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Original Research

Social media engagement and professional identity among Indonesian medical students: a cross-sectional analysis of patterns, intensity, and correlation
Natalia Puspadewi, Amelia Thiopelus, Daniel Ardian Soeselo, Dwi Jani Juliawati, Gisella Anastasia, Christian Ardianto
Korean J Med Educ 2026;38(2):130-138.
Published online May 20, 2026
DOI: https://doi.org/10.3946/kjme.2025.129
Purpose
Professional identity (PI) formation occurs over time through immersive social—digital and in-person—interactions. While digital social interactions may support the PI formation of medical students, their influence remains underexplored. This study aimed to describe the patterns and intensity of social media use and analyze its association with PI.
Methods
This quantitative cross-sectional study was conducted at a private medical school in Jakarta, Indonesia. All undergraduate medical students were invited to participate in this study. Data were collected using the Social Networking Activity Intensity Scale (SNAIS) and the MacLeod Clark Professional Identity Scale (MCPIS-9) questionnaire. Data were analyzed descriptively and statistically.
Results
A total of 451 students participated in this study. Participants reported moderate overall social media use intensity (mean SNAIS=2.96±0.51), with higher use for entertainment than social interaction. The mean MCPIS-9 score was 3.76±0.44. Content engagement, measured using a content engagement index (CEI) reflecting the intensity of engagement with educational and informational content across selected social media activities, was generally low and driven mainly by browsing behaviors (CEI=0.51±0.64). Weak but significant correlations were observed between CEI and MCPIS-9 (ρ=0.139, p=0.003) and between SNAIS and MCPIS-9 (r=0.102, p=0.030). One-way analysis of variance revealed significant differences in MCPIS-9 scores by duration of use for WhatsApp and X, but not for other platforms.
Conclusion
Participants mainly used social media for entertainment purposes. Social media use intensity and content engagement showed weak but significant associations with PI.
  • 1,012 View
  • 43 Download
Enhancing history-taking education through GPT-4-based virtual patients and automated assessment: a study of medical student perceptions
Jaehyun Byun, Hongik Kim, Jihan Lim, Junyeong Choi, Sangzin Ahn
Korean J Med Educ 2026;38(1):64-73.
Published online February 20, 2026
DOI: https://doi.org/10.3946/kjme.2025.108
Purpose
To develop and evaluate a large language model (LLM)-based learning tool, featuring virtual patients (VPs) and virtual assessors (VAs), and to assess its impact on medical students’ perceptions of history-taking education compared to conventional learning methods.
Methods
A tool using the GPT-4 API was developed to provide seven clinical VP scenarios and a VA that delivered both immediate, reflective dialogue and comprehensive written feedback. First- and second-year medical students participated in a 6-day study. Pre- and post-participation surveys using a 5-point Likert scale assessed perceptions of the LLM tool versus conventional methods across usability, self-efficacy, and feedback quality domains.
Results
Twenty-one students completed the study. The LLM-based tool demonstrated statistically significant improvements over conventional methods in all assessed domains. Students reported greater comfort during practice (mean 4.57 vs. 2.95, p=0.0002). Significant gains were seen in six of eight self-efficacy measures, including confidence in handling unfamiliar cases (4.00 vs. 2.90, p=0.0002). All nine feedback quality dimensions improved significantly, with feedback perceived as more specific (4.43 vs. 3.24, p=0.0005) and personalized (4.19 vs. 3.19, p=0.0001).
Conclusion
An LLM-based learning tool featuring VPs and VAs can significantly enhance medical students’ perceived learning experience in history-taking education. It offers a scalable, accessible, and cost-effective complementary training method. Future research should validate these subjective improvements with objective performance metrics.

Citations

Citations to this article as recorded by  Crossref logo
  • AI-Assisted Training for Teleconsultation Competencies in Undergraduate Medical Education: A Narrative Review
    Wojciech Michał Glinkowski, Barbara Jacennik, Aldona Katarzyna Jankowska, Tomasz Cedro, Szymon Wilk, Rafał Doniec
    Applied Sciences.2026; 16(10): 4858.     CrossRef
  • 1,252 View
  • 82 Download
  • Crossref
  • 1 Scopus
Project-based learning in teaching health equity: a qualitative study
Natalia Puspadewi, Elisabeth Rukmini, Gisella Anastasia, Christopher David Kurniawan, Gracia Amanta
Korean J Med Educ 2025;37(2):119-131.
Published online May 29, 2025
DOI: https://doi.org/10.3946/kjme.2025.329
Purpose
Addressing health inequities is an integral part of contemporary medical education (ME), yet traditional lecture-based formats often fail to develop students’ deeper understanding and engagement. This study examined how a project-based learning (PjBL) approach influenced students’ learning experiences related to health equity.
Methods
This was a qualitative phenomenology study. We designed an elective course on health equity using the PjBL approach and active learning methods. All participating students were asked to complete a group project aimed at addressing a specific health inequity issue from the surrounding community. Data were collected through reflective writing at the end of the course and analyzed using deductive thematic analysis. Twenty-seven codings were identified from 259 meaningful quotes (interrater agreement 99.62%) and grouped into four categories: character, role, competence, and learning experience.
Results
Three major themes emerged from data analysis: (1) key learning experiences during the ME course (active learning, role-modeling, collaborative learning, comprehensive learning, and affective learning); (2) topics that facilitated students’ understanding of health inequities and physicians’ roles, particularly in addressing health inequities in Indonesia; and (3) the influence of the ME course on students’ outlook and beliefs.
Conclusion
Although this study did not introduce a novel method of instruction, it underscores the value of PjBL in enhancing students’ capacity to understand and tackle health inequities.

