Korean Journal of Medical Education

Navigating ethical considerations and challenges in medical education research: Mila Nu Nu Htay, Roy Rillera Marzo, Adinegara Lutfi Abas; Received August 27, 2025 Accepted January 6, 2026 Published online February 13, 2026; DOI: https://doi.org/10.3946/kjme.2025.105 [Epub ahead of print]

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There is a growing global interest in medical education research to develop evidence-based educational strategies and enhance the teaching-learning process. Adhering to ethical principles is fundamental in all research projects, including medical education research. Conducting research in medical education field requires careful ethical consideration, particularly when educators study their own students. Issues such as power dynamics, cultural influences, and diverse learning environments can present ethical challenges. Medical education researchers must ensure that their studies uphold principles of beneficence, respect for people, and justice. This paper presents major ethical considerations in medical education research, including informed consent, confidentiality, and minimizing bias. Additionally, it discusses strategies on how to address ethical challenges, such as vulnerability, confidentiality, justice, and educational interventions. By adhering to ethical standards, researchers could conduct medical education research with strict adherence of ethical principles, ensuring the integrity of their findings while safeguarding student participants’ rights and well-being.

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Primary care education in Korean medical and nursing schools: current status, perceptions, and educational needs: Songrim Kim, Yul Ha Min, Jun Yim, So Jung Yune, Kwi Hwa Park; Received August 22, 2025 Accepted November 20, 2025 Published online February 13, 2026; DOI: https://doi.org/10.3946/kjme.2025.101 [Epub ahead of print]

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Purpose
This study examined the current status, perceptions, and educational needs of primary care education in medical and nursing schools to provide foundational data that can inform effective curriculum development.
Methods
In total, 40 medical and 64 nursing schools were eligible for this study. Data were collected through an online survey using Google Forms, developed by the research team, from November 2024 to January 2025. Frequency analysis and independent t-tests were performed to compare perceptions on primary care education between the two schools types. Borich Needs Assessment and Locus-for-Focus model were used to identify and prioritize educational needs.
Results
Responses from 21 medical and 24 nursing schools were analyzed. All medical schools primarily offered education in primary care clinics (100%), whereas most nursing schools offered it in community healthcare institutions (87.5%). Visits and observations were the most common educational methods (>80%). Reports, presentations, and discussions were the most used assessment methods (>60%). Multidisciplinary team-based practicums were limited in both medical (9.5%) and nursing (25.0%) schools. Both groups rated the need to expand primary care education and multidisciplinary team approach highly (>4.4/5). “Longitudinality” and “generalism” were educational priority needs across both groups, whereas other elements showed variations.
Conclusion
This study identified the shared and distinct aspects of primary care education across schools. The findings highlight the importance of enhancing and tailoring primary care education to each school’s specific context and needs, while fostering interprofessional collaboration to strengthen community-based healthcare.

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Pecha Kucha in medical education: a narrative literature review: Stevan Oluic, Stefan Milutinovic, Strahinja Gligorevic, Nebojsa Brezic, Bernardo Henrique Mendes Correa, Mohamed Hassan, Brian Bartlett, Mohamad El Labban, Waclaw Wedzina, Maja Delibasic, Jelena Oluic, Magdy El-Din; Korean J Med Educ 2025;37(4):491-502.
Published online November 27, 2025; DOI: https://doi.org/10.3946/kjme.2025.358

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This review aims to explore the use and educational impact of the Pecha Kucha presentation format in medical education, as well as its integration with active learning methodologies. A comprehensive literature search was conducted in Medline, Embase, ScienceDirect, and Scopus to identify studies that assessed Pecha Kucha in undergraduate, postgraduate, or patient education. Fourteen English-language studies published up to September 2024 were included. Studies were evaluated for design, participant population, learning outcomes, and pedagogical integration. The selected studies employed quantitative, qualitative, and mixed-method approaches. Most studies reported positive educational outcomes, including improved knowledge retention, clearer communication, and enhanced learner engagement. Pecha Kucha was particularly effective when integrated with self-directed, problem-based, case-based, or team-based learning strategies. Participants, including students, residents, and patients, highlighted the format’s value in promoting concise, visually engaging presentations, although some noted difficulties adapting to its strict timing constraints. Pecha Kucha is a promising educational tool that incites active learning, efficient communication, and engagement in medical education. When combined with other pedagogical strategies, it contributes to a more dynamic and student-centered learning environment.

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

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

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Validation of performance evaluation indicator after graduation from medical school: Minkyung Oh; Korean J Med Educ 2025;37(4):419-427.
Published online November 27, 2025; DOI: https://doi.org/10.3946/kjme.2025.354

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Purpose
Evaluating the performance of medical school graduates after graduation is important. However, reliable and comprehensive tools to evaluate the performance of medical professionals after graduation are lacking. The purpose of this study was to evaluate the validity and reliability of performance indicators for post-graduation competencies of medical school graduates.
Methods
Nineteen performance indicators were validated to evaluate competencies considering the talent image of a medical school, which are medical professionalism, clinical skills, communication, collaboration, and leadership. The reliability of the assessment tool was tested using Cronbach’s alpha, construct validity was evaluated through factor analysis, and content validity was evaluated using a Delphi expert panel.
Results
The overall reliability of the performance indicators was high, with a Cronbach’s alpha of 0.9110. Factor analysis revealed five core factors accounting for 70% of the total variance. These factors were classified as “collaboration,” “clinical professionalism,” “patient-centered care,” “professionalism,” and “systematic treatment and self-development.” Content validity was confirmed by the Delphi panel, and all items achieved a content validity ratio of 1, indicating strong content validity.
Conclusion
The developed performance indicators are reliable and valid tools for assessing the competencies of medical school graduates. These indicators can be used to evaluate the quality of medical education and to improve the curriculum. It is also important to establish a system to periodically assess competencies after graduation.

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A satisfaction-focused CIPP evaluation of Mongolia’s undergraduate occupational therapy program: a cross-sectional study: Bulganchimeg Sanjmyatav, Erdenetsetseg Myagmar, Karen P. Y. Liu, Janet Lok Chun Lee, Munkh-Erdene Bayartai, Batgerel Oidov, Solongo Bandi, Oyungoo Badamdorj; Korean J Med Educ 2025;37(4):391-400.
Published online November 27, 2025; DOI: https://doi.org/10.3946/kjme.2025.352

Purpose
This study evaluated Mongolia’s undergraduate occupational therapy program using the CIPP (Context, Input, Process, Product) model, drawing on feedback from students, alumni, faculty, and program managers to understand its current state and identify areas for improvement.
Methods
We conducted a cross-sectional survey using the CIPP evaluation model. The model-based questionnaire requested responses using a Likert scale from 1 to 5. Responses were collected from 34 students, 19 alumni, 24 faculty members, and five program management team members. They were analyzed quantitatively using descriptive and inferential statistics.
Results
All participants expressed satisfaction with the context, process, and product components of the occupational therapy program, with scores of 3.4 or higher. For the input component, the faculty members and program managers gave satisfactory ratings, while the students and alumni gave neutral ratings, on average. There was a significant difference between the average input scores of the first-year and third-year students, and between the first-year and fourth-year students (p<0.05). Lecturers teaching basic professional subjects rated the program’s inputs higher than those teaching general subjects. On average, the students rated the program’s “context” higher than alumni, while faculty members rated “input” higher than both students and alumni. Additionally, the program’s managers rated “input” higher than the students (p<0.05).
Conclusion
The occupational therapy program in Mongolia has been improving annually. While it is generally rated as “satisfactory,” there is a need for enhanced resources to better support the program.

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Tracking changes in medical students’ perceptions of academic ethics: a longitudinal study: Hyojin Kwon, Su Jin Chae; Korean J Med Educ 2025;37(4):429-436.
Published online October 2, 2025; DOI: https://doi.org/10.3946/kjme.2025.350

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Purpose
Medical students are expected to cultivate professionalism as a core competency, which is reflected in their perceptions of academic ethics. This study examined how students’ perceptions of academic ethics, both for themselves and their peers, evolve during their time in medical school and whether these changes differ by sex.
Methods
We surveyed 87 medical students enrolled in a South Korean medical school in the years 2020 and 2023. The survey was designed to measure medical students’ perceptions of academic ethics and comprised questions regarding both self-perception and peer perception. Data analysis was performed using paired t-tests.
Results
Both male and female students reported continuous improvement in their academic ethics as they progressed through medical school. Female rated their academic ethics more highly than male and demonstrated a more significant change in scores over time. Additionally, female observed an increase in their peers’ academic ethics, whereas men perceived a decline. Notably, upper-year students rated their peers’ academic ethics more favorably than did lower-year students.
Conclusion
This study reveals differences in the evolution of academic ethics perceptions between male and female students, highlighting the need for sex-specific academic ethics education in medical school curricula. Moreover, it demonstrates how medical students’ perceptions of academic ethics evolve over time, emphasizing the importance of academic ethics education across school years. These findings offer practical insights for improving medical school curricula and underscore the potential of academic ethics education in fostering ethical awareness among future medical professionals.

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

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

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The effect of immersive simulation-based learning on an anatomy program in nursing education: a quasi-experimental study: Lahoucine Ben Yahya, Mohamed Radid, Mohamed El Yaagoubi, Lahcen Elmoumou, Otmane Abouri, Aziz Naciri, Ghizlane Chemsi; Korean J Med Educ 2025;37(3):281-291.
Published online August 28, 2025; DOI: https://doi.org/10.3946/kjme.2025.341

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Purpose
This study explores how immersive simulation-based learning affects nursing students’ engagement, motivation, satisfaction, self-confidence, and knowledge gains in anatomy education.
Methods
A quasi-experimental study was carried out from January to February 2025 among nursing students. A total of 76 participants were randomly assigned to one of two groups: an experimental group receiving immersive simulation (n=38) and a control group following traditional instruction (n=38). A pre- and post-intervention test framework was implemented to evaluate changes in student engagement, motivation, satisfaction, self-confidence, and knowledge acquisition. Data analysis was done through non-parametric tests, specifically the Mann-Whitney U and Wilcoxon signed-rank test, with IBM SPSS.
Results
The immersive simulation group demonstrated significant improvements in motivation (Z=–4.407, p<0.001), engagement (Z=–3.555, p<0.001), knowledge acquisition (Z=–3.213, p=0.001), and self-confidence (Z=–2.054, p=0.040) compared to the traditional method group. Nevertheless, the difference in learning satisfaction between the two groups was not statistically significant (Z=–1.660, p=0.097).
Conclusion
These findings indicate that immersive simulation has a positive effect on nursing students’ motivation, engagement, self-confidence, and knowledge acquisition. While satisfaction levels were comparable between groups, immersive simulation presents a valuable complement to traditional teaching methods and may help address educational challenges in healthcare training.

