Korean Journal of Medical Education

"Evaluation"

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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Validation of criteria for evaluating competency-based curriculum in medical schools using the Delphi hierarchy process method: So-Young Lee, Seung-Hee Lee; Korean J Med Educ 2025;37(3):247-267.
Published online August 28, 2025; DOI: https://doi.org/10.3946/kjme.2025.339

Abstract
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Purpose
This study examines the implementation of the competency-based curriculum (CBC), which has become the primary educational model in Korean medical schools. It also presents valid evaluation criteria developed through expert consensus to support ongoing improvements in curriculum quality.
Methods
This study examines the implementation of the CBC, which has become the primary educational model in Korean medical schools. It also presents valid evaluation criteria developed through expert consensus to support ongoing improvements in curriculum quality.
Results
Three rounds of Delphi surveys were completed to validate the valid evaluation criteria. Criteria with lower content validity ratios were revised and supplemented based on expert feedback. Ultimately, the process resulted in the identification of five evaluation areas, 16 evaluation items, and 51 evaluation indicators. Among these, the indicators focusing on learner achievement were found to be the most significant.
Conclusion
This study developed an evaluation model and valid evaluation criteria specifically designed for the curricula of Korean medical schools. These were created based on expert consensus, which adds to the strength and relevance of the proposed framework. The establishment of valid evaluation criteria is expected to enhance evaluation practices, promote educational quality, and support the continuous improvement of medical education.

Citations

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Development of Global Airport Competitiveness Measurement Indicators using the AHP
Yu-Jin Choi, Joon-kyu Lee
Journal of the Korean Society for Aviation and Aeronautics.2026; 34(1): 176. CrossRef

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Short Communication

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

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

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Evaluation of a basic-clinical integrated pharmacology case-based learning program from a student perspective using the CIPP model: Hee Jae Lee, Seok Hoon Kang, Sang In Park, Wan Joo Chun, Kwon In Youk; Korean J Med Educ 2024;36(4):429-434.
Published online October 17, 2024; DOI: https://doi.org/10.3946/kjme.2024.308

Abstract
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Purpose
This study aimed to systematically evaluate the effectiveness of case-based learning (CBL) within a basic-clinical integrated educational program using the Context, Input, Process, and Product (CIPP) evaluation model.
Methods
The CBL program was integrated into the Pharmacology–Clinical Case Practice component of the pharmacology course, a mandatory course for first-year medical students. To evaluate the program, a CIPP model-based questionnaire was developed, assessing needs, goals, resources, educational management, and outcomes. To ensure the reliability and validity of the variables, factor analysis was performed, reducing an initial set of 28 items to 18 final observation variables distributed across four factors. The survey, designed to measure learner satisfaction, was administered to 37 students who participated in the Pharmacology–Clinical Case Practice course during the first semester of 2022.
Results
Participants rated their satisfaction with the CBL program based on the CIPP model (on a 5-point scale), giving an average score of 4.17. This suggests that learners who followed the CBL program combining basic and clinical components generally found the program operationally effective with positive outcomes.
Conclusion
The teaching model and evaluation model applied in this study can be utilized in various majors when operating CBL classes that link basic and clinical education in medical schools in the future.

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Original Research

Analysis of the current status of interview evaluations in Korean medical schools and professors’ perceptions of the interview evaluations process: Chungwon Ha, Ye Ji Kang, Seung-Hee Lee, Dong Hyeon Lee, Keunho Kim; Korean J Med Educ 2024;36(3):275-285.
Published online August 29, 2024; DOI: https://doi.org/10.3946/kjme.2024.302

Abstract
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Purpose
This study aimed to investigate the overall operational status of medical school admission interview evaluations in South Korea and explore the operational experience of universities conducting interview evaluations.
Methods
This study used a mixed-methods approach, combining quantitative and qualitative methods. Through a nationwide survey and data collection from 39 medical schools, the quantitative analysis explored interview evaluations procedures, the purpose of the interview evaluations, and the competencies expected of medical school freshmen. Concurrently, qualitative data were obtained through focus group discussions with 12 professors from 10 medical schools, providing in-depth insights into the operational experiences and challenges faced during interview evaluations.
Results
In the quantitative data, interview evaluations were most prevalent in the “comprehensive school records screening” for rolling admissions (85.5%), but less common in regular admissions (18.6%). Private schools (64.2%) showed a statistically significant higher proportion of interview admissions than public schools (11.1%) in the “high school grades focused admission” (p<0.01). Metropolitan areas (50.0%) conducted interview evaluations more frequently than non-metropolitan areas (11.1%) in the “College Scholastic Ability Test-focused admissions” (p<0.05). In the qualitative data, professors recognize the dominant role of “negative selection” in filtering out unsuitable candidates. Challenges in maintaining a consistent evaluator pool and team-based question development were acknowledged. Strategies, such as seeking student feedback for question improvement and conducting study meetings for interviewer preparation are essential.
Conclusion
This study illuminates the operation of admissions interview evaluations in South Korea, revealing variations across regions and admissions types. These findings offer insights for enhancing medical school admission processes, guiding future research and policy.

Citations

Citations to this article as recorded by

Anticipatory Dignity and Digital Meritocracy: Philosophical Reflections on the Algorithmic Transformation of South Korea’s Education System
Hyungjoon Jun, Hyun Jung Lee
Studies in Philosophy and Education.2026;[Epub] CrossRef
Indonesian medical students' experiences and challenges of enhancing information literacy skills: a mixed-method study
Ratih Yulistika Utami, Hemma Yulfi, Melviana Lubis, Desi Isnayanti
Korean Journal of Medical Education.2025; 37(3): 303. CrossRef
Reliability of Competency-Based, Applicant-Centered Multiple Mini-Interviews for Selection into Japan's Basic Postgraduate Clinical Training
Hiroshi Yoshimura, Hitoshi Ganaha, Kaoru Sakumoto, Gominda Ponnamperuma
Journal of St. Marianna University.2025; 16(2): 53. CrossRef

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2 Scopus

Beyond the surface: unraveling global health curriculum insights through interviews of learners and educators using the CIPP model: Yoonjung Lee, Jayoung Park, Woong-Han Kim, Jwa-Seop Shin, Hyun Bae Yoon; Korean J Med Educ 2024;36(1):41-50.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.283

Abstract
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Purpose
Our study aimed to delve beyond a surface-level understanding and explore the various dimensions of the global health curriculum from the perspective of both learners and educators using the Context, Input, Process, and Product (CIPP) model.
Methods
From 2020 to 2021, interviews were conducted with a total of 10 individuals, including five students who had taken at least one elective course and at least one elective research course, three teaching assistants (TA), and two faculty members who had taken more than four global health courses in multiple phases in the global health curriculum. Semi-structured interview questions based on the CIPP model were used and qualitative data were analyzed through content analysis.
Results
The study identified 12 sub-themes. Students held idealized views of global health careers and sought to bridge the gap through global health classes. They desired early exposure to global health courses, emphasizing both pre-medical and clinical phases. Challenges in adjusting course difficulty and recruiting faculty were identified, along with a preference for interactive teaching methods and offline discussions. The curriculum promoted reflection on medicine’s essence, expanded career perspectives, and emphasized competencies like altruism, communication skills, and crisis management in the evolving global health landscape.
Conclusion
This study showed that a comprehensive approach is possible from the perspective of learners and educators by identifying strengths, weaknesses, and the value of the curriculum’s goals, plans, implementations, and results through the CIPP model. For optimal curriculum design, a sequential approach from basic to advanced courses is essential, promoting hands-on global health experiences for students.

Citations

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The Hermeneutics of Care: Dialogues between the Contemporary Patterns and Humanistic Health Education in Recent Literature (2020–2025)
Jackson Utong, Mohd Sham Othman, Mahadir Ahmad, Caryn Mei Hsien Chan
Kalagatos .2026; 23(1): eK26018. CrossRef
A comprehensive evaluation framework for hospital infection prevention and control training for newly recruited health care personnel: Kirkpatrick–CIPP approach
Qinli Feng, Jinqi Lu, Lei Jia, Fenjuan Shi, Zaihong Zhang
JBI Evidence Implementation.2026;[Epub] CrossRef
Curricular Innovations for Personalizing Medical Education: The Experience of Seoul National University College of Medicine
Yeon-Ju Huh, Su-Min Jeong, Eunsil Kim, Hyun Bae Yoon
Korean Medical Education Review.2025; 27(3): 207. CrossRef
Research on the construction of the curriculum system of “integration of courses and certificates” for the 1+X Certificate in Early Childhood Care in the era of big data
Kuiliang Fu
Applied Mathematics and Nonlinear Sciences.2024;[Epub] CrossRef
The effectiveness of competency-based global health education programs for medical students
Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park
Korean Journal of Medical Education.2024; 36(3): 243. CrossRef
From curriculum to clinic: a qualitative study of junior doctors’ perceptions of global health and sustainable development
Charlotte Agardh, Julia Bielik, Anna-Theresia Ekman, Lotta Velin, Sibylle Herzig van Wees
BMJ Global Health.2024; 9(11): e015107. CrossRef

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110 Download
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3 Scopus

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

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

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Summative program evaluation of a Student-Led Seminar Series in the subject of physiology: an outcome-based study: Vinu Vij, Pallavi Chitnis, Sadhana Mendhurwar; Korean J Med Educ 2022;34(1):41-48.
Published online March 1, 2022; DOI: https://doi.org/10.3946/kjme.2022.218

Abstract
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Purpose
Active involvement of students in their learning process is a recommended andragogical approach to increase student engagement. Many new teaching-learning strategies based on active learning have been implemented, but their efficacies to achieve the proposed benefits of attaining knowledge, skills, and attitude have not been evaluated, especially in the field of medical education. We substituted passive learning in the conventional tutorial classes with an active-learning strategy of Student-Led Seminar Series (SLSS) in the subject of physiology over 4 months and performed program evaluation for the SLSS.
Methods
Sixty-four first-year medical undergraduate students volunteered to participate, who were divided into groups to present seminars on the allocated topics under the guidance of a mentor. At the end of 4 months, program evaluation was done using Kirkpatrick’s model of evaluation—levels 1 and 2, which correspond to reaction and learning, respectively.
Results
Statistically significant improvement was observed in students’ satisfaction, and the self-perceived increase was observed in knowledge, skills, and attitude.
Conclusion
Program evaluation of SLSS not only established the significant impact of SLSS as an andragogical approach but also helped us in the improvisation of the program for the next cycle.

