Korean Journal of Medical Education

"Educational measurement"

Original Research

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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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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Medical education in an Asian context

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

Abstract
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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

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3 Scopus

Short Communication

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

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1 Scopus

Original Research

Investigating medical students’ satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience: Omar Ashour, Ahmad Muneer Alkhatib, Qusai Al Zureikat, Mustafa Al-Shaikhli, Basel Bani Ata, Talal Massad, Leen Al-Huneidy, Mohammed Qussay Al-Sabbagh, Abdallah Al-Ani; Korean J Med Educ 2023;35(1):21-32.
Published online February 28, 2023; DOI: https://doi.org/10.3946/kjme.2023.246

Abstract
PDF

Purpose
We aimed to evaluate the disparity between video-based learning and lecture-based learning on Jordanian medical students’ satisfaction.
Methods
We conducted this cross-sectional study using a web-based questionnaire adapted from Student Evaluation of Educational Quality survey. Using convenience sampling, medical students studying at the University of Jordan and Jordan University Hospital were recruited. Participants in either clinical or basic-science years that have completed the entire survey were included in the final analysis.
Results
We surveyed a total 487 participants among which male to female ratio was 1.19:1. Participants perceived greater benefit in terms of learning, instructor enthusiasm, content organization, breadth of teaching, and quality and number of assignments when using video-based learning (all p<0.01). In contrast, face-to-face learning was associated with significantly higher benefits in terms of group interactions (p<0.01) and capacity for rapport building (p<0.01). There was no significant difference in perceived examination performance between the two learning modalities (p=0.11).
Conclusion
Video-based learning is the preferred learning modality among Jordanian medical students. Despite its dominance across multiple domains, it should be implemented as an adjunct to traditional classroom teaching for it is vital in the development of good communication skills and building rapport in medical students.

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Nurul Rimadhayanti Hamzah, Mohd Fadzil Abdul Hanid, Mohamad Ikram Zakaria
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Enseignement introductif à la transidentité en 2e cycle des études médicales : 5 ans d’expérience
B. Haye, A. Perrin, C. Dupont, L. Martinerie, N. Johnson, A. Jauregi Yarnoz, S. Cristofari
Annales de Chirurgie Plastique Esthétique.2026; 71(3): 294. CrossRef
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Pinto Francisco Impito, José Azevedo, Vasco Cumbe
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Steve Garwood
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Jisha J Chakkalackal, Veny John Akkarakaran
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Saumya Singh, Aditya Pratap Singh, Anuj Singh, Harendra Kumar, Monika Sharma, Neha Singh Chauhan
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Shweta S. Shah, Emily Zangla, Md. Abdul Qader, Swasti Chaturvedi, Sai Sudha Mannemuddhu
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Yawen Shi, Mengke Wang, Zengzhao Chen, Ge Hou, Zhuo Wang, Qiuyu Zheng, Jianwen Sun
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Video role-play versus powerpoint lecture in the knowledge domain among medical students during the COVID-19 pandemic era: A systematic review and meta-analysis
Sungkono, Firdian Makrufardi, Annisa Fairuz Nur Azizah, Firdiawan Ekaputra
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Sophia Collis, Madeline Yung, Neeti Parikh
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Short Communication

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

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

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Hélène Bulckaen, Guillaume Ficheux, Mathilde Delebarre, Thierry Vanderlinden, Pierrette Perimenis, Marie-Laure Charkaluk, Grégory Aiguier
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Learning transfusion medicine through scoring objective structured clinical examination
Maha Abdulrazak Badawi, Hend Obad Hussain, Mazen Abdulrazak Badawi, Lana Adey Al Shawwa, Reda Abdullah Jamjoom, Yoon Soo Park, Ara Tekian
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Obstetrics & Gynecology Science.2023; 66(4): 316. CrossRef
Nursing students' perceptions on the use of clinical simulation in psychiatric and mental health nursing by means of objective structured clinical examination (OSCE)
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Song Shi, Zizai Zhang, Ying Wang, Huilan Yue, Zede Wang, Songling Qian
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Tutor–Student Partnership in Practice OSCE to Enhance Medical Education
Eve Cosker, Valentin Favier, Patrice Gallet, Francis Raphael, Emmanuelle Moussier, Louise Tyvaert, Marc Braun, Eva Feigerlova
Medical Science Educator.2021; 31(6): 1803. CrossRef

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7 Scopus

Original Research

Investigating possible causes of bias in a progress test translation: an one-edged sword: Dario Cecilio-Fernandes, André Bremers, Carlos Fernando Collares, Wybe Nieuwland, Cees van der Vleuten, René A. Tio; Korean J Med Educ 2019;31(3):193-204.
Published online August 26, 2019; DOI: https://doi.org/10.3946/kjme.2019.130

Abstract
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Purpose
Assessment in different languages should measure the same construct. However, item characteristics, such as item flaws and content, may favor one test-taker group over another. This is known as item bias. Although some studies have focused on item bias, little is known about item bias and its association with items characteristics. Therefore, this study investigated the association between item characteristics and bias.
Methods
The University of Groningen offers both an international and a national bachelor’s program in medicine. Students in both programs take the same progress test, but the international progress test is literally translated into English from the Dutch version. Differential item functioning was calculated to analyze item bias in four subsequent progress tests. Items were also classified by their categories, number of alternatives, item flaw, item length, and whether it was a case-based question.
Results
The proportion of items with bias ranged from 34% to 36% for the various tests. The number of items and the size of their bias was very similar in both programmes. We have identified that the more complex items with more alternatives favored the national students, whereas shorter items and fewer alternatives favored the international students.
Conclusion
Although nearly 35% of all items contain bias, the distribution and the size of the bias were similar for both groups. The findings of this paper may be used to improve the writing process of the items, by avoiding some characteristics that may benefit one group whilst being a disadvantage for others.

