncology patients and healthcare professionals in Croatia: a cross-sectional study: Aleksandar Racz, Vanja Vasiljev, Tomislav Rukavina, Andrea Armano, Aneta Perak, Martina Trncevic, Ana Marija Hošnjak, Ljerka Armano; Korean J Med Educ 2025;37(4):401-418.
Published online November 27, 2025; DOI: https://doi.org/10.3946/kjme.2025.353

Abstract
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Purpose
Complementary and alternative medicine (CAM) is increasingly integrated into oncology care, yet significant communication gaps persist between patients and healthcare professionals concerning its use. This study aimed to identify the barriers that hinder the exchange of information between oncology patients and healthcare professionals.
Methods
A cross-sectional study was conducted from November 2022 to May 2023. The sample consisted of 832 respondents, comprising 411 oncology patients and 421 healthcare professionals, including 100 physicians and 321 nurses. Data was collected using a survey questionnaire based on modified CAM Health Belief Questionnaire and Integrative Medicine Attitude Questionnaire instruments. Descriptive and inferential statistics methods were applied, including one-way analysis of variance and Tukey’s test to identify differences among groups.
Results
Only 23.5% of respondents reported discussing or planning to discuss CAM with a healthcare professional. Primary communication barriers included a lack of initiative from healthcare professionals (70.2%), perceived insufficient knowledge about CAM (37%), and patients’ fear of adverse effects from medical staff (15.1%). Statistically significant differences in attitudes were identified between patients and healthcare professionals regarding information sources, trust in CAM, and willingness to discuss the topic (p<0.05).
Conclusion
The findings underscore the need to improve healthcare professionals’ education on alternative medicine and promote open communication with patients. Integrating CAM into medical education and development guidelines for its incorporation into clinical practice could enhance patient awareness and safety.

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Medical student selection interviews: insights into nonverbal observable communications: a cross-sectional study: Pin-Hsiang Huang, Kang-Chen Fan, Alexander Waits, Boaz Shulruf, Yi-Fang Chuang; Korean J Med Educ 2025;37(2):153-161.
Published online May 29, 2025; DOI: https://doi.org/10.3946/kjme.2025.332

Purpose
Interviews play a crucial role in the medical school selection process, although little is known about interviewers’ non-verbal observable communications (NoVOC) during the interviews. This study investigates how interviewers perceive NoVOC exhibited by interviewees in two medical schools, one in Taiwan and the other in Australia. The study also explores potential cross-cultural differences in these perceptions.
Methods
A 26-item questionnaire was developed using a Delphi-like method to identify NoVOC. Interviewers from the University of New South Wales, Australia, and National Yang Ming Chiao Tung University, Taiwan (n=47 and N=78, respectively) rated these NoVOC between 2018 and 2021. Factor analyses identified and validated underlying factors. Measurement invariance across countries and genders was examined.
Results
A total of 125 interviewers completed the questionnaire, including 78 from Taiwan and 47 from Australia. Using exploratory factor analysis, 14 items yielded reliable three factors “charming,” “disengaged,” and “anxious” (Cronbach’s α=0.853, 0.714, and 0.628, respectively). The measurement invariance analysis indicated that the factor models were invariant across genders but significantly different between the two countries. Further analysis revealed inconsistencies in interpreting the “anxious” factor between Taiwan and Australia.
Conclusion
The three distinct factors revealed in this study provide valuable insights into the NoVOC that interviewers perceive and evaluate during the interview process. The findings highlight the importance of considering non-verbal communication in selecting medical students and emphasize the need for training and awareness among interviewers. Understanding the impact of non-verbal behaviors can improve selection processes to mitigate bias and enhance the fairness and reliability of medical student selection.

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Impact of the COVID-19 pandemic on the clinical performance of medical students: a retrospective study in Korea: Jihye Yu, Sukyung Lee, Janghoon Lee, Inwhee Park; Korean J Med Educ 2025;37(2):143-152.
Published online May 29, 2025; DOI: https://doi.org/10.3946/kjme.2025.331

Abstract
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Purpose
The COVID-19 (coronavirus disease 2019) pandemic led to significant changes in clinical clerkships, including reduced ward rounds. We aimed to determine how the pandemic–induced changes in the clinical practice environment affect the clinical performance of medical students.
Methods
We analyzed
objective
structured clinical examination scores of third- and fourth-year medical students from 2019–2020 and 2020–2021 across six stations by the Seoul–Gyeonggi Consortium. Clinical, communication, and ability scores were measured and analyzed using repeated-measures multivariate analysis of variance.
Results
The interaction between clinical practice progress and pandemic-induced changes significantly affected physical examination and medical history scores, though the differences were not substantial. Patient-physician interaction significance varied by measurement period. Clinical communication ability also showed significant differences based on the measurement period and practical experience.
Conclusion
During the pandemic, alternative learning methods, including self–learning, simulation/practice, and peer role–play, helped improve medical competency in areas such as history–taking and physical examination. However, these were less effective in improving patient–physician interactions or clinical communication efficacy. Alternative learning methods have limitations, and they cannot replace direct patient encounters in clinical practice.

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Short Communication

Medical students’ experience of culturally diverse family presence during resuscitation simulation: Kyung Hye Park, Jannet J. Lee-Jayaram, Benjamin W. Berg; Korean J Med Educ 2025;37(1):71-76.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.325

Abstract
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Purpose
This report describes the development of a simulation scenario for medical student that incorporates cultural diversity within the context of family presence during resuscitation (FPDR).
Methods
Using a hybrid simulation approach, we designed a scenario focusing on communication with a family that immigrated from Korea to the United States during cardiopulmonary resuscitation (CPR). The scenario
objective
s were for learners to perform CPR with family presence, communicate with the family, and understand and negotiate cultural needs. Following a pilot scenario with two inexperienced volunteer medical students as learners, the program was evaluated through anonymous surveys and informal focus group feedback.
Results
Students noted that this simulation differed from previous experiences as compared with emphasizing family communication rather than patient diagnosis or treatment. Students valued experiencing the practical application of cultural competence concepts. The suggestions for scenario improvement included balancing two student participation roles, adjusting the timeline, and utilizing a standardized family member.
Conclusion
This pilot study suggests that an FPDR simulation program can be effectively repeated with multiple medical students and applied to CPR simulations involving diverse cultural backgrounds.

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Review Article

Challenges and recommendations in the implementation of audiovisual telemedicine communication: a systematic review: Imelda Ritunga, Mora Claramita, Sandra Widaty, Hardyanto Soebono; Korean J Med Educ 2024;36(3):315-326.
Published online August 29, 2024; DOI: https://doi.org/10.3946/kjme.2024.305

Abstract
PDF

This systematic review aims to identify the elements of doctor-patient communication in telemedicine, emerging challenges, and proposed recommendations. Four databases, including Science Direct, PubMed, Cochrane, and ProQuest, were searched using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The inclusion criteria consisted of original research papers, availability of free full text, and publications during the past 10 years. A total of 13 articles completed the selection process and satisfied the established criteria. The issues and recommendations of telemedicine communication were categorized into three distinct groups: pre-consultation, during-consultation, and post-consultation. Preparation encompasses the arranging of visual elements, safeguarding patient privacy and confidentiality, and addressing any technical challenges that may arise. The consultation encompasses nonverbal behavior, empathy, the doctor-patient connection, and a physical examination. Post-telemedicine consultations refer to medical appointments that occur after a telemedicine session, typically involving follow-up medical interactions. Telemedicine presents unique challenges in doctor-patient consultations that differ from face-to-face interactions. Therefore, clinicians must acquire communication skills specific to telemedicine to ensure effective consultations and achieve optimal health results.