Citations

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Development of contextual learning models through collaboration between lecturers, students, and village governments in nursing education
Nikmatur Rohmah, Awatiful Azza, Ilanka Cahya Dewi
Korean Journal of Medical Education.2023; 35(1): 71. CrossRef
The Impact of Patient-Centric Interactive E-Module in Pathology Among Medical Undergraduates
Jayaprakash Venkatesan, Niraimathi Manickam, Balamurugan Madasamy, Meyyappa Devan Rajagopal, Arun Kumar Karthikeyan
Medical Science Educator.2023; 33(6): 1347. CrossRef

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2 Scopus

The pharmacology course for preclinical students using team-based learning: Do-Hwan Kim, Jung-Ho Lee, Soon Ae Kim; Korean J Med Educ 2020;32(1):35-46.
Published online March 1, 2020; DOI: https://doi.org/10.3946/kjme.2020.151

Abstract
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Purpose
A pharmacology course in undergraduate medical education aims to enable students to cultivate the ability of applying drugs in the clinical context using basic scientific knowledge. Although team-based learning could be a useful approach, the literature on pharmacology education using team-based learning is limited. This study aims to evaluate the effectiveness of a pharmacology course using team-based learning.
Methods
We developed an “integrated clinical pharmacology” course for first-year medical students. All 49 students enrolled in the course. Individual and group scores were recorded for each session, and a post-course survey was conducted after the course. We compared the performance of the current class to that of a previous class based on scores in a nationwide test conducted at the end of every year.
Results
The reactions of the students were generally positive, with the exception of their perception of the preparatory burdens for the individual test. Throughout the team-based learning sessions, the achievement at the group level was significantly higher than at the individual level. In the nationwide test, however, when we divided students into high and low achiever groups, only the low achievers demonstrated significant improvement compared to the cohort from the previous year.
Conclusion
The study demonstrates that team-based learning could be an effective way of teaching pharmacology to medical students in the preclinical stage. Although most of the students were actively engaged regardless of their preparedness, low-achieving students in particular seemed to gain more benefits than high achievers regarding the acquisition of knowledge.

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Reimagining pharmacology education
Clare Guilding, Roisin Kelly-Laubscher, Margaret Cunningham, Tinne Dilles, David Kennedy, David J. Brinkman, Ali H. Eid, Kelly M. Quesnelle, Ferdi Engels, Simon Maxwell, Arthur Christopoulos, Paul J. White
Pharmacological Reviews.2026; 78(3): 100126. CrossRef
Endless justification: A scoping review of team‐based learning research in medical education
Jennifer Anne Cleland, Anita Pienkowska, Simon Collingwood Kitto
Medical Education.2026; 60(4): 369. CrossRef
Team-based learning in clinical pharmacology: a 5-year journey to a new course and increased students’ self-confidence
Jitka Rychlickova, Filip Siska
BMC Medical Education.2026;[Epub] CrossRef
The practices and strategies for implementing team-based learning in pre-clinical medical education: a systematic review
Danish Ahmad-Naik, Alexandra Webb, Vaishnavi Krishnan Namboothiri, Krisztina Valter
BMC Medical Education.2026;[Epub] CrossRef
Team-based learning (TBL) in health professions education: A systematic review on its conceptual elements and outcomes
Linda Roossien, Lisa-Maria van Klaveren, Rien de Vos, Diana H. J. M. Dolmans, Tobias B. B. Boerboom
Medical Teacher.2025; 47(12): 1933. CrossRef
Pharmacology education in the medical curriculum: Challenges and opportunities for improvement
Pius S. Fasinu, Teresa W. Wilborn
Pharmacology Research & Perspectives.2024;[Epub] CrossRef
Using Team-Based Learning to Teach Pharmacology within the Medical Curriculum
Nora L. D. Luitjes, Gisela J. van der Velden, Rahul Pandit
Pharmacy.2024; 12(3): 91. CrossRef
Examining the factors influencing academic performance of medical technology students in e-learning: A questionnaire survey
Ding-Ping Chen, Ai-Ling Hour, Kuo-Chien Tsao, Chung-Guei Huang, Wei-Tzu Lin, Fang-Ping Hsu, Jenny Wilkinson
PLOS ONE.2024; 19(12): e0311528. CrossRef
Team-based learning-adopted strategy in pharmacy education: pharmacology and medicinal chemistry students’ perceptions
Reem T. Attia, Asmaa A. Mandour
Future Journal of Pharmaceutical Sciences.2023;[Epub] CrossRef
The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review
Cho Naing, Maxine A. Whittaker, Htar Htar Aung, Dinesh Kumar Chellappan, Amy Riegelman
Campbell Systematic Reviews.2023;[Epub] CrossRef
Educational Interventions for Medical Students to Improve Pharmacological Knowledge and Prescribing Skills: A Scoping Review
Weiwei Shi, Helen Qin, Brett Vaughan, Louisa Ng
Perspectives on Medical Education.2023;[Epub] CrossRef
Team-Based Learning in oral pathology teaching: Analysis of students' perception and impact on academic performance
Lívia Gomes Véras Farias, Augusto César Leal da Silva Leonel, Danyel Elias da Cruz Pérez, Fábio Barbosa de Souza, Thayane Keyla de Souza Gomes, Elaine Judite de Amorim Carvalho
EDUCATION SCIENCES AND SOCIETY.2023; (2): 345. CrossRef
Changes in academic performance in the online, integrated system-based curriculum implemented due to the COVID-19 pandemic in a medical school in Korea
Do-Hwan Kim, Hyo Jeong Lee, Yanyan Lin, Ye Ji Kang
Journal of Educational Evaluation for Health Professions.2021; 18: 24. CrossRef

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14 Scopus

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

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

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

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206 Download
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3 Scopus

Evaluation of critical thinking course for premedical students using literature and film: Do-Hwan Kim; Korean J Med Educ 2019;31(1):19-28.
Published online March 1, 2019; DOI: https://doi.org/10.3946/kjme.2019.115

Abstract
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Purpose
Premedical education is one stage in which various educational approaches are used to promote critical thinking. Given that critical thinking ability could be regarded as one of the intended outcomes of social science and humanities education, this study explored the effectiveness of a course to promote critical thinking in a premedical curriculum using both literature and film.
Methods
Fifty-one 2nd year premedical students enrolled in a ‘Critical Thinking for Premeds’ course. Students were required to read or watch a selected material, submit group discussion agendas, attend five group discussion sessions, and write critical essays. Five tutors facilitated the group discussions, observed and assessed the students’ performance and critical essay. Students’ critical thinking disposition and opinion on assigned reading materials were examined before and after the course. A program evaluation survey was conducted to investigate the students’ reaction after the course.
Results
On average, students appreciated 78.6% of the total assigned materials. The students indicated that group discussions and the narrative comments of facilitators contributed the most to develop critical thinking. After the course, the students’ tendency preferring cheaper price books, as well as medicine-related books decreased significantly. Students who had critical essay scores greater than or equal to the median demonstrated a significant improvement in critical thinking disposition scores.
Conclusion
The course was well-accepted by premedical students and had several positive outcomes. A more effective use of the course could be anticipated with a clearer explanation of the purpose, the consideration of previous reading experience, and use of complementary learning activities.