Citations

Citations to this article as recorded by  Crossref logo
  • Project Based Learning (Pjbl) Model on Creativity and Learning Outcomes Project of Vocational High School Students
    Maya Fitria Eva Kristiana, Kustiyowati, Eges Triwahyuni
    JPI (Jurnal Pendidikan Indonesia).2025; 14(4): 801.     CrossRef
  • 1,695 View
  • 94 Download
  • Crossref
  • 1 Scopus

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
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.
  • 1,889 View
  • 44 Download
Integrating artificial intelligence into medical curricula: perspectives of faculty and students in South Korea
Suyoun Kim, Su Hyun Kim, Hansea Kim, Young-Mee Lee
Korean J Med Educ 2025;37(1):65-70.
Published online February 26, 2025
DOI: https://doi.org/10.3946/kjme.2025.324
Purpose
With the accelerated adoption of artificial intelligence (AI) in medicine, the integration of AI education into medical school curricula is gaining significant attention. This study aimed to gather the perceptions of faculty members and students regarding the integration of AI education into medical curricula in the Korean context.
Methods
Faculty members and medical students’ perspectives on integrating AI into medical curricula were assessed through thematic analysis of free-written responses from 157 faculty members and 125 students in a national online survey on medical AI competencies in South Korea.
Results
Three key themes emerged: content, which prioritizes basic knowledge and its practical applications, with an emphasis on ethical and legal responsibilities; curricular design, which advocates for a spiral curriculum tailored to learners' needs; and concerns, which highlight balancing AI integration with the principal goals of medical education while critically evaluating ongoing advancements.
Conclusion
Our study adds valuable insights into the content and methods to prioritize AI education. Given the rapid evolution of medical learners and AI technologies, continuous and timely needs assessment for AI curriculum development is crucial to maintain relevance and effectiveness.

Citations

Citations to this article as recorded by  Crossref logo
  • Artificial Intelligence in Neurology and Stroke Education: Current Applications and Future Directions
    Braydon Dymm, Abdullah Khalid
    Seminars in Neurology.2026; 46(01): 049.     CrossRef
  • Not all AI is created equal: considerations for equity in medical education
    Michael Soh, Nidhi Goel, Violet Kulo
    Korean Journal of Medical Education.2026; 38(1): 15.     CrossRef
  • Are future doctors ready for AI? Artificial intelligence in the field of medicine: perception among medical students in North Karnataka: a cross-sectional study
    Shamin Eabenson, M. R. Gudadinni, M. C. Yadavannavar, Rekha Udgiri, A. M. Rangoli
    International Journal Of Community Medicine And Public Health.2026; 13(3): 1384.     CrossRef
  • Bedside skills as context engineering: reframing history taking and physical examination for the AI era
    Sanghyun Ahn, Eunbae B. Yang
    Korean Journal of Medical Education.2026; 38(2): 207.     CrossRef
  • Transforming Learning in the Digital Age: Examining the Role of AI for Catholic Religious Education Teachers
    Hartutik Hartutik, Dani Kusuma, Stepanus Istoto Raharjo, Dewi Ratna Jai, Irene Nindita Pradnya, Matilda Stella Pradnya, Johanis Luturmas
    Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika.2025; 9(2): 429.     CrossRef
  • Development and evaluation of a Wikipedia based group assessment to enhance science communication
    Katelyn Mroczek, Pru Mitchell, Brian Patrick McSharry, Alice Woods, Belinda Spry, Timothy Paustian, Thiru Vanniasinkam
    Frontiers in Education.2025;[Epub]     CrossRef
  • From Bainbridge to bedside: applying automation insights to medical curriculum and assignment design in the artificial intelligence era
    Sangzin Ahn
    Korean Journal of Medical Education.2025; 37(4): 519.     CrossRef
  • 3,472 View
  • 129 Download
  • Crossref
  • 8 Scopus

Original Research

“Hey, can I go home?”: a qualitative case study of wellbeing and the work environment in surgical training
Belinda Balhatchet, Heike Schütze, Nicole Williams
Korean J Med Educ 2024;36(4):401-414.
Published online November 28, 2024
DOI: https://doi.org/10.3946/kjme.2024.313
Purpose
Surgical trainees are at high risk of burnout and poor wellbeing during their training. A range of workplace factors have been linked to poor wellbeing, including excessive work hours, lack of support networks, and training program demands. However, little is understood about the individual experiences of Australian trainees and their perceptions of the impact of the work environment on wellbeing. The aim of this study was to explore the experiences of Australian surgical trainees regarding their wellbeing in the surgical learning environment.
Methods
Eleven semi-structured interviews were conducted with Australian surgical trainees at the start of their training and 18 months later, exploring their perspectives of wellbeing in the workplace. Results were analyzed thematically using the Job Demands-Resources model as a scaffold.
Results
Seven themes emerged: (1) relationships with colleagues, (2) work hours and workload, (3) the learning environment and supervision, (4) training program requirements, (5) moving around, (6) hospital and team administration, and (7) hospital facilities and programs. Participant experiences between training commencement and 18 months follow-up did not change.
Conclusion
Trainees have unique experiences of wellbeing in the workplace. Some workplace factors, such as relationships with colleagues, can be demands or resources depending on their nature. Effective leadership and administrative practices, mentorship, and proactive rostering act as resources for trainees to balance workplace demands, and these should be prioritized by hospitals and training institutions to improve and protect trainee wellbeing.

Citations

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  • Surgeon’s mental health: an overlooked crisis in the post-pandemic surgical landscape
    G Gulothungan, Ramkumar Vahalingam, Y P Ragini, Hitesh Chopra, Talha Bin Emran
    International Journal of Surgery Open.2026; 64(2): 153.     CrossRef
  • 2,327 View
  • 53 Download
  • Crossref
Improving process aspect of oral examination as assessment tool in undergraduate biochemistry by introducing structured oral examination: an observational study in India based on a survey among stakeholders
Rinchu Loomba, Nandita Maini Jindal
Korean J Med Educ 2024;36(4):367-377.
Published online November 28, 2024
DOI: https://doi.org/10.3946/kjme.2024.310
Purpose
The traditional method of oral examination, though a good tool for assessing the depth and breadth of student’s knowledge, has its shortcomings. A variable number of questions with variable difficulty levels by different examiners with different expectations can introduce bias in scores. The process aspect of oral examinations of first-year undergraduate medical students was improved by structuring them and by creating uniformity in the number, time, and difficulty level of questions for assessment, and feedback was taken regarding its acceptance as an improved tool of assessment.
Methods
After finalizing the topics, questions from a viva viewpoint were structured and categorized into three difficulty levels covering all aspects of chosen topics validated by subject experts. The number of questions asked per difficulty level, time, and marks given to each question was pre-decided. After briefing the students, the structured viva was conducted, and feedback was taken from students and examiners.
Results
The majority (87%) of first-year undergraduate students undertook the structured viva and filled in the feedback form. Nearly all students felt that the structured oral examination was a fair and unbiased assessment tool with less subjectivity compared to traditional viva. Most students (83.9%) felt that the topics were comprehensively covered, and 96.4% of students felt less stressed. Among examiners, there was 100% agreement on the uniformity of questions asked, topics covered, less subjectivity, and no carryover effect.
Conclusion
The examiners have accepted it as one of the formative assessment tools for future batches of students and are ready to explore its utility as a summative assessment tool.