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Investigating the Impact of Item Writing Flaws on Student Performance in Physiology Assessments at Two Institutions
Gloria Urrutia, Larissa Dixon, Arielle Patterson, Christopher M. Schonhoff, Jonathan D. Kibble, Marisol E. Lopez
Medical Science Educator.2026; 36(2): 817. CrossRef
Application of the Rasch Model to the Evaluation of Biological Problems
Ida Elfira, Abdul Razak, Syamsurizal, Helendra
Journal of Education Research and Evaluation.2024; 8(3): 443. CrossRef
Challenges to acquire similar learning outcomes across four parallel thematic learning communities in a medical undergraduate curriculum
Yan Zhou, Thomas H. Wieringa, Jasperina Brouwer, Agnes D. Diemers, Nicolaas A. Bos
BMC Medical Education.2023;[Epub] CrossRef
Written-Based Progress Testing: A Scoping Review
Vincent Dion, Christina St-Onge, Ilona Bartman, Claire Touchie, Debra Pugh
Academic Medicine.2022; 97(5): 747. CrossRef
A Scoping Review of Differential Attainment in Undergraduate Medicine
Subodh Dave, Abhishek Gupta, Natasha Rishi, Radhika Gulati, Shreya Verma, Rohit Shankar, Nagina Khan, Indranil Chakravorty
Sushruta Journal of Health Policy & Opinion.2020;[Epub] CrossRef

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3 Scopus

Comparisons of item difficulty and passing scores by test equating in a basic medical education curriculum: Jung Eun Hwang, Na Jin Kim, Su Young Kim; Korean J Med Educ 2019;31(2):147-157.
Published online May 30, 2019; DOI: https://doi.org/10.3946/kjme.2019.126

Abstract
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Purpose
Test equating studies in medical education have been conducted only for high-stake exams or to compare two tests given in a single course. Based on item response theory, we equated computer-based test (CBT) results from the basic medical education curriculum at the College of Medicine, the Catholic University of Korea and evaluated the validity of using fixed passing scores.
Methods
We collected 232 CBTs (28,636 items) for 40 courses administered over a study period of 9 years. The final data used for test equating included 12 pairs of tests. After test equating, Wilcoxon rank-sum tests were utilized to identify changes in item difficulty between previous tests and subsequent tests. Then, we identified gaps between equated passing scores and actual passing scores in subsequent tests through an observed-score equating method.
Results
The results of Wilcoxon rank-sum tests indicated that there were no significant differences in item difficulty distribution by year for seven pairs. In the other five pairs, however, the items were significantly more difficult in subsequent years than in previous years. Concerning the gaps between equated passing scores and actual passing scores, equated passing scores in 10 pairs were found to be lower than actual passing scores. In the other two pairs, equated passing scores were higher than actual passing scores.
Conclusion
Our results suggest that the item difficulty distributions of tests taught in the same course during successive terms can differ significantly. It may therefore be problematic to use fixed passing scores without considering this possibility.

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Retrospective analysis of prevalent anatomy spotter’s examination: an educational audit: Amit Purushottam Tirpude, Manisha Gaikwad, Pradhnya Amit Tirpude, Mantu Jain, Santanu Bora; Korean J Med Educ 2019;31(2):115-124.
Published online May 30, 2019; DOI: https://doi.org/10.3946/kjme.2019.123

Abstract
PDF

Purpose
The spotter’s (objectively structured practical examination) is an assessment tool which is widely used to test the practical knowledge of anatomy extensively. In Indian context it is used as an inclusive model in the gross anatomy practical examination and the marks allotted to it varies. The traditional spotter examination often has been blamed for only incorporating the initial levels of revised Bloom’s taxonomy. This study retrospectively analysed the pre-professional spotter’s examination score and tested its efficacy in terms of reliability, internal consistency, validity, educational impact, and resource intensiveness.
Methods
The summative data of student’s score on four different days of unrepeated spotter’s examination and final theory examination score was collected and tabulated. These four group of students acted as independent cohorts. The difficulty index (DI), point biserial correlation (PBC), Cronbach α (CA) and descriptive statistics of each cohort were calculated. Revised bloom taxonomy rating was applied to spotter’s.
Results
We found heterogenous distribution of spotter’s in each cohort according to DI. The PBCs and CA of each cohort were acceptable. The majority of spotter’s tested the cognitive and comprehension domain of revised bloom’s taxonomy. There was nonsignificant difference between mean scores of cohorts but we found low positive significant correlation between theory and spotter’s score.
Conclusion
We concluded that the construct of spotter’s was reliable, internally consistent, had fair validity, variable educational impact, and sustainable resource intensiveness. We propose urgent redesigning of spotter’s to include higher level of taxonomy to comply with emerging curricular changes.