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Aprendizaje combinado frente a realidad virtual y métodos tradicionales en la formación en reanimación cardiopulmonar: un ensayo aleatorizado en estudiantes universitarios
Ana Belén Ocampo Cervantes, Robert Greif, Rafael Castro Delgado, Carmen Amalia López López, Eduardo Carrión García, Manuel Pardo Ríos
Atención Primaria.2026; 58(2): 103413. CrossRef
Arts-Based Medical Education in South Korean Medical Schools: A Descriptive Review
Jung- Sik Huh, Shinki An
Korean Medical Education Review.2026; 28(2): 92. CrossRef
Implementing a Critical Thinking Tool to Evaluate Educational Needs for Inpatient Rehabilitation Nurses
Cynthia Hill, Sonja E. Stutzman, Emerson B. Nairon, Ayushi Vashisht, DaiWai M. Olson
Journal of Neuroscience Nursing.2024; 56(3): 75. CrossRef
Critical thinking pedagogical practices in medical education: a systematic review
Beatriz Araújo, Sandra F. Gomes, Laura Ribeiro
Frontiers in Medicine.2024;[Epub] CrossRef
Critical Thinking Disposition and Influencing Factors Among Sophomore Pediatric Medical Students
Hongxing Dang, Shaojun Li, Jing Li, Li Long
Advances in Medical Education and Practice.2024; Volume 15: 1005. CrossRef
Implementing a Critical Thinking Tool to Evaluate Educational Needs for Inpatient Rehabilitation Nurses
Cynthia Hill, Sonja E. Stutzman, Emerson B. Nairon, Ayushi Vashisht, DaiWai M. Olson
Rehabilitation Nursing Journal.2024; 49(6): 184. CrossRef
Critical thinking disposition of medical students in Anhui Province, China: a cross-sectional investigation
Jinxia Zhai, Haisheng Zhang
BMC Medical Education.2023;[Epub] CrossRef
Can Distance Communication Skills Training Increase the Empathy Levels in Medical Students? An Application During the Pandemic Period
Sema OZAN, Esin ERGÖNÜL, Özlem MİMAN, Servet KIZILDAĞ, Gulsah ZEYBEK, Ayşe YAZICI, Cemal Hüseyin GÜVERCİN, Meliha DİRİÖZ, İlkay AKSU, Cem BEDİZ, Songül BAYRAM DELİBAŞ, Nergiz DURMUŞ SÜTPİDELER, Balahan MAKAY
Journal of Basic and Clinical Health Sciences.2022; 6(3): 775. CrossRef

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7 Scopus

Course quality management based on monitoring by students at a medical school: Sanghee Yeo; Korean J Med Educ 2018;30(2):141-152.
Published online May 30, 2018; DOI: https://doi.org/10.3946/kjme.2018.89

Abstract
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Purpose
This study aims to develop a system of course monitoring by students and evaluate the course quality management system (CQMS) implemented as an educational assessment tool.
Methods
This research was conducted in accordance with the ADDIE model which is a well-known instructional design model. The ADDIE process includes needs analysis, design of the course monitoring and course evaluation, development of evaluation forms, implementation of course monitoring, and evaluation of the program.
Results
To meet the need for a system that can replace the traditional lecture evaluation approach, this study developed and implemented a new course evaluation system. In comparison with the quantitative evaluation method, course monitoring by students provided more qualitative information on classes and courses from the students’ perspective. The students' realistic description helped know how student felt the atmosphere of class and what kinds of teaching style students preferred. However, some view that the evaluation by the four monitoring members was less reliable.
Conclusion
This study proposed a course quality management based on students’ monitoring which emphasized the narrative evaluation to help to identify the strengths and weaknesses of the classes and gather qualitative information from the students’ perspective that can be used to improve the courses. It is expected that providing the monitoring members with better orientation could help manage the quality of the courses using the monitoring system.

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Variables influencing students’ course quality evaluation: A cross‐sectional study for a bachelor's degree dental program
Jameel Abuljadayel, Hassan Abed
Journal of Dental Education.2024; 88(8): 1055. CrossRef
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ZhiAng Wang, Hasan Ali Khattak
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Journal of Physics: Conference Series.2020; 1533(3): 032080. CrossRef

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9 Scopus

Validity and reliability assessment of a peer evaluation method in team-based learning classes: Hyun Bae Yoon, Wan Beom Park, Sun-Jung Myung, Sang Hui Moon, Jun-Bean Park; Korean J Med Educ 2018;30(1):23-29.
Published online February 28, 2018; DOI: https://doi.org/10.3946/kjme.2018.78

Abstract
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Purpose
Team-based learning (TBL) is increasingly employed in medical education because of its potential to promote active group learning. In TBL, learners are usually asked to assess the contributions of peers within their group to ensure accountability. The purpose of this study is to assess the validity and reliability of a peer evaluation instrument that was used in TBL classes in a single medical school.
Methods
A total of 141 students were divided into 18 groups in 11 TBL classes. The students were asked to evaluate their peers in the group based on evaluation criteria that were provided to them. We analyzed the comments that were written for the highest and lowest achievers to assess the validity of the peer evaluation instrument. The reliability of the instrument was assessed by examining the agreement among peer ratings within each group of students via intraclass correlation coefficient (ICC) analysis.
Results
Most of the students provided reasonable and understandable comments for the high and low achievers within their group, and most of those comments were compatible with the evaluation criteria. The average ICC of each group ranged from 0.390 to 0.863, and the overall average was 0.659. There was no significant difference in inter-rater reliability according to the number of members in the group or the timing of the evaluation within the course.
Conclusion
The peer evaluation instrument that was used in the TBL classes was valid and reliable. Providing evaluation criteria and rules seemed to improve the validity and reliability of the instrument.

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Original Article

Potential bias factors that affect the course evaluation of students in preclinical courses: Su Jin Chae, Miran Kim, Ki Hong Chang, Yoon-Sok Chung; Korean J Med Educ 2017;29(2):73-80.
Published online May 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.54

Abstract
PDF

Purpose
We aim to identify what potential bias factors affected students’ overall course evaluation, and to observe what factors should be considered in the curriculum evaluation system of medical schools. Methods: This study analyzed students’ ratings of preclinical instructions at the Ajou University School of Medicine. The ratings of instructions involved 41 first-year and 45 second-year medical students. Results: There was a statistically significant difference between years of study and ratings’ scoring. Learning difficulty, learning amount, student assessment, and teacher preparation from second-year students were significantly higher than first-year students (p<0.05). The analysis results revealed that student assessment was the predictor of ratings from first-year students, while teacher preparation was the predictor of ratings from second-year students. Conclusion: We found significant interactions between year of study and the students’ rating results. We were able to confirm that satisfaction of instructions factors perceived by medical students were different for the characteristics of courses. Our results may be an important resource for evaluating preclinical curriculums.

Citations

Citations to this article as recorded by

Multidimensional educational experience as the basis for student satisfaction
K. A. Danilova, D. G. Sandler, A. D. Zorina, M. S. Sosnin
Vestnik of Samara State University of Economics.2026; (5): 119. CrossRef

9,148 View
157 Download
Crossref

Influences of faculty evaluating system on educational performance of medical school faculty: Hong Bin Kim, Sun Jung Myung, Hyeong Gon Yu, Ji Young Chang, Chan Soo Shin; Korean J Med Educ 2016;28(3):289-294.
Published online June 30, 2016; DOI: https://doi.org/10.3946/kjme.2016.34

Abstract
PDF

Purpose
The promotion of educators is challenged by the lack of accepted standards to evaluate the quality and impact of educational activities. Traditionally, promotion is related to research productivity. This study developed an evaluation tool for educational performance of medical school faculty using educator portfolios (EPs).
Methods
Design principles and quantitative items for EPs were developed in a consensus workshop. These principles were tested in a simulation and revised based on feedback. The changes of total educational activities following introduction of the system were analyzed.
Results
A total of 71% faculty members answered the simulation of the system and the score distributed widely (mean±standard deviation, 65.43±68.64). The introduction of new system significantly increased the total educational activities, especially in assistant professors.
Conclusion
The authors offer comprehensive and practical tool for enhancing educational participation of faculty members. Further research for development of qualitative evaluation systems is needed.

Citations

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A proposal to address faculty recruitment challenges in regional medical schools: incorporating clinical performance into scholarly evaluation
Ji Young Lee, Heesung Song
Journal of Medicine and Life Science.2026; 23(2): 93. CrossRef
Enhancing Faculty Satisfaction and Performance in Higher Education: The Transformative Role of HR and Technology Integration
Alice Alakoum, Elvira Nica, Mohammad Abiad
Proceedings of the International Conference on Business Excellence.2024; 18(1): 2951. CrossRef
Evaluation of medical school faculty members’ educational performance in Korea in 2022 through analysis of the promotion regulations: a mixed methods study
Hye Won Jang, Janghee Park
Journal of Educational Evaluation for Health Professions.2023; 20: 7. CrossRef
Current Status and Performance Evaluation Systems of Faculty in Korean Medical Schools
Eunbae B. Yang, Tae Seon Lee, Myung Ja Cho
Korean Medical Education Review.2019; 21(1): 41. CrossRef

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1 Scopus

Identifying weaknesses in undergraduate programs within the context input process product model framework in view of faculty and library staff in 2014: Narges Neyazi, Mohammad Arab, Freshteh Farzianpour, Mahmood Mahmoudi; Korean J Med Educ 2016;28(2):185-194.
Published online May 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.29

Abstract
PDF

Purpose
Objective of this research is to find out weaknesses of undergraduate programs in terms of personnel and financial, organizational management and facilities in view of faculty and library staff, and determining factors that may facilitate program quality–improvement.
Methods
This is a descriptive analytical survey research and from purpose aspect is an application evaluation study that undergraduate groups of selected faculties (Public Health, Nursing and Midwifery, Allied Medical Sciences and Rehabilitation) at Tehran University of Medical Sciences (TUMS) have been surveyed using context input process product model in 2014. Statistical population were consist of three subgroups including department head (n=10), faculty members (n=61), and library staff (n=10) with total population of 81 people. Data collected through three researcher-made questionnaires which were based on Likert scale. The data were then analyzed using descriptive and inferential statistics.
Results
Results showed desirable and relatively desirable situation for factors in context, input, process, and product fields except for factors of administration and financial; and research and educational spaces and equipment which were in undesirable situation.
Conclusion
Based on results, researcher highlighted weaknesses in the undergraduate programs of TUMS in terms of research and educational spaces and facilities, educational curriculum, administration and financial; and recommended some steps in terms of financial, organizational management and communication with graduates in order to improve the quality of this system.

