Purpose Most research on service-learning in health professions education has concentrated on student experiences, with little emphasis on staff engagement. Understanding faculty motivations, challenges, and institutional support in service-learning remains an underexplored area. This study addresses this gap by exploring faculty experiences in an immunisation initiative for the displaced community and identifying factors influencing their participation and engagement.
Methods Using a qualitative research approach, focus group discussions were conducted with sixteen participants involved in the initiative.
Results Findings revealed that faculty engagement was driven by hands-on skill development, emotional connection, awareness of community needs, structured project goals, and institutional support. Balancing academic workloads and managing emotional demands hampered sustainable faculty involvement. An unexpected outcome was the depth of faculty members’ personal reflection, with many reviewing their privileges and developing a stronger sense of social responsibility.
Conclusion To enhance faculty engagement, this study introduces the HEART framework, which emphasises “hands-on experience, empathy, awareness of community needs, reflection, and teamwork.” While the framework provides a structured approach to supporting faculty involvement, further validation is necessary to evaluate its effectiveness across diverse educational settings. Future research should refine its components and explore long-term faculty engagement in service-learning.
Medical school professors take on many roles, including teaching, research, service, and practice, and are expected to evolve through their work and activities both on and off campus. At the same time, they are expected to gradually develop essential competencies as educators through faculty development (FD). However, FD does not yet cover the entire spectrum of faculty roles and does not adequately address the diverse characteristics of medical school faculty. In light of the recent interest in FD in Korean medical schools and an increasing number of articles on FD, I here review the history of and recent articles about FD in Korea. I also suggest seven short- and long-term strategies to overcome the major challenges facing FD, with the aim of helping to revitalize and advance FD in Korean medical schools and FD institutions.
Citations
Citations to this article as recorded by
Medical students’ perspectives on effective and ineffective teaching behaviors in lectures KwangHo Mun, Hye Jin Park Korean Journal of Medical Education.2025; 37(2): 219. CrossRef
Needs analysis of leadership education based on the medical leadership competency framework in Korean medical schools Ji Hyun Im, Hyoseon Choi, Wha Sun Kang, Eun Key Kim, Dong Hyeon Lee Korean Journal of Medical Education.2025; 37(3): 319. CrossRef
Purpose Current faculty development (FD) programs are mostly limited to medical education and often lack a comprehensive and systematic structure. Therefore, the present study aimed to explore the current status and needs of FD programs in medical schools to provide a basis for establishing FD strategies.
Methods We conducted an online survey of medical school FD staff and professors regarding FD. Frequency, regression, and qualitative content analyses were conducted. FD programs were categorized into the classification frameworks.
Results A total of 17 FD staff and 256 professors at 37 medical schools participated. There are gaps between the internal and external FD programs offered by medical schools and their needs, and there are gaps between the programs the professors participated in and their needs. Recent internal and external FD programs in medical schools have focused on educational methods, student assessment, and education in general. Medical schools have a high need for leadership and self-development, and student assessment. Furthermore, professors have a high need for leadership and self-development, and research. The number of participants, topics, and needs of FD programs varied depending on the characteristics of individual professors.
Conclusion Medical schools should expand their FD programs to meet the needs of individuals and the changing demands of modern medical education. The focus should be on comprehensive and responsive programs that cover various topics, levels, and methods. Tailored programs that consider professors’ professional roles, career stages, and personal interests are essential for effective FD.
Citations
Citations to this article as recorded by
The Development of a Faculty Development Program Framework for Medical Education Lise McCoy, Sebastian R. Diaz, S. Dennis Baker Journal of Medical Education and Curricular Development.2026;[Epub] CrossRef
Needs analysis of leadership education based on the medical leadership competency framework in Korean medical schools Ji Hyun Im, Hyoseon Choi, Wha Sun Kang, Eun Key Kim, Dong Hyeon Lee Korean Journal of Medical Education.2025; 37(3): 319. CrossRef
Current status and challenges of faculty development in Korean medical education and strategies for advancement Dong Hyeon Lee Korean Journal of Medical Education.2024; 36(4): 415. CrossRef
Purpose This study aims to examine whether perceived levels of job stress, burnout, and mental health are different according to demographic characteristics and working conditions and to investigate the direct and indirect effects of job stress and burnout on the mental health of medical faculty members.
Methods The study sample consists of 855 faculty members in 40 medical schools nationwide in the 2020 Burnout of Faculty Members of Medical Schools in Korea data with a grant from the Korean Association of Medical Colleges. This study employed structural equation modeling to construct causality among latent variables in addition to t-test, analysis of variance, and correlation coefficients for bivariate analyses.
Results Perceived job stress, burnout, and mental health levels of medical faculty members showed significant group differences by demographic characteristics and working conditions. Job stress directly affected mental health (β=0.215, p<0.01) and indirectly affected mental health via burnout (β=0.493, p<0.001). Thus burnout significantly mediated the relationship between job stress and the mental health of medical faculty members.
Conclusion This study found that job stress has direct and indirect effects on the mental health of medical faculty members, and burnout partially mediated this relationship. Further studies need to intervene in job stress and burnout to prevent the adverse mental health of medical faculty members and to introduce proper measures to improve working conditions affecting job stress and burnout.
Citations
Citations to this article as recorded by
Burnout and Depression of Medical Faculty: After Mass Resignation of Junior Doctors in Korea Su Jeong Seong, Jae Yeon Hwang, Joo Yun Song, Kee Jeong Park, Young Tak Jo, Ju-Hun Lee, Dae-Gyun Park Journal of Korean Medical Science.2026;[Epub] CrossRef
Spirit and Sense: Autonomic Response to Integrative Medicine Intervention for Health Care Personnel During Wartime Sameer Kassem, Jan Vagedes, Orit Gressel, Noah Samuels, Shir Elias, Eran Ben-Arye Biopsychosocial Science and Medicine.2025; 87(6): 380. CrossRef
Purpose Medical educators are central in ensuring future doctors have sufficient public health skills. Attitudes, norms, and perceived control about the significance of teaching a subject determines whether or not it is taught and how well. This qualitative study aims to explore medical educators’ perceptions about what factors influence their intention to teach public health in Indonesian undergraduate medical schools.
Methods Semi-structured interviews were conducted with eighteen medical educators from different Indonesian medical schools. Interviews were analyzed thematically using the Theory of Planned Behavior domains: attitudes, subjective norms, and perceived behavioral control.