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TECH-SPOT: Evaluating the feasibility and challenges of a technology-enhanced approach for spotting and assessing anatomical structures in medical education
S. Prabhath, A. D Souza, L. Andrade, A.K. Pandey, L.C. Prasanna
Morphologie.2026; 110(370): 101124. CrossRef
Master students’ perception and attitude on methods of anatomy teaching and assessment, Khartoum, Sudan 2014–2020
Rawan Sharaf Eldein Elamein Hassan, Razan Sharaf Eldein Elamein Hassan, Khalid Alamin Awad
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Onscreen versus Physical Spotters: Effect on Scores and Perception of Undergraduate Medical Students and Faculty of Community Medicine
Mitasha Singh, Nidhi Budh, Vikas Kumar, Ravi Prakash Jha, Gunjan Mahaur
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T. Sadeesh, G. Prabavathy, Arthi Ganapathy
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Multiple‐Choice versus Open‐Ended Questions in Advanced Clinical Neuroanatomy: Using a National Neuroanatomy Assessment to Investigate Variability in Performance Using Different Question Types
Wassim H. Merzougui, Matthew A. Myers, Samuel Hall, Ahmad Elmansouri, Rob Parker, Alistair D. Robson, Octavia Kurn, Rachel Parrott, Kate Geoghegan, Charlotte H. Harrison, Deepika Anbu, Oliver Dean, Scott Border
Anatomical Sciences Education.2021; 14(3): 296. CrossRef
Anatomi Bilgisini Değerlendirmede Kullanılan Uygulama Sınavları
Senem TURAN OZDEMIR, Meriç YILDIZ YILMAZ
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5 Scopus

Original Article

Assessing clinical reasoning abilities of medical students using clinical performance examination: Sunju Im, Do-Kyong Kim, Hyun-Hee Kong, Hye-Rin Roh, Young-Rim Oh, Ji-Hyun Seo; Korean J Med Educ 2016;28(1):35-47.
Published online January 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.8

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

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Naping Chen, Luzhen Tang, Yang Liu, Changmin Lin, Zijian Li, Chujun Shi, Mengyu Xia, Dragan Gasevic, Danijela Gasevic, Jinbin Zheng, Yizhou Fan, Xinyu Li
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Maurício Prätzel Ellwanger, Fernando Tureck
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Jennie Brentnall, Debbie Thackray, Belinda Judd
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Binaya Sapkota, Rajiv Shrestha, Shimonraj Giri
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Mu Xue Yu, Xiao Yun Jiang, Yi Juan Li, Zhen Yu Shen, Si Qi Zhuang, Yu Fen Gu
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Verbal communication of students with high patient–physician interaction scores in a clinical performance examination assessed by standardized patients
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Su Jin Chae, Miran Kim, Ki Hong Chang
Korean Journal of Medical Education.2016; 28(2): 179. CrossRef

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10 Scopus

Ubiquitous testing using tablets: its impact on medical student perceptions of and engagement in learning: Kyong-Jee Kim, Jee-Young Hwang; Korean J Med Educ 2016;28(1):57-66.
Published online January 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.10

Abstract
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Purpose
Ubiquitous testing has the potential to affect medical education by enhancing the authenticity of the assessment using multimedia items. This study explored medical students’ experience with ubiquitous testing and its impact on student learning.
Methods
A cohort (n=48) of third-year students at a medical school in South Korea participated in this study. The students were divided into two groups and were given different versions of 10 content-matched items: one in text version (the text group) and the other in multimedia version (the multimedia group). Multimedia items were delivered using tablets. Item response analyses were performed to compare item characteristics between the two versions. Additionally, focus group interviews were held to investigate the students’ experiences of ubiquitous testing.
Results
The mean test score was significantly higher in the text group. Item difficulty and discrimination did not differ between text and multimedia items. The participants generally showed positive responses on ubiquitous testing. Still, they felt that the lectures that they had taken in preclinical years did not prepare them enough for this type of assessment and clinical encounters during clerkships were more helpful. To be better prepared, the participants felt that they needed to engage more actively in learning in clinical clerkships and have more access to multimedia learning resources.
Conclusion
Ubiquitous testing can positively affect student learning by reinforcing the importance of being able to understand and apply knowledge in clinical contexts, which drives students to engage more actively in learning in clinical settings.

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Utility analysis of an adapted Mini-CEX WebApp for clinical practice assessment in physiotherapy undergraduate students
Javiera Fuentes-Cimma, Eduardo Fuentes-López, Lorena Isbej Espósito, Carlos De la Fuente, Arnoldo Riquelme Pérez, Hans Clausdorff, Gustavo Torres-Riveros, Ignacio Villagrán-Gutiérrez
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Development and application of a mobile-based multimedia nursing competency evaluation system for nursing students: A mixed-method randomized controlled study
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7 Scopus

Case Report

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

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

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Danbi Lee, Miryoung Song, Yonghwan Kim, Yon Chul Park
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Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava
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Korean Journal of Medical Education.2015; 27(4): 243. CrossRef

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Original Article

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

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

Citations

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

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

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

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

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

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

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

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Short Communication

Analysis of First Clinical Skills Examination in the Korean Medical Licensing Examination: Focus on Examinees' Experience in a Medical School: Kyung Ae Jun, Sang Yop Shin; Korean J Med Educ 2011;23(3):203-207.
Published online September 30, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.3.203

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

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

12,320 View
95 Download
Crossref

Original Article

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

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

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

12,736 View
103 Download
Crossref

Developing and Testing an Evaluation Tool to Measure Clinical Teaching: Eun-Jung Im; Korean J Med Educ 2011;23(1):49-59.
Published online March 31, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.1.49