Citations

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Development of a blended teaching quality evaluation scale (BTQES) for undergraduate nursing based on the Context, Input, Process and Product (CIPP) evaluation model: A cross-sectional survey
Yue Zhao, Weijuan Li, Hong Jiang, Mohedesi Siyiti, Meng Zhao, Shuping You, Yinglan Li, Ping Yan
Nurse Education in Practice.2024; 77: 103976. CrossRef
Evaluation of Medical Humanities Course in College of Medicine Using the Context, Input, Process, and Product Evaluation Model
So Young Lee, Seung-Hee Lee, Jwa-Seop Shin
Journal of Korean Medical Science.2019;[Epub] CrossRef
How to execute Context, Input, Process, and Product evaluation model in medical health education
So young Lee, Jwa-Seop Shin, Seung-Hee Lee
Journal of Educational Evaluation for Health Professions.2019; 16: 40. CrossRef

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3 Scopus

Research and development of evaluation criteria for premedical curriculum: Jinyoung Hwang, Jwa-Seop Shin, Hyun-Bae Yoon, Do-Hwan Kim, Dong-Mi Yoo, Eun Jeong Kim, Seung-Hee Lee; Korean J Med Educ 2015;27(4):255-265.
Published online December 1, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.4.255

Abstract
PDF

Purpose
The purpose of this study was to develop criteria to evaluate a premedical curriculum to ultimately improve the quality of premedical education.
Methods
The first draft of the evaluation criteria was developed through a literature review and expert consultation. The Delphi survey was conducted to ensure the validity of the draft.
Results
The final premedical curriculum criteria consisted of three evaluation areas (curriculum development, curriculum implementation, and curriculum outcome), five evaluation items (educational objective, organization of curriculum, instructional method, class management, and educational outcome), and 18 evaluation indicators.
Conclusion
There should be further discussion on the evaluation questionnaire and the content for each evaluation indicator with regard to its practical application. Also, a concrete evaluation system, including evaluation standards and rating scales, should be developed.

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Changes in Self‐Leadership and Self‐Efficacy After Leadership Training of First‐Year Premedical Students
Dong-Mi Yoo, Wha Sun Kang
Korean Medical Education Review.2016; 18(2): 83. CrossRef
Importance of clinical medicine in medical education:review of the articles in this issue
Oh Young Kwon
Korean Journal of Medical Education.2015; 27(4): 243. CrossRef

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2 Scopus

Usefulness of ubiquitous-based testing for evaluations in medical education: Oh Young Kwon, Sang Youl Rhee, Joong Myung Choi, Young Seol Kim; Korean J Med Educ 2015;27(1):3-10.
Published online March 31, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.1.3

Abstract
PDF

Purpose
The purpose of this study was to evaluate the suitability (convenience, objectiveness, and satisfaction) of ubiquitous-based testing (UBT) as a medical education evaluation tool.
Methods
UBT was administered using a smart pad in our medical school in May 2012. A questionnaire was given twice. The pre-UBT questionnaire examined possession of a tablet computer, skillfulness of smart devices, the convenience of UBT, and the usefulness of a medical educational assessment tool. The post-UBT questionnaire evaluated the satisfaction, convenience, and preference of UBT and the usefulness of a medical educational assessment tool, as in the pre-UBT test. The survey was measured on a 4-point scale: 1 is “strongly disagree” and 4 is “strongly agree.”
Results
One hundred three students (male, 55.3%) participated in the UBT. The mean age was 29.2±2.4 years. In the pre-UBT questionnaire analysis, students responded affirmatively to the items about the skillfulness of smart devices, clinical skill assessment, and achievement of educational objectives. The responses to the items on the convenience and satisfaction with the UBT were positive in the post-UBT. The factors that affected the post-UBT questionnaire were as follows: knowledge assessment (p=0.041) and achievement of educational objectives (p=0.015) were significant, based on gender, and satisfaction with the UBT (p=0.002) was significant, based on possession of a tablet computer. The relationship between the ranks of this UBT and the average ranks of the three previous semesters was statistically significant (p<0.001).
Conclusion
Convenience, objectiveness, knowledge assessment, and composition and completion were useful items in the UBT.

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Ubiquitous‐Based Testing in Dental Education: Insights From the Unified Theory of Acceptance and Use of Technology
Jae‐Hoon Kim, Hyoung Seok Shin
Journal of Dental Education.2026; 90(6): 801. CrossRef
Survey of dental students’ perception of ubiquitous-based test (UBT)
Hyoung Seok Shin, Jae-Hoon Kim
The Journal of The Korean Dental Association.2024; 62(5): 270. CrossRef
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Sun-Kyoung Lee
Journal of Korean Acedemy of Dental Technology.2024; 46(4): 182. CrossRef
Development and application of a mobile-based multimedia nursing competency evaluation system for nursing students: A mixed-method randomized controlled study
Soyoung Jang, Eunyoung E. Suh
Nurse Education in Practice.2022; 64: 103458. CrossRef
Development, Application, and Effectiveness of a Smart Device-based Nursing Competency Evaluation Test
Soyoung Jang, Eunyoung E. Suh
CIN: Computers, Informatics, Nursing.2021; 39(11): 634. CrossRef
Evaluation of Student Satisfaction with Ubiquitous-Based Tests in Women’s Health Nursing Course
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Youngsup Christopher Lee, Oh Young Kwon, Ho Jin Hwang, Seok Hoon Ko
Korean Journal of Medical Education.2020; 32(3): 213. CrossRef
Analysis of the Satisfaction with Computer Based Test Program and Test Environment in Medical School
Soon Gu Kim, Aehwa Lee, Ilseon Hwang
Korean Medical Education Review.2020; 22(3): 198. CrossRef
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The Korean Journal of Vision Science.2019; 21(4): 631. CrossRef
Smart device-based testing for medical students in Korea: satisfaction, convenience, and advantages
Eun Young Lim, Mi Kyoung Yim, Sun Huh
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Korean Journal of Medical Education.2015; 27(1): 1. CrossRef

14,896 View
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7 Scopus

Factors that influence student ratings of instruction: Su Jin Chae, Yun Hoon Choung, Yoon Sok Chung; Korean J Med Educ 2015;27(1):19-25.
Published online March 31, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.1.19

Abstract
PDF

Purpose
The purpose of this study was to examine the validity of student ratings of instruction by analyzing their relationships with several variables, including gender, academic rank, specialty, teaching time, and teaching method, at a medical school.
Methods
This study analyzed the student ratings of 297 courses at Ajou University School of Medicine in 2013. SPSS version 12.0 was used to analyze the data and statistics by t-test, analysis of variance, and Scheffe test.
Results
There were no statistically significant differences in student ratings between gender, rank, and specialty. However, student ratings were significantly influenced by teaching times and methods (p<0.05). Student ratings were high for teaching times of 10 hours or more and small-group learning, compared with lectures. There was relatively mean differences in students ratings by teaching times, specialty and rank, although the difference in ratings was not statistically significant.
Conclusion
Student ratings can be classified by teaching time and method for summative purposes. To apply student ratings to the evaluation of the performance of faculty, further studies are needed to analyze the variables that influence student ratings.

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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
Potential bias factors that affect the course evaluation of students in preclinical courses
Su Jin Chae, Miran Kim, Ki Hong Chang, Yoon-Sok Chung
Korean Journal of Medical Education.2017; 29(2): 73. CrossRef
Investigating the Requirements of Good Teaching from Medical Students’ Perspectives
Son-Hwan Choi, Hyo-Jin Ahn
Korean Medical Education Review.2016; 18(3): 156. CrossRef
Evaluation in medical education
Tai Young Yoon
Korean Journal of Medical Education.2015; 27(1): 1. CrossRef

14,112 View
154 Download
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4 Scopus

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

Abstract
PDF

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

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Cristian V Toma, Aida Petca, Ioana G Visan, Alexandra Munteanu, Alexandru Ciudin, Viorel Jinga
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Alexis M. Driscoll, Rohan Suresh, George Popa, Leif Berglund, Amanda Azer, Helen Hed, Yajie Duan, Alice Chu, Aleksandra McGrath
BMC Medical Education.2024;[Epub] CrossRef
Communication skills in primary care settings: aligning student and patient voices
Chandramani Thuraisingham, Siti Suriani Abd Razak, Vishna Devi Nadarajah, Norul Hidayah Mamat
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Abeer S. Al Shahrani, Samah F. Ibrahim, Norah M. AlZamil, Eman S. Soliman, Lamya A. Almusharraf, Amel A. Fayed, Noreen Mirza
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Camila Ament Giuliani dos Santos Franco, Renato Soleiman Franco, José Mauro Ceratti Lopes, Milton Severo, Maria Amélia Ferreira
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Yera Hur, A Ra Cho, Sun Huh, Sun Kim
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Korean Journal of Medical Education.2014; 26(3): 159. CrossRef

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Evaluation of first year outcomes of Lee Jong-Wook Seoul Project using Kirkpatrick's four-level evaluation approach: Seunghee Lee, Jwa Seop Shin, Do-Hwan Kim, Eun Jeong Kim, Jinyoung Hwang, Hyun Bae Yoon; Korean J Med Educ 2014;26(1):41-51.
Published online March 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.1.41

Abstract
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PURPOSE
The Lee Jong-Wook Seoul Project, which began in 2011, is a training program that aims to educate faculty members of Lao University of Health Sciences in medical knowledge and skills. The project has tremendous significance, attempting to apply the Korean health care developmental model to developing countries. Precise evaluation of the project outcome must be performed to enhance the effectiveness, improve the shortcomings, and adjust the future direction of the program.
METHODS
Trainers and exchange professors were asked to fill out questionnaires in the middle and at the end of the program. Eight months after its completion, an evaluation team visited Lao and interviewed each exchange professor individually. Also, 360-degree feedback was obtained from their colleagues. We analyzed the answers to the questionnaires, based on Kirkpatrick's 4-level model.
RESULTS
The trainers and exchange professors had positive reactions to the program. All participants felt that their knowledge and skills improved (in their respective fields), although the actual improvement was not extensive, according to their trainers' assessments. The 360-degree feedback demonstrated that the participants actively passed on their experience, knowledge, and skills to their colleagues on returning to work.
CONCLUSION
Although a 4-level evaluation was not conducted and despite the limitations in examining academic achievement, interviewing Lao professors, and acquiring quantitative data at Lao University of Health Sciences, this project has demonstrated its value in the development of individual professors and their colleagues.