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Advancing Nursing Through Artificial Intelligence: A Systematic Literature Review of Current Evidence
T Angel Priya, J Agnes Philo, R Beutlin, Sahaya Hestrin, A. Antony Jemila, Rejani R
Cureus.2025;[Epub] CrossRef

1,512 View
74 Download
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Gender perception of physician candidates: a cross-sectional study from Turkey: Nefise Betül Ercan, Nazan Karaoğlu; Korean J Med Educ 2025;37(3):269-280.
Published online August 28, 2025; DOI: https://doi.org/10.3946/kjme.2025.340

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Purpose
This study investigated how socio-cultural characteristics, including gender, age, socioeconomic status, religiosity, and parental education, influence the gender perceptions of medical students and how these perceptions are influenced by medical education.
Methods
This cross-sectional study enrolled 380 volunteer medical students who completed a questionnaire comprising sociodemographic items, the validated Nijmegen Gender Awareness in Medical Scale, and the Perception of Gender Scale (PGS). Statistical significance was set at p<0.05.
Results
Mean PGS scores were significantly higher among first-semester students compared to sixth-semester students (101.94±19.40 vs. 95.52±19.83, p=0.013) and among female compared to male participants (106.51±13.28 vs. 87.71±19.94, p<0.001). Self-reported “very religious” participants demonstrated significantly lower PGS scores compared to other religious categories in both female (p<0.001) and male (p=0.002) subgroups. Gender Role Ideology towards Doctors scores showed a moderate negative correlation with PGS scores (r=–0.459, p<0.001).
Conclusion
Female gender, younger age, urban living, higher income, and higher levels of maternal and paternal education supported a positive gender perspective. Towards the end of medical education, gender perceptions tend to become less egalitarian. These findings highlight the potential for medical education to negatively impact gender perceptions and underscore the need for integrating gender awareness training into medical curricula to promote more equitable attitudes among future physicians.

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Impact of sports participation on gender inequality ideology among Chinese women—an empirical study based on the CGSS 2023 data
Ping Fang, Peng yu Huo, Yan Lu, Shu sheng Shi, Lei Sun
Frontiers in Public Health.2025;[Epub] CrossRef

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1 Scopus

Medical students’ perspectives on effective and ineffective teaching behaviors in lectures: KwangHo Mun, Hye Jin Park; Korean J Med Educ 2025;37(2):219-224.
Published online May 29, 2025; DOI: https://doi.org/10.3946/kjme.2025.336

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Purpose
Lecture-based teaching is widely used in preclinical medical education, offering a systematic way to deliver complex information efficiently. However, its effectiveness heavily relies on the instructional behaviors of lecturers. Despite its importance, limited research has explored the specific differences between effective and ineffective teaching behaviors perceived by students. This study aims to analyze these behaviors systematically to provide actionable insights for enhancing teaching competencies.
Methods
This study surveyed 92 first-year medical students to evaluate effective and ineffective teaching behaviors. A 30-item questionnaire was developed based on existing literature. Data analysis included descriptive statistics to rank teaching behaviors and chi-square tests to examine their correlations.
Results
Effective behaviors included appropriate voice volume, clear pronunciation, error-free lecture materials, clear explanations of learning
objective
s, and humor. Ineffective behaviors were poor voice clarity, insufficient summarization, lack of follow-up session introductions, absence of online resources, and poor interaction. Significant relationships between effective and ineffective behaviors were observed in some items.
Conclusion
The study highlights those effective behaviors, such as recalling prior learning, utilizing materials, and engaging students, enhance learning outcomes. Faculty development should focus on avoiding ineffective behaviors for novice faculty and reinforcing effective ones for mid-career faculty to improve teaching quality in medical education.

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Enhancing medical student training during psychiatry clerkship through a school-based mental health approach: a qualitative study: Sylas Sebastian Neela Sekhar, Tan Ming Gui, Nicholas Pang Tze Ping, Koh Yunn Min; Korean J Med Educ 2025;37(2):133-142.
Published online May 29, 2025; DOI: https://doi.org/10.3946/kjme.2025.330

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Purpose
This study evaluated a school-based mental health program within a psychiatry clerkship to enhance medical students’ competencies in mental health literacy, empathy, communication, and adaptability. The program aimed to bridge theoretical knowledge with practical skills through experiential learning in a real-world, community-based setting.
Methods
The study utilized convenience sampling to select 32 medical students from the 2023–2024 psychiatry clerkship cohort. Four focus group discussions, each lasting 60–90 minutes, provided qualitative data, which were analyzed using reflexive thematic analysis in Atlas.ti (ATLAS.ti GmbH, Germany) to identify themes related to professional development.
Results
Five key themes emerged, highlighting significant gains in context-sensitive communication, empathy, and mental health literacy specific to adolescent issues. The students reported increased clinical confidence, enhanced resilience through psychological techniques such mindfulness and motivational interviewing, and benefited from sustained engagement and peer support, fostering collaboration and stress management.
Conclusion
The school-based mental health program enhanced essential competencies in mental health literacy, empathy, communication, and practical skills for medical students. By integrating experiential learning into medical education, the program addressed training gaps, equipping future healthcare providers with the skills necessary for holistic and patient-centered mental healthcare across diverse clinical settings. The approach showed potential for broader applications in medical education to prepare students for comprehensive mental health support skills.

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Practical application and evaluation of an integrated training pathway for mental health literacy and clinical communication skills for undergraduate dental students based on simulation-based training
Yao Wang, Lanlan Ye, Meiqin Zhou, Xi Chen
Frontiers in Medicine.2026;[Epub] CrossRef

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1 Scopus

Project-based learning in teaching health equity: a qualitative study: Natalia Puspadewi, Elisabeth Rukmini, Gisella Anastasia, Christopher David Kurniawan, Gracia Amanta; Korean J Med Educ 2025;37(2):119-131.
Published online May 29, 2025; DOI: https://doi.org/10.3946/kjme.2025.329

Purpose
Addressing health inequities is an integral part of contemporary medical education (ME), yet traditional lecture-based formats often fail to develop students’ deeper understanding and engagement. This study examined how a project-based learning (PjBL) approach influenced students’ learning experiences related to health equity.
Methods
This was a qualitative phenomenology study. We designed an elective course on health equity using the PjBL approach and active learning methods. All participating students were asked to complete a group project aimed at addressing a specific health inequity issue from the surrounding community. Data were collected through reflective writing at the end of the course and analyzed using deductive thematic analysis. Twenty-seven codings were identified from 259 meaningful quotes (interrater agreement 99.62%) and grouped into four categories: character, role, competence, and learning experience.
Results
Three major themes emerged from data analysis: (1) key learning experiences during the ME course (active learning, role-modeling, collaborative learning, comprehensive learning, and affective learning); (2) topics that facilitated students’ understanding of health inequities and physicians’ roles, particularly in addressing health inequities in Indonesia; and (3) the influence of the ME course on students’ outlook and beliefs.
Conclusion
Although this study did not introduce a novel method of instruction, it underscores the value of PjBL in enhancing students’ capacity to understand and tackle health inequities.

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Project Based Learning (Pjbl) Model on Creativity and Learning Outcomes Project of Vocational High School Students
Maya Fitria Eva Kristiana, Kustiyowati, Eges Triwahyuni
JPI (Jurnal Pendidikan Indonesia).2025; 14(4): 801. CrossRef

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1 Scopus

Relationship between intern performance assessed by peers and academic performance in medical school: a preliminary study: Kyong-Jee Kim; Korean J Med Educ 2025;37(1):77-83.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.326

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Purpose
This study investigated the association between intern doctors’ performance as assessed by their peers and their academic performance in medical school.
Methods
A retrospective cohort analysis was conducted with 21 graduates from a South Korean medical school who interned at an affiliated center. Participants underwent bi-annual peer evaluation for intern performance evaluations using a 5-point Likert scale on professionalism, clinical competencies, and interpersonal skills. Associations between peer ratings and grade point average (GPA), exit assessment scores, and Korean Medical Licensing Examination (KMLE) scores were analyzed.
Results
Peer ratings showed moderate to strong positive associations with exit assessments and KMLE scores, but no relationship with cumulative GPAs. Peer ratings correlated more strongly with
objective
structured clinical examinations than written tests.
Conclusion
Medical students’ outcomes in exit assessments and KMLEs, especially clinical performance tests, are strong predictors of their performance as intern doctors. These findings highlight the value of clinical performance assessments for predicting intern doctors’ performance and suggest the need for more comprehensive and authentic assessment methods to enhance their predictive validity.

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Integrating artificial intelligence into medical curricula: perspectives of faculty and students in South Korea: Suyoun Kim, Su Hyun Kim, Hansea Kim, Young-Mee Lee; Korean J Med Educ 2025;37(1):65-70.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.324

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Purpose
With the accelerated adoption of artificial intelligence (AI) in medicine, the integration of AI education into medical school curricula is gaining significant attention. This study aimed to gather the perceptions of faculty members and students regarding the integration of AI education into medical curricula in the Korean context.
Methods
Faculty members and medical students’ perspectives on integrating AI into medical curricula were assessed through thematic analysis of free-written responses from 157 faculty members and 125 students in a national online survey on medical AI competencies in South Korea.
Results
Three key themes emerged: content, which prioritizes basic knowledge and its practical applications, with an emphasis on ethical and legal responsibilities; curricular design, which advocates for a spiral curriculum tailored to learners' needs; and concerns, which highlight balancing AI integration with the principal goals of medical education while critically evaluating ongoing advancements.
Conclusion
Our study adds valuable insights into the content and methods to prioritize AI education. Given the rapid evolution of medical learners and AI technologies, continuous and timely needs assessment for AI curriculum development is crucial to maintain relevance and effectiveness.

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Transforming Learning in the Digital Age: Examining the Role of AI for Catholic Religious Education Teachers
Hartutik Hartutik, Dani Kusuma, Stepanus Istoto Raharjo, Dewi Ratna Jai, Irene Nindita Pradnya, Matilda Stella Pradnya, Johanis Luturmas
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika.2025; 9(2): 429. CrossRef
Development and evaluation of a Wikipedia based group assessment to enhance science communication
Katelyn Mroczek, Pru Mitchell, Brian Patrick McSharry, Alice Woods, Belinda Spry, Timothy Paustian, Thiru Vanniasinkam
Frontiers in Education.2025;[Epub] CrossRef
Artificial Intelligence in Neurology and Stroke Education: Current Applications and Future Directions
Braydon Dymm, Abdullah Khalid
Seminars in Neurology.2025;[Epub] CrossRef
From Bainbridge to bedside: applying automation insights to medical curriculum and assignment design in the artificial intelligence era
Sangzin Ahn
Korean Journal of Medical Education.2025; 37(4): 519. CrossRef

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93 Download
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4 Scopus

Stress and coping skills in medical students: Yu Ra Kim, Hye Jin Park, Seong Yong Kim; Korean J Med Educ 2025;37(1):59-63.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.323

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Purpose
This study aims to confirm the degree of stress perceived by medical students in Korea and to study the difference between the methods used to relieve stress. In addition, this study evaluates the stress relief methods medical students believe are effective.
Methods
The subjects of the study were 147 students of a medical school in Korea who voluntarily participated in an online survey. The degree of stress perceived by medical students in Korea was confirmed, and the differences between the methods used to relieve stress were analyzed, along with the effective stress relief methods considered by the students themselves.
Results
There was no difference found in the degree of stress experienced by medical students based on their year in school and gender. The most commonly reported method to relieve stress was sleep, and it was found that this method provided the highest degree of stress relief.
Conclusion
As stress has been consistently reported as an issue among medical students, tackling stress among medical students should not be handled solely at the individual level.