Abstract
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PURPOSE
Teaching evaluation tools can be used to provide feedback to medical educators and help them improve their teaching skills. The purpose of this study was to develop a clinical teaching evaluation tool and test its efficacy.
METHODS
The draft tool was developed based on clinical education literature and was modified by the stakeholder groups. To examine the quality of the instrument, content and construct validity, as well as reliability and fitness were analyzed. Content validity was tested by the stakeholder groups using a survey, and construct validity was verified by confirmatory factor analysis using LISREL 8.8. Internal consistency of items was assessed thorough Cronbach alpha estimation. Rasch analysis using Winstep 3.65 was performed to estimate the fitness of the tool.
RESULTS
The resulting tool consisted of 4 large categories, 25 small categories, and 43 items. According to the test results, the average importance of all 43 items was 4.03 (3.63 to 4.29). Cronbach alpha was 0.9689, and the correlation coefficients between the items were high. With regard to construct validity, 10 items needed minor modifications in the category setting. As the infit (0.76 to 1.23) and outfit (0.75 to 1.40) indices show, 42 items were fit to the item response theory.
CONCLUSION
The clinical teaching evaluation tool that has been developed in this study is valid and reliable and fits the item response theory. It can be used as an evaluation method in a variety of clinical teaching settings.

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Development and Psychometric Testing of the Clinical Nursing Competency Scale for Clinical Preceptor Use (CNCS-CP)
Eunmi Kwak, Heeyoung Oh
Journal of Korean Academy of Nursing.2018; 48(4): 419. CrossRef
Structured Assessment to Evaluate a Family Medicine Clerkship Program
Eun Ju Park, Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Beesung Kam, Sun Yong Baek, Yun-Jin Kim, Jae Seok Woo, Jeong-Gyu Lee, Dong-Wook Jeong, Young-Hye Cho, Yu-Hyeon Yi, Young Jin Tak
Korean Medical Education Review.2017; 19(1): 47. CrossRef
Can Medical Students Study Happily?
Sun Huh
Korean Journal of Medical Education.2011; 23(1): 1. CrossRef

11,536 View
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Review

A Systematic Review of Training That Use an Integrated Patient Simulator: Hyo Bin Yoo, Jae Hyun Park, Jin Kyung Ko, Tai Young Yoon; Korean J Med Educ 2010;22(4):257-268.
Published online December 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.4.257

Abstract
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The purpose of this article is to systematically review the literature that describes training and assessment that use an integrated patient simulator (IPS). We also tried to determine how to train learners with simulators, plan, and perform research on simulator-based education. Literature searches were conducted to identify articles from PubMed, EMBASE, and KMbase that were related to training and assessment that use an IPS, published from January 1999 to September 2008. Forty articles met the criteria and were analyzed. The results were as follows: Studies on IPS are the most common in graduate medical education (GME). The impact of IPS-based education is relatively greater in GME versus undergraduate medical education (UME) or continuing medical education (CME). IPS research in GME is characterized by addressing the effectiveness of clinical application, the training of procedures, and algorithms, rather than knowledge or simple skills. And research design is more elaborate in GME than UME or CME. IPS training in CME focuses mostly on specific clinical skills. Most training sessions in UME are offered to groups, but assessment is performed for a single student. Also, inter-rater reliability is checked unsatisfactorily in UME. IPS research in UME is characterized by limitations in design due to connections to the regular curriculum. According to findings above, we propose that: more detailed research design should be performed to overcome the limitations of UME research. For GME, increasing simulator-based training opportunities is desired, because its effectiveness and adaptability are relatively high.

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Comparison of Standardized Patient and Faculty Agreement in Evaluating Nursing Students’ Assessment and Communication Skills
Young Ju Kim
Journal of Korean Academy of Fundamentals of Nursing.2017; 24(3): 189. CrossRef
How to Make a ‘Good Doctor’
Young-Mee Lee
Korean Journal of Medical Education.2010; 22(4): 247. CrossRef

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Original Article

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

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

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Improved detection of patient centeredness in objective structured clinical examinations through authentic scenario design
Kye-Yeung Park, Hoon-Ki Park, Hwan-Sik Hwang, Sang-Ho Yoo, Jae-Sook Ryu, Jong-Hoon Kim
Patient Education and Counseling.2021; 104(5): 1094. CrossRef
Effects of Module Development and Role Play Course on Clinical Practice Examination Scores during a 4th Year Clerkship
Kyong-Min Park, Kye-Yeung Park, Nam-Eun Kim, Bong-Kyung Seo, Hoon-Ki Park, Hwan-Sik Hwang
Korean Journal of Family Medicine.2018; 39(1): 23. CrossRef
The Effect of Recorded Video Monitoring on Students’ Self Reflection of Patient‐Physician Interaction
Misun Ju, Jiyeong Hwang, Jaemyung Kim, Jeaku Kang
Korean Medical Education Review.2017; 19(2): 83. CrossRef
A school-level longitudinal study of clinical performance examination scores
Jang Hee Park
Korean Journal of Medical Education.2015; 27(2): 107. CrossRef
Predictors of clinical practice examination scores of fourth year medical students after core clinical clerkships
Kye-Yeung Park, Hoon-Ki Park, Jong-Hoon Kim, Hwan-Sik Hwang
Korean Journal of Medical Education.2015; 27(4): 275. CrossRef
Impact of Clinical Performance Examination on Incoming Interns' Clinical Competency in Differential Diagnosis of Headache
Seong-Min Park, Yun-Mi Song, Bo-Kyoung Kim, Hyoeun Kim
Korean Journal of Family Medicine.2014; 35(2): 56. CrossRef
Teaching Clinical Performance Examination Using Action Learning Techniques
Kyung Hye Park, Woo Jeong Kim
Korean Journal of Medical Education.2012; 24(1): 23. CrossRef
The Change of CPX Scores according to Repeated CPXs
Yoon Hee Lee, Jae Hyun Park, Jin Kyung Ko, Hyo Bin Yoo
Korean Journal of Medical Education.2011; 23(3): 193. CrossRef
Current Issues in Medical Education: What Is Important?
Sun Kim
Korean Journal of Medical Education.2010; 22(3): 167. CrossRef