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Kye-Yeung Park, Hoon-Ki Park, Jwa-Seop Shin, Taejong Kim, Youngjoo Jung, Min Young Seo, Ketsomsouk Bouphavanh, Sourideth Sengchanh, Ketmany Inthachack
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The Effect of the Dr. LEE Jong‐wook—Seoul Project on Medical Student Academic Performance in Laos
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Korean Medical Education Review.2019; 21(1): 31. CrossRef
Process-oriented evaluation of an international faculty development program for Asian developing countries: a qualitative study
Do-Hwan Kim, Jong-Hyuk Lee, Jean Park, Jwa-Seop Shin
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The Effects of Discussion on College Students' Communication Capability, Problem-solving Capability and Leadership in a General Education Course
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International Journal of Medical Informatics.2016; 94: 31. CrossRef
Evaluation of a continuing professional development training program for physicians and physician assistants in hospitals in Laos based on the Kirkpatrick model
Hyun Bae Yoon, Jwa-Seop Shin, Ketsomsouk Bouphavanh, Yu Min Kang
Journal of Educational Evaluation for Health Professions.2016; 13: 21. CrossRef
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Yoonhee Shin, Kwanjun Park, Eunkyung Byun, Dongwon Lee, Woong Ju
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The Effect of a Clinical Training Program for Capacity Building of Medical Doctors in a Developing Country
Hyun Bae Yoon, Jwa-Seop Shin, Seung-Hee Lee, Do-Hwan Kim, Eun Jung Kim, Kyehyeon Cho, Jinyoung Hwang
Korean Medical Education Review.2015; 17(2): 78. CrossRef
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Journal of Korean Medical Science.2015; 30(12): 1743. CrossRef

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Peer assessment of small-group presentations by medical students and its implications: Sunmi Yoo, Kayoung Lee, Sang Heon Lee, Hyerin Roh, Jong Tae Lee, Byoung Doo Rhee, Ikseon Choi; Korean J Med Educ 2014;26(1):31-40.
Published online March 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.1.31

Abstract
PDF

PURPOSE
The purpose of this study was to explore the relationships among medical students' assessments on peers' group presentations, instructors' assessments of those presentations, and students' educational achievements in other assignments and tests.
METHODS
A total of 101 first-year students from a medical school participated in the study. The students' educational achievements in a 4-week long integrated curriculum were analyzed. Student's final grades were comprised of the following education criteria: two written tests (60%), 15 group reports (25%), one individual report (7%), and four group presentations (15%). We compared scores of the group presentation assessed by the peers and the two instructors. Furthermore, we compared peers' assessment scores with each component of the evaluation criteria.
RESULTS
Pearson correlation analysis showed significant correlaton for the assessments between peers and instructors (r=0.775, p<0.001). Peer assessment scores also correlated significantly with scores for the group assignments (r=0.777, p<0.001), final grades on the curriculum (r=0.345, p<0.001), and scores for individual assignments (r=0.334, p<0.001); however, no significant correlation was observed between the peer-assessed group presentation scores and the two written test scores.
CONCLUSION
Peer assessments may be a reliable and valid method for evaluating medical students' performances in an integrated curriculum, especially if the assessments are used to academic processes, such as presentations, with explicit evaluation and judgment criteria. Peer assessments on group presentations might assess different learning domains compared to written tests that primarily evaluate limited medical knowledge and clinical reasoning.

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Improving Peer Assessment Validity and Reliability Through a Fuzzy Coherence Measure
Mohamed El Alaoui
IEEE Transactions on Learning Technologies.2023; 16(6): 892. CrossRef
Validity and reliability assessment of a peer evaluation method in team-based learning classes
Hyun Bae Yoon, Wan Beom Park, Sun-Jung Myung, Sang Hui Moon, Jun-Bean Park
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Are medical students being properly cared for? A question for the current student advisory program: Yera Hur, Keumho Lee; Korean J Med Educ 2013;25(3):221-228.
Published online September 30, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.3.221

Abstract
PDF

PURPOSE
Medical students need close care and systematic management of their mental and emotional health during their academic tenure. This study examined the status of the current student advisory program and counseling office, the satisfaction of the current student advisory program, the core content of an advisory program, and the quality of a good advisor.
METHODS
We asked 64 faculties that were in charge of the student advisory program and medical education and 774 medical students from 41 medical schools in Korea to answer a survey. Statistical analysis, chi-square test, and ordered multiple response analysis were performed.
RESULTS
A significant number of faculty members (63.5%) and students (53.4%) indicated the existence of problems with the current advisory program. 'Deviations from the content (27.3%)' was the faculty's predominant complaint versus 'too formal (31.3%)' for students. A total of 55.5% of faculty members replied that the counseling program was helpful, but students were somewhat skeptical (13.9%). The core content of the advisory program was 'school life & academic counseling (28.3%)' by the faculty versus 'life as a medical doctor (22.3%)' for students. Both faculty and students replied that the quality of a good advisor is having 'concerns about students.' CONCLUSION: Current student advisory and counseling programs are not much help to students. A differentiated program for specific academic years should be considered to provide a tailored and valuable service.

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

Abstract
PDF

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

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Sang-Min Jun
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International Collaborative Faculty Development Program on Simulation-Based Healthcare Education: A Report on Its Successes and Challenges: Hyun Soo Chung, S Barry Issenberg, Paul Phrampus, Geoff Miller, Sang Mo Je, Tae Ho Lim, Young Min Kim; Korean J Med Educ 2012;24(4):319-327.
Published online December 31, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.4.319

Abstract
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PURPOSE
Countries that are less experienced with simulation-based healthcare education (SBHE) often import Western programs to initiate their efforts to deliver effective simulation training. Acknowledging cultural differences, we sought to determine whether faculty development program on SBHE in the United States could be transported successfully to train faculty members in Korea.
METHODS
An international, collaborative, multi-professional program from a pre-existing Western model was adapted. The process focused on prioritization of curricular elements based on local needs, translation of course materials, and delivery of the program in small group facilitation exercises. Three types of evaluation data were collected: participants' simulation experience; participants' ratings of the course; and participant's self-assessment of the impact of the course on their knowledge, skills, and attitudes (KSA) toward simulation teaching.
RESULTS
Thirty faculty teachers participated in the course. Eighty percent of the participants answered that they spent less than 25% of their time as simulation instructors. Time spent on planning, scenario development, delivering training, research, and administrative work ranged from 10% to 30%. Twenty-eight of 30 participants agreed or strongly agreed that the course was excellent and relevant to their needs. The participants' assessment of the impact of the course on their KSA toward simulation teaching improved significantly.
CONCLUSION
Although there were many challenges to overcome, a systematic approach in the adaptation of a Western simulation faculty development course model was successfully implemented in Korea, and the program improves self-confidence and learning in participants.

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Analysis on Teaching Evaluation of Clinical Clerkship at Korean Medical Schools: Eun Jung Im, Bong-Hyun Chang; Korean J Med Educ 2011;23(2):119-126.
Published online June 30, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.2.119

Abstract
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PURPOSE
The purpose of this study was to investigate the teaching evaluation of clinical clerkship at Korean medical schools, and to suggest a desirable improvement for the clinical teaching evaluation in the future.
METHODS
A questionnaire survey was conducted with a total of 9 multiple-choice questions and 1 essay-type question. The multiple-choice questions were analyzed by the frequency analysis using SPSS 17.0, and the essay-type question was coded by the content analysis.
RESULTS
Survey results were as follows: First, clinical teaching evaluations via online (51.35%) were implemented once a year (94.59%) in most medical schools. Second, the self-made questionnaires by medical school (64.86%) rather than borrowing or adaptation (35.14%) were being used more often as teaching evaluation tool. Third, 37.84% medical schools used the specific form by class type, whereas 62.16% medical schools took the general form regardless of class type. Finally, evaluation tool (n=8), lack of concern and attention to teaching evaluation (n=4), formalities of evaluation (n=4), etc. were exposed as problems of clinical teaching evaluation. With regard to evaluation items, the development of specific questions was required.
CONCLUSION
Teaching evaluation can be used as effective educational tools to improve the clinical clerkship program. To this end, clinical teaching evaluation tools reflecting the characteristics of clinical practice need to be developed.