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Calidad de sueño percibida y su asociación con el estrés en estudiantes del área de la salud en México: estudio longitudinal
Alberto Fouilloux Morales, Mariana Fouilloux Morales, Ileana Petra Micu, Beatriz Zamora López, Silvia Aracely Tafoya
South Florida Journal of Development.2025; 6(7): e5549. CrossRef

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Medical students’ unprofessional behavior and educators’ support: Ryoko Igarashi; Korean J Med Educ 2025;37(1):47-58.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.322

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In recent years, professionalism education has been incorporated into medical education as an important part of the curriculum. Through receiving professionalism education, most medical students gradually acquire professionalism, including a professional attitude. However, some medical students demonstrate unprofessional behavior that raises concerns among faculty and other students. There are various stages to dealing with unprofessional behavior, as follows: definition, prevention, detection, evaluation, correction, and follow-up. However, it is often difficult to identify unprofessional behavior and respond appropriately. In this study, overview of medical students’ unprofessional behavior from previous studies on medical students’ unprofessionalism behavior, and how to identify and evaluate medical students’ unprofessional behavior, and effective education that can correct medical students’ unprofessional behavior was analyzed by reviewing 52 articles. Medical students’ unprofessional behavior is classified into the following four categories: “lack of involvement,” “lack of integrity,” “lack of interaction,” and “lack of introspection.” The occurrence of unprofessional behavior was found to be attributed to personal problems, interpersonal problems, external factors, and environmental factors. Educators analyzed unprofessional behavior and its causes from four categories. Medical students should perform reflective writing to help them reflect on their unprofessional behavior. Educators should use this reflective writing to interact with medical students, and to investigate and analyze the students’ unprofessional behavior. Furthermore, educators will need to assess unprofessional behavior using a roadmap to address unprofessionalism, and to respond appropriately to each stage of the roadmap. Individualized educational interventions should be provided to help students correct their unprofessional behavior.

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A Qualitative Study of Students’, Teachers’, and Administrators’ Perspectives on Educational Ethics in Medical Education in Türkiye
Sukru Keles, Meral Demiroren, Sevgi Turan
Teaching and Learning in Medicine.2025; : 1. CrossRef

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76 Download
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1 Scopus

From crisis to opportunity: enhancing anatomy education in a post-COVID world: the Universiti Sains Malaysia experience: Sofiah Hanis Ahmad Hisham, Siti Nurma Hanim Hadie, Fazlina Kasim, Shamsi Amalina Shamsuddin; Korean J Med Educ 2024;36(4):435-443.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.315

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The coronavirus disease 2019 pandemic has fundamentally reshaped anatomy education, offering invaluable insights to guide the future of anatomy pedagogy. As we transition into a post-pandemic era, it is crucial to integrate the lessons learned to create a more resilient, flexible, and effective educational environment. This paper examines the transformative strategies implemented at Universiti Sains Malaysia during the pandemic, focusing on the empowerment of blended learning, technology-enhanced tools, student-centered learning practical sessions, and enhancement of formative assessment. These strategies include integrating digital learning resources, such as the Virtual Anatomy Museum and online histology quizzes, with in-person instruction, fostering a supportive and interactive learning environment. Additionally, practical sessions were redesigned to emphasize collaborative learning, peer teaching, and developing critical thinking and communication skills. Formative assessments were integrated to provide continuous feedback and support ongoing learning. This comprehensive approach not only enhanced students’ understanding of anatomical concepts but also improved their emotional well-being and overall learning experience. The lessons learned from the pandemic have paved the way for a more innovative and adaptive anatomy education that is well-prepared for future challenges.

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A global overview of anatomical science education and its present and future role in biomedical curricula
Michael Hortsch, Virginia Claudia Carneiro Girão‐Carmona, Ana Caroline Rocha de Melo Leite, Ilias P. Nikas, Margaret K. Gatumu, Nii Koney‐Kwaku Koney, Benjamin Arko‐Boham, Doris George Yohannan, Aswathy Maria Oommen, Yan Li, Jian Yang, Alexandra F. Trollo
Anatomical Sciences Education.2026; 19(1): 5. CrossRef
Medical students’ perceptions of anatomy teaching resources and their impact on learning outcomes: Insights from a private medical university in Malaysia
Sambhram Samdeshi, Krishna Chaitanya Reddy Dandala, Thirupathirao Vishnumukkala, Prarthana Kalerammana Gopalakrishna, Gandrakota Ravindranadh, Mohammad Yusuf Bin Abdul Latif, Sowmya Ramakrishnappa, Saravanan Jagadeesan, Che Mohd Nasril Che Mohd Nassir, Sr
Translational Research in Anatomy.2026; 42: 100454. CrossRef
From pandemic to earthquakes: crisis-driven challenges in distance anatomy education
Asli Beril Karakas
BMC Medical Education.2025;[Epub] CrossRef

1,761 View
64 Download
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3 Scopus

“Hey, can I go home?”: a qualitative case study of wellbeing and the work environment in surgical training: Belinda Balhatchet, Heike Schütze, Nicole Williams; Korean J Med Educ 2024;36(4):401-414.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.313

Abstract
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Purpose
Surgical trainees are at high risk of burnout and poor wellbeing during their training. A range of workplace factors have been linked to poor wellbeing, including excessive work hours, lack of support networks, and training program demands. However, little is understood about the individual experiences of Australian trainees and their perceptions of the impact of the work environment on wellbeing. The aim of this study was to explore the experiences of Australian surgical trainees regarding their wellbeing in the surgical learning environment.
Methods
Eleven semi-structured interviews were conducted with Australian surgical trainees at the start of their training and 18 months later, exploring their perspectives of wellbeing in the workplace. Results were analyzed thematically using the Job Demands-Resources model as a scaffold.
Results
Seven themes emerged: (1) relationships with colleagues, (2) work hours and workload, (3) the learning environment and supervision, (4) training program requirements, (5) moving around, (6) hospital and team administration, and (7) hospital facilities and programs. Participant experiences between training commencement and 18 months follow-up did not change.
Conclusion
Trainees have unique experiences of wellbeing in the workplace. Some workplace factors, such as relationships with colleagues, can be demands or resources depending on their nature. Effective leadership and administrative practices, mentorship, and proactive rostering act as resources for trainees to balance workplace demands, and these should be prioritized by hospitals and training institutions to improve and protect trainee wellbeing.

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46 Download

Medical student needs for e-learning: perspectives of the generation Z: Kyong-Jee Kim; Korean J Med Educ 2024;36(4):389-399.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.312

Abstract
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Purpose
To understand medical students’ perceptions and needs for e-learning to provide e-learning tailored to the needs of the generation Z students.
Methods
A focus group interview was conducted of 30 students in various years of study from five medical schools in South Korea. Subsequently, participants were also surveyed on their perceived importance of and satisfaction with e-learning. Finally, log data from the e-learning portal were analyzed to investigate medical students’ actual use of e-learning.
Results
Participants favored multimedia learning resources and found them useful for studying subjects that could not be easily grasped by reading textbooks alone. Participants preferred video resources, and the most popular resources at the portal were also videos, where the most frequent search or browsing were on those that demonstrated physical examinations and clinical procedures. Participants particularly preferred resources recommended or created by medical faculty as credible sources of information. Participants favored short video clips and preferred them to be segmented into detailed topics. Participants also suggested more detailed categorization of resources for easier access to the contents that are highly relevant to their learning needs.
Conclusion
This study highlights the needs for an e-learning environment closely aligned with the practices and preferences of today’s students and the importance of medical teachers’ role as resource developers. Suggestions for the design and development of e-learning for more convenient browsing and searching of resources highly relevant to student’s learning needs are discussed.

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Medical students’ perceptions of anatomy teaching resources and their impact on learning outcomes: Insights from a private medical university in Malaysia
Sambhram Samdeshi, Krishna Chaitanya Reddy Dandala, Thirupathirao Vishnumukkala, Prarthana Kalerammana Gopalakrishna, Gandrakota Ravindranadh, Mohammad Yusuf Bin Abdul Latif, Sowmya Ramakrishnappa, Saravanan Jagadeesan, Che Mohd Nasril Che Mohd Nassir, Sr
Translational Research in Anatomy.2026; 42: 100454. CrossRef
Technology-enhanced learning in medical education in the age of artificial intelligence
Kyong-Jee Kim
Forum for Education Studies.2025; 3(2): 2730. CrossRef
Short and Sweet: Reducing Extrinsic Cognitive Load When Authoring Self-Study Materials for Medical Students
Thomas McNamara, Roey Ringel, Luke S. Scheuer, Cameron Hill, Gwynneth D. Offner, Caitlin M. Neri, Molly B. Cohen-Osher, Priya S. Garg, Jonathan J. Wisco
Medical Science Educator.2025;[Epub] CrossRef
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Braydon Dymm, Abdullah Khalid
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81 Download
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4 Scopus

Improving process aspect of oral examination as assessment tool in undergraduate biochemistry by introducing structured oral examination: an observational study in India based on a survey among stakeholders: Rinchu Loomba, Nandita Maini Jindal; Korean J Med Educ 2024;36(4):367-377.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.310

Abstract
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Purpose
The traditional method of oral examination, though a good tool for assessing the depth and breadth of student’s knowledge, has its shortcomings. A variable number of questions with variable difficulty levels by different examiners with different expectations can introduce bias in scores. The process aspect of oral examinations of first-year undergraduate medical students was improved by structuring them and by creating uniformity in the number, time, and difficulty level of questions for assessment, and feedback was taken regarding its acceptance as an improved tool of assessment.
Methods
After finalizing the topics, questions from a viva viewpoint were structured and categorized into three difficulty levels covering all aspects of chosen topics validated by subject experts. The number of questions asked per difficulty level, time, and marks given to each question was pre-decided. After briefing the students, the structured viva was conducted, and feedback was taken from students and examiners.
Results
The majority (87%) of first-year undergraduate students undertook the structured viva and filled in the feedback form. Nearly all students felt that the structured oral examination was a fair and unbiased assessment tool with less subjectivity compared to traditional viva. Most students (83.9%) felt that the topics were comprehensively covered, and 96.4% of students felt less stressed. Among examiners, there was 100% agreement on the uniformity of questions asked, topics covered, less subjectivity, and no carryover effect.
Conclusion
The examiners have accepted it as one of the formative assessment tools for future batches of students and are ready to explore its utility as a summative assessment tool.

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Structured oral clinical assessment for pharmacotherapy competencies in medical education: a study of validity and reliability analyses of seven domains
Abdul Khairul Rizki Purba, David Sontani Perdanakusuma, Arifa Mustika, Tanja Fens, Maarten Jacobus Postma
Korean Journal of Medical Education.2025; 37(3): 331. CrossRef

1,570 View
96 Download
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1 Scopus

Development and implementation of the Capstone Program on integrating career exploration and medical humanities at a medical school in Korea: Dong-Mi Yoo, Wha Sun Kang; Korean J Med Educ 2024;36(3):255-265.
Published online August 29, 2024; DOI: https://doi.org/10.3946/kjme.2024.300

Abstract
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Purpose
This study aimed to implement and evaluate the outcomes, perceptions, and satisfaction of the Capstone Program developed at the Catholic University of Korea, which integrates career exploration and medical humanities.
Methods
This study was conducted with fourth-year medical students from 2017 to 2019. First, the study analyzed the trends in the results of Capstone Projects conducted by students as part of their career exploration, where they independently explored areas of interest and selected topics. Second, it qualitatively analyzed the content of individual reports in which students reflected on their experiences from a “medical humanities perspective” through the Capstone Program. Third, it examined students’ perceptions and satisfaction with the Capstone Program.
Results
The analysis revealed that students chose research topics from a wide range of fields, including basic medicine, clinical medicine, global healthcare, and integrated healthcare systems and innovation. The students reported positive perceptions of their career exploration and research experiences through the Capstone Program, particularly valuing sessions like “Meetings with Seniors” within the conference framework. Students indicated that the Capstone Program enhanced their ability to think introspectively from a humanities perspective, deepening their understanding of their roles and responsibilities as medical professionals.
Conclusion
The Capstone Program provides a significant opportunity for medical students to explore their career paths and engage in introspective reflection from the viewpoint of medical humanities and social sciences. Thus, the integration of programs like capstone into the broader medical curriculum, focusing on career guidance and the reinforcement of medical humanities education, is imperative.