Citations

Citations to this article as recorded by  Crossref logo
  • Formative Structured Oral Examination as a Novel Method of Academic Mentoring for Slow and Medium Achievers in Medical Biochemistry: A Mixed-Method Study
    Zachariah Bobby , Monisha Muralidharan, Hanumanthappa Nandeesha, Ramesh R, Devanatha Desikan V, Deepthi Sudha M, Zayapragassarazan Z
    Cureus.2026;[Epub]     CrossRef
  • БІОХІМІЧНИЙ ДИКТАНТ ЯК ФОРМА ОЦІНЮВАННЯ ЗНАНЬ МАЙБУТНІХ ЛІКАРІВ У ПОРІВНЯННІ З ТЕСТОВИМ КОНТРОЛЕМ ПРИ ВИВЧЕННІ ДИСЦИПЛІНИ «БІОЛОГІЧНА ХІМІЯ»
    Олена Коновалова, Тетяна Андреєва, Ольга Білан
    Grail of Science.2026; (66): 799.     CrossRef
  • Comparison of Structured and Conventional Viva Voce in Pharmacology Teaching Among Second-Year Bachelor of Medicine, Bachelor of Surgery (MBBS) Students: A Prospective Study
    Mohit Kulmi, Sameer Pandit, Pallav Hetawal, Devendra Pandya, Somdutt Rawat
    Cureus.2026;[Epub]     CrossRef
  • Structured or Traditional? Student and Faculty Perceptions of the Objective Structured Viva Examination in Anatomy Education in Eastern India
    Rajasri Chunder, Suvarna Sande, Vaibhav Anjankar
    Journal of Datta Meghe Institute of Medical Sciences University.2026; 21(2): 275.     CrossRef
  • Structured oral clinical assessment for pharmacotherapy competencies in medical education: a study of validity and reliability analyses of seven domains
    Abdul Khairul Rizki Purba, David Sontani Perdanakusuma, Arifa Mustika, Tanja Fens, Maarten Jacobus Postma
    Korean Journal of Medical Education.2025; 37(3): 331.     CrossRef
  • 2,335 View
  • 102 Download
  • Crossref
  • 2 Scopus
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
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

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  • 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
  • 3,951 View
  • 70 Download
  • Crossref
  • 2 Scopus
Cardiology residents’ attitudes towards clinical supervision: a multi-centered study
Iswandy Janetputra Turu’ Allo, Ardi Findyartini, Anwar Santoso, Mohammad Iqbal
Korean J Med Educ 2023;35(4):407-416.
Published online December 1, 2023
DOI: https://doi.org/10.3946/kjme.2023.276
Purpose
Residents’ gender, residency level, and hospital types might influence their attitudes towards clinical supervision (CS); however, reports of its impact on cardiology residency are nonexistent. We explore the effect of gender, residency level, and hospital location’s effect on Indonesian cardiology trainees’ attitudes towards CS.
Methods
A multi-centered, cross-sectional study was conducted. We invited 490 Indonesian cardiology residents in September– October 2019 to complete the Cardiology CS Scale. Residents’ attitudes, gender, university, and residency year were expressed using descriptive statistics. A Mann-Whitney test analyzed the gender and university location effect on residents’ attitudes. Training year and university’s impact were subjected to the Kruskal-Wallis test; a p-value of <0.05 reflected a significant result.
Results
A total of 388 residents agreed to participate (response rate=79.18%). Most of them were male (n=229 [59,02%]), attended universities in Java Island (n=262 [67,52%]), and were in their 2nd–3rd year of training (n=95 [24.48%], each). There were no significant differences in residents’ attitudes between genders (U [Nmale=229, Nfemale=159]=17,908.50, z=-0.27, p=0.78). Generally, their attitudes were significantly affected by the university (H(7)=47.38, p<0.01). However, the university location (located in Java Island or outside Java Island) does not affect residents’ attitude towards CS (U [NJava=262, Nnon-Java=126]=15,237.00, z=-1.23, p=0.22). In addition, the residents’ training year also affected the residents’ response (H(2)=14.278, p<0.01).
Conclusion
Cardiology residents’ attitudes towards CS are significantly influenced by training year and university but not gender or university location. The results might provide insightful information for further improvement of CS in cardiology training and guide further evaluation.
  • 3,506 View
  • 81 Download
Perceived attitudes and barriers towards medical research: a survey of Jordanian interns, residents, and other postgraduates
Jamil AlMohtasib, Leen Al-Huneidy, Hana Taha, Rama Rayyan, Shahd Mansour, Jehad Samhouri, Muhammad Hammouri, Hussam Al-Somadi, Adees Wirtan Bedros, Jaafar Al-Omairi, Rand Abbas, Mustafa Ibrahim Abu-usba, Abdallah Al-Ani
Korean J Med Educ 2023;35(3):249-261.
Published online August 31, 2023
DOI: https://doi.org/10.3946/kjme.2023.263
Purpose
We investigated research barriers among Jordanian medical postgraduates to understand the current context of the local health research landscape and improve scholarly output.
Methods
Using a validated questionnaire, Jordanian interns, residents, specialists, and consultants were examined for their perceived attitudes and barriers towards research. Participants were conveniently sampled from public, university, military, and private institutions. Differences in responses were examined using the Student t-test and analysis of variance. Binary logistic regression was utilized to examine predictors of being able to publish.
Results
A total of 1,141 Jordanian medical postgraduates were recruited, of which 61.3% were junior postgraduates (i.e., interns and residents in their first 2 years of residency) while 38.7% were senior postgraduates (i.e., senior residents, specialists, and consultants). Around 76.0% of participants had no peer-reviewed publications. Of those with least one publication (n=273), only 31.1% had first authorships. Participants portrayed dominantly positive attitudes towards the importance of research. There were no significant differences between junior and senior postgraduates for overall attitudes (p=0.486) and knowledge barriers scores (p=0.0261). Conversely, senior postgraduates demonstrated higher mean organizational barriers (p<0.001). Seniority (odds ratio [OR], 5.268; 95% confidence interval [CI], 3.341–8.307), age (OR, 1.087; 95% CI, 1.019–1.159), academic standing (OR, 1.730; 95% CI, 1.103–2.715), and confidence (OR, 1.086; 95% CI, 1.009–1.169) were positive predictors of publication in peer reviewed journals.
Conclusion
The Jordanian medical research landscape is riddled with all forms of different barriers. The reworking of current and integration of new research training programs are of utmost importance.