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So Young Lee, Seung-Hee Lee, Jwa-Seop Shin
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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
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Su Jin Chae, Yun Hoon Choung, Yoon Sok Chung
Korean Journal of Medical Education.2015; 27(1): 19. CrossRef
Medical Education: Where are We Going?
Eunbae B. Yang
Korean Journal of Medical Education.2011; 23(2): 77. CrossRef

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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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Review

A Review on Usage and Effectiveness of e-Learning in Medical Education: Joo Hyun Park, Ji Young Son, Nam Jin Yoo, Sun Kim; Korean J Med Educ 2010;22(2):91-100.
Published online June 30, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.2.91

Abstract
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E-learning is recently considered as a critical strategy to improve the effectiveness and efficiency of education. Although the use of e-learning has been growing rapidly in medical education, there are not sufficient data applying e-learning and evidence of the effectiveness. The purpose of the study is to review the recent literatures on applying e-learning in medical education settings and to identify usage types and educational effectiveness appeared in the research. The results demonstrated the types applying e-learning in medical education were categorized into the blended learning, online education, and virtual learning environment. The educational effectiveness of e-learning were the improvements of knowledge, clinical skill, attitude, and satisfaction. The study suggested the recommendations based on the results in order to apply e-learning effectively to medical education.

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Original Article

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
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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
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Evaluation Studies

Analytical Case Study of Evaluation of Curriculum at a Medical School: Jung Hee An, Jae Jin Han, Na jin Kim, Eunkyung Eo, Ivo Kwon, Soon Nam Lee; Korean J Med Educ 2010;22(1):57-64.
Published online March 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.1.57

Abstract
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PURPOSE
This study aims at to make intermediate-term evaluations of a curriculum by investigating its development, operation and outcomes 2 years after its revision.
METHODS
A survey using 5-point-Lickert scale questionnaires was given to the group of directors who developed the curriculum, instructors who only used it in their classes, and a student group from the first and second grades. Focus group interviews were performed in the professor groups.
RESULTS
Curricular reform was evaluated as being systematic, democratic, and positive in general. Both groups answered questions positively about the relevance of the integrated curriculum and introduction of clinical medicine (ICM), graded as 3.4 (professor) and 3.5 (student). As for problem-based learning (PBL) and the patient-doctor-society (PDS), the professor group responded more positively than students. The 'web-based learning center' was recognized positively by many more students (4.01) than professors (2.75). With regard to the education outcome, professors gave 3.3 points and students 3.5 to an item that asked 'whether students attained the learning goal or not?' Professors, through interviews, showed their satisfaction with the attempt to reform the curriculum, but they pointed out that long-term evaluations should be performed.
CONCLUSION
The interim evaluation of the revised curriculum, from its planning to its effects, affirmed by several suggestions to be successful in the long run through 1) enhancement of systematic participation and communication, 2) further integration, 3) steady evaluation, 4) greater effort on professional development, and 5) active interaction between professors and students.

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So-Young Lee, Seung-Hee Lee
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So Young Lee, Seung-Hee Lee, Jwa-Seop Shin
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Basic research to guide alterations in an outcome-based curriculum
Hyo Hyun Yoo
Korean Journal of Medical Education.2014; 26(4): 265. 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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Jong Park, Young Joon Ahn
Korean Journal of Medical Education.2011; 23(2): 95. CrossRef
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Original Article

Methods of Effective Team-Based Learning Administration and Expected Effects on Medical Education: A Ra Cho, Sang Ick Han, Sang Heon Yoon, Joo Hyun Park, Nam Jin Yoo, Sun Kim; Korean J Med Educ 2010;22(1):47-55.
Published online March 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.1.47

Abstract
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PURPOSE
The aim of this study was to analyze the results of quantitative and qualitative student evaluations of team-based learning (TBL) and student achievement evaluations during TBL.
METHODS
Questionnaires that evaluated medical student perception and self-assessment of the TBL experience included 38 questions on the TBL process. Also, we used scores from the TBL session to investigate student academic achievement.
RESULTS
Our results showed that the more proper the educational environments were, the more focused students were on team learning. According to the distribution period for preliminary assignments, there was a difference in self-directed learning. In addition, team members had the opportunity to learn new knowledge by interacting with each other, and when they had the experience of feedback, they understood the instruction topics through team learning better. With regard to peer evaluation, the students who recognized the importance of assessment studied more sincerely and honestly. By experiencing the TBL process, every team showed a high significance in the group readiness assurance test score compared with the individual readiness assurance test score, and student satisfaction with the TBL and expectation levels about capacity strengthening increased as well.
CONCLUSION
TBL is an effective teaching and learning method and has positive impacts on student academic achievement. A study on student academic achievement and perception of TBL is expected to provide medical educators with suggestions on planning teaching strategies for effective TBL administration.

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Effects of Differences in Problem-Based Learning Course Length on Academic Motivation and Self-Directed Learning Readiness in Medical School Students: So Jung Yune, Sun Ju Im, Sun Hee Lee, Sun Yong Baek, Sang Yeoup Lee; Korean J Med Educ 2010;22(1):23-31.
Published online March 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.1.23

Abstract
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PURPOSE
Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students.
METHODS
The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA.
RESULTS
PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness.
CONCLUSION
Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.

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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
PDF

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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Brief Communication

A Trend Study of Student' Consistent Responses to Course Evaluation: Su Jin Chae, Ki Young Lim; Korean J Med Educ 2009;21(3):307-311.
Published online September 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.3.307

Abstract
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PURPOSE
Most students choose the same option to questions in course evaluation surveys. Identical answers to each question render the results unreliable. The purpose of this study was to analyze the trend of medical student' consistent responses to course evaluations. METHODS: The data of this study were the results of a course evaluation over 3 years (from 2006 to 2008) at the School of Medicine at A University. RESULTS: The proportion of students who replied with the same answers to each question was below 20%. This result was consistent in freshmen, sophomores, and junior students. Using a 5-point Likert scale, more than 40% of the students gave 5 points consistently. CONCLUSION: We conclude that student' responses to evaluations do not have a significant impact on the reliability of course evaluations at Medical School at A University. These results differ significantly from those of previous research. Hence, future studies are required to analyze course evaluations in medical schools using diverse aspects.

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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
A Trend Study of Student' Consistent Responses to Course Evaluation
Su-Jin Chae, Ki-Young Lim
Korean Journal of Medical Education.2009; 21(3): 307. CrossRef
Evaluation of a Complementary Cyber Education Program for a Pathophysiology Class
Ji-Soo Yoo, Sook-Hee Ryue, Jung Eun Lee, Jeong-Ah Ahn
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Short Communication

A Comparison of Student and Faculty Perspectives on Course Evaluation in a Medical School: Su-Jin Chae, Ki Young Lim; Korean J Med Educ 2008;20(2):163-167.
Published online June 30, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.2.163

Abstract
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PURPOSE
The purpose of this study was to analyze the differences in perception between the students and faculty on course evaluation by the students and to pursue the improving of the course evaluation system. METHODS: This study targeted 61 faculty and 88 students of the School of Medicine at A University. A questionnaire survey was administered. RESULTS: Both the students and faculty members agreed with the need of a course evaluation system, but there were differences in perception between the two groups in terms of efficiency and factors affecting evaluation results. CONCLUSION: The department in charge of course evaluations of the school of medicine should review the differences in perception between students and faculty and use the reviewed content to improve the present course evaluation system.

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A Trend Study of Student' Consistent Responses to Course Evaluation
Su-Jin Chae, Ki-Young Lim
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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 Journal of Medical Education.2008; 20(4): 367. CrossRef

6,733 View
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Crossref

Original Article

Development of Computer-Based Test (CBT) and Student Recognition Survey on CBT: Eun-Jung Im, Won-Kee Lee, Yoo-Chul Lee, Byung-Ho Choe, Sung-Kwang Chung, Taek-Hoo Lee, Hune Cho, Jin-Ho Sohn, Dong-Il Won, Hyun-Hee Kong, Bong-Hyun Chang, Jong-Myung Lee; Korean J Med Educ 2008;20(2):145-154.
Published online June 30, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.2.145

Abstract
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PURPOSE
The purpose of this study is to understand student recognition of CBT as well as its strengths and weaknesses, and to explore the improvement methodologies for the effective development and implementation of CBT. METHODS: A questionnaire survey was conducted twice (before and after implementation of CBT) with a total of 17 multiple-choice and 2 essay-type questions. The multiple-choice questions were analyzed by frequency analysis and the essay-type questions were coded by content analysis. RESULTS: The results are as follows. First, the overall satisfaction with CBT was shown to be high. Second, students listed the merits of CBT as follows: simple correction of answers (before: 89.4%; after: 80.8%), presentation of realistic materials (before: 72.9%; after: 84.7%), prompt feedback on grades (before: 60.3%; after: 71.1%), shortened exam time and effective time scheduling (before: 86.5%; after: 66.4%), accurate estimation of abilities (before: 70.2%; after: 36.6%), and assistance in academic improvement (before: 70.9%; after: 22.1%). Drawbacks of CBT were: inconvenience of review (before: 70.9%; after: 22.1%), inconvenient screen organizations (before: 0%; after: 48.1%), possibility of cheating (before: 73.9%; after: 31.8%), and equality issue of test (before: 47.3%; after: 17.3%). CONCLUSION: Assessment paradigms are currently shifting from summative evaluation to formative evaluation, from one-off assessment to continuous assessment, and from output assessment to process assessment. Therefore, CBT must be expanded to move from result-oriented summative evaluation to formative evaluation continuously monitoring the student learning process.