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Student Learning Outcomes and Program Evaluation in Medical Humanities Education in Korea: A Systematic Review
Gyoungmin Park, Tae Yang Yu
Korean Medical Education Review.2025; 27(Suppl1): S18. CrossRef

2,348 View
69 Download
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1 Scopus

The effectiveness of competency-based global health education programs for medical students: Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park; Korean J Med Educ 2024;36(3):243-254.
Published online August 29, 2024; DOI: https://doi.org/10.3946/kjme.2024.299

Abstract
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Purpose
This study aimed to develop a competency-based global health education (GHE) program for medical students and analyze its effectiveness.
Methods
The study had a pretest–posttest control group design. The program was developed based on the eight global health competency domains for medical students and implemented for 18 hours over 6 weeks beginning in September 2023. The intervention and control groups comprised 34 students and 41 students, respectively. The analytical methods used were t-test, chi-square test, and analysis of covariance.
Results
Experience with global health activities and pretest scores were controlled as covariates to exclude the effects of participants’ general characteristics and pretest scores. The intervention group had outscored the control group on interest in a global health career and the necessity of GHE and also showed significantly higher posttest scores on global competence, global citizenship, and global health competence. Students were generally satisfied with the GHE program.
Conclusion
A global health competency-based GHE program effectively increases medical students’ interest in global health careers, their understanding of the need for GHE, and their global competence, global citizenship, and global health competence. This study is expected to promote GHE program development and research.

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Design, development and validation of the “START CBME” module: a foundational program to acquaint first-year medical students with competency-based medical education
Krishna Mohan Surapaneni
Journal of Medical Education Development.2025; 18(3): 145. CrossRef
A Quasi-Experimental Assessment of Student Self-Efficacy in Professional Skills Following a Competency-Based Graduate Program Redesign
Monideepa B. Becerra, Salome K. Mshigeni, Marwa Ahmad, Robert M. Avina
Pedagogy in Health Promotion.2025;[Epub] CrossRef

2,916 View
120 Download
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2 Scopus

Teaching clinical reasoning: principles from the literature to help improve instruction from the classroom to the bedside: Steven J. Durning, Eulho Jung, Do-Hwan Kim, Young-Mee Lee; Korean J Med Educ 2024;36(2):145-155.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.292

Abstract
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Clinical reasoning has been characterized as being an essential aspect of being a physician. Despite this, clinical reasoning has a variety of definitions and medical error, which is often attributed to clinical reasoning, has been reported to be a leading cause of death in the United States and abroad. Further, instructors struggle with teaching this essential ability which often does not play a significant role in the curriculum. In this article, we begin with defining clinical reasoning and then discuss four principles from the literature as well as a variety of techniques for teaching these principles to help ground an instructors’ understanding in clinical reasoning. We also tackle contemporary challenges in teaching clinical reasoning such as the integration of artificial intelligence and strategies to help with transitions in instruction (e.g., from the classroom to the clinic or from medical school to residency/registrar training) and suggest next steps for research and innovation in clinical reasoning.

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Reconsidering the Linearity of Cause and Effect Thinking in Teaching Clinical Reasoning
Zara Aayat Adil, Vinay Saini
The Clinical Teacher.2026;[Epub] CrossRef
Script concordance test issues, the trail of expert calibration
Yannick Perdrix, Nicolas Pinsault, Eric Dionne
BMC Medical Education.2026;[Epub] CrossRef
Artificial intelligence in the Otorhinolaryngology class
Alejandro Carías, Jhossmar Cristians Auza-Santivañez, Pablo Carías, Vilma Díaz Bonilla, Freddy Ednildon Bautista-Vanegas, Daniel Ramiro Elías Vallejos-Rejas, Jorge Márquez-Molina
Seminars in Medical Writing and Education.2025; 4: 160. CrossRef
Undergraduate medical students’ perceptions and perspectives on their clinical reasoning learning experiences
Mohamed Hesham Sayed, Moustafa Abdelaal Hegazi, Nadeem Alam Zubairi, Turki Saad Alahmadi, Fajr Adel Saeedi
Scientific Reports.2025;[Epub] CrossRef
Medical reasoning in LLMs: an in-depth analysis of DeepSeek R1
Birger Moëll, Fredrik Sand Aronsson, Sanian Akbar
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Clinical Reasoning Profiles in Nursing Students: Associations With Academic Performance, Encouragement for Questioning, and Access to Relevant Literature
Nannan Li, Lin Wang, Qiong Fang, Lili Hou
Nurse Educator.2025; 50(6): E390. CrossRef
Concept mapping to promote clinical reasoning in multimorbidity: a mixed methods study in undergraduate family medicine
Marta Fonseca, Paula Broeiro-Gonçalves, Mariana Barosa, Pedro Marvão, Marta Carreira, Sofia Azeredo-Lopes, Joana Pires, António Rendas, Patrícia Rosado-Pinto, Bruno Heleno
BMC Medical Education.2024;[Epub] CrossRef

4,055 View
135 Download
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7 Scopus

Analyzing research trends after the international journal transition of the Korean Journal of Medical Education: using topic modeling techniques: So Jung Yune, Kwi Hwa Park; Korean J Med Educ 2024;36(2):137-143.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.291

Abstract
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Purpose
This study aimed to analyze the research trends of the Korean Journal of Medical Education (KJME) since it became an English-language journal.
Methods
A total of 274 articles published in KJME from 2016 to 2023 were analyzed. All article types were included in the analysis. NetMiner ver. 4.0 (Cyram Inc., Korea) was used for the main keyword and topic modeling analysis.
Results
Of the 274 articles, 170 (62%) and 104 (38%) were by domestic and international authors, respectively. The main keywords with high frequency were “students,” “learning,” “experience,” “pandemic,” and “perception.” Three topics were derived using topic matching analysis: “residents’ perception and attitude of the pandemic,” “assessment of learning and achievement,” and “learning experiences in the pandemic.”
Conclusion
Since the shift to English-language journals, medical education research has witnessed an increase in the number of articles published by international authors. Research on postgraduate education has increased. Research topics are relevant to situations such as the coronavirus disease 2019 pandemic. These findings can help researchers select research topics and encourage them to submit their research to the journal.

2,298 View
73 Download

Exploring 40 years of Korean medical education conference themes: Do-Hwan Kim, Sangmi Teresa Lee, Young-Mee Lee, Sanghee Yeo; Korean J Med Educ 2024;36(2):131-136.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.290

Abstract
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Purpose
The Korean Society of Medical Education (KSME) was founded in 1983 and celebrated its 40th anniversary in 2023. This study examines the evolution of topics discussed at KSME conferences from 1971 through 2023, highlighting shifts in the focus of medical education.
Methods
We analyzed 90 KSME conferences over 5 decades (1970s, 1980s, 1990s, 2000s, and 2010s), categorizing the topics into three eras based on emerging themes and continuity.
Results
Consequently, 37 topics covered at the conference were categorized. Ten topics continuously appeared from the 1970s to the 2010s, including future directions of medical education, teaching methods, faculty development, and curriculum. The topics from the 1970s to the 1990s included 14 areas, such as medical education evaluation, non-undergraduate curriculum, community-related, and research. Thirteen new topics emerged after the 2000s, such as social accountability, student support, professionalism, and quality improvements. The most common topics under innovations in medical education, a case of curriculum innovation at universities that began after 2000, were clinical clerkship, curriculum development, and medical humanities.
Conclusion
KSME’s selection of conference topics has been strategically aligned with societal needs and the evolving landscape of medical education. Future topics should continue to address relevant societal and educational challenges.

2,741 View
84 Download

Examination of medical students’ opinions on multimedia learning materials according to social cues: focusing on sound principles: Wonseok Chang, Yura Kim, Hye Jin Park; Korean J Med Educ 2024;36(1):105-110.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.288

Abstract
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Purpose
Although interest in various forms of learning media is increasing due to the coronavirus disease 2019 (COVID-19) pandemic there is relatively little research on influencing student motivation by intervening in cognitive processing. The purpose of this study was to present the optimal form of learning materials provided to medical students.
Methods
This study provided learning materials in class at a level according to social cues (script, video [artificial intelligence (AI) voice], video [professor voice]) based on the principle of voices among the principles of personalization, voices, image, and embodiment of social cues in multimedia learning, and surveyed students’ opinions.
Results
There was no statistically significant difference according to social clues in satisfaction and learning help, but both appeared in the order of silent videos containing the professor’s voice, followed by videos containing the AI voice.
Conclusion
This study is significant in that there is no research on the impact of student motivation on the provision of learning materials for medical school education in Korea, and we hope that it will help provide learning materials for self-directed learning of medical students in the post-COVID-19.

3,424 View
70 Download
1 Scopus

Scoping review: exploring residents’ views of supervisor entrustment and its effect on learning and professional development: Sunhee Shim, Hansea Kim, Young-Mee Lee; Korean J Med Educ 2024;36(1):81-98.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.286

This scoping review aimed to systematically explore the complex and nuanced perceptions of residents entrusted with significant responsibilities by their supervisors in the clinical context. We conducted a comprehensive search strategy targeting six major electronic databases. Data were extracted using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) checklist and a scoping review protocol. Resident perceptions regarding entrustment and its impact on learning and professional development were categorized. This review elucidated the role of supervisor entrustment in shaping residents’ clinical performance, notably influencing autonomy, self-confidence, responsibility for patients, learning needs and goals, uncertainty management, and professional identity formation. Residents identified factors that promote and hinder performance and entrustment development resulting from supervisor entrustment and distinguished between appropriate supervision and over- or under-supervision. Our review suggests that residents’ perceptions of supervisor entrustment, as bestowed by supervisors, serves as a catalyst for enhancing autonomy, thereby exerting a significant influence on clinical performance, and fostering the development of a professional identity. However, residents’ views on appropriate supervision differ in some ways from supervisors’ perspectives. Further research is needed to bridge the gap between residents’ expectations of autonomy and what they are given, and to explore the intricate relationship between autonomy and entrustment.