Citations

Citations to this article as recorded by

Use and Acceptance of Innovative Digital Health Solutions Among Patients and Professionals: Survey Study
Fritz Seidl, Florian Hinterwimmer, Ferdinand Vogt, Günther M Edenharter, Karl F Braun, Rüdiger von Eisenhart-Rothe, Peter Biberthaler, Dominik Pförringer
JMIR Human Factors.2025; 12: e60779. CrossRef

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3 Scopus

Original Research

Simulation-based education for selected communication skills: exploring the perception of post-graduate dental students: Sharon Mascarenhas, Manal Al-Halabi, Farah Otaki, Mohamed Nasaif, Dave Davis; Korean J Med Educ 2021;33(1):11-25.
Published online March 2, 2021; DOI: https://doi.org/10.3946/kjme.2021.183

Abstract
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Purpose
The role of simulation-based education (SBE) in enhancing communication has been established in the literature. To ensure achieving desired outcomes from SBE initiative, the individual learners, their experiences, and environments need to be considered. This study aimed at exploring the perception of post-graduate dental students regarding their participation in SBE sessions, around selected communication skills, designed in alignment with the assumptions of adult learning theory and steps of Kolb’s experiential learning cycle.
Methods
This study utilized a qualitative design. Six focus-group sessions were conducted following the SBE sessions. The generated data was inductively investigated using a multi-staged participant-focused approach to thematic analysis, based upon constructivist epistemology. NVivo was utilized to facilitate text Fragments’ coding and categorization.
Results
Forty-three post-graduate dental students participated. The analysis resulted in 16 categories spread across five sequential phases of the SBE experience. The “input” theme referred to the resources needed for the SBE process, and included three categories: facilities, personnel, and teaching materials. The second theme included steps of SBE “process”: pre-brief, simulation, and debrief. The third, fourth, and fifth themes constituted the short- and longer-term results of the SBE intervention. The participants reported instant benefits on confidence in their expertise in communicating with patients and their guardians. Additionally, perceived effects on the empathy and professionalism were reported.
Conclusion
SBE, that is based upon adult and experiential learning theories, and developed after thorough consideration of the individual learners, and their experiences and learning environments, holds potential in enhancing communication skills among post-graduate dental students.

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Farah Otaki, Samuel B. Ho, Bhavana Nair, Reem AlGurg, Adrian Stanley, Amar Hassan Khamis, Agnes Paulus, Laila Alsuwaidi, Ashraf Atta Mohamed Safein Salem
PLOS ONE.2025; 20(2): e0308774. CrossRef
Situational simulation teaching effectively improves dental students’ non-operational clinical competency and objective structured clinical examination performance
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Daniela Vanessa Segovia Bermeo, Rafael Eduardo García Abad
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Mohamad Alameddine, Farah Otaki, Karen Bou-Karroum, Leon Du Preez, Pietie Loubser, Reem AlGurg, Alawi Alsheikh-Ali, Ravishankar Jayadevappa
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Farah Otaki, Shroque Zaher, Stefan Du Plessis, Ritu Lakhtakia, Nabil Zary, Ibrahim M. Inuwa, Haoran Xie
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Medical Students’ Perception and Perceived Value of Peer Learning in Undergraduate Clinical Skill Development and Assessment: Mixed Methods Study
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14 Scopus

Interprofessional education program for medical and nursing students: interprofessional versus uniprofessional: Yon Chul Park, Kyung Hye Park; Korean J Med Educ 2021;33(1):1-10.
Published online March 2, 2021; DOI: https://doi.org/10.3946/kjme.2021.182

Abstract
PDF

Purpose
This study determined the effects of interprofessional education (IPE) on self-efficacy and attitude by comparing an interprofessional (IP) group of medical students (MSs) and nursing students (NSs) and a uniprofessional (UP) group of MSs.
Methods
An experimental IP group consisting of 49 MSs and 62 NSs was selected, alongside a UP control group of 48 other MSs. The groups participated in a class titled “Team Communication and Interprofessional Collaboration.” A sub-analysis of the two groups’ professions was also conducted. The groups participated in the same lesson separately, with a week’s interval. The Interprofessional Attitudes Scale (IPAS) and the Self-Efficacy Perception for Interprofessional Experiential Learning (SEIEL) scale were used before and after the class to compare changes in reports of self-efficacy and attitudes in both groups. Students’ responses to learning experiences and satisfaction were also evaluated.
Results
IPAS and SEIEL values increased after the class for MSs in both groups; there were no differences between the groups. IPAS and SEIEL values increased after the class in MSs and NSs in the IP group, and the effect size for IPAS was larger for IP-group NSs than for IP-group MSs. Satisfaction scores exceeded 3.70 in both groups.
Conclusion
The UP group showed similar IPE effects as the IP group, as measured by SEIEL and IPAS, in a single IPE program that used role-play and case-based discussion. However, it would be desirable for the UP group to interact with other professions to improve understanding and experience.

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What is the effect of different interprofessional education teaching strategies on healthcare professions students’ interprofessional learning outcomes? A systematic narrative review
Liping Kong, Emma Briggs, Andreas Xyrichis
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Saeideh Daryazadeh, Zahra Amouzeshi
Journal of Medical Education Development.2025; 18(1): 23. CrossRef
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Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare.2025; 20(4): 259. CrossRef
Interprofessional Education in Nursing: Current Status and Student Readiness
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Cihan Varol, Giray Kolcu, Mukadder İnci Başer Kolcu
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Lina Heier, Barbara Schellenberger, Anna Schippers, Sebastian Nies, Franziska Geiser, Nicole Ernstmann
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12 Scopus

Investigating the effects of interprofessional communication education for medical students: Seung Jae Kim, Oh Deog Kwon, Kyae Hyung Kim, Ji Eun Lee, Seung-Hee Lee, Jwa-Seop Shin, Sang Min Park; Korean J Med Educ 2019;31(2):135-145.
Published online May 30, 2019; DOI: https://doi.org/10.3946/kjme.2019.125

Purpose
Interprofessional communication skills are an essential competency for medical students training to be physicians. Nevertheless, interprofessional education (IPE) is relatively rare in Korean medical schools compared with those overseas. We attempted to evaluate the effectiveness of the first IPE program in our school.
Methods
In the first semester of the school year 2018, third-grade medical students (N=149) at the Seoul National University College of Medicine participated in ‘communication between healthcare professionals in the clinical field’ training, which consisted of small group discussions and role-play. To evaluate the effectiveness of this training, we conducted pre- and post-training questionnaire surveys. Comparing paired t-tests, we evaluated the students’ competency in interpersonal communication and their attitude towards the importance of IPE before and after the training. The Global Interpersonal Communication Competence Scale (GICC-15) was used to evaluate competency in interpersonal communication.
Results
Out of 149 students, 144 completed the pre- and post-training questionnaires. The total GICC-15 scores before and after training were 55.60±6.94 (mean±standard deviation) and 58.89±7.34, respectively (p=0.000). All subcategory scores of GICC-15 after training were higher after training and were statistically significant (p<0.05), except for two subcategories. The importance of IPE score also improved after training but was not significant (p=0.159). The appropriateness of content and training method scores were 3.99±0.92 and 3.94±1.00, respectively.
Conclusion
From the results, our school’s IPE program demonstrated a positive overall educational effect. Deployment of systematic and varied IPE courses is expected in the future, with more longitudinal evaluation of educational effect.

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Educação e Pesquisa.2024;[Epub] CrossRef
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Interprofessional education program for medical and nursing students: interprofessional versus uniprofessional
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11 Scopus

Effects of medical communication curriculum on perceptions of Korean medical school students: Hyo Hyun Yoo, Sein Shin, Jun-Ki Lee; Korean J Med Educ 2018;30(4):317-326.
Published online December 1, 2018; DOI: https://doi.org/10.3946/kjme.2018.106

Abstract
PDF

Purpose
The study examines changes in students’ self-assessment of their general communication (GC) and medical communication (MC) competencies, as well as perceptions of MC concepts.
Methods
Participants included 108 second year medical students enrolled at a Korean medical school studying an MC curriculum. It was divided into three sections, and participants responded to questionnaires before and after completing each section. To assess perceived GC and MC competency, items based on a 7-point Likert scale were employed; a single open-ended item was used to examine students’ perceptions of MC. Statistical analysis was conducted to gauge GC and MC competency, whereas semantic network analysis was used to investigate students’ perceptions of MC.
Results
Students perceived their GC competency to be higher than MC. Perceived MC competency differed significantly across the three sections, whereas no differences were found for GC. There were no statistically significant differences after completing the curriculum’s second and third sections; however, the vocabulary students used to describe MC concepts became more scholarly and professional. In the semantic networks, the link structure between MC-related words decreased in linearity and looseness, becoming more complex and clustered. The words ‘information’ and ‘transfer’ proved integral to students’ perceptions; likewise, ‘empathy’ and ‘communication’ became closely connected in a single community from two independent communities.
Conclusion
This study differed from prior research by conducting an in-depth analysis of changes in students’ perceptions of MC, and its findings can be used to guide curriculum development.