Citations

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  • Medical postgraduates’ knowledge, attitudes, and practices towards scientific research in China: a cross-sectional study with mediation analysis
    Buqing Sai, Bo Li, Xin He, Lili Yang, Jing Wu, Yuechun Zhu
    BMC Medical Education.2026;[Epub]     CrossRef
  • Attitude Toward Research in Nursing Interns and Medical Specialty Residents in a Pediatric Hospital in Mexico
    Erika Egleontina Barrios-González, Angélica Saraí Jiménez-Osorio, Tania Flores-Bazán, Karina Isabel Casco-Gallardo, Sheila Adriana Mendoza-Mojica, José Antonio Guerrero-Solano, Foroozan Atashzadeh-Shoorideh
    Nursing Forum.2025;[Epub]     CrossRef
  • Exploring the meta-motivational strategies utilized by medical students in Jordan: an exploratory study
    Rand Murshidi, Mahmoud Abdallat, Muhammad Hammouri, Rand Al-Huneidy, Khaled Alenezi, Abdulhadi Alrajehi, Nawal Al-Mutairi, Waleed Alkanderi, Abdulwahab Alkandari, Abdulrahman Aldousari, Sara Alenezi, Ahmad Taleb, Sayed Alzalzaleh, Adnan Alkayal, Hana Taha
    BMC Medical Education.2025;[Epub]     CrossRef
  • 4,682 View
  • 96 Download
  • Crossref
  • 3 Scopus
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 J Med Educ 2023;35(2):143-152.
Published online June 1, 2023
DOI: https://doi.org/10.3946/kjme.2023.255
Purpose
A doctor’s professional behavior and clinical competency reflect a range of personal and interpersonal qualities, attributes, commitments, and values. This study aimed to identify the most influential factor of medical competence regarding patient management ability.
Methods
We used an analytic observational design with a cross-sectional approach, and gathered the perceptions of medical school graduates of Bandung Islamic University via an online questionnaire scored on a Likert scale. Two hundred and six medical graduates who graduated at least 3 years prior to survey were included in the study. The factors evaluated included humanism, cognitive competence, clinical skill competence, professional behavior, patient management ability, and interpersonal skill. IBM AMOS ver. 26.0 (IBM Corp., Armonk, USA) was used for structural equation modelling of the six variables latent and 35 indicator variables.
Results
We found that graduates have highly positive perceptions of the humanism (95.67%). Followed by interpersonal skills (91.26%), patient management (89.53%), professional behavior (88.47%), and cognitive competence (87.12%). They rated clinical skill competence the lowest (81.7%). Regarding factors that contribute to patient management ability, the aspects of humanism, interpersonal skill, and professional behavior were found to significantly affect patient management ability (p-value=0.035, 0.00, and 0.00, respectively) with a critical rate of 2.11, 4.31, and 4.26 consecutively.
Conclusion
Humanism and interpersonal skill are two important factors that medical graduates assessed very positively. According to surveyed medical graduates, their expectations of the institution were met regarding humanism. However, there is a need to strengthen medical students’ clinical skills and improve their cognitive abilities through educational programs.

Citations

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  • Fase Perkembangan Anak Sekolah Dasar dan Pembinaannya dalam Perspektif Islam
    Meilinda Ekawati, Azkiy Silva Setti, Siti Triani Amelia Mulyati
    Jurnal Pendidikan Islam.2024; 1(4): 14.     CrossRef
  • 3,653 View
  • 99 Download
  • Crossref

Medical Education in an Asian Context

On improving the English language ability of Science Citation Index papers for medical postgraduates through flipped classroom teaching
Changyou Wang
Korean J Med Educ 2023;35(1):85-91.
Published online February 28, 2023
DOI: https://doi.org/10.3946/kjme.2023.251
Medical postgraduates are the new force of scientific research groups in China. However, the limitation of their English language ability restricts their publication of high-level Science Citation Index (SCI) papers to a large extent. Measures to improve students’ SCI language ability from macro, intermediate and micro aspects were discussed through flipped classroom teaching mode, such as students’ reading papers before class, students’ practicing paper writing after class, and teacher’s making comments in class. The feedback from the questionnaire showed that 96.65% of the students were satisfied with the teaching mode and 93.57% of them had improved their confidence in SCI writing. For the problems mentioned in the feedback, it was suggested that colleges and universities should formulate policies to encourage teachers to engage in medical English teaching, meanwhile teachers should constantly improve their professional quality, so as to help students improve their SCI language ability rapidly.

Citations

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  • A systematic review of flipped classroom approaches in language learning
    Pan Qi, Nurul Farhana Binti Jumaat, Hassan Abuhassna, Li Ting
    Contemporary Educational Technology.2024; 16(4): ep529.     CrossRef
  • 3,267 View
  • 93 Download
  • Crossref
  • 4 Scopus

Original Research

A qualitative study on the internal response of medical students during the transgender healthcare education: a focus on professional identity
Seung Yeon Jeon, Hyun Bae Yoon, Jee Eun Park, Sun Young Lee, Jung won Yoon
Korean J Med Educ 2022;34(4):281-297.
Published online November 29, 2022
DOI: https://doi.org/10.3946/kjme.2022.237
Purpose
This qualitative study examined the inner response of medical students who participated in a transgender healthcare education program. The factors that effected the inner response were investigated in order to suggest strategies for improving the effectiveness of the transgender healthcare education program.
Methods
The transgender healthcare education program consisted of 2 hours of lectures and 2 hours of clinical role-play over 3 weeks. Eight 4-year medical students in Seoul, South Korea, were selected considering gender, the route of admission to medical school, and religion. Each student was interviewed individually for approximately 30 minutes 3 times before, during, and after the educational program, and interviews were analyzed using thematic analysis.
Results
By attending the transgender healthcare education program, students have shown three types of inner response—confusion, acceptance, and negotiation. The students’ personal identities and professional identities influenced these responses. In particular, students’ existing professional identities motivated them to learn about transgender healthcare and played a key role in resolving the discomfort that occurred during the educational program. Through the transgender healthcare education, students were able to reduce prejudice against transgender people, understand the unique medical needs of the transgender population and increase their self-efficacy related to transgender health care.
Conclusion
The transgender healthcare education program allowed medical school students to acquire medical knowledge related to transgender patients and increase their cultural competence as future medical professionals. In addition, as the professional identity is critical in educating transgender healthcare, it should be considered thoroughly in order to effectively educate the medical students.