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Factors associated with attainment of ad hoc entrustability among Taiwan otolaryngology resident physicians: a nationwide cross-sectional study
Chia-Pei Lin, Wei-Chung Hsu, Guan-Ling Wang, Hui-Chen Su, Han-Chi Chung, Sheng-Hui Hung, Mingchih Chen, Jeng-Wen Chen, Pa-Chun Wang
BMC Medical Education.2025;[Epub] CrossRef
When supervision works: Analysis of supervisors' and residents' perceptions of ‘good supervision’ using video-stimulated interviews
Martine C. Keuning, Bart Lambert, Paul C. Jutte, Patrick Nieboer, Agnes D. Diemers
The American Journal of Surgery.2025; : 116774. CrossRef

3,706 View
89 Download
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2 Scopus

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

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

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

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122 Download
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5 Scopus

Identifying teaching competencies for medical residents using a modified Delphi method: Tadayuki Hashimoto, Makoto Kikukawa; Korean J Med Educ 2024;36(1):51-63.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.284

Abstract
PDF

Purpose
This study aimed to identify the teaching competencies of medical residents.
Methods
A modified Delphi study was conducted from January to March 2017. Twenty-four panelists (six medical educators, program directors, chief residents, and residents each) from various facilities in Japan participated in the study. The consensus criterion for this study was that more than 80% of the panelists gave a rating of 6 or higher on the 7-point Likert scale (“not at all important” to “extremely important”) without any comments. The modified Delphi approach resulted in a list of 27 resident teaching competencies after three rounds. These competencies were categorized based on Harden and Crosby’s 12 roles of medical teachers.
Results
Our study revealed that, of the 12 roles, residents were primarily viewed as “clinical or practical teachers,” “teaching role models,” “on-the-job role models,” “learning facilitators,” and “student assessors.”
Conclusion
The 27 resident teaching competencies indicate the importance of educational proximity for residents as teachers. It is expected that this finding will contribute to competency-based resident-as-teacher education.

4,130 View
115 Download

Validating the Korean shorter Diagnostic Thinking Inventory in medical education: a pilot study: Jihyun Si; Korean J Med Educ 2024;36(1):17-26.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.281

Purpose
Developing clinical reasoning across the medical curriculum requires valid, reliable, and feasible assessment tools. However, few validated tools are available for the convenient and efficient quantification of clinical reasoning. Thus, this study aimed to create a shorter version of the Diagnostic Thinking Inventory (DTI) and validate it in the Korean medical education context (DTI-SK).
Methods
The DTI-SK was constructed using content validity and a translation and back-translation process. It comprises two subcategories and 14 items. Its validity and reliability were explored using exploratory and confirmatory factor analyses, mean comparisons of four medical student groups (med 1 to med 4), and internal consistency using Cronbach’s α. Two hundred medical students were invited to participate through email, and the survey was administered for 2 weeks.
Results
Data from 136 students were analyzed. Exploratory factor analysis revealed two factors with eigenvalues greater than 1.0 and they together explained 54.65% of the variance. Confirmatory factor analysis demonstrated that the model had acceptable level of fit and convergent validity. Discriminant validity was confirmed using heterotrait-monotrait criterion. Group comparisons demonstrated that the med 4 students showed significantly higher scores than the med 1 and 2 students. The inventory exhibited strong internal consistency for all items (Cronbach’s α=0.906).
Conclusion
The findings indicated that the DTI-SK is a reliable and valid tool for measuring medical students’ clinical reasoning in the context of Korean medical education.

3,486 View
80 Download

Analysis of the perceptions, competencies, and educational needs for global health among Korean medical students: Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park; Korean J Med Educ 2024;36(1):1-15.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.280

Abstract
PDF

Purpose
The purpose of this study was to examine perceptions of global health education (GHE) among medical students and their involvement in global health activities and identify priorities of educational needs for developing GHE programs.
Methods
This study was cross-sectional and conducted through an online survey for medical students. The participants were students attending medical schools nationwide, and the final analysis target was 678. The survey developed questionnaires necessary for research purposes regarding global health-related experiences and perceptions, level of awareness of global health competencies (GHC), and needs assessments. The data were analyzed using the frequency analysis, chi-square test, independent t-test, Borich Needs Assessment Model, and the Locus for Focus Model.
Results
In total, 60.6% (411/678) agreed on the need for GHE, whereas 12.1% (82/678) agreed on the appropriateness of GHE in the current medical school curriculum, indicating a perception gap between the necessity and the status. At the current level of awareness of global health and GHC, we identified statistically significant differences according to gender, participation in global health activities, and GHE. In the analysis of the educational needs of GHC, all items of GHC had statistically significant differences between the importance level and the current level, and priorities were derived. The competency with the highest priority was domain A (Global Burden of Disease).
Conclusion
We expect the findings of this study to be used in Korean medical education as fundamental data to prepare a hereafter research foundation for GHE and discuss systematic GHE based on GHC.

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Exploring Trends and Challenges in Global Health Medical Education: A Scoping Review
Victor Augusto Danelle, Ivan Araujo Pires, Beatriz Helena Wolpe Pereira, Elaine Rossi Ribeiro, William Augusto Gomes de Oliveira Bellani
Physis: Revista de Saúde Coletiva.2025;[Epub] CrossRef
Explorando tendências e desafios na educação médica em saúde global: revisão de escopo
Victor Augusto Danelle, Ivan Araujo Pires, Beatriz Helena Wolpe Pereira, Elaine Rossi Ribeiro, William Augusto Gomes de Oliveira Bellani
Physis: Revista de Saúde Coletiva.2025;[Epub] CrossRef
Simulation Needs Assessment Project (SNAP): Use of the Borich Model in Undergraduate Medical Education
Samantha Wong, Bradson Serikawa, Meliza Roman, Nicole Hada, Jannet Lee-Jayaram, Benjamin W. Berg
International Medical Education.2025; 4(4): 42. CrossRef
The effectiveness of competency-based global health education programs for medical students
Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park
Korean Journal of Medical Education.2024; 36(3): 243. CrossRef

3,808 View
127 Download
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3 Scopus

Consensus on global health competencies for Korean medical students using a modified Delphi method: Songrim Kim, Sun Young Kyung, Ie Byung Park, Kwi Hwa Park; Korean J Med Educ 2023;35(4):389-405.
Published online December 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.275

Abstract
PDF

Purpose
This study aimed to reach a consensus among experts on the global health competencies for medical students in Korea.
Methods
A global health competency model was developed to identify domains and competencies for medical education, and a three-round modified Delphi method was used to reach consensus among 21 experts on the essential global health competencies. The degree of convergence, degree of consensus, and content validity ratio of the model were used to reach a consensus.
Results
A list of 52 competencies in 12 domains were identified according to a literature review. In the first-round Delphi survey, the global health competencies were refined to 30 competencies in eight domains. In the second round, the competencies were reduced to 24. In the final round, consensus was reached among the expert panel members, and the competencies were finalized. The global health competency domains for medical students include global burden of disease (three items), globalization of health and healthcare (five items), determinants of health (two items), healthcare in low-resource settings (two items), global health governance (three items), health as a human right (four items), cultural diversity and health (three items), and participation in global health activities (two items).
Conclusion
The group of experts in global health achieved a consensus that 24 global health competencies in eight domains were essential for undergraduate medical education in Korea. The domains and competencies identified herein can be used to develop an undergraduate medical education curriculum in global health.

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Beyond Borders: Exploring the Clinical Journeys of Multicultural Nursing Students
Lee Jiyoung
Asian Nursing Research.2025; 19(2): 120. CrossRef
Analysis of the perceptions, competencies, and educational needs for global health among Korean medical students
Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park
Korean Journal of Medical Education.2024; 36(1): 1. CrossRef
The effectiveness of competency-based global health education programs for medical students
Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park
Korean Journal of Medical Education.2024; 36(3): 243. CrossRef

3,525 View
82 Download
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3 Scopus

Hybrid learning as alternative approach to improve Indonesian medical students’ attitude towards clinical skills during COVID-19 pandemic: David Nugraha, Rezy Ramawan Melbiarta, Visuddho Visuddho, Rimbun Rimbun, Sakina Sakina, Lilik Herawati, Fithriyah Cholifatul Ummah, Purwo Sri Rejeki, Achmad Chusnu Romdhoni; Korean J Med Educ 2023;35(4):377-388.
Published online December 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.274

Purpose
Hybrid learning has been chosen as an alternative method in the conduction of clinical skill lectures during coronavirus disease 2019 (COVID-19) pandemic since students need to learn skills applied in emergency situations. This study aims to analyze students’ attitudes between hybrid and online learning methods.
Methods
A non-randomized study was conducted between hybrid group (HG) and online group (OG) on three courses (intravenous [IV]-line insertion, nasogastric tube [NGT] insertion, and neonatal resuscitation). We developed a preformed validated questionnaire to assess students’ attitudes in five domains (willingness, understanding, capacity, self-efficacy, and intended behavior). The questionnaire was applied at the pre- and post-intervention.
Results
A total of 100 participants were included (n=49 in HG, n=51 in OG). Post-course attitudes were significantly higher in online (IV-line, p=0.000; NGT, p=0.000; resuscitation, p=0.000) and hybrid (IV-line, p=0.000; NGT, p=0.000; resuscitation, p=0.000) groups compared to their pre-course. There were no significant differences in post-course attitude between groups (IV-line, p=0.072; NGT, p=0.163; resuscitation, p=0.146). Normalized-gain scores of all subjects were higher in HG (IV-line, p=0.012; NGT, p=0.085; resuscitation, p=0.033).
Conclusion
In conclusion, hybrid learning could be considered as a better alternative in clinical skill lectures to maximize students’ attitudes, especially during COVID-19 pandemic.

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Educational setbacks and psycho-emotional effects of the Covid-19 pandemic during clinical education of undergraduate nursing students, South-Africa
Viviane Ngomane, Hildeguard Jo-Anne Vink, Rirhandzu Friddah Mathevula
International Journal of Research in Business and Social Science (2147- 4478).2026; 14(9): 372. CrossRef
Implementing a Novel “Frontiers in Neoplasia” Curriculum to Engage Fourth-Year Medical Students in Evidence-Based, Multidisciplinary Oncology Care
Curtis Liu, Cole Ferguson, Mayuri Vaish, Mona Arbab, Radhika Kainthla, Kiran A. Kumar, Chul Ahn, Sandra L. Hofmann, Samira Syed
Journal of Cancer Education.2025; 40(5): 660. CrossRef
The impact of online teaching curricula on undergraduate basic surgical skills acquisition
Devansh Tandon, Ayush Gupta, Rhianna Patel, Anushka Shukla, Saran Singh Gill, Rhea Elise Patel, Keshav Krishnan, Bishoy Yassa, Shivansh Tandon, Amar Rai, Matt Boal, Nader Francis
Surgery Open Science.2025; 27: 8. CrossRef
Development and psychometric evaluation of a quality assessment questionnaire for clinical nursing education
Muhamad Andika Sasmita Saputra, Tukimin Bin Sansuwito, Faridah Mohd Said
Healthcare in Low-resource Settings.2025;[Epub] CrossRef
Retention of Cardiorespiratory Anatomy Knowledge Among Universitas Ailangga Medical Students With History of COVID-19
Arista Widya Andhika Akbar, Sakina Sakina, Fidiana Fidiana, Lilik Herawati
Journal of Community Medicine and Public Health Research.2024; 5(2): 128. CrossRef

3,811 View
84 Download
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3 Scopus

The change of the COVID-19 pandemic on medical education in Korea: a national survey of medical schools: Seung-Joo Na, Bo Young Yoon, Sanghee Yeo; Korean J Med Educ 2023;35(4):349-361.
Published online December 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.272

Abstract
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Purpose
This study aims to investigate how medical schools in Korea managed their academic affairs and student support in response to the coronavirus disease 2019 (COVID-19) pandemic and their plans for the post-COVID-19 era.
Methods
An online survey was conducted, and a link to a questionnaire was distributed to all the administrators of the 40 medical schools in Korea. The final analysis data involved responses from 33 medical schools and 1,342 students. Frequency analysis, cross-tabulation analysis, Fisher’s exact test, and one-way analysis of variance were applied for statistical analysis.
Results
Regarding instruction methods, most medical schools in Korea transitioned from in-person learning to video-on-demand learning (51.5%) and real-time online learning (42.4%). Among the school leaders, 36.4% planned to continue offering online classes combined with in-person classes beyond the end of the pandemic. Among the students, the online class concentration and participation score was 3.0 points or lower, but the class understanding score was 3.6 points, above a moderate level.
Conclusion
Students cited the shorter times needed to attend school and being able to take classes repeatedly as advantages of online classes, and over one-third of medical schools intended to continue with a hybrid of in-person and online learning even after the COVID-19 pandemic restrictions end.