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1 Scopus

Correlation between nonverbal communication and objective structured clinical examination score in medical students: Seung Guk Park, Kyung Hye Park; Korean J Med Educ 2018;30(3):199-208.
Published online August 27, 2018; DOI: https://doi.org/10.3946/kjme.2018.94

Abstract
PDF

Purpose
Nonverbal communication (NVC) may be a crucial factor affecting effective communication between patients and medical students during the
objective
structured clinical examination (OSCE), but it has not been intensively studied. We examined NVC and its correlation with patient-physician interaction (PPI) in the OSCE.
Methods
A total of 68 video recordings of routine check-up OSCEs were included. A checklist for NVC was developed that included seven nonverbal factors in a mute state (NVM) and four nonverbal factors in speech (NVS), and one point was assigned to each factor. The scores for history taking, PPI, NVM, and NVS were compared, and correlations of each score were evaluated.
Results
Students with adequate facial expressions, accorded speech rate and voice volume, adequately matched voice tone, and few or no moments of unnecessary silence showed better PPI scores. The PPI score was correlated with history taking and the NVS score, but not the NVM score.
Conclusion
Our results suggest that NVS may be more influential to PPI during OSCEs than NVM. Communication teachers should help students to be better prepared to use both NVS and NVM properly.

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Grace M. Hildenbrand, Evan K. Perrault, Mia I. Switzer
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Correlation of student performance on clerkship with quality of medical chart documentation in a simulation setting
Nobuyasu Komasawa, Fumio Terasaki, Takashi Nakano, Ryo Kawata, Richard Bruce Mink
PLOS ONE.2021; 16(3): e0248569. CrossRef
Technology-assisted methods to assess the quality of the therapeutic alliance between health care providers and patients: a scoping review protocol
Megan DeArmond, Evan Vidal, Cheryl Vanier
JBI Evidence Synthesis.2021; 19(5): 1222. CrossRef

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7 Scopus

The effect of communication training using standardized patients on nonverbal behaviors in medical students: Kyung Hye Park, Seung Guk Park; Korean J Med Educ 2018;30(2):153-159.
Published online May 30, 2018; DOI: https://doi.org/10.3946/kjme.2018.90

Abstract
PDF

Purpose
Nonverbal communication (NVC) is important in the patient-physician relationship, but the effect of NVC education is not well kown. In this study, we try to identify if students’ NVC abilities are improved through communication training.
Methods
First-year medical students conducted medical interviews, which were performed with standardized patients (SPs) before and after communication skill education, and recorded in video. Fifty-one students were enrolled for this study. Two researchers used the NVC checklist, which consists of 12 nonverbal behaviors, to analyze and compare the students’ nonverbal expressions in the interviews recorded before and after the education.
Results
After the students participated in communication training, open body position and adequate facial expression were increased while unnecessary silence, un-purposive movements, and giggling were decreased. These results can be interpreted as positive effects of the education. However, hand gesture was increased as a negative effect of the education. The total NVC score of the 12 nonverbal behaviors in the NVC checklist improved significantly, rising from 8.56 to 10.03.
Conclusion
Communication skill education using SPs can improve nonverbal behaviors of medical students, especially facial expression, un-purposive movement, body position, unnecessary silence, and giggle, but not hand gesture. Further research is needed on a variety of teaching methods to improve NVCs.

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Annika Lisakowski, Johanna Frenkert, Almut Hartenstein-Pinter, Larissa Kubek, Boris Zernikow, Julia Wager
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A novel multi-measure approach to study medical students’ communication performance and predictors of their communication quality - a cross-sectional study
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Development of a validated assessment tool for medical students using simulated patients: an 8-year panel survey
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Standardized Patients or Conventional Lecture for Teaching Communication Skills to Undergraduate Medical Students: A Randomized Controlled Study
Pierre A. Geoffroy, Julie Delyon, Marion Strullu, Alexy Tran Dinh, Henri Duboc, Lara Zafrani, Isabelle Etienne, Michel Lejoyeux, Pierre-François Ceccaldi, Patrick Plaisance, Hugo Peyre
Psychiatry Investigation.2020; 17(4): 299. CrossRef

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15 Scopus

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

Abstract
PDF

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

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Giulia Zerbini, Pia Schneider, Miriam Reicherts, Nina Roob, Kathrin Jung-Can, Miriam Kunz, Philipp Reicherts
BMC Medical Education.2025;[Epub] CrossRef
‘Difficult Conversations with Patients’—A Modified Group Objective Structured Clinical Experience for Medical Students
Piotr Przymuszała, Patrycja Marciniak-Stępak, Magdalena Cerbin-Koczorowska, Martyna Borowczyk, Katarzyna Cieślak, Lidia Szlanga, Łucja Zielińska-Tomczak, Ryszard Marciniak
International Journal of Environmental Research and Public Health.2021; 18(11): 5772. CrossRef
Standardized Patients or Conventional Lecture for Teaching Communication Skills to Undergraduate Medical Students: A Randomized Controlled Study
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Psychiatry Investigation.2020; 17(4): 299. CrossRef

14,491 View
208 Download
Crossref
3 Scopus

Original Article

Measuring medical students’ empathy using direct verbal expressions: Yera Hur, A Ra Cho, Sun Kim; Korean J Med Educ 2016;28(3):305-313.
Published online June 30, 2016; DOI: https://doi.org/10.3946/kjme.2016.35

Abstract
PDF

Purpose
Empathy is an important trait in physicians and a key element in the physician-patient relationship. Accordingly, one of the goals in medical education is developing empathy in students. We attempted to practically assess medical students’ empathy through their direct verbal expressions.
Methods
The medical students’ empathy was measured using the modified Pencil-and-Paper Empathy Rating Test by Winefield and Chur-Hansen (2001). The students took 15 minutes or so to complete the scale, and it was then scored by one of two trained evaluators (0 to 4 points for each item, for a total score of 40). The subjects were 605 medical students, and the data were analyzed using descriptive analysis, independent t-test, and one-way analysis of variance in SPSS version 21.0.
Results
The students’ empathy scores were low (mean, 12.13; standard deviation, 2.55); their most common responses (78.6%) registered as non-empathetic. Differences in empathy were observed by gender (female students>male students; t=-5.068, p<0.001), school system (medical school>medical college; t=-1.935, p=0.053), and academic level (pre-medical 1 year < other years; t=-4.050, p<0.001).
Conclusion
Our findings lead us to the significant conclusion that there is the need for empathy enhancement training programs with practical content.

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Medical Students’ Perspectives on Empathy: A Systematic Review and Metasynthesis
Emmanuel Costa-Drolon, Laurence Verneuil, Emilie Manolios, Anne Revah-Levy, Jordan Sibeoni
Academic Medicine.2021; 96(1): 142. CrossRef

11,200 View
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2 Scopus

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

Abstract
PDF

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

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

16,266 View
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5 Scopus

Short Communication

How well do medical students express empathy?: Yera Hur, A Ra Cho, Sun Kim; Korean J Med Educ 2014;26(3):217-221.
Published online September 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.3.217

Abstract
PDF

Purpose
Empathy is an important trait of a physician and a key element in the physician-patient relationship. This study evaluated the ability to express empathy in medical students.
Methods
Medical student empathy was measured by the modified Pencil-and-Paper Empathy Rating Test of Winefield and Chur-Hansen. The subjects comprised 110 medical students. The data were analyzed by descriptive analysis and t-test using SPSS version 21.0 (IBM Corp.).
Results
Empathy rating test scores were low-level in medical students (mean, 12.59). There were no differences in the level of ability to express empathy between genders (t=-1.714, p=0.089).
Conclusion
Our results suggest that practical training in expressing empathy should be included in medical education and that an empathy training program must be focused on changes in behavior.