Results Five subthemes emerged under these domains: attitudes (defining public health); subjective norms (room in the medical curricula; teaching and assessment); and perceived behaviour control (medical educator confidence; institutional support). Most participants had a limited understanding about the scope of public health. This coupled with an already overcrowded medical curriculum made it challenging for them to incorporate public health into the medical curriculum dominated by clinical and biomedical content. Although believing that public health is important, medical educators were reluctant to incorporate public health because they were not confident incorporating or assessing content.
Conclusion Strong institutional support is to improve public health quality and content in the medical curriculum. Including public health educators in discussions is critical.
Purpose This study aims to investigate medical faculties’ perceptions and current practice of using e-learning resources, needs and suggestions for more effective use of such resources, and future directions of e-learning in medical education.
Methods This descriptive study was conducted on full-time faculty members who were registered users of the e-learning portal of the consortium of Korean medical schools. Participants were invited to an online survey containing 45 items that addressed their perceptions and use of e-learning resources, and their predictions of future use. Descriptive analysis and reliability analysis were conducted as well as a thematic analysis of qualitative data.
Results Ninety faculty members from 31 medical schools returned the questionnaires. Participants positively perceived e-learning resources and that they predicted their use would become increasingly popular. Still, only half of the respondents were using e-learning resources for teaching and agreed that they were willing to share their e-learning resources. Our study illustrates several barriers inhibit faculty use and sharing of e-learning resources, and a need for a more comprehensive, better-organized resource repository. Participants also pointed out the needs for more resources on multimedia assessment items, clinical videos, and virtual patients.
Conclusion Our study sheds light on medical faculty needs for institutional support and faculty development programs on e-learning, and institutional policies that address faculty concerns regarding ownership, intellectual property rights, and so forth on creating and sharing such resources. Collaborations among medical schools are suggested for creating a better organized around learning outcomes and more comprehensive repository of resources.
Citations
Citations to this article as recorded by
Implementation and Evaluation of a Cancer Immunotherapy Elective for Medical Students: Mixed Methods Descriptive Study Mark Raynor, Rivers Hock, Brandon Godinich, Satish Maharaj, Houriya Ayoubieh, Cynthia Perry, Jessica Chacon JMIR Medical Education.2026; 12: e71628. CrossRef
Harnessing “Vibe Coding” to Rapidly Develop Tailored Educational Apps: A Generative AI-Driven ECG Interpretation Tool in Medical Education Ibrahim Al Janabi, Tyler Bland AI.2026; 7(6): 223. CrossRef
Comparing the impact of online and in-person active learning in preclinical medical education Kiana Malta, Cynthia Glickman, Krystal Hunter, Amanda McBride BMC Medical Education.2025;[Epub] CrossRef
Purpose The perception of faculty members about an individually tailored, flexible-length, outcomes-based curriculum for undergraduate medical students was studied. Their opinion about the advantages, disadvantages, and challenges was also noted. This study was done to help educational institutions identify academic and social support and resources required to ensure that graduate competencies are not compromised by a flexible education pathway.
Methods The study was done at the International Medical University, Malaysia, and the University of Lahore, Pakistan. Semi-structured interviews were conducted from 1st August 2021 to 17th March 2022. Demographic information was noted. Themes were identified, and a summary of the information under each theme was created.
Results A total of 24 (14 from Malaysia and 10 from Pakistan) faculty participated. Most agreed that undergraduate medical students can progress (at a differential rate) if they attain the required competencies. Among the major advantages mentioned were that students may graduate faster, learn at a pace comfortable to them, and develop an individualized learning pathway. Several logistical challenges must be overcome. Providing assessments on demand will be difficult. Significant regulatory hurdles were anticipated. Artificial intelligence (AI) can play an important role in creating an individualized learning pathway and supporting time-independent progression. The course may be (slightly) cheaper than a traditional one.
Conclusion This study provides a foundation to further develop and strengthen flexible-length competency-based medical education modules. Further studies are required among educators at other medical schools and in other countries. Online learning and AI will play an important role.
Citations
Citations to this article as recorded by
A two-step structural equation modeling and explainable machine learning framework for understanding university students’ adoption of generative AI: balancing intrinsic motivations and perceived risks Daixing Zeng, Xiaoqin Xu, Tianxing Zhu, Yong Li, Qiumin Li Frontiers in Psychology.2026;[Epub] CrossRef
Faculty acceptance and use of generative artificial intelligence in their practice Julián Nevárez Montes, Josemaria Elizondo-Garcia Frontiers in Education.2025;[Epub] CrossRef
Trends and applications of artificial intelligence in competency-based education in medical programs: a scoping review Sang Thanh Do, Cuong Ly To, Quoc Kha Vo Huynh, Duy Thanh Huynh, Song Thi-Thu Nguyen, Phuong Thi – Lan Le MedPharmRes.2025; 9(s1): s89. CrossRef
Public health clinical rotation in the Faculty of Medicine, Universitas Islam Indonesia, was conducted in Puskesmas (community health center). This study aims to evaluate the public health clinical rotation in Puskesmas, part of the clinical clerkship of the Faculty of Medicine, Universitas Islam Indonesia. Several concerns have been highlighted regarding the implementation of clinical rotations in public health in Puskesmas. A briefing session before placement in the village must be coherent with a guidebook. The placement of students in the village was based on community health issues determined by the Puskesmas supervisor. Priority in the curriculum was given to converting the alertness village (Desa Siaga) into a Program Indonesia Sehat–Pendekatan Keluarga (Healthy Indonesia Program–Family Education) program throughout implementation. Moreover, scheduling after four major clinical programs was difficult, and the writing of reports served as a guide for establishing the correct format. Therefore, the objective of the evaluation was to assess knowledge, skill, and psychomotor, and the burden of assignment in Puskesmas was difficult to accomplish a primary task in the community.
Purpose This study investigated medical educators’ readiness for online teaching by exploring their perceived ability and importance of online teaching competencies and identified the highest priority of their educational needs.
Methods In this study, 144 medical education faculty members from a university were invited to participate. The faculty online teaching readiness scale was virtually distributed at the end of the spring semester of 2020 and 38 faculty members responded for 2 weeks. The collected data were analyzed with descriptive statistics, paired t-tests, Borich Needs Assessment, and the Locus for Focus model.
Results The overall average perceived ability was 2.76, while the overall average perceived importance was 3.36. The course design and the technical competency categories showed the highest and lowest educational needs, respectively. Five competencies were given the highest priority of educational needs.
Conclusion The results revealed that the medical educators are not ready for online teaching; thus, urgent educational needs for online teaching competencies exist.