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A Two-Country Questionnaire Study of Biomedical Student Opinions Regarding Online Teaching During COVID-19
Irena Ognjanovic, Irina Yakushina, Elena Shustikova, Maria Mikerova, Vladimir Reshetnikov, Sara Mijailovic, Jelena Nedeljkovic, Dragan Milovanovic, Ljiljana Tasic, Vladimir Jakovljevic, Tamara Nikolic Turnic
Epidemiologia.2024; 5(4): 692. CrossRef

3,407 View
79 Download
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1 Scopus

What influences Indonesian medical educators’ intentions to teach public health? A qualitative study: Nurhira Abdul Kadir, Heike Schütze, Kathryn Mary Weston; Korean J Med Educ 2023;35(4):335-347.
Published online December 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.271

Abstract
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Purpose
Medical educators are central in ensuring future doctors have sufficient public health skills. Attitudes, norms, and perceived control about the significance of teaching a subject determines whether or not it is taught and how well. This qualitative study aims to explore medical educators’ perceptions about what factors influence their intention to teach public health in Indonesian undergraduate medical schools.
Methods
Semi-structured interviews were conducted with eighteen medical educators from different Indonesian medical schools. Interviews were analyzed thematically using the Theory of Planned Behavior domains: attitudes, subjective norms, and perceived behavioral control.
Results
Five subthemes emerged under these domains: attitudes (defining public health); subjective norms (room in the medical curricula; teaching and assessment); and perceived behaviour control (medical educator confidence; institutional support). Most participants had a limited understanding about the scope of public health. This coupled with an already overcrowded medical curriculum made it challenging for them to incorporate public health into the medical curriculum dominated by clinical and biomedical content. Although believing that public health is important, medical educators were reluctant to incorporate public health because they were not confident incorporating or assessing content.
Conclusion
Strong institutional support is to improve public health quality and content in the medical curriculum. Including public health educators in discussions is critical.

3,121 View
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Faculty perceptions and use of e-learning resources for medical education and future predictions: Kyong-Jee Kim, Giwoon Kim, Youngjoon Kang; Korean J Med Educ 2023;35(4):325-334.
Published online December 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.270

Abstract
PDF

Purpose
This study aims to investigate medical faculties’ perceptions and current practice of using e-learning resources, needs and suggestions for more effective use of such resources, and future directions of e-learning in medical education.
Methods
This descriptive study was conducted on full-time faculty members who were registered users of the e-learning portal of the consortium of Korean medical schools. Participants were invited to an online survey containing 45 items that addressed their perceptions and use of e-learning resources, and their predictions of future use. Descriptive analysis and reliability analysis were conducted as well as a thematic analysis of qualitative data.
Results
Ninety faculty members from 31 medical schools returned the questionnaires. Participants positively perceived e-learning resources and that they predicted their use would become increasingly popular. Still, only half of the respondents were using e-learning resources for teaching and agreed that they were willing to share their e-learning resources. Our study illustrates several barriers inhibit faculty use and sharing of e-learning resources, and a need for a more comprehensive, better-organized resource repository. Participants also pointed out the needs for more resources on multimedia assessment items, clinical videos, and virtual patients.
Conclusion
Our study sheds light on medical faculty needs for institutional support and faculty development programs on e-learning, and institutional policies that address faculty concerns regarding ownership, intellectual property rights, and so forth on creating and sharing such resources. Collaborations among medical schools are suggested for creating a better organized around learning outcomes and more comprehensive repository of resources.

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Implementation and Evaluation of a Cancer Immunotherapy Elective for Medical Students: Mixed Methods Descriptive Study
Mark Raynor, Rivers Hock, Brandon Godinich, Satish Maharaj, Houriya Ayoubieh, Cynthia Perry, Jessica Chacon
JMIR Medical Education.2026; 12: e71628. CrossRef
Comparing the impact of online and in-person active learning in preclinical medical education
Kiana Malta, Cynthia Glickman, Krystal Hunter, Amanda McBride
BMC Medical Education.2025;[Epub] CrossRef

3,582 View
126 Download
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3 Scopus

Perceptions of medical students toward assessors in interprofessional education: Kyung Hye Park; Korean J Med Educ 2023;35(3):297-301.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.268

Abstract
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Purpose
This study aims to establish if medical students think it is fair to be assessed by nursing professors in interprofessional education (IPE) and why.
Methods
Eighty-seven third-year medical students who participated in the IPE in 2022 submitted self-reflection essays. They were asked how they perceived the assessors, and 86 medical students responded to content analyses.
Results
Sixty-seven students (77.9%) agreed to be assessed by nursing professors. They believed that interprofessional assessment is possible because it is an IPE. They also believed that this was an opportunity to be assessed from various perspectives. Nineteen students (22.1%) objected because the assessment criteria may be different and nursing professors would not understand the learning experiences of medical students.
Conclusion
Regarding the reasons medical students oppose it, IPE developers should supplement the development of assessment criteria and understand learners’ experiences during planning assessment.

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Research on the application effect of inter-professional training program for newly enrolled medical staff in operating room based on digital information technology
Manhong Zhang, Wenjun Wang
BMC Medical Education.2024;[Epub] CrossRef

2,534 View
110 Download
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1 Scopus

Card and board game design for medical education: length and complexity considerations: Michael Joseph Cosimini, Jolene Collins; Korean J Med Educ 2023;35(3):291-296.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.267

Purpose
There is growing use of games for health professions education. Card and board games are relatively easy to develop, effective for education, supported by educational theory, and generally well accepted by learners; yet, they remain relatively infrequently described in the medical education literature.
Methods
A questionnaire was developed to understand barriers to use of card and board games and to understand user preferences to inform their development. The questionnaire was offered to students and educators downloading a printable antibiotic card game online.
Results
The questionnaire was completed by 335 health professionals primarily by physicians, pharmacists, and their trainees. Participants described preferences for shorter games and games with lower complexity. Player counts in the two to four range were the most commonly desired. The most frequently cited barriers were lack of availability in desired subjects, cost, and concerns about content accuracy.
Conclusion
Educators looking to develop or use serious card and board games should start with shorter, lower-complexity games. Methods to assure and demonstrate content accuracy for educational games should be explored by educators and researchers.

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Assessment of the educational and entertainment value of the serious antibiotic game: “AntibioLab”
L. Cornu, V. Guyetand, C. Lambert, O. Lesens, L. Sauvat
Infectious Diseases Now.2026; 56(2): 105219. CrossRef
Analog Serious Games for Medical Education: A Scoping Review
Sarah L Edwards, Aryana Zarandi, Michael Cosimini, Teresa M Chan, Meilayi Abudukebier, Mikaela L Stiver
Academic Medicine.2025; 100(3): 375. CrossRef
K.Ö.SZ.I. – Kommunikáció és Összhang a Szülők és az Iskola között
Zsófia Kocsis, Dániel Bodnár, Zsolt Csák, Gabriella Pusztai
Iskolakultúra.2025; 35(3): 3. CrossRef
Desenvolvimento e validação teórica do jogo PedCresce sobre consulta de enfermagem à criança
Bruna Gonçalves Gratão, George Oliveira Silva, Natália Del’ Angelo Aredes
Escola Anna Nery.2025;[Epub] CrossRef
Development and theoretical validity of the PedCresce game on nursing consultation with children
Bruna Gonçalves Gratão, George Oliveira Silva, Natália Del’ Angelo Aredes
Escola Anna Nery.2025;[Epub] CrossRef
Empiric: A Card Game for Guideline-Based Antibiotic Prescribing Used for Continuing Medical Education
Michael Cosimini, Diego Molina Ochoa, Diana Yu, Alison Chiang
MedEdPORTAL.2025;[Epub] CrossRef
Veterinary antimicrobial card game improves antimicrobial selection skills in veterinary students
Jacob Wolf, Ashton C. Berger, Elayne P. Colon
Frontiers in Veterinary Science.2025;[Epub] CrossRef
Designing a Board Game to Expand Knowledge About Parental Involvement in Teacher Education
Zsófia Kocsis, Zsolt Csák, Dániel Bodnár, Gabriella Pusztai
Education Sciences.2025; 15(8): 986. CrossRef
More than roll, move and multiple‐choice questions: Application of tabletop game mechanics in anatomy education
Michael Cosimini, Mizan Gaillard, Sarah Louise Edwards
Anatomical Sciences Education.2025;[Epub] CrossRef
“Vamos Combater a Malária”: desenvolvimento de um jogo de tabuleiro para ensino de ciências e educação em saúde
Ana Paula Simões Castro, Bruna Silva de Castro, Patrícia Alves de Mendonça Cavalcante, Clarisse Andrade Sales, Amanda Gabryelle Nunes Cardoso Mello, Maria Pantoja Moreira de Sena, Luann Wendel Pereira de Sena
Caderno Pedagógico.2025; 22(12): e20876. CrossRef
Print, Play, and Learn: Cataloging Card and Board Games for Medical Education From 1980 to 2025
Michael Cosimini, Aryana Zarandi, Sarah L Edwards, Mikaela L Stiver, Vincent Chan, Odolphe Augustin, Bruce Blain, Teresa M Chan
Cureus.2025;[Epub] CrossRef
A Design Thinking Approach to Developing an Innovative Board Game for Preventing Leptospirosis among Schoolchildren in Nan Province, Thailand
Patcharin Tantiworrawit, Panithee Thammavijaya
Outbreak, Surveillance, Investigation & Response (OSIR) Journal.2025; 18(4): 232. CrossRef
“Aquilibria: The battle to balance”—a narrative card and board game on acid-base regulation for first-year medical students
Krishna Mohan Surapaneni
Advances in Physiology Education.2024; 48(2): 171. CrossRef
Game4NurseSupervisor: Development of a board game for nursing mentoring
Inês Santos Almeida, Cristina Pinto, Andreia Lima, Teresa Moreira, Carla Sílvia Fernandes
Nurse Education in Practice.2024; 76: 103939. CrossRef
EDUCATIONAL APPLICATION -ASSISTED BOARD GAME FOR PSYCHOLOGICAL FIRST AID LEARNING AMONG PRE-CADETS
Chayanit Apichonpongsakorn, Poomwit Puttakiaw, Wantipa Wittayasai, Chutima Prasartkaew
Journal of Southeast Asian Medical Research.2024; 8: e0220. CrossRef
Educator's blueprint: A how‐to guide for creating analog serious games for learning in medical education
Sarah Edwards, Lakshman Swamy, Michael Cosimini, Bjorn Watsjold, Teresa M. Chan
AEM Education and Training.2023;[Epub] CrossRef

4,309 View
146 Download
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7 Scopus

Educational implications of assessing learning outcomes with multiple choice questions and short essay questions: Hyo-Jin Kwon, Su Jin Chae, Joo Hyun Park; Korean J Med Educ 2023;35(3):285-290.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.266

Abstract
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Purpose
This study investigates the characteristics of different item types to assess learning outcomes and explore the educational implications that can be obtained from the results of learning outcome assessments.
Methods
Forty-five second-year premedical students participated in this study. Multiple choice question (MCQ) and short essay question (SEQ) scores and pass rates for 10 learning outcomes were analyzed. Descriptive statistics and correlation analysis were used to analyze the data.
Results
The correlation analysis indicated that there was a significant correlation between SEQs and pass rate but there was no significant correlation between MCQs and pass rate. Some students with identical scores on the MCQs had different scores on the SEQs or on the learning outcomes.
Conclusion
This study showed that students’ achievement of learning outcomes can be assessed using various types of questions in outcome-based education.