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Review

Teaching Medical Professionalism in Korean Medical Schools: Tasks and Prospect: Kwang-ho Meng; Korean J Med Educ 2008;20(1):3-10.
Published online March 31, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.1.3

Abstract
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The Medical Student Objectives Project of the American Association of Medical Colleges states that physicians must demonstrate "a commitment to advocate at all times the interests of one's patients over one's own interests," as well as "an understanding of the threats to medical professionalism posed by the conflicts of interest inherent in various financial and organizational arrangements for the practice of medicine." Due to these concerns, for the last some 30 years, there have been many attempts to improve medical professionalism curriculum in medical education such as altruistic attitudes and professional behaviors that those pursuing careers in medicine should possess. However, physicians today are not infrequently confronting conflicts of interest, such as those arising between the health system that employs them and the individual patient seeking care. This paper briefly reviews current status of teaching medical professionalism in Korean medical schools, and discusses tasks to be coped with to further improve the medical professionalism curriculum in Korea including development of effective teaching and evaluation methods. This paper also emphasizes the importance of the role of the medical education systems such as National Licensing Medical Examination and the Medical School Accreditation System in improving the teaching of medical professionalism in Korean medical schools.

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Original Article

An Analysis of Course Evaluation Programs at Korean Medical Schools: Su-Jin Chae, Ki Young Lim; Korean J Med Educ 2007;19(2):133-142.
Published online June 30, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.2.133

Abstract
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PURPOSE
Following the first in 1990, the use of course evaluations(CE) by medical schools across the Republic of Korea has grown steadily since 1997. The purpose of this study was to investigate these CE programs and to make general recommendations for further implementation.
METHODS
A questionnaire survey was conducted by mail. From June 20 to September 22, 2006, data was obtained from 38 of the 41(93%) medical schools in the country. Of those who responded, 27 schools also sent their CE forms as requested.
RESULTS
There was little difference among the 38 medical schools in the main body, methods, frequency, grades, systems of evaluation, and types of survey. Evaluation criteria such as instructor effectiveness, course management efficiency, and student satisfaction showed high frequency, whereas issues concerning learning objectives and workload were less common. In contrast, the stated purposes of employing CE varied from school to school. While 92% of the respondents regarded improvement to the quality of instruction as the goal of their programs, 32% indicated that CE results also factored in administrative decisions concerning promotion, tenure, and salary increases.
CONCLUSION
In addition to embracing the expanding role and influence of CE in Korean medical education, schools must proactively enact measures to enhance further implementation. First, evaluation criteria should be better formulated to increase the consistency, reliability, and validity of CE results. Next, to promote efficiency, the scheduling and methodology of CE administration should carefully consider the medical curriculum. Finally, professional attitudes should be fostered to recognize the value of CE as a tool for raising educational standards overall.

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A-Ra Cho, Soo-Jung Lee, Sang-Heon Yoon, Nam-Jin Yoo, Sun Kim, Joo-Hyun Park
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A Trend Study of Student' Consistent Responses to Course Evaluation
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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
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Status of Clerkship Education and Its Evaluation in Korean Medical Schools: Eunbae Yang, Duk-Joon Suh, Yunseong Lee, Sookon Lee, Seokhwa Kim, Eunil Lee, Guetae Chae, Yeonju Jo, Ducksun Ahn; Korean J Med Educ 2007;19(2):111-121.
Published online June 30, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.2.111

Abstract
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PURPOSE
The aim of this study is to identify the status of clerkship education and its evaluation in Korea.
METHODS
Questionnaires were sent to 943personnel in 23clinical departments of 41medical schools nationwide from April, 1 to April 10, 2004. We analyzed the 638 questionnaires that were collected from 39medical schools.
RESULTS
The most frequently used methodologies for clerkship education were small group lecture(17.1%), observation of ambulatory care(15.7%), seminar(12.9%), observation and support of operation(12.4%), ward rounding(12.1%). The relative proportion of educational methodologies was varied according to the type of clinical departments. Most of the clinical clerkship activity was conducted in the university hospital. Also, the clerkship activities were educated by professors(57.8%), fellows(9.1%), residents(30.6%) and others(2.5%). The evaluation methods were written exam(21.8%), attendance(17.5%), report(14.0%), and oral exam(12.0%). In terms of evaluating items, acquirement of clinical knowledge has been mainly tested. However, students' ability to communicate, build human relationship, and clinical skills has been less frequently evaluated in most of medical schools.
CONCLUSION
It is most likely that the current status of clerkship education and its evaluation in Korea is focused on the education and assessment of clinical knowledge. To improve this, the following areas need to be enriched: interaction between faculty and students, experience-based clerkship, effective feedback, time management, objectivity of evaluation, performance evaluation.

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

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

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Jae Jin Han, Myoung Jin Lee, Hyun-jung Im
Korean Journal of Medical Education.2010; 22(3): 177. CrossRef
The Correlation between CPX and Written Examination Scores in Medical Students
Yera Hur, Sun Kim, Sung-Whan Park
Korean Journal of Medical Education.2007; 19(4): 335. CrossRef

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Educational Implication of Peer Evaluation in Problem-based Learning: Ji Young Kim, Hee Jung Son, Ji Hye Lee, Ju Hui Kim, Kyung Pyo Hong; Korean J Med Educ 2005;17(3):275-284.
Published online December 31, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.3.275

Abstract
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PURPOSE
This study aimed to inquire into the educational implication of peer evaluation in PBL in relation to the evaluation system. METHODS: 89 third and fourth-year medical students in PBL courses participated in this study. Descriptive statistics analysis and correlation analysis were performed. RESULTS: Based on the results of the interviews with all the forth-year students, the feedback method of peer evaluation was modified and the peer evaluation sheet was revised. On the new peer evaluation system, the percentages of indiscriminant scores were significantly lower than those on the previous system. Peer evaluation on the new evaluation system was positively related to tutor evaluation, written examination, and quizzes. Correlations between the peer evaluation scores each units were higher than those of the tutor evaluation scores. All third-year students within the bottom ten percent on the peer evaluation score failed to successfully complete that year. CONCLUSION: The peer evaluation with feedback based on faculty counseling and a user-friendly evaluation sheet can be used as an effective method for assessing student performance in PBL and to screen for maladjusted students.

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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
Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea
Sanghee Yeo, Bong Hyun Chang
Korean Journal of Medical Education.2016; 28(1): 9. CrossRef
Peer assessment of small-group presentations by medical students and its implications
Sunmi Yoo, Kayoung Lee, Sang Heon Lee, Hyerin Roh, Jong Tae Lee, Byoung Doo Rhee, Ikseon Choi
Korean Journal of Medical Education.2014; 26(1): 31. CrossRef
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Korean Journal of Medical Education.2008; 20(3): 259. CrossRef

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

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

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

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Comparison of the Evaluation Results of Faculty with Those of Standardized Patients in a Clinical Performance Examination Experience: Ivo Kwon, Najin Kim, Soon Nam Lee, Eunkyung Eo, Hyesook Park, Dong Hyeon Lee, Mi Hae Park, Jee-Young Oh, Jae Jin Han, Jung-Won Huh, Kyung Ha Ryu; Korean J Med Educ 2005;17(2):173-184.
Published online August 31, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.2.173

Abstract
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PURPOSE
To compare the evaluation results of faculties to those of Standardized Patients (SP) participating in a Clinical Performance Examination (CPX) administered at Ewha Womans University College of Medicine. METHODS: The CPX was taken by 77 fourth year medical students. Cases and checklist were developed by the medical school consortium in capital area. Six cases were used and 24 SPs participated and evaluated the students' performances. The whole session was recorded on videotapes so that 6 medical school faculties could analyze and evaluate the students' performances as well. The results were compared and analyzed by SPSS package. RESULTS: The agreement between the faculties and the SPs was relatively good (r=0.79), but not good enough. In every case, SPs gave higher marks than did the faculties. Clear disease entity cases like "hepatitis" and "anemia" showed better agreement than obscure clinical contexts such as "bad news delivery". Better agreement was seen in the items of physical exam category (r=0.91), but the agreement was very poor in the items of doctor-patient (Dr-Pt) relationship category (r=0.54). The construction of checklist and the character of each evaluation item should influence the differences. CONCLUSION: More detailed guidelines and clear/specific evaluating items are necessary to improve the agreement rate. In certain categories like physical exam and brief history taking, the SP' s evaluation can replace the faculties', but for complex contexts like Dr-Pt relationship.