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Are Medical Students Satisfied with Their Medical Professionalism Education?: Yera Hur, Ji Ha Kim, Chang Jin Choi; Korean J Med Educ 2010;22(1):65-70.
Published online March 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.1.65

Abstract
PDF

PURPOSE
This study aims to examine the satisfaction of undergraduate medical students with their medical professionalism education.
METHODS
Two hundred and one premedical students and 1,287 medical students (from year 1 to 4) participated in a five-point Likert scale survey. There were 27 items in the premedical students' survey and 31 items in the medical students' questionnaire. Statistical analysis including one-way ANOVA was performed.
RESULTS
Among the 27 items concerning premedical professionalism education, only six topics scored "average" level. In the survey of medical students only nine items out of 31 were rated "average" which did not reach the satisfactory level. Nine items from the medical students' survey showed significant positive improvements in satisfaction as the academic year increased; however, the changes were not large enough for any of the topics to receive a satisfactory score.
CONCLUSION
Overall students were dissatisfied with their professionalism education. The reasons for these results and possible approaches for improving students' satisfaction should be considered in future research.

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Young-Hee Lee
Korean Medical Education Review.2021; 23(2): 90. CrossRef
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Eun Bi Lim
Korean Medical Education Review.2011; 13(2): 25. CrossRef

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Perception of Medical Students on Real-Time Class Evaluation Using Mobile Phone Survey System: A Ra Cho, Soo Jung Lee, Sang Heon Yoon, Nam Jin Yoo, Sun Kim, Joo Hyun Park; Korean J Med Educ 2010;22(1):15-21.
Published online March 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.1.15

Abstract
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PURPOSE
The aim of this study is to investigate the advantage of real-time class evaluation over course evaluation in integrated courses and to explore the usefulness and availability of a mobile phone survey system as a real-time class evaluation tool.
METHODS
In six integrated courses at the preclinical second year both course and class evaluations were performed. Class evaluations were carried out 206 times right after every class by a mobile phone survey system that depended on mobile phones to send information. A survey was performed to identify students' perception on real-time class evaluation and the mobile phone survey system.
RESULTS
The course evaluation score was found to have greater than 95% confidence interval of class evaluations at 5 of 6 courses. Class evaluations yielded more information on educational content and teaching strategy than course evaluations. A higher score was given in class evaluation regarding effectiveness on improving quality of education (3.77 vs. 2.15) and sincerity during evaluation (3.87 vs. 2.49). Of the three major evaluation tools, such as paper, web and mobile phone, majority of students preferred mobile phones especially in terms of accessibility (89%), familiarity (75.3%), and time (74%).
CONCLUSION
In integrated courses, real-time class evaluations could yield more information and better sincerity than course evaluations. Real-time class evaluations could be successfully performed through a mobile phone survey system compared with that of paper- or web-based methods.

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

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

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Development and Validation of a Questionnaire to Evaluate Medical Students' Evidence-Based Medicine Competencies: Jaehyun Park, Taeyoung Yoon, Jinkyung Ko; Korean J Med Educ 2009;21(3):259-267.
Published online September 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.3.259

Abstract
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PURPOSE
The purpose of the study was to develop and validate a questionnaire to evaluate medical students' knowledge of, attitude towards and practice of evidence-based medicine (EBM). METHODS: The participants of the study were 418 medical students enrolled in the Kyung Hee University School of Medicine in Seoul, Korea. To examine construct validity of the questionnaire, an exploratory factor analysis (EFA) was performed with 118 participants; a confirmatory factor analysis (CFA) was conducted with the remaining 281 participants. We developed 41 items with a 4-point Likert scale. An EFA was performed to verify the emergence of four dimensions of EBM competencies. The principal axis factoring method and the direct oblimin rotation method were used. To confirm construct validity, a CFA was conducted with the remaining 281 participants. To evaluate model fitness, root mean square error of approximation (RMSEA) and comparative fit index (CFI) were used as fit indices. We conducted ANOVA with Scheffe as discriminant validation, and calculated Cronbach's alpha of 4 subscales as reliability checkup.
RESULTS
After refinement procedure, factor analysis of the 32 items in therevised questionnaire yielded 4 factors. The Scree plot supported a 4 factor solution explaining 53.5% of the variance. The 4 components derived were: factor 1_knowledge on EBM (11 items; Cronbach's alpha=0.92); factor 2_ pursuit towards EBM (10; 0.88); factor 3_reluctance on EBM (7; 0.78); factor 4_practice of EBM (4; 0.75). The questionnaire could discriminate competence differences among 1-3 yr students. Satisfactory Cronbach's alpha scores were noted for each factor as well. CONCLUSION: The EBM competency questionnaire was validated.