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Correction of Table: Educational implications of assessing learning outcomes with multiple choice questions and short essay questions
Hyo-Jin Kwon, Su Jin Chae, Joo Hyun Park
Korean Journal of Medical Education.2024; 36(1): 111. CrossRef
The performance of OpenAI ChatGPT-4 and Google Gemini in virology multiple-choice questions: a comparative analysis of English and Arabic responses
Malik Sallam, Kholoud Al-Mahzoum, Rawan Ahmad Almutawaa, Jasmen Ahmad Alhashash, Retaj Abdullah Dashti, Danah Raed AlSafy, Reem Abdullah Almutairi, Muna Barakat
BMC Research Notes.2024;[Epub] CrossRef

3,032 View
98 Download
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1 Scopus

Brain-based medical education model for expert’s clinical decision making: Young-A Ji, HyeKyung Woo; Korean J Med Educ 2023;35(3):275-283.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.265

Abstract
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Purpose
The expertise of medicians in clinical decision-making is very important since it improves the quality of medical services provided to patients. This study analyzed the characteristics of the decision-making process and confirmed clinicians’ electroencephalography (EEG) characteristics by measuring their cerebral activity during clinical decision-making. This study aims to present learning directions for brain-based clinical decision-making to develop medical experts.
Methods
This study was performed in the following two projects: (1) a qualitative study of clinical decision-making in a clinical scenario and (2) an analysis of differences in cortical activity of experts and novices through EEG.
Results
In the 1st study, this study found that “confirmation of the patient’s chief complaints,” “physical examination,” and “radiography reading” steps, which showed the most prominent differences in the experts’ and novices’ decision making, were set as the significant steps of dentists’ clinical decision making. In the 2nd study, the experts’ and novices’ cortical activities were measured through a 32-channel EEG. In task 6, which had the lowest accuracy of diagnoses made by the experts, the brain activities in both groups were higher than in other tasks.
Conclusion
This study developed and suggested a model of the decision-making process for experts and novices and suggested the basic directions for brain-based learning needed to raise experts based on brain activity.

2,722 View
80 Download

Perceived attitudes and barriers towards medical research: a survey of Jordanian interns, residents, and other postgraduates: Jamil AlMohtasib, Leen Al-Huneidy, Hana Taha, Rama Rayyan, Shahd Mansour, Jehad Samhouri, Muhammad Hammouri, Hussam Al-Somadi, Adees Wirtan Bedros, Jaafar Al-Omairi, Rand Abbas, Mustafa Ibrahim Abu-usba, Abdallah Al-Ani; Korean J Med Educ 2023;35(3):249-261.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.263

Purpose
We investigated research barriers among Jordanian medical postgraduates to understand the current context of the local health research landscape and improve scholarly output.
Methods
Using a validated questionnaire, Jordanian interns, residents, specialists, and consultants were examined for their perceived attitudes and barriers towards research. Participants were conveniently sampled from public, university, military, and private institutions. Differences in responses were examined using the Student t-test and analysis of variance. Binary logistic regression was utilized to examine predictors of being able to publish.
Results
A total of 1,141 Jordanian medical postgraduates were recruited, of which 61.3% were junior postgraduates (i.e., interns and residents in their first 2 years of residency) while 38.7% were senior postgraduates (i.e., senior residents, specialists, and consultants). Around 76.0% of participants had no peer-reviewed publications. Of those with least one publication (n=273), only 31.1% had first authorships. Participants portrayed dominantly positive attitudes towards the importance of research. There were no significant differences between junior and senior postgraduates for overall attitudes (p=0.486) and knowledge barriers scores (p=0.0261). Conversely, senior postgraduates demonstrated higher mean organizational barriers (p<0.001). Seniority (odds ratio [OR], 5.268; 95% confidence interval [CI], 3.341–8.307), age (OR, 1.087; 95% CI, 1.019–1.159), academic standing (OR, 1.730; 95% CI, 1.103–2.715), and confidence (OR, 1.086; 95% CI, 1.009–1.169) were positive predictors of publication in peer reviewed journals.
Conclusion
The Jordanian medical research landscape is riddled with all forms of different barriers. The reworking of current and integration of new research training programs are of utmost importance.

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Attitude Toward Research in Nursing Interns and Medical Specialty Residents in a Pediatric Hospital in Mexico
Erika Egleontina Barrios-González, Angélica Saraí Jiménez-Osorio, Tania Flores-Bazán, Karina Isabel Casco-Gallardo, Sheila Adriana Mendoza-Mojica, José Antonio Guerrero-Solano, Foroozan Atashzadeh-Shoorideh
Nursing Forum.2025;[Epub] CrossRef
Exploring the meta-motivational strategies utilized by medical students in Jordan: an exploratory study
Rand Murshidi, Mahmoud Abdallat, Muhammad Hammouri, Rand Al-Huneidy, Khaled Alenezi, Abdulhadi Alrajehi, Nawal Al-Mutairi, Waleed Alkanderi, Abdulwahab Alkandari, Abdulrahman Aldousari, Sara Alenezi, Ahmad Taleb, Sayed Alzalzaleh, Adnan Alkayal, Hana Taha
BMC Medical Education.2025;[Epub] CrossRef

4,106 View
94 Download
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2 Scopus

Passivity, task segmentation, and relational capital: a study of interpersonal relationship formation among freshman medical students in team-based activities: Hyo Jeong Lee, Do-Hwan Kim, Ye Ji Kang; Korean J Med Educ 2023;35(3):223-233.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.261

Abstract
PDF

Purpose
Team-based learning in medical education facilitates the formation of interpersonal relationships, enhances academic achievement, and establishes future clinical connections. Despite medical schools’ distinct educational environments and curricula, research investigating students’ learning and behavioral characteristics within this context remains limited. This study aimed to investigate the specific characteristics of interpersonal relationship formation among freshmen medical students in team-based learning activities.
Methods
Focus group interviews were conducted with 11 students who participated in a team-based class held during the first semester of the premedical year.
Results
Medical students passively expressed their thoughts and feelings, such as active sympathy for the team’s opinions and self-censorship of SNS (social networking service) conversations. When performing team activities, students were excessively conscious of others and focused on evenly dividing their work, minimizing their opinions, and fulfilling their share to prevent potential interpersonal conflicts. Interpersonal activities were only superficial, as students intentionally maintained a certain distance from team members or used team activities as an opportunity to accumulate relational capital.
Conclusion
The results of this study are expected to provide a useful basis for designing and conducting team activity classes to enhance interpersonal relationship formation.

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Progressive muscle relaxation in pandemic times: bolstering medical student resilience through IPRMP and Gagne's model
Bhavana Nair, Sara Khan, Nerissa Naidoo, Shirin Jannati, Balamohan Shivani, Yajnavalka Banerjee
Frontiers in Psychology.2024;[Epub] CrossRef

4,130 View
95 Download
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1 Scopus

Medical education program implementation experience in an elective course: a case study in South Korea: Yu-Ra Kim, Seung-Min Yoo, Hye-Jin Park; Korean J Med Educ 2023;35(2):199-205.
Published online June 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.260

Abstract
PDF

Purpose
This study was conducted to examine the results of designing and implementing a teaching program for medical education as the elective course for 4th-year students of medical course.
Methods
In order to design the teaching program for medical education as an elective course, we conducted literature review, five medical education experts were interviewed, and the literature required in the design process was reviewed. A developing teaching program was implemented as an elective course in a medical school of Korea, and 4th-year students of medical course participated in the program.
Results
In the elective course, the medical education program process competencies were derived into three categories: theoretical educational knowledge, teaching competency, and research competency for education. Moreover, instructional materials were developed to help students achieve these competencies. And project-based learning strategy was selected and implemented for 4th-year students in medical course, and positive satisfaction was confirmed.
Conclusion
As a study designed and implemented in a medical education program in a medical school in Korea, it is expected to be helpful when introducing medical education to undergraduate students or developing a medical education program to strengthen the teaching capacity of residents.

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Improving competency development, engagement and satisfaction of students in nearshoring education with immersive learning and triple helix collaboration
Javier Armando Gonzalez Lozano, Roberto Gomez Tobias, Luis Vicente Cabeza Llanos, Rafael Alejandro Vaquera Salazar, Kingsley Okoye
Interactive Technology and Smart Education.2026; 23(1): 166. CrossRef
Medical interns and senior medical students’ perceptions toward clinical teaching
Bader Khawaji, Raghad Ayman Alorabi, Rahaf Attia Alzahrani, Batool Adeeb Alhnaidi, Reem Saeed Alzahrani, Ramah Mohammed Althobaiti, Hebah Ghandora, Hussain Alsaffar, Alaa Althubaiti
BMC Medical Education.2025;[Epub] CrossRef
Response to “Medical Education Electives Can Promote Teaching and Research Interests Among Medical Students” [Response to Letter]
Sateesh Arja, Sireesha Bala Arja, Praveen Kottath Veetil, Simi Paramban
Advances in Medical Education and Practice.2024; Volume 15: 715. CrossRef

3,312 View
99 Download
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4 Scopus

Enhancing professionalism of first-year medical students through early nursing practice training and attitude education: Ryoko Igarashi; Korean J Med Educ 2023;35(2):175-185.
Published online June 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.258

Abstract
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Purpose
This study aimed to clarify the attitudes, behaviors, and learning experiences of first-year medical students participating in a nursing practice training aimed at enhancing their professionalism.
Methods
A questionnaire survey was conducted among first-year medical students after their nursing practical training to understand their learning experiences. Descriptive statistics was performed for each questionnaire item. For free-text responses, descriptions were grouped by input data with similar content and meaning, and analyzed qualitatively. Others’ evaluation and self-evaluation were analyzed quantitatively.
Results
Most students were actively engaged and fulfilled in the training. The free comments generated these categories: “nursing care,” “roles of nurses,” “patient impressions,” “multidisciplinary cooperation,” “communication,” and “what is required of physicians. On the first day, all items evaluated had higher mean scores in the others’ evaluation than in the self-evaluation. On the second day, for “maintains standards of personal appearance (including uniform, hair, and name tag),” the others’ evaluation means were higher than the self-evaluation means. T-tests showed a significant difference in “maintains standards of personal appearance (including uniform, hair, and name tag)” (t=-2.103, degrees of freedom [df]=71.104, p<0.05) and “attends to patients with a polite manner” (t=-2.087, df=74, p<0.05) for both the high and low groups.
Conclusion
Greeting, appearance, communication skills, and attitude were found to be the important bases of attitude education in the nursing training ideally involving multidisciplinary professionals. The medical students were able to grasp what is required of doctors and
objective
ly view such position from the viewpoints of nurses and patients.