Citations
Citations to this article as recorded by
Validation of the Faculty Readiness to Teaching Online (FRTO) scale Stella Y. Kim, Florence Martin Journal of Applied Research in Higher Education.2024; 16(5): 1781. CrossRef
Cross-sectional study of self-reported pain related to temporomandibular disorders and emotional state of medical school faculty and students: Post-COVID-19 pandemic Alessandra Pucci Mantelli Galhardo, Pâmela Ramos Andrade, Luciana Paes de Andrade, Mariluce Anache Anbar Cury, Marcio Katsuyoshi Mukai, Edmund Chada Baracat, José Maria Soares Jr., James J. Cray Jr. PLOS ONE.2024; 19(8): e0308988. CrossRef
Current status and challenges of faculty development in Korean medical education and strategies for advancement Dong Hyeon Lee Korean Journal of Medical Education.2024; 36(4): 415. CrossRef
Demystifying Educational Demands: Analyzing the Needs for the Online Comprehensive Test Application at Islamic University Andi Harpeni Dewantara, Muh. Syahrul Sarea Jurnal Iqra' : Kajian Ilmu Pendidikan.2023; 8(1): 449. CrossRef
Impact of COVID-19 pandemic on medical students: a scoping review protocol Ardo Sanjaya, Christian Edwin, Dedeh Supantini BMJ Open.2022; 12(8): e061852. CrossRef
Factors Influencing Students’ Behavior and Attitude towards Online Education during COVID-19 Gratiela Dana Boca Sustainability.2021; 13(13): 7469. CrossRef
Purpose This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. Methods: A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school’s educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles. Results: Overall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school’s educational objectives and curricular principles. Conclusion: Our study indicates differences in medical faculty’s practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school’s educational objectives curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches.
Citations
Citations to this article as recorded by
HUMAN RESOURCE PRACTICES AND TEACHING EFFECTIVENESS IN MEDICAL EDUCATION: A REVIEW Sumat Kaur, Priyanka Chhibber ShodhKosh: Journal of Visual and Performing Arts.2026;[Epub] CrossRef
Taxonomy of teaching methods and their use in health professions education: a scoping review protocol Sharon Mitchell, Carolin Sehlbach, Gregor H L Franssen, Janusz Janczukowicz, Sissel Guttormsen BMJ Open.2024; 14(1): e077282. CrossRef
Application of PBL combined with CBL teaching method in clinical teaching of vascular surgery Mao Zhang, Wei Hu, Amy Prunuske PLOS ONE.2024; 19(8): e0306653. CrossRef
Neurophobia: A Side Effect of Neuroanatomy Education? Gerda Venter, Johanna C. Lubbe, Marius C. Bosman Journal of Medical Systems.2022;[Epub] CrossRef
Moderne Lehrmethoden in der Studierendenausbildung Markus Zimmermann Zentralblatt für Chirurgie - Zeitschrift für Allgemeine, Viszeral-, Thorax- und Gefäßchirurgie.2022; 147(06): 511. CrossRef
Comparative Analysis of Course Satisfaction and Student Assessment Results in Redesigned Problem-Based Learning Sejin Kim, Minjeong Kim, Seom Gim Kong, Ho Joong Jeong Korean Medical Education Review.2022; 24(2): 128. CrossRef
Learning out of the box: Fostering intellectual curiosity and learning skills among the medical students through gamification Mohan Bilikallahalli Sannathimmappa, Vinod Nambiar, Rajeev Aravindakshan Journal of Education and Health Promotion.2022;[Epub] CrossRef
Satisfaction with remote teaching during the first semester of the COVID-19 crisis: Psychometric properties of a scale for health students Cristhian Pérez-Villalobos, Juan Ventura-Ventura, Camila Spormann-Romeri, Roberto Melipillán, Catherine Jara-Reyes, Ximena Paredes-Villarroel, Marcos Rojas-Pino, Marjorie Baquedano-Rodríguez, Isidora Castillo-Rabanal, Paula Parra-Ponce, Nancy Bastías-Vega PLOS ONE.2021; 16(4): e0250739. CrossRef
Transformational leadership and the learner-centred teaching approach Deneb Elí Magaña-Medina, Silvia Patricia Aquino-Zúñiga, Angel Alberto Valdés-Cuervo, Lizeth Guadalupe Parra-Pérez South African Journal of Education.2021; 41(Supplement): S1. CrossRef
Implementing the student-centred teaching approach in Vietnamese universities: the influence of leadership and management practices on teacher engagement Tran Le Huu Nghia, Phan Thanh Ngoc Phuong, Tran Le Kim Huong Educational Studies.2020; 46(2): 188. CrossRef
Introducing career skills for dental students as an undergraduate course at the University of Szeged, Hungary Réka Magdolna Szabó, Joan Mary Davis, Márk Antal BMC Medical Education.2020;[Epub] CrossRef
The Role of Faculty Development in Improving the Quality of Multiple‐Choice Questions in Dental Education Saleem Shaikh, S. Karthiga Kannan, Zuber Ahamed Naqvi, Zameer Pasha, Mazood Ahamad Journal of Dental Education.2020; 84(3): 316. CrossRef
Augmenting Flexnerism Via Twitterism: Need for Integrating Social Media Application in Blueprinting Pedagogical Strategies for Undergraduate Medical Education Yajnavalka Banerjee, Richa Tambi, Mandana Gholami, Alawi Alsheikh-Ali, Riad Bayoumi, Peter Lansberg JMIR Medical Education.2019; 5(1): e12403. CrossRef
Purpose The Mongolian National University of Medical Sciences is the only national university in Mongolia and has produced more than 90% of health professionals in the country. Experts from Mongolia and Korea embarked on a collaborative effort to develop educational programs for faculty development based on the personal and professional needs of faculty members. This study aimed to evaluate the outcomes of those educational programs to determine whether this transnational collaboration was successful.
Methods A needs assessment survey was conducted among 325 faculty members. Based on the results of this survey, the joint expert team developed educational programs on seven core topics: clinical teaching, curriculum development, e-learning, item writing, medical research, organizational culture, and resident selection. Surveys evaluating the satisfaction and the attitudes of the participants were conducted for each program.
Results Throughout the 17-day program, 16 experts from Korea and 14 faculty members from Mongolia participated as instructors, and a total of 309 participants attended the program. The average satisfaction score was 7.15 out of 8.0, and the attitudes of the participants towards relevant competencies significantly improved after each educational program.
Conclusion The faculty development programs that were developed and implemented as part of this transnational collaboration between Mongolia and Korea are expected to contribute to the further improvement of health professions education in Mongolia. Future studies are needed to evaluate the long-term outcomes of these educational programs.