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Intensity, dynamics and deficiencies of empathy in medical and non-medical students
Krzysztof Sobczak, Agata Zdun-Ryżewska, Agata Rudnik
BMC Medical Education.2021;[Epub] CrossRef
The Effects of Meditation, Yoga, and Mindfulness on Depression, Anxiety, and Stress in Tertiary Education Students: A Meta-Analysis
Josefien J. F. Breedvelt, Yagmur Amanvermez, Mathias Harrer, Eirini Karyotaki, Simon Gilbody, Claudi L. H. Bockting, Pim Cuijpers, David D. Ebert
Frontiers in Psychiatry.2019;[Epub] CrossRef
Research trends in studies of medical students’ characteristics: a scoping review
Sung Soo Jung, Kwi Hwa Park, HyeRin Roh, So Jung Yune, Geon Ho Lee, Kyunghee Chun
Korean Journal of Medical Education.2017; 29(3): 137. CrossRef
Measuring medical students’ empathy using direct verbal expressions
Yera Hur, A Ra Cho, Sun Kim
Korean Journal of Medical Education.2016; 28(3): 305. CrossRef
Journal’s step to leap to the international level and communication skill
Sun Huh
Korean Journal of Medical Education.2014; 26(3): 159. CrossRef

13,238 View
188 Download
Crossref

Original Article

The development and effects of a medical communication skills program for medical school students: Hyo Hyun Yoo, Jung Soo Kim; Korean J Med Educ 2014;26(3):189-195.
Published online September 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.3.189

Abstract
PDF

Purpose
The purpose of the study is to develop education programs for improving medical school students’ medical communication ability, and to provide basic information to help develop and operate medical communication education programs by analyzing the education programs and students satisfaction from the education effects.
Methods
The method was to survey 116 sophomores in C medical school in 2014 in order to research students’ demands for the medical communication education, level differences of communication between before and after of the education, and students’ satisfaction from the education program. Analysis of frequency, paired samples t-test, descriptive statistic analysis were used for the research.
Results
There were not only many students who did not get general communication educations before admission, but also many students who said they need medical communication education. On the whole, students’ abilities of communication were improved. Building relationship, information gathering, sharing information, understanding one’s perspectives factors was improved meaningfully in the statistics. However opening relationship, reach agreement, and providing closure were not improved meaningfully in the statistics. On the whole, the students were satisfied from the education programs.
Conclusion
To develop education programs for medical communication ability, we need to construct the
objective
s of education and contents by researching students’ demands and level of learning in communication area. Moreover we have to design curriculum to maintain the education effects consistently.

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Establishment of a Cohort at Chosun University College of Medicine for Social Accountability
Hyoseon Choi, Youngjon Kim, Hyo Hyun Yoo
Korean Medical Education Review.2023; 25(2): 132. CrossRef
Effects of medical communication curriculum on perceptions of Korean medical school students
Hyo Hyun Yoo, Sein Shin, Jun-Ki Lee
Korean Journal of Medical Education.2018; 30(4): 317. CrossRef
Journal’s step to leap to the international level and communication skill
Sun Huh
Korean Journal of Medical Education.2014; 26(3): 159. CrossRef

12,833 View
129 Download
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Evaluating the short-term effects of a communication skills program for preclinical medical students: Young-Mee Lee, Young Hee Lee; Korean J Med Educ 2014;26(3):179-187.
Published online September 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.3.179

Abstract
PDF

Purpose
Regardless of the growing importance of communication skills as a core clinical competence, few studies have determined the effects of communication skills courses in undergraduate medical curricula in Asian medical schools. The purpose of this study was to examine the effectiveness of a communication skills program for preclinical medical students.
Methods
A communication skills course was provided to 111 second-year medical students in a medical college in Korea. Students’ self-assessed competency of communication skills was evaluated by a questionnaire survey. To examine the improvement in observed communication skills, the students’ encounters with standardized patients (SPs) were assessed at the first session and at the final course assessment. A structured checklist, consisting of 25 communication skills items, was used for the assessment.
Results
Students’ self-assessed competency of communication skills increased significantly after completion of the course (p<0.001). The observed communication skills scores also improved significantly at the end of the course; the mean scores of the first SPs encounters was 49.6 (standard deviation [SD], 11.1), and those of cases A and B at the final assessment were 61.5 (SD, 8.4) and 69.6 (SD, 7.8), respectively (F₆₁=269.54, p<0.001).
Conclusion
Even a short period of medical communication skills course was beneficial in developing and improving communication skills competency in preclinical medical students. Further studies should be followed to examine whether the acquisition of communication skills during preclinical studies can be sustained into clerkship and actual practice.

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Impact of Standardized Patient Programs on Pre-clinical Medical Students' Clinical Readiness: A Narrative Review of the Last Two Decades
Cristian V Toma, Aida Petca, Ioana G Visan, Alexandra Munteanu, Alexandru Ciudin, Viorel Jinga
Cureus.2025;[Epub] CrossRef
Do educational interventions reduce the gender gap in communication skills?- a systematic review
Alexis M. Driscoll, Rohan Suresh, George Popa, Leif Berglund, Amanda Azer, Helen Hed, Yajie Duan, Alice Chu, Aleksandra McGrath
BMC Medical Education.2024;[Epub] CrossRef
Communication skills in primary care settings: aligning student and patient voices
Chandramani Thuraisingham, Siti Suriani Abd Razak, Vishna Devi Nadarajah, Norul Hidayah Mamat
Education for Primary Care.2023; 34(3): 123. CrossRef
Developing, conducting and evaluating the internship preparatory program (Ipp)
Abeer S. Al Shahrani, Samah F. Ibrahim, Norah M. AlZamil, Eman S. Soliman, Lamya A. Almusharraf, Amel A. Fayed, Noreen Mirza
Annals of Medicine and Surgery.2022; 73: 103215. CrossRef
Religious Orientation and Subjective Well-being: The Mediating Role of Meaning in Life
Sukkyung You, Sun Ah Lim
Journal of Psychology and Theology.2019; 47(1): 34. CrossRef
Religious practices and mental health outcomes among Korean adults
Sukkyung You, Ji Eun Yoo, Yunsung Koh
Personality and Individual Differences.2019; 142: 7. CrossRef
Clinical communication skills and professionalism education are required from the beginning of medical training - a point of view of family physicians
Camila Ament Giuliani dos Santos Franco, Renato Soleiman Franco, José Mauro Ceratti Lopes, Milton Severo, Maria Amélia Ferreira
BMC Medical Education.2018;[Epub] CrossRef
How do medical students differ in their interpersonal needs?
Yera Hur, A Ra Cho, Sun Huh, Sun Kim
BMC Medical Education.2017;[Epub] CrossRef
Journal’s step to leap to the international level and communication skill
Sun Huh
Korean Journal of Medical Education.2014; 26(3): 159. CrossRef

13,928 View
178 Download
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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.

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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

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Review

An ideal model of informed consent communication: Yeon Ok Jeoung, Tae Ki Yang, Yong Ik Bak, In Seok Lim, Ki-Bum Sim; Korean J Med Educ 2014;26(1):9-17.
Published online March 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.1.9

Abstract
PDF

Informed consent (IC) should be a form of communication between a physician and patient in which information regarding all options of a medical procedure and the patient's preference is shared. The aim of this study was to create a standard for communication by IC for physicians. The IC standard was developed based on an analysis of a dialogue in our previous experience with a medical communication program and a review of the literature. The dialogue pattern of the IC standard had the following six elements: opening; orientation; disclosure of information; conforming and complementing; shared decision making; and closing. Factors that influenced effective IC-based communication included preparation, attitude, empathy, listening, a psychosocial factor, nonverbal communication, explanation, and understanding. The IC communication standard will be useful in improving the quality of communication between a physician and patient in obtaining IC. It will also be used as a guideline for communication educators and medical students. Innovative strategies and rigorous studies are needed to improve IC counseling to establish effective patient-centered interviews.