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Perceived Professionalism among Student Nurses: What They Learning and Encountering in the Operating Room?
Yuha SHON, Heejung JEON, Sanghee KIM
Korean Journal of Medical Ethics.2023; 26(3): 209. CrossRef

3,176 View
108 Download
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Instructor factors associated with medical students’ lecture evaluation: a longitudinal analysis: Jeongbae Rhie, Yoo Mi Chae, Seok-gun Park, Jae-hyun Kim, Hong Ja Kim; Korean J Med Educ 2023;35(2):165-174.
Published online June 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.257

Abstract
PDF

Purpose
This study identified factors that affect lecture evaluation by analyzing sophomores from Dankook University, examining each cluster’s characteristics, and comparing differences among trajectories.
Methods
This study identified factors that affect lecture evaluation by analyzing sophomores from Dankook University, examining each cluster’s characteristics, and comparing differences among trajectories.
Results
The lecture evaluation score decreased as the teaching hours per instructor in a year increased by an hour, and the number of instructors per lecture increased by one individual. During trajectory analysis, the first trajectory had lower lecture evaluation scores overall but relatively high appropriateness of the textbook and punctuality of class, whereas the second trajectory had higher lecture evaluation scores overall for all four items.
Conclusion
The two trajectories showed differences in teaching methods (understanding of lecture content and usefulness of the lecture) rather than in external factors (appropriateness of the textbook and punctuality of class). Therefore, to improve lecture satisfaction, enhancing instructors’ instructional competencies through lectures and adjusting the teaching hours by assigning an adequate number of instructors per lecture are recommended.

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99 Download

Evaluation of the public health clinical rotation in medical school: a qualitative case study design: Pariawan Lutfi Ghazali, Sani Rachman Soleman; Korean J Med Educ 2023;35(1):93-102.
Published online February 28, 2023; DOI: https://doi.org/10.3946/kjme.2023.252

Abstract
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Public health clinical rotation in the Faculty of Medicine, Universitas Islam Indonesia, was conducted in Puskesmas (community health center). This study aims to evaluate the public health clinical rotation in Puskesmas, part of the clinical clerkship of the Faculty of Medicine, Universitas Islam Indonesia. Several concerns have been highlighted regarding the implementation of clinical rotations in public health in Puskesmas. A briefing session before placement in the village must be coherent with a guidebook. The placement of students in the village was based on community health issues determined by the Puskesmas supervisor. Priority in the curriculum was given to converting the alertness village (Desa Siaga) into a Program Indonesia Sehat–Pendekatan Keluarga (Healthy Indonesia Program–Family Education) program throughout implementation. Moreover, scheduling after four major clinical programs was difficult, and the writing of reports served as a guide for establishing the correct format. Therefore, the
objective
of the evaluation was to assess knowledge, skill, and psychomotor, and the burden of assignment in Puskesmas was difficult to accomplish a primary task in the community.

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Development of contextual learning models through collaboration between lecturers, students, and village governments in nursing education: Nikmatur Rohmah, Awatiful Azza, Ilanka Cahya Dewi; Korean J Med Educ 2023;35(1):71-83.
Published online February 28, 2023; DOI: https://doi.org/10.3946/kjme.2023.250

Abstract
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Purpose
This study aims to develop a contextual learning model through a collaboration between lecturers, students, and the village government for nursing education.
Methods
This study used a qualitative design. The process of collecting the data was done through focus group discussions with 12 informants representing four stakeholders. There were four focus groups, namely universities, village governments, community health centers, and students. The discussion used open-ended questions that were developed through two parameters, the learning outcomes and learning activities. The data analysis undertaken used thematic analysis specifically.
Results
There were 11 grouped concepts found in this study which were able to be divided into three categories. The learning outcome category was formed of four concepts, including attitudes, mastery of knowledge, skills, and values. The learning process category was formed of five concepts, namely learning resources, learning methods and forms, learning media, learning time, and learning subjects. The main sources of contextual learning were found to be programs and maternal and child health (MCH) issues in the village. Techniques and instruments were the two concepts in the assessment category. A collaboration between lecturers and the village government to help students and to provide learning resources in the village integrates the program (MCH) with the learning outcomes.
Conclusion
These concepts are the initial framework to help the head of the study program to integrate the MCH programs and cases in the curriculum and to facilitate the contextualization of the knowledge from the nursing students.

Citations

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A blended learning using contextual teaching learning: strengthening nursing students’ procedural knowledge and interprofessional collaboration
Musrifatul Uliyah, Abdul Aziz Alimul Hidayat, Masunatul Ubudiyah
Jurnal Ners.2024; 19(1): 95. CrossRef
Exploring the impact of the Global Community-Based Education (G-CBE) program at the University of Global Health Equity (UGHE), Rwanda: insights from the inaugural cohort
Sandra Isano, Iliza Ndatinya Grace, Aimable Uwimana, Denys Ndangurura, Jean Nepomuscene Renzaho, Florence Akiiki Bitalabeho
BMC Medical Education.2024;[Epub] CrossRef
Integrating Clinical Presentation with Patient Encounter Experience and Community-Based Activities in the Pre-clerkship Curriculum. An Example of a Framework for Design, Implementation, and Evaluation
Asa Black, Richard Goodwin, Thomas I. Nathaniel
Medical Science Educator.2024; 35(2): 793. CrossRef
Pengaruh Model Pembelajaran Kontekstual terhadap Kreativitas Menulis Puisi Siswa Kelas 5 Sekolah Dasar
Erina Fatihah
Jurnal Pendidikan Guru Sekolah Dasar.2023; 1(2): 9. CrossRef
Monitoring Child Growth and Development in Families at Risk of Stunting Using the Elsimil (Elektronik Siap Nikah dan Hamil) Application
Nikmatur Rohmah, Hendra Kurniawan, Indah Savitri, Untung Kuzairi, Jauhari Ahmad Febriansyah, Izza Afkarina, Nova Risma Ramadhani , Audrey Amalia Shakira Maghfiro
Community Development Journal.2023; 7(3): 138. CrossRef

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4 Scopus

Problems and solutions to conduct of thesis of postgraduate medical students during the COVID-19 pandemic: an insight into the students perspective: Alok Kumar Sahoo, Nitasha Mishra, Mantu Jain, Manisha Sahoo, Premangshu Ghoshal; Korean J Med Educ 2023;35(1):55-70.
Published online February 28, 2023; DOI: https://doi.org/10.3946/kjme.2023.249

Abstract
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Purpose
The coronavirus disease 2019 (COVID-19) pandemic has adversely impacted medical education worldwide. However, its impact on the postgraduate medical thesis and dissertation work is still not evaluated. Through this study, we planned to find out the problems brought by the pandemic and likely alternatives and possible solutions to thrust the academic competence of postgraduate students.
Methods
After obtaining institutional ethics committee approval, we sent a 13-item questionnaire to postgraduate medical students in India via various social media online platforms. Data on the impact of the COVID-19 pandemic on thesis work and alternatives/solutions to improve the research competence were collected on a Likert scale and analyzed.
Results
We received a total of 398 responses out of which 377 entries were included for final analysis. The majority of participants (88%) reportedly had an adverse impact on the thesis work and out of 25% of the participants who recently submitted their around 45% had to do so without achieving the estimated sample size. The 6-month departmental review for thesis progress was seen in merely 28% of participants. Possible alternatives suggested were the maintenance of log books, task-based assessment of research methodology, departmental audits, and systematic reviews. Solutions suggested for improving the research competence of students were a compulsory research methodology curriculum, a biostatistics department in each institution, permission to conduct thesis work beyond submission time, exclusive time for research work, and financial incentives.
Conclusion
Modification in the research aspect of the current postgraduate medical education is the need of the hour and the pandemic has enlightened us regarding the current weaknesses.

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Bibliometric Analysis of Medical Specialization Theses in Family Medicine: Pandemic Effect
Volkan Korkmaz, Ozlem Guc Suvak, Cenk Aypak
Eurasian Journal of Family Medicine.2025; 14(3): 119. CrossRef

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Self-determined motivation and associated factors among health professions students in distance learning: a cross-sectional study in Morocco: Aziz Naciri, Mohamed Radid, Hasnaa Sine, Ahmed Kharbach, Ghizlane Chemsi; Korean J Med Educ 2023;35(1):33-43.
Published online February 28, 2023; DOI: https://doi.org/10.3946/kjme.2023.247

Abstract
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Purpose
Learning motivation is an important factor in the teaching learning process in a digital environment. This study aims to examine self-determined motivation levels and associated factors among health professions students in distance learning activities.
Methods
A cross-sectional, analytical, quantitative, multicenter study was conducted among health professions students from February 15, 2022, to July 31, 2022. Students’ self-determined motivation was assessed using a self-administered instrument. It consisted of 16 items categorized into four dimensions: intrinsic motivation, external regulation, identified regulation, and amotivation. It was based on 7-point Likert scale, ranging from 1 (strongly disagree) to 7 (strongly agree). Student engagement was examined using 15 items classified into the following subscales: behavioral, emotional, and cognitive engagement. A correlation between student motivation and engagement was performed. Univariate and multivariate logistic regression analyses were used to identify factors associated with students’ self-determined motivation in distance learning activities.
Results
Of 1,121 students invited to the study, 1,061 valid questionnaires were received, giving a response rate of 94.6%; 595 participants (56.1%) were self-determined in distance pedagogical activities. Multiple regression analysis showed that ethnicity (adjusted odds ratio [aOR], 0.25; 95% confidence interval [CI], 0.08–0.73; p=0.012), educational level (aOR, 1.65; 95% CI, 1.16–2.34; p=0.005), distance learning environment (aOR, 1.65; 95% CI, 1.19–2.29; p=0.003), and student engagement: (aOR, 2.9; 95% CI, 2.21–3.80; p<0.001) were the significant factors associated with students’ self-determined motivation in distance learning.
Conclusion
This study predicted some factors influencing students’ self-determined motivation. Health professions teachers need to be encouraged to adopt effective pedagogical practices in order to maintain and develop student motivation.

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Restructuring Physical Therapy Education After COVID-19: A Narrative Review on the Global Perspectives and the Emerging Role of Hybrid Learning Models
Kazuto Kikuchi
Cureus.2025;[Epub] CrossRef
Heutagogy: A Comprehensive Review of Self-Determined Learning in Contemporary Education
Raju Panta
Cureus.2025;[Epub] CrossRef
Autonomous motivation and its change among primary healthcare workers in shandong province: A survey based on self-determination theory
ZHAO Shi-chao, HE Jing, LI Zhi-ying, CHANG Hui-chen, WANG Ying
Chinese General Practice Journal.2025; 2(4): 100086. CrossRef

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