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Dain Jeong, Chang Park, Keiko Sugimoto, Miyang Jeon, Dooyoung Kim, Young Eun
International Journal of Environmental Research and Public Health.2024; 21(5): 637. CrossRef
Analysis on Validity and Academic Competency of Mock Test for Korean Medicine National Licensing Examination Using Item Response Theory
Han Chae, Eunbyul Cho, SeonKyoung Kim, DaHye Choi, Seul Lee
Keimyung Medical Journal.2023; 42(1): 7. CrossRef
The Effects of an Evidence-based Nursing Course Using Action Learning on Undergraduate Nursing Students
Keum-S. Jang, Eun A Kim, Hyunyoung Park
The Journal of Korean Academic Society of Nursing Education.2015; 21(1): 119. CrossRef

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Review

Application of Computerized Adaptive Testing in Medical Education: Sun Huh; Korean J Med Educ 2009;21(2):97-102.
Published online June 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.2.97

Abstract
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Application of computerized adaptive testing (CAT) in medical education is still spare in the high stakes examination or in the school-based examination. In the medical school in Belgium, CAT was used for an assessment tool in general practice as pilot test was reported. In Hallym University, CAT has been introduced in the evaluation of the students' performance as in-course general evaluation test and parasitology test. Another examples of application of CAT for high stakes examination are Medical Council of Canada Qualifying Examination - Part 1 in Canada and National Council Licensure EXamination - Registered Nurse in USA. CAT has some merits such as accurate estimation of the ability parameters of the examinees and the shorter period of examination. To apply the CAT in medical education more actively, medical teachers should have an interest in the modern measurement theories such as item response theory and technologies. It is still uncertain if CAT may be prosperous in the medical education as a tool for the measurement of the examinees' ability. However, we should prepare the era of application of CAT in high stakes examination such as medical licensing examination.

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Computer‐Based Testing and Construction of an Item Bank Database for Medical Education in Korea
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Korean Medical Education Review.2014; 16(1): 11. CrossRef
Can computerized tests be introduced to the Korean Medical Licensing Examination?
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Brief Communication

Correlation of Academic Achievements with Cognitive Admission Variables and Demographics at Chungbuk National University Graduate Medical School: Sang-Jin Lee, Woong Choi, Seok Yong Kim, Jae-Woon Choi; Korean J Med Educ 2009;21(1):59-66.
Published online March 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.1.59

Abstract
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PURPOSE
This study was performed to identify academic and nonacademic predictors of the success of entrants to Chungbuk National University Graduate Medical School (CNUMS) during the first 3 years of completion.
METHODS
We analyzed the academic achievements in preclinical education in the first 2 years in students who were admitted in 2005 and 2006 and compared them with cognitive admission variables and demographic characteristics.
RESULTS
There was no significant difference in academic achievement between students groups that were classified by gender, age, or academic degree type. Among Medical Education Eligibility Test (MEET) subscale scores, Verbal Reasoning was correlated with 'Medical humanities & social sciences' and 'Basic clinical procedures;' Nature Science Reasoning 1 with 'Basic medical sciences;' and Nature Science Reasoning 2 with 'Basic medical sciences' and 'Clinical medicine.' Undergraduate GPA correlated well with all academic achievements. English test scores did not correlate with academic performance.
CONCLUSION
Among all of the variables that were examined, undergraduate GPA score was the most reliable variable in predicting academic achievement during the 2-year preclinical medical education, and MEET scores were a secondary indicator of academic achievement at CNUMS.

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Taerim Lee, Sangeun Lee, Hyeyun Ko, Sang M. Lee
Educational Psychology.2022; 42(9): 1160. CrossRef
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Oral Biology Research.2019; 43(4): 289. CrossRef
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Student selection factors of admission and academic performance in one medical school
Keunmi Lee, Taeyoon Hwang, So young Park, Hyoungchul Choi, Wanseok Seo, Philhyun Song
Yeungnam University Journal of Medicine.2017; 34(1): 62. CrossRef
Multiple mini-interviews as a predictor of academic achievements during the first 2 years of medical school
Hee Jae Lee, Sung Bae Park, Sung Chul Park, Won Sun Park, Sook-Won Ryu, Jeong Hee Yang, SungHun Na, Jun Yeon Won, Gi Bong Chae
BMC Research Notes.2016;[Epub] CrossRef
Can the multiple mini-interview predict academic achievement in medical school?
Ja Kyoung Kim, Seok Hoon Kang, Hee Jae Lee, JeongHee Yang
Korean Journal of Medical Education.2014; 26(3): 223. CrossRef
How medical students perform academically by admission types?
Se-Hoon Kim, Keumho Lee, Yera Hur, Ji-Ha Kim
Korean Journal of Medical Education.2013; 25(3): 201. CrossRef
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Hanyang Medical Reviews.2012; 32(1): 17. CrossRef
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Sook Hee Ryue, Hae Bum Lee
Korean Journal of Medical Education.2012; 24(2): 103. CrossRef
The effect of the demand control and effort reward imbalance models on the academic burnout of Korean adolescents
Jayoung Lee, Ana Puig, Sang Min Lee
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Short Communication

The Power of the Quiz: The Experience of a Medical English Class using Moodle: Hyun Yong Hwang; Korean J Med Educ 2009;21(1):53-58.
Published online March 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.1.53

Abstract
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PURPOSE
The purpose of this research is to evaluate whether quizzes using moodle are useful for academic achievement in a medical English class and to introduce moodle to educators based on the author's teaching experience.
METHODS
After a final examination in a medical English class, the author surveyed (scale of 1 low to 5 high) the degree of satisfaction of students and the usefulness of quizzes provided on the author's homepage using moodle. Students had been recommended to solve the quizzes on the homepage voluntarily. The author analyzed statistical differences of the final examination scores between the students who completed the quizzes and those who did not.
RESULTS
A total of 59 students completed the survey (collection rate=81.9%). On the question of satisfaction about the medical English class and the question of usefulness of quizzes, scores of mean, maximum, and minimum were 4.29 (SD=0.56), 5, and 3, and 4.03 (SD=0.72), 5, and 2, respectively. Statistically significant differences in the final examination scores were observed between the students who completed quizzes and those who did not.
CONCLUSION
A tool for students' self-directed study is needed for improving academic achievement. In particular, various educational programs and environments provided by moodle are thought to be very useful. The quizzes the author made with moodle were very effective in the aspect of achievement.