Citations
Citations to this article as recorded by
Disentangling faculty development: A scoping review towards a rich description of the concept and its practice Susan Van Schalkwyk, Eliana Amaral, Megan Anakin, Ruth Chen, Diana Dolmans, Ardi Findyartini, Noeline Fobian, Karen Leslie, Jana Muller, Patricia O’Sullivan, Subha Ramani, Olanrewaju Sorinola, Farhan Saeed Vakani, Da-ya Yang, Yvonne Steinert Medical Teacher.2025; 47(8): 1304. CrossRef
Current status and challenges of faculty development in Korean medical education and strategies for advancement Dong Hyeon Lee Korean Journal of Medical Education.2024; 36(4): 415. CrossRef
FAIMER Global Faculty Development: A Sustainable Partnership Model to Advance Health Professions Education Rashmi Vyas, Page S Morahan, Shiyao Yuan, Eliana Amaral, Vanessa Burch, Henry H Campos, Snigdha Mukherjee, Jessica Salt, Avinash Supe, Marta van Zanten, Jeanette Mladenovic Academic Medicine.2023; 98(10): 1131. CrossRef
A systematic review of faculty development programs based on the Harden teacher’s role framework model Mahmoud Kohan, Tahereh Changiz, Nikoo Yamani BMC Medical Education.2023;[Epub] CrossRef
Online continuing medical education in Mongolia: needs assessment Baljinnyam Baatarpurev, Basbish Tsogbadrakh, Solongo Bandi, Gal-Erdene Samdankhuu, Sumberzul Nyamjav, Oyungoo Badamdorj Korean Journal of Medical Education.2022; 34(3): 191. CrossRef
How Culture Is Understood in Faculty Development in the Health Professions: A Scoping Review Lerona Dana Lewis, Yvonne Steinert Academic Medicine.2020; 95(2): 310. CrossRef
Establishing and sustaining a transnational clinical teacher faculty development initiative Justin Bilszta, Jayne Lysk, Ardi Findyartini, Diantha Soemantri The Asia Pacific Scholar.2020; 5(1): 8. CrossRef
Barriers and facilitators to writing quality items for medical school assessments – a scoping review Sowmiya Karthikeyan, Elizabeth O’Connor, Wendy Hu BMC Medical Education.2019;[Epub] CrossRef
The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics Ingrid Philibert, Lyuba Konopasek, Janet Riddle Journal of Graduate Medical Education.2019; 11(4s): 47. CrossRef
Applying a mixed methods design for needs assessment of an international fellowship training program for Mongolian health professions Nomin Amgalan, Jwa-Seop Shin, Seung-Hee Lee, Oyungoo Badamdorj, Hyun-Bae Yoon Korean Journal of Medical Education.2019; 31(3): 227. CrossRef
Transnational clinical teacher training: Lessons learned and cross-cultural implications Ardi Findyartini, Justin Bilszta, Jayne Lysk, Diantha Soemantri The Asia Pacific Scholar.2019; 4(3): 79. CrossRef
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
Citations to this article as recorded by
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
Purpose This study conducted a needs assessment for developing teaching competencies of medical educators by assessing their perceived ability to perform teaching competencies as well as their perceived importance of these competencies. Additionally, this study examined whether there were any differences in needs assessments scores among three faculty groups.
Methods Hundred and eighteen professors from Dong-A University College of Medicine were surveyed, and the data from 44 professors who answered all the questions were analyzed using IBM SPSS 21. The needs assessment tool measured participants’ perceived ability to perform teaching competencies and perceived importance of these competencies. The Borich formula was used to calculate needs assessment scores.
Results The most urgent needs for faculty development were identified for the teaching competencies of “diagnosis and reflection,” followed by “test and feedback,” and “facilitation.” Additionally, two, out of 51, items with the highest needs assessment scores were “developing a thorough course syllabus” and “introducing students to the course syllabus on the first day of class.” The assistant professor group scored significantly higher on educational needs related to “facilitation,” “affection and concern for students,” and “respect for diversity” competencies than the professor group. Furthermore, the educational needs scores for all the teaching competencies except “diagnosis and reflection,” “global mindset,” and “instructional management” were higher for the assistant professor group than the other two faculty groups.
Conclusion Thus, the educational needs assessment scores obtained in this study can be used as criteria for designing and developing faculty development programs for medical educators.
Citations
Citations to this article as recorded by
Mapping faculty development needs in medical education: a bibliometric analysis Afaf Sulaiman Alblooshi, Farida Almarzooqi, Saif Al-Shamsi, Gamila Ahmed, Mona Hmoud Al-Sheikh Frontiers in Medicine.2026;[Epub] CrossRef
A State-of-the-Art Review of the Historical Evolution of the Graduate Medical Educator Role Morgan Congdon, Katherine Schultz, Jerusalem Merkebu, Lara Varpio Academic Medicine.2025; 100(11): 1345. CrossRef
Needs and gaps of faculty development for medical schools Ji Hyun Im, Wha Sun Kang, Seung Hee Lee, Dae Chul Jeong, Dae Hyun Kim, Man-Sup Lim, Miran Kim, Ji-Hyun Seo, Dong Hyeon Lee Korean Journal of Medical Education.2024; 36(2): 189. CrossRef
Current status and challenges of faculty development in Korean medical education and strategies for advancement Dong Hyeon Lee Korean Journal of Medical Education.2024; 36(4): 415. CrossRef
Current Status and Tasks of Faculty Development Programs for Medical Education in Korea Kwi Hwa Park, Kyung Hye Park Korean Medical Education Review.2023; 25(1): 17. CrossRef
Surgical portfolios: A systematic scoping review Eleanor Jia Xin Chong, Ming Jia Wang, Jia Yin Lim, Grace Shen Shen, Misha Jing Yi Chow, Kai Kee Koh, Annabelle Jia Sing Lim, Daniel Zhihao Hong, Jacquelin Jia Qi Ting, Anushka Pisupati, Betrand Kai Yang Lam, Yun Ting Ong, Min Chiam, Stephen Mason, Lalit K Surgery in Practice and Science.2022; 10: 100107. CrossRef
A Systematic Scoping Review on Portfolios of Medical Educators Daniel Zhihao Hong, Annabelle Jia Sing Lim, Rei Tan, Yun Ting Ong, Anushka Pisupati, Eleanor Jia Xin Chong, Chrystie Wan Ning Quek, Jia Yin Lim, Jacquelin Jia Qi Ting, Min Chiam, Annelissa Mien Chew Chin, Alexia Sze Inn Lee, Limin Wijaya, Sandy Cook, Lali Journal of Medical Education and Curricular Development.2021;[Epub] CrossRef
Evidence of validity for a Health Teaching Skills Scale Fernanda Drummond Ruas Gaspar, Gardênia da Silva Abbad, Carlos Manoel Lopes Rodrigues Psico-USF.2021; 26(3): 403. CrossRef
Use of a Needs Assessment in the Development of an Interprofessional Faculty Development Program Jeri L. Bigbee, Julie Rainwater, Lavjay Butani Nurse Educator.2016; 41(6): 324. CrossRef
Hopes for the new challenges in <i>Korean Journal of Medical Education</i> Young Hwan Lee Korean Journal of Medical Education.2015; 27(3): 159. CrossRef
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.