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  • Peritoneal inclusion cyst following total laparoscopic hysterectomy and bilateral salpingo-oophorectomy in a transgender man
    Gaeun Kim, Sunghong Joo, Ildong Kim, Soongyu Kim, Jung-won Yoon
    Journal of Surgical Case Reports.2026;[Epub]     CrossRef
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    Majella Jones, Christie Bennett, Judy Bauer, Julia McCartan, Janeane Dart
    Nurse Education Today.2025; 153: 106803.     CrossRef
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    Eunhee Kang, Ryan Jin Young Kim, Young-Seok Park, Shin-Young Park, Jihyun Lee
    BMC Medical Education.2024;[Epub]     CrossRef
  • Transgender Attitudes and Beliefs Scale-Greek (TABS-Gr) version: translation and initial evaluation of psychometric properties among medical students
    Polychronis Voultsos, Angeliki Papana, Stella Alexandri, Christina-Erato Zymvragou
    BMC Medical Education.2023;[Epub]     CrossRef
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Medical students’ self-directed learning skills during online learning amid the COVID-19 pandemic in a Korean medical school
Jihyun Si
Korean J Med Educ 2022;34(2):145-154.
Published online May 31, 2022
DOI: https://doi.org/10.3946/kjme.2022.226
Purpose
This study examined medical students’ self-directed learning skills in online learning contexts, and whether there were any differences among the student groups (from pre-medical program year 1 to medical program year 2) amid the coronavirus disease 2019 (COVID-19) pandemic. It also explored the components of self-directed learning skills influencing their perceived learnring performance and satisfaction in online learning contexts.
Methods
This study used a cross-sectional survey design and convenience sampling. It was conducted in a Korean medical school, which delivered all courses online because of the COVID-19 pandemic. The self-directed learning skill survey, which included student satisfaction and perceived learning performance items, was disseminated over two weeks through email to the participants. The collected data were analyzed through descriptive statistics, analysis of variance, and multiple regressions.
Results
The survey response rate was 70% (140/200). The overall mean of self-directed learning skills was 3.85. Students in medical year 2 showed the highest score (4.15), while students in medical year 1 showed the lowest score (3.69). The learning plan category score (3.74) was the lowest among the three categories. The pre-medical program year 1 students showed the lowest score in the perceived learning performance (3.16), and only the learning plan category impacted student satisfaction (t=2.605, p=0.041) and perceived learning performance (t=3.022, p=0.003).
Conclusion
When designing online learning environments, it is imperative to provide features to help students set learning goals and search diverse online learning resources. In addition, it is an effective strategy to provide the students in medical program year 1 with self-directed learning skills training or support for successful online learning.

Citations

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  • Analyzing the impact of principals' leadership style, professional development, and working environment on administrative staffs' performance in vocational schools
    Usfandi Haryaka, Yudo Dwiyono, Noor Rachmawaty, Heppy Liana, Hasbi Sjamsir
    Social Sciences & Humanities Open.2026; 13: 103087.     CrossRef
  • A Systematic Review of Self-directed Learning in Medical Education in Undergraduate Medical Students
    Dharmendra Kumar Gupta, Arunima Chaudhuri, Dip Gaine
    Current Medical Issues.2025; 23(1): 61.     CrossRef
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    Hadeel Aboueisha, Enjy Abouzeid, Moataz A. Sallam, Wagdy Talaat
    BMC Medical Education.2025;[Epub]     CrossRef
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    Eti Poncorini Pamungkasari, Atik Maftuhah, Susan Dierickx, Bulan Kakanita Hermasari, Vitri Widyaningsih, Yusuf Ari Mashuri, Adaninggar Angesti Laras, Anis Sofia Harjanti, Nada Syifa Al Biruni, Utiya Nabila Maulani, Sami Alcedo, Elsa Herdiana Murhandarwati
    PLOS One.2025; 20(12): e0335664.     CrossRef
  • Understanding the impact of online teaching on students’ learning and performance: a post-pandemic analysis
    Sarika Sharma, Jatinderkumar R. Saini
    Interactive Learning Environments.2024; 32(9): 5089.     CrossRef
  • Development of Self-Directed Learning Readiness among Undergraduate Engineering Students during the COVID-19 Pandemic
    Mary Katherine Watson, Elise M. Barrella, Kevin Skenes
    Journal of Civil Engineering Education.2024;[Epub]     CrossRef
  • Dental Students’ Satisfaction With Web-Based Learning During the Initial Phase of the COVID-19 Pandemic: Mixed Methods Study
    Minjung Lee, So Youn An, Jungjoon Ihm
    Journal of Medical Internet Research.2024; 26: e50278.     CrossRef
  • From Dependent to Self-Directed Learning in Medical Education: Can Online Modular Intervention Facilitate the Transition?
    Vasantmeghna Murthy, Arun Mohanram
    Indian Journal of Psychological Medicine.2024; 46(5): 459.     CrossRef
  • Fostering Self-Directed Learning Capacity in Medical Students through Learning Online Course
    Zhensheng Wang, Chunyan Wei, Yin Yang, Heng Wang, Zenglei Wang, Yongmei Chen
    Creative Education.2024; 15(12): 2390.     CrossRef
  • Self-directed learning assessment practices in undergraduate health professions education: a systematic review
    Tracey A.H. Taylor, Kyeorda Kemp, Misa Mi, Sarah Lerchenfeldt
    Medical Education Online.2023;[Epub]     CrossRef
  • Self-directed learning: Alternative for traditional classroom learning in undergraduate ophthalmic education during the COVID-19 pandemic in China
    Lin Chen, Xiao-Jiao Tang, Qing Liu, Xuan Zhang
    Heliyon.2023; 9(5): e15632.     CrossRef
  • Extraversion in COVID-19 Coping and Actionable Insights from Considering Self-Directed Learning
    Carol Nash
    COVID.2023; 3(6): 831.     CrossRef
  • Effectiveness of Twitter Threads to Improve Medical Student Electrocardiogram (ECG) Reading-Skills. The TwittUVa-ECG Non-Randomized Pre-Post Study
    A. López-Prado, P. Miramontes-González, J. C. Martín-Escudero, J. L. Pérez-Castrillón, A. Dueñas-Laita, M. J. Rollán, L. Corral-Gudino
    Medical Science Educator.2023; 33(6): 1359.     CrossRef
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  • 138 Download
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  • 13 Scopus
Development of student empathy during medical education: changes and the influence of context and training
Dujeepa D. Samarasekera, Shuh Shing Lee, Su Ping Yeo, Gominda Ponnamperuma
Korean J Med Educ 2022;34(1):17-26.
Published online March 1, 2022
DOI: https://doi.org/10.3946/kjme.2022.216
Purpose
Empathy levels have been observed to often decrease when medical undergraduates move to the clinical years, particularly in the Western countries. However, empathy either remains similar or increases in many Asian medical schools. This study investigated the longitudinal empathy profile of medical students in Singapore.
Methods
Two cohorts of medical students who enrolled in 2013 and 2014 to the National University of Singapore were tracked for 5 years. The Jefferson Scale of Empathy–student version was used. Analyses on the mean of the empathy level and individual factors, year-wise and gender comparison were conducted.
Results
Average response rates for cohort 1 and 2 were 68.1% (n=181–263) and 55.4% (n=81–265), respectively. For both cohorts, there was no significant change across year of study in the mean empathy score. Average scores for both cohorts were 113.94 and 115.66. Though not significant, we observed mean empathy to be lowest at the end of year 5 (112.74) and highest in year 2 (114.72) for cohort 1 while for cohort 2, the lowest level of empathy was observed in year 5 (114.20) and highest in year 4 (118.42). Analysis of subcomponents of empathy only showed a significant difference for cohort one factor 1 (perspective taking) and factor 3 (standing in patients’ shoes) across the study years.
Conclusion
No significant change in empathy score was observed during the transition from pre-clinical to clinical years, unlike many Western and Far-Eastern studies. This might be due to the curriculum and influence of the Asian values.