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FACTORS INFLUENCING BEHAVIOURAL INTENTION OF ACADEMICS IN USING MOODLE: AN APPLICATION OF THE UTAUT MODEL
Oluwafemi Afolabi, Petros N Dlamini, Neil Davies Evans
International Journal of Innovative Technologies in Social Science.2025;[Epub] CrossRef
Do we need Moodle in medical education? A review of its impact and utility
Seri Jeong, Hyunyong Hwang
Kosin Medical Journal.2023; 38(3): 159. CrossRef
Introducing an Open-Source Course Management System (Moodle) for Blended learning on infectious diseases and microbiology: A pre-post observational study
David Lebeaux, Eve Jablon, Cécile Flahault, Fanny Lanternier, Jean-Paul Viard, Barbara Pacé, Jean-Luc Mainardi, Cédric Lemogne
Infectious Diseases Now.2021; 51(5): 477. CrossRef

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Original Article

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

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

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The Effect of Counseling for Interpersonal Relationship Using Myers-Briggs Type Indicator
Seon Suk Jang, Bong Jo Kim, Young Tae Ju, Hyang Ok Woo, Jae Hee Han, Gyeong Jae Cho, Soon Chan Hong
Korean Journal of Medical Education.2011; 23(1): 15. CrossRef
Correlation of Communication Skills for Emotional Empathy and Academic Achievement on Clinical Performance Examinations
Seon Suk Jang, Ji Hyun Seo, Gyeong Jae Cho, Soon Chan Hong, Hyang Ok Woo
Korean Journal of Medical Education.2010; 22(2): 121. CrossRef

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

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

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

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

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

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

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Brief Communication

Experience and Consideration on Online Course Evaluation by Medical Students: So Dug Lim, Jongmin Lee, Hyung Seok ParK, Jae-Ran Yu, Kyung Yung Lee, In Sook Sohn, Ran Lee; Korean J Med Educ 2008;20(4):367-371.
Published online December 31, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.4.367

Abstract
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PURPOSE
The purpose of this study was to present our thoughts on the medical student evaluation of the courses via online at Konkuk University School of Medicine (KUSM) and to prompt us to improve the course evaluation system.
METHODS
Electronic questionnaire for computer-aided course evaluation via online was completed by 93 medical students who attended 32 block lectures at KUSM in 2007. The questionnaire consisted of 21 evaluation items. Frequency analysis of response on the evaluation items was conducted to find out the key features. RESULTS: Evaluation forms for 32 lectures were received from the attendees via online. An average response rate was 63.8%. Among 17 Likert-scaled items, more negative response was observed in class quantity, studying method guidance, lecture note, teaching methods, and relevance of final examination. CONCLUSION: The current course evaluation at KUSM includes more questions that request students to state the overall quality of course modules than the detailed quality or skill of each lecturer. As the objective of the course evaluation is to promote students' learning and to give a feedback to the lecturer, the current consideration on the course evaluation prompted us to reorganize the design of the questionnaire according to the objective.

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Course quality management based on monitoring by students at a medical school
Sanghee Yeo
Korean Journal of Medical Education.2018; 30(2): 141. CrossRef
Factors that influence student ratings of instruction
Su Jin Chae, Yun Hoon Choung, Yoon Sok Chung
Korean Journal of Medical Education.2015; 27(1): 19. CrossRef
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Su-Jin Chae, Ki-Young Lim
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An Analysis of the Relationship between Intragroup Peer Assessment Results and Self-Directed Learning Readiness in a Leadership Curriculum: Su-Jin Chae, Ki Young Lim; Korean J Med Educ 2008;20(4):363-366.
Published online December 31, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.4.363

Abstract
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PURPOSE
This study examined to examine the relationship between intragroup peer evaluation and Self-Directed Learning Readiness (SDLR) in a leadership class that used a project learning method. Moreover, it identified the specific components of the SDLR that predicted the peer evaluation results. METHODS: The research subject pool comprised of 47 3rd year students. Each team was composed of 4~5 members, each of whom evaluated all other members on his or her team SDLR was measured by using SDLR-K-96. RESULTS: SDLR and peer assessment scores had a positive relationship, confirming that SDLR was an important variable that could predict the peer evaluation scores. Among the SDLR factors, 'openness to challenge' was shown to have the highest predictive power for the peer assessment. CONCLUSION: Medical schools should provide students with learning opportunities on leadership through diverse learning methods such as project learning. The ability to do self-directed learning in such a leadership course in medical education is important for successful team building.