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Training future Korean medicine doctors to perform bee venom acupuncture and obtain informed consent using an objective structured clinical examination
Eunbyul Cho, Hyesoo Jeon, O Sang Kwon, Jiseong Hong, Jaehoon Lee, Eunho Jung, Jiwon Park, Wookcheol Seo, Kyu Sang Lim, Nam geun Cho
Journal of Korean Medicine.2022; 43(1): 6. CrossRef
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Seung-Kyo Chaung, Min-Jung Choi, Jin Hee Park, Hyun-Ju Kim, Kyeong-Yae Song
Journal of Korean Academy of Fundamentals of Nursing.2017; 24(4): 277. CrossRef

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Short Communication

The relationship between ego-state and communication skills in medical students: Yera Hur, A-Ra Cho; Korean J Med Educ 2014;26(1):59-62.
Published online March 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.1.59

Abstract
PDF

PURPOSE
The purpose of this study was to examine the relationship between ego-states and communication skills in medical students.
METHODS
A total of 109 medical school students participated in this study, which used the communication skills self-test papers and the Egogram checklist. The data were analyzed by frequency analysis, and Pearson correlation analysis.
RESULTS
Ego-state was related to communication skills. In particular, adapted child ego-state was negatively associated with each sphere of communication skills.
CONCLUSION
Our results suggested that ego-state types should be considered in developing a communication skills education program for medical students.

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The effect of transactional analysis training on emotional intelligence in health professions students
Hui Yean Seow, Mabel Huey Lu Wu, Mandakini Mohan, Norul Hidayah binti Mamat, Hildegunn Ellinor Kutzsche, Allan Pau
BMC Medical Education.2022;[Epub] CrossRef
The Relationship Between Life Satisfaction and Functional Ego States for Elders in Nursing Homes
Gizem Beycan Ekitli, Esra Engin
Transactional Analysis Journal.2022; 52(4): 344. CrossRef
Moderating Effects of the Ego-Energy in Relation to Stress, Drinking Motives, and Depression in Korean Adult Males
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Frontiers in Psychology.2021;[Epub] CrossRef
The Influence of Ego State and Interpersonal Skill among Nursing Students
Hee-Sook Sim, Sung-Yun Ahn
Journal of Digital Convergence.2015; 13(12): 269. CrossRef

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141 Download
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Original Article

Delivering bad news to a patient: a survey of residents and fellows on attitude and awareness: Hye Ran Lee, Seong Yoon Yi; Korean J Med Educ 2013;25(4):317-325.
Published online December 31, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.4.317

Abstract
PDF

PURPOSE
Delivering bad news (DBN) to a patient or patient's family is one of the most difficult tasks for physicians. As a complicated task, DBN requires better than average communication skills. This study investigated trainee's attitude and awareness of DBN based on a self-assessment of their experiences and performance in practice. Survey subjects were also asked to assess their perception and the need for education in conducting DBN.
METHODS
A survey was carried out on their experiences with DBN, how they currently deal such situations, how they perceive such situations and the need for education and training programs. A SPIKES protocol was used to assess how they currently deal with DBN.
RESULTS
One hundred one residents and fellows being trained in a teaching hospital participated in the survey. Around 30% had bad experiences due to improperly delivered bad news to a patient. In terms of self-assessment of how to do DBN, over 80% of trainees assessed that they were doing DBN properly to patients, using a SPIKE protocol. As for how they perceived DBN, 90% of trainees felt more than the average level of stress when they do DBN. About 80% of trainees believed that education and training is much needed during their residency program for adequate skill development regarding DBN.
CONCLUSION
We suggest that education and training on DBN may be needed for trainees during the residency program, so that they could avoid unnecessary conflict with patients and reduce stress from DBN.

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Concordance between Self and Standardized Patient Ratings of Medical Students' Communication Skills: Min Ji Je, Su Hyun Lee, Chang Hyung Lee, Sung Soo Kim; Korean J Med Educ 2013;25(1):29-38.
Published online March 31, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.1.29

Abstract
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PURPOSE
The purpose of this study was to examine the concordance between self and standardized patient (SP) ratings of medical students' communication skills.
METHODS
Forty-three students interviewed SPs. The students were asked to complete a communication skills questionnaire that comprised 2 measures (empathy and interpersonal communication) before the interview. After each student's interview with the SP, the latter completed the same questionnaire as the students.
RESULTS
Based on Lin's concordance coefficient, there was strong disconcordance between students' self-ratings and the SPs' ratings. With regard to empathic communication, more than 50% of students who considered themselves higher than middle level were regarded by SP as low level. On interpersonal communication, 39% of students who assessed themselves as higher than middle level were scored low level by SPs.
CONCLUSION
There was strong disconcordance between students' self-ratings and the SPs' ratings-students tended to overevaluate themselves regarding their communication skills. These differences might result in patient dissatisfaction and noncompliance. Further, it could become a serious hindrance to the development of a good doctor-patient relationship. Medical educators should make sincere efforts to reduce this gap by teaching medical students the importance of the patients' perception of his doctors' communication skills.

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Longitudinal Relationship between Addictive Use of Mobile Phones and Learning Activities for Elementary School Students : Multiple and Complex Group Analysis across Gender
Sang-Min Jun
Journal of Digital Convergence.2015; 13(8): 267. CrossRef
Physicians' perspectives on social competency education in academic medicine
Yun-Jung Heo, Ivo Kwon, Ok-Jin Rhee, Duck-sun Ahn
Korean Journal of Medical Education.2013; 25(4): 289. CrossRef

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Medical Students' Perception and Satisfaction with Medical Communication Teaching Using Electronic Modules: Eal Whan Park; Korean J Med Educ 2012;24(3):197-211.
Published online September 30, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.3.197

Abstract
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PURPOSE
To teach communication skills to medical students, a variety of instructional text and video materials are used. The purpose of this study was to investigate medical students' perception and satisfaction with medical communication teaching using electronic modules.
METHODS
Medical communication subjects were developed for freshmen of the medical department. Each lesson was configured for the use of educational electronic modules. The modules were composed of a database of instructional materials and a program file that could link the materials. After the 2nd and 12th week of classes, the 8th and 14th practice interviews with simulated patients, and the end of the course, medical students' perception and satisfaction were assessed.
RESULTS
Forty-five students participated in the survey. Students' satisfaction after the 2nd and 12th week of class was 16.2 (standard deviation [SD], 2.0) and 16.2 (SD, 2.1), respectively. The correlation between class satisfaction and awareness of the usefulness of the electronic modules was significant (p<0.05). After the end of the course, the students' average satisfaction score was 6.7 of 10 points (SD, 1.4). Satisfaction with the practice interview and evaluation using simulated patients was 7.5 (SD, 2.3). For the practice interview, empathy, building a relationship, effective questioning, and active listening could be applied.
CONCLUSION
Medical student satisfaction with medical communication teaching using electronic modules was high. Students who were aware of the usefulness of the electronic modules had higher satisfaction with their classes. Many interview skills of the initial and middle phase of interviewing could be applied for the practice interview.

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Physicians' perspectives on social competency education in academic medicine
Yun-Jung Heo, Ivo Kwon, Ok-Jin Rhee, Duck-sun Ahn
Korean Journal of Medical Education.2013; 25(4): 289. CrossRef
Survival Games at Medical Schools
Young-Mee Lee
Korean Journal of Medical Education.2012; 24(3): 185. CrossRef

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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
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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.

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Development of a Patient-Doctor Communication Skills Model for Medical Students: Young Hee Lee, Young-Mee Lee; Korean J Med Educ 2010;22(3):185-195.
Published online September 30, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.3.185

Abstract
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PURPOSE
Communication is a core clinical skill that can be taught and learned. The authors intended to develop a patient-doctor communication model for teaching and assessing undergraduate medical students in Korea.
METHODS
To develop a model, literature reviews and an iterative process of discussion between faculty members of a communication skills course for second year medical students were conducted. The authors extracted common communication skill competencies by comparing the Kalamazoo Consensus Statement, SEGUE framework communication skills, the Calgary Cambridge Observation Guides, and previous communication skills lists that have been used by the authors. The content validity, with regard to clinical importance and feasibility, was surveyed by both faculty physicians and students.
RESULTS
The first version of the model consisted of 36 items under 7 categories: initiating the session (8 items), building a relationship (6), gathering information (8), understanding a patient's perspectives (4), sharing information (4), reaching an agreement (3), and closing the session (3). It was used as a guide for both students and teachers in an actual communication skills course. At the end of the course, student performance was assessed using two 7-minute standardized patient interviews with a 34-item checklist. This assessment tool was modified from the first version of the model to reflect the case specificity of the scenarios. A patient-doctor communication model, which can be taught to those with limited patient care experience, was finally developed.
CONCLUSION
We recommended a patient-doctor communication skills model that can be used for teaching and evaluating preclinical and clinical students. Further studies are needed to verify its validity and reliability.