Citations

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  • The influence of workplace experience and professional education on enhancing empathy among doctors, nurses and healthcare students: A comparative cross-sectional study
    Honghong Cai, Qing Wu, Pei Wang
    International Journal of Nursing Studies.2026; 173: 105275.     CrossRef
  • Threshold Effects of Empathy on Self‐Compassion in Dental Hygiene Students: A Segmented Regression Analysis
    Maya Izumi, Hsiu‐Yueh Liu, Sumio Akifusa
    European Journal of Dental Education.2026;[Epub]     CrossRef
  • Changes in Self-Reported Empathy After a Basic Medical Communication Course Among Premedical Students: Single-Group Longitudinal Study
    Seong Ju Jeon, Hyo Hyun Yoo
    JMIR Medical Education.2026; 12: e92215.     CrossRef
  • Empathy for patients among Colombian physical therapy students: A cross-sectional study
    C.F. Giraldo-Jiménez, M. Lotero-Pereira, J. Gamarra-Moncayo, A. Reyes-Reyes, F. Reyes-Reyes, V. Díaz-Narváez
    Fisioterapia.2025; 47(4): 201.     CrossRef
  • Increase in self-reported empathy during medical school training: A longitudinal study
    Nieves Díez, María Cristina Rodríguez-Díez, Leire Arbea, José Pereira, Fermín Rodríguez, Marcos Trelles, Alfredo Gea, Loreto García del Barrio, Omnia Samir El Seifi
    PLOS One.2025; 20(9): e0332343.     CrossRef
  • Empathy as a factor of professional success of future technical specialists
    Ol’ga A. Sheypak, Elena V. Sudilina
    Vestnik of Samara State Technical University Psychological and Pedagogical Sciences.2025; 22(3): 123.     CrossRef
  • The Greek Jefferson Scale of Empathy—Medical Student Version (JSE-S): Psychometric Properties and Its Associated Factors
    Polychronis Voultsos, Petros Galanis, Marianna-Foteini A. Dafni, Venetia-Sofia Velonaki, Georgia-Neta Andreou, Leda Kovatsi
    Behavioral Sciences.2024; 14(3): 195.     CrossRef
  • Applying narrative medicine to prepare empathetic healthcare providers in undergraduate pharmacy education in Singapore: a mixed methods study
    Zhe Han, Keith C. Barton, Li-Ching Ho, Kai Zhen Yap, Doreen Su-Yin Tan, Shuh Shing Lee, Constance Xue Rui Neo, Amanda Han Lin Tan, Brian Ming Yao Boey, Charis Jia Yan Soon, Paul J. Gallagher
    BMC Medical Education.2024;[Epub]     CrossRef
  • The impact of empathy on medical students: an integrative review
    Hao Chen, Hanwen Xuan, Jinquan Cai, Meichen Liu, Lei Shi
    BMC Medical Education.2024;[Epub]     CrossRef
  • Cognitive empathy variations during internship: a study from Iran
    Habibeh Ahmadipour, Niloofar Soltanzadeh
    BMC Medical Education.2024;[Epub]     CrossRef
  • Levels of Empathy in Students and Professors with Patients in a Faculty of Dentistry
    Víctor P. Díaz-Narváez, Joyce Huberman-Casas, Jorge Andrés Nakouzi-Momares, Chris Alarcón-Ureta, Patricio Alberto Jaramillo-Cavieres, Maricarmen Espinoza-Retamal, Blanca Patricia Klahn-Acuña, Leonardo Epuyao-González, Gabriela Leiton Carvajal, Mariela Pad
    Behavioral Sciences.2024; 14(9): 817.     CrossRef
  • Developing empathy in healthcare professions students: protocol of a mixed-methods non-controlled longitudinal intervention study
    Andre Matthias Müller, Nicola Siew Pei Ngiam, Michael Dunn, Dujeepa D. Samarasekera, Benjamin Yen Seow Goh, Charlene En Hui Goh, Ann Toh, Jeannette Lee, Wai-Ping Yau, Lydia Siew Tang Lau, Paul John Gallagher
    Frontiers in Medicine.2024;[Epub]     CrossRef
  • Comprehensive Analysis of Empathy by Using Jefferson Scale of Empathy – Student Version Among Undergraduate Medical and Dental Students
    Sana Noor, Anusha Nauroz Ali, Faryal Arif, Aneeqa Ravail, Arbia Ihsan, Izza Siddiqui
    Pakistan Journal of Health Sciences.2024; : 139.     CrossRef
  • Transforming healthcare with integrated inter-professional education in a research-driven medical school
    Dujeepa D. Samarasekera, Yap Seng Chong, Kenneth Ban, Lydia Siew Tiang Lau, Paul John Gallagher, Chen Zhi Xiong, Andre Matthias Müller, Nicola S.P. Ngiam, Mun Loke Wong, Tang Ching Lau, Michael Charles Dunn, Shuh Shing Lee
    Medical Teacher.2024; 46(12): 1553.     CrossRef
  • Empathy levels among undergraduate medical students in Karachi, Pakistan: a cross-sectional study
    Masooma Naseem, Burhanuddin Tahir, Afia Salman, Sara Qadir, Rida Farhan, Sajjad Ali, Zehra Naseem, Warda Ahmed, Mahfuza Anan
    Annals of Medicine & Surgery.2023; 85(8): 3858.     CrossRef
  • 6,292 View
  • 165 Download
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  • 16 Scopus
Exploring the preconception of the first year of medical students on medicine before entering medical school
Ye Ji Kang, Jun Soo Hwang, Yanyan Lin, Hyo Jeong Lee, Sang Yun Han, Do-Hwan Kim
Korean J Med Educ 2021;33(4):369-379.
Published online November 30, 2021
DOI: https://doi.org/10.3946/kjme.2021.205
Purpose
First-year students can form a preconception based on life experiences before entering college and identifying learners’ existing characteristics can be useful foundation data for curriculum development. This study examines what preconceptions freshman students had about medicine before entering medical school.
Methods
A total of 110 first-year students were asked about what preconceptions they had about “medicine”. A total of 1,124 data were used in the content analysis method.
Results
The results were extracted into 5, and 12 twelve categories. On the theme of “scientific discipline”, the knowledge students had about general health was based on scant expertise and little evidence. Students perceived medicine as Western and scientific, considering Korean traditional medicine as unscientific. Students believed that “medical practice” should be a “disease treatment” and “patient-centered” approach rather than a “social responsibility”. In “the role of the doctor”, students were concerned about the doctor's being financially stable on the positive side, and about the high-intensity workload on the negative side. In “medical education”, students believed that studying medicine would be “hard and difficult” because of the “importance of memorizing” and “extensive study load”. In “specialty stereotype”, students had biases that were mostly concentrated on “psychiatry” and “surgery”
Conclusion
Perception of “medicine” has been revealed to a varied range of themes, but some have been inaccurate or unrealistic. These prejudices and groundless beliefs have a gap with the learning outcomes that students should achieve in the curriculum, and these preconceptions seem to have been influenced by South Korea’s unique cultural context.