Citations
Citations to this article as recorded by
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
Purpose This study examined two overarching topics: to what extent do faculties acknowledge class readiness, execution of lessons, and evaluation of the session; and what core content should be strengthened in a medical school faculty development program?
Methods In November 2012, 37 faculties completed a detailed survey on the needs of medical school faculty development programs. The 14-item survey assessed the importance, operational frequency, difficulty in accomplishment, class readiness, execution of teaching, and evaluation of the session.
Results Faculties were aware of the importance of class readiness, execution of teaching, and evaluation of the session but had a low level of accomplishment with regard to execution of the instruction and evaluation of the session. Four subitems of session evaluation were considered very important but showed low operational frequency, high difficulty in accomplishment, and low accomplishment ability. The successful discussion class item had the lowest operational frequency and accomplishment ability. The core contents that should be strengthened in medical school faculty development programs are diagnose students' class readiness (prior knowledge) (35.5%) and providing class session with suitable level/content (32.3%).
Conclusion Before designing faculty development programs, a needs assessment is useful in providing more tailored content for the faculty.
Citations
Citations to this article as recorded by
A comprehensive “real need” assessment, a step toward improving the quality of faculty development programs: A survey‐based study in Hormozgan University of Medical Sciences Marziyeh Barzegar, Hamidreza Miri, Samirerh Abedini, Farahnaz Kamali, Elham Boushehri Health Science Reports.2024;[Epub] CrossRef
Needs and gaps of faculty development for medical schools Ji Hyun Im, Wha Sun Kang, Seung Hee Lee, Dae Chul Jeong, Dae Hyun Kim, Man-Sup Lim, Miran Kim, Ji-Hyun Seo, Dong Hyeon Lee Korean Journal of Medical Education.2024; 36(2): 189. CrossRef
Current status and challenges of faculty development in Korean medical education and strategies for advancement Dong Hyeon Lee Korean Journal of Medical Education.2024; 36(4): 415. CrossRef
Current Status and Tasks of Faculty Development Programs for Medical Education in Korea Kwi Hwa Park, Kyung Hye Park Korean Medical Education Review.2023; 25(1): 17. CrossRef
Faculty development: the need to ensure educational excellence and health care quality Hyekyung Shin, Min-Jeong Kim Kosin Medical Journal.2023; 38(1): 4. CrossRef
A needs assessment for competency development of nurse educators Ausanee Wanchai, Duangjai Phrompayak, Benyapa Prompuk Nursing Forum.2022; 57(6): 1445. CrossRef
The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics Ingrid Philibert, Lyuba Konopasek, Janet Riddle Journal of Graduate Medical Education.2019; 11(4s): 47. CrossRef
What is the current orientation of undergraduate medical education in Korea? Do-Hwan Kim, Eun Jeong Kim, Jinyoung Hwang, Jwa-Seop Shin, Seunghee Lee Korean Journal of Medical Education.2015; 27(2): 87. CrossRef
Needs assessment for developing teaching competencies of medical educators Jihyun Si Korean Journal of Medical Education.2015; 27(3): 177. CrossRef
What kind of feedback do medical students want? Jong-Yeup Kim, Baeg Ju Na, Jungmin Yun, Jaegu Kang, Seungyeon Han, Wonmin Hwang, Yera Hur Korean Journal of Medical Education.2014; 26(3): 231. CrossRef
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.
Citations
Citations to this article as recorded by
An evaluation of educational interventions used within neonatal intensive care units globally to enhance communication between nurses and parents: A systematic review with narrative synthesis Tahani Almkhlafi, Kevin Brazil, Shannon Porter Nurse Education in Practice.2026; 94: 104879. CrossRef
Exploring the role of self-led debriefings within simulation-based education: time to challenge the status quo? Prashant Kumar, Neil Malcolm Harrison, Katy McAleer, Ibraaheem Khan, Susan Geraldine Somerville Advances in Simulation.2025;[Epub] CrossRef
A Train-the-Trainer Simulation Program Implemented Between Two International Partners Jesika S. Gavilanes, Montri Saengpattrachai, Alycia S. Rivera-Tutsch, Lish Robinson, Wannapha Petchkrua, Jeffrey A. Gold ATS Scholar.2024; 5(1): 32. CrossRef
Mapping the Terrain of Faculty Development for Simulation Aimee K. Gardner, David L. Rodgers, Yvonne Steinert, Rachel Davis, Claire Condron, Dawn Taylor Peterson, Anita Rohra, Sandra Viggers, Walter J. Eppich, Gabriel Reedy Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare.2024; 19(1S): S75. CrossRef
Current status and challenges of faculty development in Korean medical education and strategies for advancement Dong Hyeon Lee Korean Journal of Medical Education.2024; 36(4): 415. CrossRef
Embracing multiple stakeholders’ perspectives in defining competent simulation facilitators’ characteristics and educational behaviours: a qualitative study from Denmark, Korea, and Australia Margrethe Duch Christensen, Doris Østergaard, Søren Stagelund, Leonie Watterson, Hyun Soo Chung, Peter Dieckmann Advances in Simulation.2023;[Epub] CrossRef
FAIMER Global Faculty Development: A Sustainable Partnership Model to Advance Health Professions Education Rashmi Vyas, Page S Morahan, Shiyao Yuan, Eliana Amaral, Vanessa Burch, Henry H Campos, Snigdha Mukherjee, Jessica Salt, Avinash Supe, Marta van Zanten, Jeanette Mladenovic Academic Medicine.2023; 98(10): 1131. CrossRef
Perception of Faculty toward Challenges in Teaching and the Role of Medical Education Workshops in Addressing Them: A Mixed-Methods Study Saurabh Shrivastava, Shivasakthy Manivasakan, Prateek Saurabh Shrivastava, Lavakumar Somu Avicenna Journal of Medicine.2022; 12(01): 021. CrossRef
How to plan for simulation integration into undergraduate physiotherapy training A Van der Merwe, R Y Barnes, M J Labuschagne African Journal of Health Professions Education.2022; 14(2): 61. CrossRef
How Culture Is Understood in Faculty Development in the Health Professions: A Scoping Review Lerona Dana Lewis, Yvonne Steinert Academic Medicine.2020; 95(2): 310. CrossRef
The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics Ingrid Philibert, Lyuba Konopasek, Janet Riddle Journal of Graduate Medical Education.2019; 11(4s): 47. CrossRef
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 Journal of Medical Education.2014; 26(1): 41. CrossRef
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.