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Original Article

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

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

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

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

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

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Brennen Mills, Owen BJ Carter, Nathan P Ross, Jason K Quick, Cobie J Rudd, David N Reid
Australasian Journal of Paramedicine.2016; 13: 1. CrossRef
Analysis of First Clinical Skills Examination in the Korean Medical Licensing Examination: Focus on Examinees' Experience in a Medical School
Kyung Ae Jun, Sang Yop Shin
Korean Journal of Medical Education.2011; 23(3): 203. CrossRef

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Design and Implementation of a Web-based Portfolio Assessment System for a Family Medicine Residency Program in Korea: Jun Su Kim, Seung Hee Ho, Jungkwon Lee; Korean J Med Educ 2006;18(3):259-269.
Published online December 31, 2006; DOI: https://doi.org/10.3946/kjme.2006.18.3.259

Abstract
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PURPOSE
Evaluation and feedback are fundamental components in a residency program. A portfolio assessment system is an appropriate option for making formative assessments, particularly for a family medicine resident whose training includes rotations through various disciplines at multiple locations. However, a paper-based portfolio assessment system has limitations when applied to a clinical environment due to how it is managed and cared. This study assessed the satisfaction and utility of a paper-based portfolio assessment system, and then designed and implemented a web-based portfolio assessment system for family medicine residents.
METHODS
A self-administered questionnaire focusing on the satisfaction and utility of a paperbased portfolio assessment system was given to 23 family medicine residents. A web-based portfolio assessment system was then designed using the component-based development approach.
RESULTS
The overall satisfaction and utility with the paper-based portfolio assessment system were low. Fifteen residents (62.5%) reported that following a paper-based portfolio assessment system was sometimes a waste of time and only three (13.0%) reported having no problems. The web-based portfolio assessment system was successfully designed to be easy to implement and user-friendly.
CONCLUSION
The web-based portfolio assessment system is expected to overcome the shortcomings of a paper-based portfolio assessment system and improve the level of satisfaction of medical residents. It is expected that the web-based portfolio assessment system designed in this study will be an additional tool for family medicine residencies.

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Development of an E-Portfolio Assessment Tool for Competency-Based Assessment of Family Medicine Residents
Danbi Lee, Miryoung Song, Yonghwan Kim, Yon Chul Park
Korean Journal of Family Practice.2025; 15(2): 102. CrossRef
e‐Portfolios for Learning and Assessment in Medical Education
Kyong-Jee Kim
Korean Medical Education Review.2014; 16(1): 7. CrossRef
A Survey of Student Satisfaction with a Portfolio Process and Assessment
Dong-Mi Yoo, Jae-Jin Han, Eun-Kyung Eo
Korean Medical Education Review.2014; 16(1): 42. CrossRef

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Standardized Patients' Accuracy in Recording Checklist Items during Clinical Performance Examinations: Jwa-Seop Shin, Seong-A Lee, Hoonki Park; Korean J Med Educ 2005;17(2):197-203.
Published online August 31, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.2.197

Abstract
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PURPOSE
Standardized patients participate in clinical performance examinations not only to simulate case scenarios but also to evaluate the performance of students using a checklist. The accuracy in checking off checklist items is one of the most important factors determining the reliability of this examination. The purposes of this study were to determine the SP' s overall accuracy in recording checklist items, and whether their accuracy was affected by certain characteristics of checklist items. METHODS: Three professors, who have been fully involved in scenario development and SP training, reviewed videotapes of the examination and evaluated the performance of the students using the same checklist. SP' s checklists were marked on this 'correct checklist'. The checklists and checklist guidelines of the items marked under the score of 50 out of 100 were analyzed. RESULTS: Results showed that the accuracy of the SP' s in recording checklist items was 86.9% and was affected by certain characteristics, such as complexity or ambiguity of checklists and checklist guidelines.
CONCLUSION
In this study, the SP' s accuracy in recording checklist items was good to very good, and the result suggested that the accuracy could be improved by the elaboration of checklists and checklist guidelines.

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Clinical Performance Examination Utilizing Standardized Patients in Board Examination: Based on the Board Examination of Korean Neurological Association for Three Years
Beom Joon Kim, Jung-Joon Sung, Hoon Ki Park, Dae-Won Seo, Chin-Sang Chung, Byung-Woo Yoon
Korean Journal of Medical Education.2011; 23(2): 127. CrossRef
Breast Examination Instruction by a Standardized Patient Instructor
Joo Hyun Park, Ji Young Son, Sun Kim, Sung A Lee, Soo-Jung Lee
Korean Journal of Medical Education.2010; 22(4): 283. CrossRef
Correlations of Clinical Assessment Tools with Written Examinations
Eun Jeong Choi, Sung Sunwoo
Korean Journal of Medical Education.2009; 21(1): 43. CrossRef
Effects of Rater's Presence in OSCE Station on Examinee's Scores
Jae Beum Bang
Korean Journal of Medical Education.2008; 20(3): 241. CrossRef
Experience of Clinical Performance Examination in Ethical Dilemma
Seo-Young Song, Hye Rin Roh
Korean Journal of Medical Education.2008; 20(2): 155. CrossRef
Effects of Case Type and Standardized Patient Gender on Student Performance in a Clinical Performance Examination
Jonghoon Kim, Kiyoung Lee, Dongmi Yoo, Eunbae Yang
Korean Journal of Medical Education.2007; 19(1): 23. CrossRef
The Accuracy of Standardized Patients' Rating according to the Order of Examinees in Clinical Performance Examination
Wan Beom Park, Ah Reum Kim, Sung A Lee, Eun A Kim, Sun-young Chang, Yon Su Kim, Suk Wha Kim, Jwa-Seop Shin, Yoon Sung Lee
Korean Journal of Medical Education.2007; 19(1): 39. CrossRef

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

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

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

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

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

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