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  • Exploring the transition from pre-university education to undergraduate medical school
    Prabanjini Rajkumar, Lucy Victoria Everett Wilding
    The Asia Pacific Scholar.2025; 10(2): 97.     CrossRef
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    Youyang Wang, Yibo Wang, Yue Yin, Xinxin Han, Na Xu, Yun Zhang, Xuejun Zeng
    BMC Medical Education.2025;[Epub]     CrossRef
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    Young-Hee Lee
    Korean Medical Education Review.2022; 24(3): 193.     CrossRef
  • 6,491 View
  • 172 Download
  • Crossref
  • 2 Scopus
Mobile learning in clinical settings: unveiling the paradox
Shuh Shing Lee, Sook Muay Tay, Ashokka Balakrishnan, Su Ping Yeo, Dujeepa D. Samarasekera
Korean J Med Educ 2021;33(4):349-367.
Published online November 30, 2021
DOI: https://doi.org/10.3946/kjme.2021.204
Purpose
The use of mobile devices among medical students and residents to access online material in real-time has become more prevalent. Most literature focused on the technical/functional aspects of mobile use. This study, on the other hands, explored students, doctors and patients’ preferences and reasons towards the use of mobile devices in clinical settings underpinned by the Technology Acceptance Model 2 (TAM 2).
Methods
This research employs an exploratory research design using survey and semi-structured interviews. An online survey was administered to clinical year medical students, followed by semi-structured interviews with the doctors and patients. Questions for the online survey and semi-structured interviews were derived from previous literature and was then reviewed by authors and an expert panel. A convenience sampling was used to invite voluntary participants.
Results
Survey findings showed that most medical students used their devices to find drug information and practice guidelines. The majority of the students accessed UpToDate followed by Google to access medical resources. Key barriers that students often encountered during the use of mobile devices were internet connectivity in the clinical settings, reliability of the information, and technical issues. Thematic analysis of the interviews revealed four themes: general usage by students, receptivity of the use of mobile devices by students, features in selecting resources for mobile learning, and limitation in the current use of mobile devices for learning.
Conclusion
The findings from this study assist in recommending suitable material using mobile devices to enhance learning in the clinical environment and expand the TAM 2.