Citations
Citations to this article as recorded by
Validation of criteria for evaluating competency-based curriculum in medical schools using the Delphi hierarchy process method So-Young Lee, Seung-Hee Lee Korean Journal of Medical Education.2025; 37(3): 247. 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
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
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
Medical Education: Where are We Going? Eunbae B. Yang Korean Journal of Medical Education.2011; 23(2): 77. CrossRef
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.
Citations
Citations to this article as recorded by
Development and Psychometric Testing of the Clinical Nursing Competency Scale for Clinical Preceptor Use (CNCS-CP) Eunmi Kwak, Heeyoung Oh Journal of Korean Academy of Nursing.2018; 48(4): 419. CrossRef
Structured Assessment to Evaluate a Family Medicine Clerkship Program Eun Ju Park, Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Beesung Kam, Sun Yong Baek, Yun-Jin Kim, Jae Seok Woo, Jeong-Gyu Lee, Dong-Wook Jeong, Young-Hye Cho, Yu-Hyeon Yi, Young Jin Tak Korean Medical Education Review.2017; 19(1): 47. CrossRef
Can Medical Students Study Happily? Sun Huh Korean Journal of Medical Education.2011; 23(1): 1. CrossRef
PURPOSE In medical school, where high-scoring students are respected, a student who fails is regarded as a feckless individual who cannot survive in a competitive atmosphere.
This study aims to analyze the experiences of failure inmedical school students using a qualitative approach.
METHODS In-depth, semi-structured interviews were conducted with nine medical students who had failed the program and became a repeater or failed to pass the Korean Medical Licensure Exam, and three former and present vice deans of Yonsei University between April 2007 and May 2007. Students were classified into two groups: those who attend medical school and those who had graduated but failed the Korean Medical Association (KMA) examination. RESULTS: The structural factors of experiences with failure were competitive culture, restrictive professor-student relationships, and indifference toward students' quality of life. Students perceived the factors of their failure to be maladjusted learning patterns emotional problems, such as loss of confidence, feelings of inferiority, and depression physical and economic difficulties and poor time management.
The results revealed that students felt their status decline and changed their self-concept and that their social network became restricted. CONCLUSION: Medical schools and faculty consider students who have failed as community members. In addition, to prevent student failure, medical schools must reestablish a rigid professor-student relationship, develop a learner-centered curriculum and teaching method, implement a better learning support system, and improve the students' quality of life.
Citations
Citations to this article as recorded by
Analysis of academic stress factors in basic medical science courses among medical students: suggestions for curriculum improvement Gwanwook Bang, So-Youn Park Korean Journal of Medical Education.2026; 38(1): 54. CrossRef
Personality and Learning Behavioral Characteristics as Predictors of Academic Achievement of Medical Students Jang-Rak Kim, Young-A Ji, Mi-Ji Kim, Jong Ryeal Hahm Korean Medical Education Review.2024; 26(1): 70. CrossRef
Differences in fear of failure and college adjustment by type of medical school entrance extrinsic motivation using a latent profile analysis So Jung Yune, Ie Byung Park, Hyo Hyun Yoo, Kwi Hwa Park Korean Journal of Medical Education.2024; 36(2): 203. CrossRef
The Effects of Medical Students’ Traits and College Life on Academic Failure Mediated by Mental Health Garam Lee, Il-Seon Hwang, Sung-Won Jung, Soongu Kim Korean Medical Education Review.2024; 26(2): 155. CrossRef
Students’ perceptions of the learning environment at a medical school in Korea: comparisons of the most recent 4 years’ results using the Dundee Ready Education Environment Measure (DREEM) Sejin Kim Kosin Medical Journal.2022; 37(4): 299. CrossRef
Exploring the Psychosocial Characteristics and Systematic Support of Academically Maladjusted Students Young-Soon Park, Kyunghee Chun, Tae Hee Lee Korean Medical Education Review.2022; 24(3): 215. CrossRef
A study on stress experiences of Korean veterinary students Jae Eun Kim, Seola Joo, Myung-Sun Chun, Donghyuck Lee, Sang-Soep Nahm Korean Journal of Veterinary Research.2020; 60(2): 69. CrossRef
A Narrative Inquiry of Medical Students Experiences of Expulsion and Military Service Won Kyoung Lee, Kyung Hye Park Korean Medical Education Review.2019; 21(2): 92. CrossRef
Development of a Modified Korean East Asian Student Stress Inventory by Comparing Stress Levels in Medical Students with Those in Non-Medical Students Hee Kon Shin, Seok Hoon Kang, Sun-Hye Lim, Jeong Hee Yang, Sunguk Chae Korean Journal of Family Medicine.2016; 37(1): 14. CrossRef
Perception Study of Traditional Korean Medical Students on the Medical Education Using the Dundee Ready Educational Environment Measure Hyunho Kim, Hanyoung Jeong, Pyeongjin Jeon, Seungju Kim, Young-Bae Park, Yeonseok Kang, Waris Qidwai Evidence-Based Complementary and Alternative Medicine.2016;[Epub] CrossRef
The relationship between academic self-efficacy and academic burnout in medical students Su Hyun Lee, Woo Taek Jeon Korean Journal of Medical Education.2015; 27(1): 27. CrossRef
Two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education Soon Ok Lee, Sang Yeoup Lee, Sunyong Baek, Jae Seok Woo, Sun Ju Im, So Jung Yune, Sun Hee Lee, Beesung Kam Korean Journal of Medical Education.2015; 27(2): 99. CrossRef
Educational and Relational Stressors Associated with Burnout in Korean Medical Students Ji-Hyun Seo, Hye Jung Kim, Bong-Jo Kim, So-Jin Lee, Hwa-ok Bae Psychiatry Investigation.2015; 12(4): 451. CrossRef
A Case Study on Approaches to Supporting Medical Students with Burnout Experience Eun-Kyung Chung, Kee-Oh Chay, Eui-Ryoung Han Korean Medical Education Review.2014; 16(2): 88. CrossRef
A Study on the Characteristics of Excellent Lecturers in Medical School Haebum Lee, Eunbae B Yang Korean Journal of Medical Education.2013; 25(1): 47. CrossRef