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Developing an effective and comprehensive communication curriculum for undergraduate medical education in Poland – the review and recommendations
Martyna Borowczyk, Agata Stalmach-Przygoda, Antonina Doroszewska, Maria Libura, Marta Chojnacka-Kuraś, Łukasz Małecki, Zbigniew Kowalski, Aldona K. Jankowska
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Effect of SEGUE-based communication education on nursing simulation practice: a quasi-experimental design
Hae Kyoung Son, Dong Hee Kim
Contemporary Nurse.2019; 55(4-5): 330. CrossRef
A Case Study on the Validity of Dental Communication Curriculum of a Dental Hygiene Department
Yong-Keum Choi, Soo-Myoung Bae, Bo-Mi Shin, Jung-Hui Son, Deok-Young Park, Jin-Sun Choi
Journal of Dental Hygiene Science.2017; 17(4): 306. CrossRef
Medical students’ agenda-setting abilities during medical interviews
HyeRin Roh, Kyung Hye Park, Young-Jee Jeon, Seung Guk Park, Jungsun Lee
Korean Journal of Medical Education.2015; 27(2): 77. CrossRef
Evaluating the short-term effects of a communication skills program for preclinical medical students
Young-Mee Lee, Young Hee Lee
Korean Journal of Medical Education.2014; 26(3): 179. CrossRef
The Effect of Videotaping Students' Interviews with Patients for Interview Skill Education
Woo Sung Lee, Ji Young Hwang, Ji Eun Lim, Sang-Yeon Suh, Ki Heum Park, Nak-Jin Sung
Korean Journal of Family Medicine.2013; 34(2): 90. CrossRef
Medical Students' Perception and Satisfaction with Medical Communication Teaching Using Electronic Modules
Eal Whan Park
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The Development Study of a Medical Ethics Education Program by Using Simple ISD Model
Young Jon Kim, Hyoo Hyun Yoo, Chan Uhng Joo
Korean Journal of Medical Education.2011; 23(3): 185. CrossRef
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Sun Kim
Korean Journal of Medical Education.2010; 22(3): 167. CrossRef

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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
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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.

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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
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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

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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 J Med Educ 2010;22(1):33-45.
Published online March 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.1.33

Abstract
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PURPOSE
This study aims to explore the perceived effectiveness, benefits, and learning experiences of interns with regard to their participation in a communication skills workshop program, which can have implications for the development and implementation of future communication skills training.
METHODS
One hundred twenty one interns and 12 senior residents and fellows participated in the workshop program as learners and tutors. The participating interns encountered three difficult communication situations, represented by trained standardized patients. During each encounter, each participant had an individual encounter, group discussion, and feedback on his performance. A self-assessment survey, composed of five itemized questions and seven open-ended questions, was administered after the workshop. A mixed methods approach was used to analyze the quantitative and qualitative data.
RESULTS
The participants had positive perceptions of the implementation and effects of the workshop, and they responded higher than 4.0 to all itemized questions on their perception of the effectiveness and benefits of the workshop. The analysis of open-ended questions demonstrated specific learning experiences of the participants, such as the hardship of solving ill-structured communication problems and reflection on their current knowledge, skills, attitudes, and practice as physicians. The participants reported that the workshop provided opportunities of improving diverse communication skills and problem-solving skills and identifying further learning needs.
CONCLUSION
The results suggest that communication skills training for interns facilitates their reflection and development of communication skills, as well as their competency of situated problem solving. Consequently, communication skills development should be regarded as an important subject of continuing medical education. Several implications of this study can contribute to the design and development of communication skills-related programs.

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Effects of medical communication curriculum on perceptions of Korean medical school students
Hyo Hyun Yoo, Sein Shin, Jun-Ki Lee
Korean Journal of Medical Education.2018; 30(4): 317. CrossRef
Physicians' perspectives on social competency education in academic medicine
Yun-Jung Heo, Ivo Kwon, Ok-Jin Rhee, Duck-sun Ahn
Korean Journal of Medical Education.2013; 25(4): 289. CrossRef

6,189 View
72 Download
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What Do the Patients Want to be Called during Medical Encounters?: Su Hyun Kim, Young-Mee Lee; Korean J Med Educ 2009;21(2):163-173.
Published online June 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.2.163

Abstract
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PURPOSE
The aims of this study were to explore the terms that patients preferred to be called during medical encounters and to provide a guideline about the proper use of appellations about patients in teaching medical students.
METHODS
Patients were asked to select items from given examples to indicate how they wanted to be addressed by their doctors and how their doctors tended to address them. These terms were categorized into 3 groups; 1) terms that includes name, 2) "patient+honorific suffix, boon (hwanja- boon)", and 3) other general terms. The survey also included questions on patient's perception of the importance of terms of address in building a good doctor-patient relationship. The questionnaire was distributed to 440 out-patients of the three university affiliated hospitals in Seoul and Gyeonggi province from August to September 2007.
RESULTS
Three hundred ninety-two respondents were analyzed after excluding 58 respondents who did not meet the study criteria. The ages of the respondents ranged from 18 to 80 years, and 56% of them were male. Most patients preferred to be called by the terms that includes their name (284, 72.4%) and the most preferred term was "family name (FN)+given name (GN)+honorific suffix, nim" (156, 39.8%), while doctors used the terms "patient+honorific suffix, boon" (188, 48.0%) most frequently. About 59% of respondents were addressed as they preferred. Patients in their 30s and 40s showed significantly higher perceptions of the importance of terms of address than other age groups (p= 0.0007).
CONCLUSION
Patients preferred to be called by their full name with an honorific suffix; however, patients' preferences and doctors' usage were not in agreement in many cases. The results of this study suggest that doctors should pay more attention to the proper use of appellation during medical encounters. Furthermore, these results can be used to teach undergraduate medical students and guide physicians on how to address patients in practice.

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Patient, client, consumer, survivor or other alternatives? A scoping review of preferred terms for labelling individuals who access healthcare across settings
Daniel S J Costa, Rebecca Mercieca-Bebber, Stephanie Tesson, Zac Seidler, Anna-Lena Lopez
BMJ Open.2019; 9(3): e025166. CrossRef
Heart-type Fatty Acid Binding Protein as an Adjunct to Cardiac Troponin-I for the Diagnosis of Myocardial Infarction
Kyung Su Kim, Hui Jai Lee, Kyuseok Kim, You Hwan Jo, Tae Yun Kim, Jin Hee Lee, Joong Eui Rhee, Gil Joon Suh, Mi Ran Kim, Christopher C. Lee, Adam J. Singer
Journal of Korean Medical Science.2011; 26(1): 47. CrossRef

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Trends of Communication Skills Education in Medical Schools: Hong Hee Han, Sun Kim; Korean J Med Educ 2009;21(1):35-41.
Published online March 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.1.35

Abstract
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PURPOSE
To investigate the past and current status of teaching communication skills in undergraduate medical education and to review how medical education is progressing.
METHODS
A selective search was conducted of the literature that was published from 1960 to Jun 2008 in the MEDLINE, EMBASE, ERIC, Psychlnfo, and KMbase databases using "communication." All articles in 13 medical journals (including Academic Medicine, Medical Education, Teaching and Learning in Medicine, Medical Teacher, and Korean Journal of Medical Education) were reviewed. Each article was categorized according to 5 subjects (curriculum, methods, assessment, student factors, and research type).
RESULTS
A total of 306 studies met the inclusion criteria for this study. Curriculum was the most frequent subject (n=85), followed by assessment (n=71), student factors (n=48), and methods (n=23). According to this research, the current trends of teaching communication skills in medical school are characterized by curriculum development,' 'blended-methods,' 'multisource assessment,' 'student attitudes,' and 'comparative studies' of education.
CONCLUSION
It is time to figure it out optimistic ways to design a formal course. Now, 4 current trends in teaching and learning are emerging in communication skills. Curriculum development is stabilizing a variety of teaching methods are being adopted; a method of multisource assessment is being identified and the need to consider student attitudesis being recognized. In the near future,
objective
, comprehensive, and sophisticated evaluation is going to be the top priority in teaching communication skills with a variety of research types.