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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
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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
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Korean Journal of Medical Education.2011; 23(2): 127. CrossRef
Content Analysis of Standardized-Patients' Descriptive Feedback on Student Performance on the CPX
Young Hee Lee, Young-Mee Lee, Byung Soo Kim
Korean Journal of Medical Education.2010; 22(4): 291. CrossRef
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 Journal of Medical Education.2009; 21(3): 287. CrossRef
Correlations of Clinical Assessment Tools with Written Examinations
Eun Jeong Choi, Sung Sunwoo
Korean Journal of Medical Education.2009; 21(1): 43. CrossRef
Inter-rater Reliability in a Clinical Performance Examination Using Multiple Standardized Patients for the Same Case
Jinkyung Ko, Tai-Young Yoon, Jaehyun Park
Korean Journal of Medical Education.2008; 20(1): 61. CrossRef
The 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
The Correlation between CPX and Written Examination Scores in Medical Students
Yera Hur, Sun Kim, Sung-Whan Park
Korean Journal of Medical Education.2007; 19(4): 335. CrossRef

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Test Equating of a Medical School Lecture Examination Based on Item Response Theory: A Case Study: Sun Huh; Korean J Med Educ 2005;17(1):15-28.
Published online April 30, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.1.15

Abstract
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PURPOSE
To determine possible differences in the ability of students from two consecutive medical school class years, test equating based on item response theory was performed on the results of a lecture examination. METHODS: The dataset for this study of the results of a medical school lecture exam was composed of the number of items and examinees: 75 students tested on 60 items in 2002, and 82 students tested on 50 items in 2003. We used common item non-equivalent group design and tested the assumption of unidimensionality and data-fitness. Item parameter estimates were based on the Rasch model, and the scale transformation was performed using mean/sigma moment methods. Equating was applied to both true and observed scores, and the results were analyzed. RESULTS: The slope and intercept for the scale transformation of the 2003 exam to the 2002 exam were 1.2796 and 0.9630, respectively. The mean and standard deviation of the ability parameter of the students taking the 2003 exam were 1.69 and 0.66, respectively. After scale transformation, the mean increased to 3.13 and the standard deviation increased to 0.85. For the 2002 exam, the mean was 0.70 and the standard deviation was 0.66. The correlation coefficient between the true and observed scores was 0.9994 (P=0.00). CONCLUSION: The difference in the ability parameter of students between the two years increased after scale transformation. Both the true and observed scores could be used interchangeably after equating. Thus, test equating based on item response theory may be applicable to medical school lecture examinations.

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Item Analysis of Clinical Performance Examination Using Item Response Theory and Classical Test Theory
Hyun-Sun Lim, Young-Mee Lee, Duck-Sun Ahn, Joon-Young Lee, Hyung Im
Korean Journal of Medical Education.2007; 19(3): 185. CrossRef

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A Qualitative Evaluation of Problem-Based Learning Curriculum by Students' Perceptions: Ju-Hui Kim, Ji Young Kim, Hee Jung Son, Yoon-Ho Choi, Kyung-Pyo Hong, Byung-Heon Ahn, Dae-Yong Uhm, Young Eun Chin, Jung-Don Seo; Korean J Med Educ 2004;16(2):179-193.
Published online August 31, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.2.179

Abstract
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PURPOSE
Recently established in 1997, Sungkyunkwan University School of Medicine was the first medical school in Korea to adopt problem-based learning (PBL) as a core curriculum from the very beginning. The purpose of this study was to evaluate the PBL curriculum from the viewpoint of the medical students. METHODS: This study used a qualitative approach to understand students' perceptions of the positive aspects of PBL. A total of 22 second-year medical students at Sungkynkwan medical school were surveyed. Student perceptions were obtained from questionnaires and face-to-face interviews. The interview was designed to evoke more personal and in-depth responses.
RESULTS
Students' perceptions of the effects of PBL were found to be very favorable. Most students showed positive responses on the issues of more active learning attitude, self-directed learning, motivation to study, improved problem solving, and integrated learning. CONCLUSION: The results of this study demonstrated that the students had a good understanding of PBL and experienced its positive aspects of PBL approach. It might be concluded that PBL was successfully implemented into the curriculum and specific and expected effects of PBL accomplished.

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

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

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Evaluating Clinical Clerkship in Medical School: Joo Hyun Park, Sun Kim; Korean J Med Educ 2004;16(2):157-167.
Published online August 31, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.2.157

Abstract
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PURPOSE
The purpose of this study was to present the results of a clerkship evaluation done through a student questionnaire, to provide appropriate feedback to faculty, and to make constructive suggestions for improving the educational experience during clerkship. METHODS: The evaluation was conducted in 2003 at The College of Medicine at Catholic University. 61 fourth-year medical students who had finished their clerkship rotations completed the given questionnaire. This questionnaire was composed of items covering 8 dimensions related to: overall assessment of the clerkship, problems in clerkship contents and methods, the evaluation process, the best preceptor and the characteristics of the vest clinical faculty, the most useful educational activities and constraining activities, and areas th be improved. RESULTS: Most of the students gave a negative evaluation to the overall clerkship. The most serious problem were the high number of activities irrelevant to the clerkship and the lack of opportunity for direct participation. The most useful educational activities were: 1) case presentation on for assigned patients, 2) 'mini lectures' provided during ward rounds, 3) assigned patient care as a team, and 4) performing clinical skills under faculty supervision. The most constraining activities were: 1) difficulty interacting with patients as a student, 2) inefficient time management, and 3) unsystematic clinical clerkship schedule. CONCLUSION: In conclusion, the most fundamental problem in clinical teaching was the lack of support and incentives for clinical teachers. Not only training sessions for faculty and residents but also financial rewards or promotion opportunities need to be provided for a better quality clinical clerkship.

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Na Young Kim, Youn Joo Jung, So Young Baek, Soo Jung Yoon, Kyung Sook Yeon
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Evaluation of Medical Humanities Course in College of Medicine Using the Context, Input, Process, and Product Evaluation Model
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Assessment of Medical Students in Clinical Clerkships
Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Sunyong Baek, Jae Seok Woo
Korean Medical Education Review.2013; 15(3): 120. CrossRef
Strategies for Effective Teaching in Clinical Clerkship
Sun Ju Im
Hanyang Medical Reviews.2012; 32(1): 51. CrossRef
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Eun-Jung Im
Korean Journal of Medical Education.2011; 23(1): 49. CrossRef
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Eunbae Yang, Duk-Joon Suh, Yunseong Lee, Sookon Lee, Seokhwa Kim, Eunil Lee, Guetae Chae, Yeonju Jo, Ducksun Ahn
Korean Journal of Medical Education.2007; 19(2): 111. CrossRef
Using Problem-based Learning to Teach Antibiotics use during a Clerkship in Internal Medicine
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Result of Mid-Term Evaluation in Internal Medicine Clinical Clerkship in One Medical School: Seok Gun Park; Korean J Med Educ 2004;16(2):147-155.
Published online August 31, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.2.147

Abstract
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PURPOSE
To know the current status and to improve the internal medicine clinical clerkship in one medical school, the author performed a mid-term survey of the students.
METHODS
Questions were given to 48 students at the midpoint of their internal medicine clinical clerkship. Questions were about understanding the of purpose of the rotation, ability to do physical examination and procedures, bedside teaching experience and conferences, and support during clinical clerkship. Questions used 5-point Likert scale. 48 of 48 students responded. Average points for each question were calculated, and similar free answers were categorized together. RESULTS: Students began their clinical clerkship with high expectations, but soon fell into a 'busy but know-nothing' state. The purpose of the clinical clerkship was not clearly outlined. Students learned physical examination skills and procedures not directly from instructors but by watching over-the-shoulder. Bedside teaching was, in fact, 'table side' teaching. Instructors did not provide immediate feedback at the bedside on how the student gathered information from patients, Students attended conferences targeted towards residents, and they could not understand the ensuing discussions. Students had no sense of belonging to the ward team. This result was reported during a medical grand round with simple short-term strategies, which could be performed easily, and with longer-term strategies requiring more resources. CONCLUSION: The author did a mid-term survey of a clinical clerkship and reported the result with suggested strategies for improvement. The result was distributed to the faculty at other departments as well. Although there was resistance to the suggestions from the internal medicine department, this report was used to initiate clinical clerkship improvement to the clerkship in other departments. The author discusses this result along with a literature review. This paper can be a good resource for medical schools wanting to evaluate and improve their clinical clerkship.

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Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Sunyong Baek, Jae Seok Woo
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The Present Conditions of Clinical Clerkship Management in Korea
Sang Hyun Kim, Eun Bae Yang, Duck Sun Ahn, Woo Tack Jeon, Chuhl Joo Lyu
Korean Journal of Medical Education.1970; 21(4): 373. CrossRef

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Analysis of the Evaluation for Clinical Performance Examination using Standardized Patients in one Medical School: Joo Ja Kim, Kyung Jae Lee, Kyu Yeon Choi, Dong Whan Lee; Korean J Med Educ 2004;16(1):51-61.
Published online April 30, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.1.51

Abstract
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PURPOSE
Analysis of the evaluation for clinical performance examination (CPX) using standardized patient (SP) in one medical school was done to compare the evaluations between the staffs and SPs, among the staffs, and among the SPs, and to investigate the correlation between the evaluation scores and the school record. METHODS: Clinical performance examination was done to seventy-nine 4th grade medical students. Checklist was modified from the existing reference and added more items. Three SPs who were non-physician volunteers were trained by authors about what is the disease and how to act the patient and how to evaluate the students. Three staffs and three SPs both filled up the checklist at the same time right after each student's performance.
RESULTS
Agreements between the staffs and the SPs were relatively high enough in the items of physical examination and management but low in the history taking related items although they were statistically significant. In the evaluation between the staffs and the SPs, the mean scores in the management and overall attitude were not significantly different, but, mean scores in the history taking, physical examination and overall skill were significantly different. Among the staffs there were no significant differences in history taking, physical examination, overall attitude, and there were significant differences in patient management and overall skill. Among the SPs there were no significant differences in physical exam, patient management and overall skill, and there were significant differences in history taking and overall attitude. The correlation coefficients between the evaluation scores and school records, between the evaluation scores and written report were relatively low respectively. CONCLUSION: To increase the agreement rates between the staffs and SPs, more training for the staffs and SPs are necessary

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