Group Counseling for Medical Students with Drop-Out Experiences Eun Kyung Kim, Sunyong Baek, Jae Seok Woo, Sun Ju Im, Sun Hee Lee, Beesung Kam, Sang Yeoup Lee, So Jung Yun Korean Journal of Medical Education.2013; 25(1): 23. CrossRef
Development of Learning Consultation Program for Medical Students So-Joung Yune, Kwi Hwa Park Korean Journal of Medical Education.2012; 24(4): 301. CrossRef
Medical Students' Failure Experiences and Their Related Factors Eui-Ryoung Han, Eun-Kyung Chung, Sun-A Oh, Kee-Oh Chay, Young-Jong Woo Korean Journal of Medical Education.2012; 24(3): 233. CrossRef
Mental Health of Medical School Students and the Effects of Their Strategy for Enhancing Self-Esteem Jin-Hee Kim, Eun-Young Jang, Daeho Kim, Joon Ho Choi, Yong-Chon Park Korean Journal of Medical Education.2011; 23(4): 295. CrossRef
The Effects of Attribution Tendencies, Academic Stress, and Coping Efficacy on Academic Adjustment of Medical Students So-Joung Yune, Kwi Hwa Park, Wook-Jin Chung, Sang-Yeoup Lee Korean Journal of Medical Education.2011; 23(3): 167. CrossRef
Happiness of Medical Students and Tasks in Medical Education Eun Bi Lim Korean Medical Education Review.2011; 13(2): 25. CrossRef
Relationship between Learning Strategies and Academic Achievement in Medical College and Graduate Medical School Students Hong-Im Shin, Woo Tack Jeon, Eunbae B. Yang Korean Journal of Medical Education.2010; 22(3): 197. CrossRef
Predictors of Failure in Medical Students Jong Park, Myung Geun Kang, So Yeon Ryu, Jae Won You, Kyung Rye Moon Korean Journal of Medical Education.2009; 21(2): 143. CrossRef
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.
Citations
Citations to this article as recorded by
Course quality management based on monitoring by students at a medical school Sanghee Yeo Korean Journal of Medical Education.2018; 30(2): 141. CrossRef
Structured Assessment to Evaluate a Family Medicine Clerkship Program Eun Ju Park, Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Beesung Kam, Sun Yong Baek, Yun-Jin Kim, Jae Seok Woo, Jeong-Gyu Lee, Dong-Wook Jeong, Young-Hye Cho, Yu-Hyeon Yi, Young Jin Tak Korean Medical Education Review.2017; 19(1): 47. CrossRef
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
The Importance of Nonverbal Communication Skills Su Jin Chae Korean Journal of Medical Education.2010; 22(2): 149. CrossRef
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 Journal of Medical Education.2010; 22(1): 15. 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
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
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.
Citations
Citations to this article as recorded by
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
Individual class evaluation and effective teaching characteristics in integrated curricula Jung Eun Hwang, Na Jin Kim, Meiying Song, Yinji Cui, Eun Ju Kim, In Ae Park, Hye In Lee, Hye Jin Gong, Su Young Kim BMC Medical Education.2017;[Epub] CrossRef
Structured Assessment to Evaluate a Family Medicine Clerkship Program Eun Ju Park, Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Beesung Kam, Sun Yong Baek, Yun-Jin Kim, Jae Seok Woo, Jeong-Gyu Lee, Dong-Wook Jeong, Young-Hye Cho, Yu-Hyeon Yi, Young Jin Tak Korean Medical Education Review.2017; 19(1): 47. CrossRef
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
Developing and Testing an Evaluation Tool to Measure Clinical Teaching Eun-Jung Im Korean Journal of Medical Education.2011; 23(1): 49. CrossRef
Analysis on Teaching Evaluation of Clinical Clerkship at Korean Medical Schools Eun-Jung Im, Bong-Hyun Chang Korean Journal of Medical Education.2011; 23(2): 119. CrossRef
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 Journal of Medical Education.2010; 22(1): 15. 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
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
A Comparison of Student and Faculty Perspectives on Course Evaluation in a Medical School Su-Jin Chae, Ki-Young Lim Korean Journal of Medical Education.2008; 20(2): 163. CrossRef
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.
Citations
Citations to this article as recorded by
A study on evaluator factors affecting physician-patient interaction scores in clinical performance examinations: a single medical school experience Young Soon Park, Kyung Hee Chun, Kyeong Soo Lee, Young Hwan Lee Yeungnam University Journal of Medicine.2021; 38(2): 118. CrossRef
Effect of SEGUE-based communication education on nursing simulation practice: a quasi-experimental design Hae Kyoung Son, Dong Hee Kim Contemporary Nurse.2019; 55(4-5): 330. CrossRef
Comparison of Standardized Patient and Faculty Agreement in Evaluating Nursing Students’ Assessment and Communication Skills Young Ju Kim Journal of Korean Academy of Fundamentals of Nursing.2017; 24(3): 189. CrossRef
The Effect of Recorded Video Monitoring on Students’ Self Reflection of Patient‐Physician Interaction Misun Ju, Jiyeong Hwang, Jaemyung Kim, Jeaku Kang Korean Medical Education Review.2017; 19(2): 83. CrossRef
The Effects of Preclinical Clinical Performance Examination on Nursing Students' Confidence in Nursing Skills and Critical Thinking Competence Jeong Sook Park, Mi Jung Choi, Soon Yang Jang The Journal of Korean Academic Society of Nursing Education.2015; 21(1): 75. CrossRef
Clinical Performance Examination Utilizing Standardized Patients in Board Examination: Based on the Board Examination of Korean Neurological Association for Three Years Beom Joon Kim, Jung-Joon Sung, Hoon Ki Park, Dae-Won Seo, Chin-Sang Chung, Byung-Woo Yoon Korean Journal of Medical Education.2011; 23(2): 127. CrossRef
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
PURPOSE This article is prepared in order to know how many professors are in our medical colleges according to their specialties and how is the "inbreeding", or status of employment to the college where he/she graduated. METHODS: Based on [Current Educational Status of Medical Schools] put out by the Korean Council of Deans of Medical College, in May 2002, we had 7, 867 professors in 41 medical schools.