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Effects of medical communication curriculum on perceptions of Korean medical school students
Hyo Hyun Yoo, Sein Shin, Jun-Ki Lee
Korean Journal of Medical Education.2018; 30(4): 317. CrossRef
Domestic Research of Medical Students Trends Analysis
Aehwa Lee
Korean Medical Education Review.2018; 20(2): 91. CrossRef
Effectiveness and Learning Experience of Dental Communication Course Training in Dental Hygiene Schools
Yong-Keum Choi, Bo-Mi Shin, Jung-Hui Son, Deok-Young Park
Journal of dental hygiene science.2016; 16(2): 134. CrossRef
Correlation between Self-evaluation Factor and Academic Achievement of Medical Students according to Introduction of Explanation Meeting in Cadaveric Dissection
Jeong-Hyun Park, Jee-Hee Kim, Kwang-Hwan Kim
Journal of the Korea Academia-Industrial cooperation Society.2010; 11(7): 2475. CrossRef

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Communication Skills Improvement of Medial Students According to Length and Methods of Preclinical Training: Yang Hee Kim, Jeong Hee Yang, Sung Yeon Ahn, Seo-Young Song, HyeRin Roh; Korean J Med Educ 2009;21(1):3-16.
Published online March 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.1.3

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

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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
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 Journal of Medical Education.2010; 22(2): 121. CrossRef

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Differences in Patients' Awareness of Doctors' Communication Styles, Patients' Satisfaction, and Patients' Compliance among Patient Social Styles: Sung Soo Kim, Duk Young Cho, Byung Kyu Park, In Kyung Hwang, Chulhun L. Chang, Young-Mee Lee, So Jung Yune; Korean J Med Educ 2008;20(4):321-331.
Published online December 31, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.4.321

Abstract
PDF

PURPOSE
It has been well known that doctor-patient communication is a key to the better doctor-patient relationship. However, in Korea, there has not been much researches on the causal factors influencing the doctor-patient communication as well as on patient satisfaction and compliance. This study attempts to investigate the relationships between patient social styles and doctors' communication styles as well as patient outcomes. METHODS: Patient subjects were recruited from two mid-size local hospitals. The questionnaires consist of social styles, patient-perceived doctors' communication, and patient satisfaction/compliance measures. One hundred ninety useable data were analyzed. RESULTS: For those highly satisfied patients, patients with analytic style showed the highest percentage of viewing their doctors as highly empathic. On the other hand, for those patients with high compliance, expressive style patients showed the highest rates of regarding their doctors as highly affective. And amiable style patients are most likely to view their doctors as highly cognitive. For analytic style patients, cognitive empathy had positive effects on patient satisfaction. For amiable style patients, doctors' cognitive empathy had positive influence on patient compliance. For expressive style patients, doctors' affective empathic communication had positive effects on both patient satisfaction/compliance while cognitive had positive effects only on patient compliance. CONCLUSION: The results show that the different social styles of patients might influence on the fact how the patients perceive their doctors' communication as well as how much they are satisfied and compliant. Thus, when we as an medical educators need to realize the importance of this mechanism and bring this learning into classrooms.

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The Therapeutic Relationship in China: A Systematic Review and Meta-Analysis
Ying Mao, Wei Ning, Ning Zhang, Tao Xie, Jinnan Liu, Yongbo Lu, Bin Zhu
International Journal of Environmental Research and Public Health.2021; 18(7): 3460. CrossRef

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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.

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Do Personal Characteristics Related to Breaking Bad News Influence Students' Communication Skills?: Sun Ju Im, So Jung Yune, Sang Yeoup Lee, Hae Jin Jeong, Shin Young Kang, Bee Sung Kam, Hyung Gon Yoon, Hyun Ju Choi, Sun Hee Lee, Hae Gue Kim; Korean J Med Educ 2008;20(3):231-240.
Published online September 30, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.3.231

Abstract
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PURPOSE
Delivering bad news is a task that occurs in most medical practices, rendering communication skills essential to competent patient care. The purpose of this study was to identify factors that are associated with scores on an assessment of medical students' communication skills in delivering bad news to help develop more effective curricula to enhance these essential skills. METHODS: One hundred fifty-four fourth-year medical students at Pusan National University were included. Skills for delivering bad news were assessed using the SPIKES protocol in the CPX. The students were categorized into three main groups according to total scores: 'Exceeds expectations (E)', 'Meets expectations (M)', and 'Needs development (N)'. Personal experiences with misfortune and attitudes toward breaking bad news were surveyed, and school records were collected. The differences between the E and N groups were analyzed based on performance test and survey. RESULTS: Compared with students in the N group, E group students acquired significantlyhigher scores on the items of Perception, Invitation, a division of Knowledge, Empathy and Strategy, and Summary but not on Setting and a part of Knowledge. E group students had better records in classes and clerkships. There were no differences in personal experiences and attitudes toward breaking bad news between the groups.
CONCLUSION
Personal experience with delivering bad news does not guarantee better communication, and attitudes toward this task do not influence student performance. We expect that deliberate educational programs will have a positive impact on improving communication skills for delivering bad news.

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The Relationship Between Personality Types, Communication Skills and Learning Attitudes in Premedical Students: Young Hee Lee, Young-Mee Lee, Byung Soo Kim; Korean J Med Educ 2008;20(3):177-187.
Published online September 30, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.3.177

Abstract
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PURPOSE
The purpose of this study was to explore the relationship between the personality types of premedical students and their self-assessed communication skills and attitudes toward a communication skills course.
METHODS
The participants were 59 second-year premedical students from Korea University College of Medicine. The Myers-Briggs type indicator (MBTI), which was validated in Korea, was used for evaluating personality types. Self-reported competency in communication and attitudes toward a communication skills course were measured by questionnaire.
RESULTS
Sensing (S) and thinking (T) personality types were predominant in this study group (76%). The relationship between the personality indicator 'Extraversion (E)-Introversion (I)' and the selfreported communication skills was statistically significant for four items of communication skills. Also, the personality indicator 'Thinking (T)-Feeling (F)' significantly correlated with one item: ask if the person has any further suggestions. Personality 'I' students showed more concern with regard to their communication skills than 'E' types. 'Sensing (S)'-type students had a more positive attitude toward the communication skills course than "iNtuition (N)" types.
CONCLUSION
Students' self-assessed competence in communication and attitudes toward the communication skills course varied between personality types. These results suggest that the personality types of students should be considered in developing a communication skills course.

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Review

Teaching and Learning Communication Skills in Medical Education: Eunbae Yang; Korean J Med Educ 2008;20(2):99-107.
Published online June 30, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.2.99

Abstract
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The purpose of this study is to review communication skills education in medical education. This analysis looks at the reasons why communication skills education is difficult and how to design an effective curriculum for communication skills education. Problems in communication skills education are discussed, especially in relation to the complexity of the communication between patients and physicians, the changing of the communication model, and curriculum composition. Findings show that it is necessary to design a spiral curriculum for communication skills education, to harmonize theory and practice of communication, to encourage student participation, and to provide feedback to students. To educate communication skills, this paper concludes, professors in charge of communication skills education must seriously consider their teaching and evaluating methods and practice what they teach.

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Brief Communication

Implementing a Communication Skills Course for Undergraduate Medical Students: Young-Mee Lee, Youn-Jae Oh, Duck-Sun Ahn, Suk-Min Yoon; Korean J Med Educ 2007;19(2):171-175.
Published online June 30, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.2.171

Abstract
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PURPOSE
The purposes of this study were to describe a viable communication skills course for medical students and to discuss how to improve it for better teaching.
METHODS
The subjects were a communication skills course and one hundred thirty three third-year medical students who participated in the course in 2006. Program evaluation by students was conducted using questionnaire at the end of each session and the entire course.
RESULTS
The communication course was named as "Medical Communication Skills". Basic communication skills and interview skills for specific clinical situations were taught. We used experiential leaning methods such as standardized patient (SP) interviews with feedback. Students rated the course highly especially for SP-based practice sessions and student group projects. The course evaluation indicated that the students considered communication skills to be significantly more important as a clinical competency after the completion of the course.
CONCLUSION
We confirmed that the communication skills course was well perceived by medical students and they preferred experiential learning methods more than didactic methods.

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Original Article

A Study on How Young Doctors and Patients Perceive the Doctor-patient Relationship: Sowon Ahn, Young-Mee Lee, Duck-Sun Ahn; Korean J Med Educ 2006;18(3):279-287.
Published online December 31, 2006; DOI: https://doi.org/10.3946/kjme.2006.18.3.279

Abstract
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PURPOSE
We specifically investigated the young doctor (residents) patient doctor-patient relationship in Korea. A society built on Confucianism, age is expected to affect even the doctor-patient relationship.
METHODS
57 residents participated and answered 6 open-ended questions. 90 patients of various age participated and answered 3 open-ended and 6 close-ended questions.
RESULTS
It seems that the general problem of the doctor-patient relationships was related to attitudes and communication skills. Over 80% of the residents felt uncomfortable and received inappropriate verbal expressions and attitudes from their patients simply because they were young or younger than the patients. This negative experience resulted mostly from the residents' self-perceived lack of experience and clinical competence and the patients' distrust of young doctors. As for the patients, over 80% preferred middle-aged doctors to young doctors. Middleaged doctors were thought to be easier to understand, better mannered, more humane, and clinically competent. Most residents expected professional respect from their patients, while patients expected kindness and humility from the young doctors. This shows a gap in the reciprocal expectations between residents and patients.
CONCLUSION
Young doctors are perceived as inexperienced and incompetent and, consequently, not trusted by patients in Korea. To improve the resident-patient relationship, improvement in attitude and communication skills is needed.

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The Effectiveness of Communication Skills of Pre-medical Students: Sun Kim, Soo-Jung Lee, Chang-Jin Choi, Yera Hur; Korean J Med Educ 2006;18(2):171-182.
Published online August 31, 2006; DOI: https://doi.org/10.3946/kjme.2006.18.2.171

Abstract
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PURPOSE
Communication skills are essential skills which medical students need to acquire in order to become a doctor. More attention is being given to the subject but not many studies have been done in the medical education field. As communication skills are provided to students as a subject in medical educational curriculum, the assessment of its effectiveness needs to be undertaken.
METHODS
In the year 2005 and 2006, second year pre-medical students at The Catholic University College of Medicine took 'Communication Skills' course in total, 180 second year pre-medical students' survey results were used in the evaluation of the study question. The instrument used in the study was the modified and translated version of 'Beyer-Fetzer's Essential Elements of Communication Skills Assessment Sheet.' The assessment sheets were used as the pre-test and post-test to analyse the differences, which were put through the paired t-test.
RESULTS
All categories of communication skills showed an improvement. For year 2005, meaningful differences were shown in 'opening the discussion (p=.005)' and 'sharing information (p=.008)', whereas in 2006, improvements were shown in all areas.
CONCLUSION
From the result, it is clear that in order to create an effective communication skills program, the content should be more structured and focused on the program
objective
s.

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Teaching 'Breaking Bad News' Based on SPIKES Protocol during Family Medicine Clerkship: Su Hyun Kim, Youn Seon Choi, Young Mee Lee, Dae Gyeun Kim, Jeong A Kim; Korean J Med Educ 2006;18(1):55-63.
Published online April 30, 2006; DOI: https://doi.org/10.3946/kjme.2006.18.1.55

Abstract
PDF

PURPOSE
We taught medical students how to break bad news to medical students using the SPIKES protocol and investigated its efficacy.
METHODS
After developing the program, we taught the 16 medical students doing their family medicine rotation. We surveyed their self-reported performance prior to the teaching and their satisfaction and change in confidence level after the teaching. Using standardized patients(SP), we also analyzed the difference in clinical performance between educated and non-educated groups.
RESULTS
Students were satisfied with the education program and 12 students showed increased confidence levels. However, there was no difference in clinical performance between eduated and non-educated group, even after categorization of the exam.
CONCLUSION
Self-confidence for delivering bad news increased but there was no evidence of improvement in clinical performance. Communication skills training should be repeatedly performed in each medical educational curriculum.

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Do Personal Characteristics Related to Breaking Bad News Influence Students' Communication Skills?
Sun Ju Im, So Jung Yune, Sang Yeoup Lee, Hae Jin Jeong, Shin Young Kang, Bee Sung Kam, Hyung Gon Yoon, Hyun Ju Choi, Sun Hee Lee, Hae Gue Kim
Korean Journal of Medical Education.2008; 20(3): 231. CrossRef

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A Comparison of the Awareness of Medical Residents' Power Style, Communication Type and Organizational Effectiveness in Nurses and Technologists: Yong-Soon Kim, Jee-Won Park, Jin-Hee Park, Shang-Me Lee, Ki-Young Lim; Korean J Med Educ 2004;16(3):309-318.
Published online December 31, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.3.309

Abstract
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PURPOSE
This study is a descriptive research comparing the awareness of medical residents' power style, communication type and organizational effectiveness in nurses and technologists. METHODS: A standardized survey questionnaire was sent to 288 nurses, 85 radiological technologists, and 107 medical technologists working at 4 university hospitals in a metropolitan area. Collected data were analyzed using statistical methods including 2-test, t-test, ANOVA, and Pearson correlation. RESULTS: There was a noticeable difference between the nurses and the technologists in their awareness of medical residents' power style and communication type. Power style and communication type correlates significantly with job satisfaction and organizational commitment. When residents exercised coercive power, downward communication took place between the residents and nurses and technologists. It also affected the overall amount of communication, job satisfaction and organizational commitment. CONCLUSION: To ensure active communication between medical residents and other allied health professionals and to promote mutually satisfying relationships, open and active communication channels should be provided. Communication skills training for every member of a hospital organization is needed to encourage effective horizontal communication.

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Patient-Centered Attitudes and Communication Skills in Medical Students after Clerkship: Chang Jin Choi, Jung Min Kim, Yong Gyu Park; Korean J Med Educ 2004;16(2):169-177.
Published online August 31, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.2.169

Abstract
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PURPOSE
Patient-centered communication is known to improve patient satisfaction, compliance, doctor-patient relationship, and health outcomes. The aim of this study is to evaluate medical students patient-centered communication skills and attitudes in medical students after their clerkship. METHODS: To evaluate medical students' communication skills, OSCE was performed on 114 fourth-year medical students who had completed their clerkship. After OSCE, we used structured questionnaires to survey the subjects in assessing attitudes toward communication skill learning and patient-centeredness. RESULTS: The accomplished frequency of patient-centered communication items were as follows: allow patient's narrative thread (88.6%), open-to-closed-ended questions (47.4%), discuss psychosocial and emotional factors (36.0%), elicit patient's concerns and perspectives (36.0%), discuss how health problem affects patient's daily life (21.9%), express empathy (14.0%), negotiate plan of action with patient (68.4%), and ask whether patient has further issues to discuss (33.3%). The students who did medical service as extracurricular activity and were confident with their communication skills performed better patient-centered interviews. There was no significant relationship between medical students' patient-centered attitudes and patientcentered OSCE scores. CONCLUSION: Having completed their clerkship, medical students were still unable to perform a good patient-centered interview. Current medical curriculum should teach medical students how to communicate in a patient-centered manner. The education method should focus on behavior change initiative.

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A Study on the Development of Social Medicine Curriculum: Woo Taek Chun, Sun Kim, Eun Bae Yang; Korean J Med Educ 2001;13(2):201-212.; DOI: https://doi.org/10.3946/kjme.2001.13.2.201

Abstract
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The purpose of this study is to develop social medicine curriculum model and to propose its management device. The study developed the curriculum model and its management plan as follows; First, the social medicine curriculum can be implemented starting from the first semester of first year through the first semester of fourth year, and is splitted up into two semesters for each year of medical school. Second, a semester consists of sixteen weeks, giving two hours course per week. Third, the sixteen weeks curriculum should be composed of sub courses which lasts at least four weeks each. Forth, the elective course of social medicine is of four blocks in total, and runs from second semester of the second year through first semester of the fourth year. This means the elective courses in the first semester are opened to third and fourth year students. And the elective courses in the second semester are opened to second and third year medical students. Fifth, the minimum number of elective courses should be more than four courses per semester. Sixth, the credits for core and elective social medicine courses are one point each for any lectures or laboratories carried out in the following way; one hour course provided for sixteen weeks or two hours course provided for eight weeks. The social medicine education stands firm as one of the core subjects in twenty-first century medical education. Thus, the effectiveness and systematic development of the program as well as running it will be the most important criterion for determining the competency of a medical school.

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