RESULTS Among them, 7, 280 (92.5%) were medical doctors (MD). There had been 1, 063 new professors since May 1998.
The biggest one has 808 and the smallest has 46 professors.
Although there was a small increase in the number of professors in most specialties, dermatology, plastic surgery, ophthalmology, ENT, and psychiatry showed a small decrease. This is because many doctors in these specialties had opened private clinics after the 2002 Dispute on Health Insurance System. The MD faculties at 8 medical schools, which were established before 1965, were comprised of 83.8% of their own graduates, while those at 14 medical schools (established between 1965 - 1982) had 37.3% of their own graduates. CONCLUSION: This "inbreeding" of faculty members was prominent in older schools though this tendency could also be seen in younger schools. Early exposure to and communication with other institutes or facilitates the reduction of the "inbreeding" phenomenon.
Citations
Citations to this article as recorded by
Current status of professor resignation at a local medical school and their post-resignation employment opportunities Hyeon Ju Kim, Jung-Sik Huh, Youngjoon Kang Journal of Medicine and Life Science.2024; 21(3): 78. 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
A survey on the education, medical practice, research, and fringe benefits of Korean medical school faculty Kyung Hwa Seo, Sun Mi Lim, Byung In Lee, Choong Hak Park, Yoon Hyung Park Journal of the Korean Medical Association.2012; 55(11): 1128. CrossRef
To foster humanistic physician, and to support medical students with the many adjustment problems which they commonly encounter in medical school, more personal and closer relationships between faculty members and students are warranted. This study was carried out to investigate faculties' and student's perceptions of the mentoring program in Gachon medical school.
A total of 90 faculty members and 131 students responded to questionnaires. Most of the faculties and students believe this program to hold an important role in medical education.
While majority of faculty members thought that the most important purpose of the program is to develop student attitudes by being a positive role model, most students perceived the development of personal relationships with faculties as being the most important. In addition, both faculty members and students listed an interest in education, as well as compassion for students as being important characteristics of a good mentor. With regard to perceived or anticipated problems of this program, many faculty members pointed to a lack of time and experience, while students indicated faculty members' passive attitudes and lack of interest in cultivating relationships with students.
Findings from this study suggest several directions for improvement. First, to encourage active participation, students and faculties must understand the purpose of this program. Second, a training program to develop mentoring abilities should be provided for faculty. Third, a network among cooperating services should be introduced to keep this program running more effectively.
Further, mentors and students should have regular meetings to promote closer relationships between them. This improved faculty mentoring program can serve as a continuing basis to facilitate personal and professional development of medical students.
Citations
Citations to this article as recorded by
Design and Implementation of a Career Planning Program at Chonnam National University Medical School Eui-Ryoung Han, Eun-Kyung Chung Korean Medical Education Review.2024; 26(1): 36. CrossRef
Career Guidance to Help Medical School Students Choose a Specialty after Graduation Sun Woo Lee Korean Medical Education Review.2024; 26(1): 5. CrossRef
Are medical students being properly cared for? A question for the current student advisory program Yera Hur, Keumho Lee Korean Journal of Medical Education.2013; 25(3): 221. CrossRef
What Kind of Mentoring Do We Need? A Review of Mentoring Program Studies for Medical Students Yera Hur, Sun Kim, Keumho Lee Korean Journal of Medical Education.2013; 25(1): 5. CrossRef
The Effects of Attribution Tendencies, Academic Stress, and Coping Efficacy on Academic Adjustment of Medical Students So-Joung Yune, Kwi Hwa Park, Wook-Jin Chung, Sang-Yeoup Lee Korean Journal of Medical Education.2011; 23(3): 167. CrossRef
Faculty evaluation in medical schools is a necessary procedure to improve the quality of the faculty and ultimately of the educational program. This article emphasizes an establishment of baseline strategies on designing the faculty evaluation programs prior to the development of basic guidelines to evaluate individual faculty activities. We propose, in this article, three baseline strategies in developing a faculty evaluation program. First, all of elements of faculty activities should be closely assessed, equally measured and balanced in light of the medical school's needs. From this point of view, clinical services should be assessed separately from the public service category because clinical services are special duties of clinical faculties in medical schools.
Faculty track system including clinical track is one of the effective strategy to evaluate the activities of clinical faculties. Second, determining criteria should be developed with the understanding that they will clearly define the concepts of minimum requirements Third, for a more pertinent and effective faculty evaluation, various qualitative as well as quantitative methods must be used.
Citations
Citations to this article as recorded by
Faculty Development for Medical Faculty: Importance and Strategies Do-Hwan Kim Korean Medical Education Review.2023; 25(1): 3. 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
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 Journal of Medical Education.2016; 28(3): 289. CrossRef
The author developed a simplified self-evaluation rating scale with 10 check points to assist the individual faculty members in medical colleges in assessment of their educational competence with ease and to strengthen their teaching ability for better pedagogical practice. Number of the developed items were minimized to 10 points to meet the simplicity and comparative weighing of individual components, with which they can be easily implemented.
The purpose of this study is to discuss the evaluation system of teaching ability of medical college faculty members. Reviewing of books and journals ha s been carried out by the authors so that the problems and methods of faculty evaluation may be discussed. The practical Korean data on the faculty evaluation system were collected by the department of faculty affairs of each college in March 1998.
Faculty evaluation can be divided into two dimensions-dynamic and static dimensions. The methods vary according to evaluators, such as self evaluation, student evaluation, peer evaluation and administrator evaluation. On the bases of the object or the time of evaluation, it can be divided into formative or summative evaluation. According to the methold of data collection, it also can be divided into literature evaluation, observation evaluation and site visiting evaluation as well.
The authorities of medical colleges used to give much more weight on the research activities rather than on teaching abilities. This kind of idea has been pushed faculty members to stress on research activities not on teaching abilities.
Some inportant problems detected in this study are the narrow evaluation scope of aculty teaching activities, the not well established rationale of the evaluation, the underdevelopment of evaluation items, and the rigidity of the related authority. The introduction of a faculty track system is recommended as a desirable arrangement to develop the evaluation system in Korea.
Citations
Citations to this article as recorded by
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
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 Journal of Medical Education.2016; 28(3): 289. CrossRef
Developing and Testing an Evaluation Tool to Measure Clinical Teaching Eun-Jung Im Korean Journal of Medical Education.2011; 23(1): 49. CrossRef
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 Journal of Medical Education.2007; 19(2): 111. CrossRef
First
Prev