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  • Facilitators and Barriers to Adoption of Mobile Learning Technologies in Undergraduate Health Professional Education in Clinical Environments: A Scoping Review
    Ariadna Huertas-Zurriaga, Beata Dobrowolska, Agnieszka Chrzan-Rodak, Angela Fessl, Sebastian Dennerlein, Stephanie Herbstreit, Carlos Martínez-Gaitero, Esther Cabrera, Carles Garcia, Raymond Elferink, Tamsin Treasure-Jones, Daniel Moreno-Martinez, Cristin
    Journal of Medical Systems.2026;[Epub]     CrossRef
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    Döndü Kurnaz, Zeynep Dilşah Karaçam Yılmaz, Meltem Demirgöz Bal
    Acıbadem Üniversitesi Sağlık Bilimleri Dergisi.2026;[Epub]     CrossRef
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    Sorayya Rezayi, Zahra Zare, Azam Seyf Ashrafi, Leila Shahmoradi, Fatemeh Sadat Mirmohammad Meigooni
    BMC Medical Education.2026;[Epub]     CrossRef
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    Andriani Piki, Nicos Kasenides, Nearchos Paspallis
    Information.2026; 17(2): 193.     CrossRef
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    Ingrid Jade Muniz Wanderley, Alexandre Marques da Rocha, Luma Maria Favacho Bordalo, Bruno Acatauassú Paes Barreto
    Cuadernos de Educación y Desarrollo.2025; 17(1): e7173.     CrossRef
  • Technology Acceptance Model in Medical Education: Systematic Review
    Jason Wen Yau Lee, Jenelle Yingni Tan, Fernando Bello
    JMIR Medical Education.2025; 11: e67873.     CrossRef
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    Hind Essfadi, Abderahim Khyati, Omar Abidi, Mohamed Radid
    The Open Nursing Journal.2024;[Epub]     CrossRef
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    Masyura Ahmad Faudzi, Zaihisma Che Cob, Masitah Ghazali, Ridha Omar, Sharul Azim Sharudin
    Heliyon.2024; 10(18): e37494.     CrossRef
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    Soleiman Ahmady, Nasrin Khajeali, Noushin Kohan, Afagh Zarei, Bikram Biswas, Mohammad Barzegar, Azadeh Kordestani Moghaddam, Ehsan Namaziandost
    PLOS ONE.2024; 19(10): e0308248.     CrossRef
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    Masyura Ahmad Faudzi, Zaihisma Che Cob, Ridha Omar, Sharul Azim Sharudin, Masitah Ghazali
    Education Sciences.2023; 13(1): 94.     CrossRef
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    Lydia Maketo, Tomayess Issa, Theodora Issa, S. Zaung Nau
    Future Generation Computer Systems.2023; 147: 304.     CrossRef
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  • 167 Download
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  • 15 Scopus
Voluntary peer-mentoring program for undergraduate medical students: exploring the experiences of mentors and mentees
Mina Cho, Yoon-Seon Lee
Korean J Med Educ 2021;33(3):175-190.
Published online August 27, 2021
DOI: https://doi.org/10.3946/kjme.2021.198
Purpose
We aimed to examine the participants’ satisfaction and evaluation of the program’s appropriateness, outcomes and benefits from participants’ perspectives and gather suggestions from students to improve peer mentor programs.
Methods
From 2016 to 2018, 67 mentees and mentors participated in the peer mentoring program. All program participants were asked to participate in the survey, and the respondents were invited to focus group interview (FGI). Quantitative data was collected from the survey questionnaire. Qualitative data was gathered from the open-end questions in the survey and supplemented from additional semi-structured FGIs. The interview data were analyzed using qualitative content analysis.
Results
Nineteen responded to the survey, and six participated in the further FGI. Qualitative data contained outcomes and mutual benefits, factors for mentoring success, negative experiences, and suggestions for improvement. Especially factors for mentoring success consisted of various methods of studying assistance, motivation, autonomy, responsibility, emotional support, and relational bonding as important topics concerning mentor-mentee experiences. The satisfaction scores about the program appropriateness, others’ attitudes, program implementation, ranged from 3.5 to 3.9 (5-point Likert scores) without significant difference between mentors and mentees. The only negative experience reported by a mentee was feeling the pressure. Specific guidelines on program implementation, pre-education for mentees, appropriate matching, and mentees’ clear purpose and spontaneity were suggested to improve the program.
Conclusion
Participants were generally satisfied with the peer mentoring program, gaining academic and non-academic achievements, including emotional support and improved relationships. Furthermore, we expect that this program can be improved with participants’ suggestions in the future.

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    Korean Journal of Medical Education.2022; 34(2): 121.     CrossRef
  • Le Double Cursus Santé Sciences à l’UFR Santé de Rouen
    Ivana Dabaj, Imran Lahmar, Anaëlle Gomez, Léo Barbey, Antonin Verdier, Colombe Delage, Eva Galateau, Raphaël Aubert, Alexandre Gehanno, Pauline Schaal, Lea Feldmann, Abdellah Tebani, François Estour, Soumeya Bekri
    médecine/sciences.2022; 38(8-9): 698.     CrossRef
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  • 164 Download
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  • 20 Scopus

Short Communication

Exploring the strategies for successfully building e-portfolios in medical schools
Su Jin Chae, Yong Won Lee
Korean J Med Educ 2021;33(2):133-137.
Published online June 1, 2021
DOI: https://doi.org/10.3946/kjme.2021.188
Purpose
The purpose of this study is to examine the characteristics of resistance among medical students toward e-portfolios and find the strategies for them to successfully prepare e-portfolios.
Methods
Participants were a group of 258 medical students. The questionnaire comprised 13 items developed based on the innovation resistance theory. The data were analyzed using descriptive analysis and Spearman’s correlation analysis using PASW SPSS version 18.0 (SPSS Inc., Chicago, USA).
Results
Students perceived that e-portfolios have a high degree of relative advantage, trialability, and complexity as their innovation resistance characteristics. Regarding perceived risk, they did not want others to see their information, but they had a high degree of demand for communication with their professors.
Conclusion
The successful use of portfolios can serve as a tool for student management and assessment that can reflect their introspection, personal development, and academic performance. This study proposed the strategies to promote the use of e-portfolios by strengthening education on the need for them, specific feedback of instructors, and students’ autonomy.

Citations

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  • Cultural and contextual dimensions of portfolio-based learning: A mixed-methods study
    Ahmad A. A. Omer, J. Vadivelu, Hong Wei-Han
    Medical Teacher.2026; : 1.     CrossRef
  • Analysis of the growth trajectories of junior residents in Japan: a longitudinal cohort study using data from a nationwide e-portfolio system (EPOC2)
    Nobutoshi Nawa, Eriko Okada, Yu Akaishi, Ayako Kashimada, Hiroko Okada, Tsuyoshi Okuhara, Takahiro Kiuchi, Makoto Takahashi, Sachiko Ohde, Tsuguya Fukui, Yujiro Tanaka, Masanaga Yamawaki
    BMJ Open.2025; 15(1): e087625.     CrossRef
  • Portfolios in competency-based medical education: a roadmap to holistic MBBS training
    Sarandeep Singh Puri, Neha Goel, Pradeep Garg
    MGM Journal of Medical Sciences.2025; 12(2): 378.     CrossRef
  • Early perceptions of portfolios in an outcome-based curriculum
    Ahmad AA Omer, J. Vadivelu, Hong WH
    BMC Medical Education.2025;[Epub]     CrossRef
  • Medical Student Portfolios: A Systematic Scoping Review
    Rei Tan, Jacquelin Jia Qi Ting, Daniel Zhihao Hong, Annabelle Jia Sing Lim, Yun Ting Ong, Anushka Pisupati, Eleanor Jia Xin Chong, Min Chiam, Alexia Sze Inn Lee, Laura Hui Shuen Tan, Annelissa Mien Chew Chin, Limin Wijaya, Warren Fong, Lalit Kumar Radha K
    Journal of Medical Education and Curricular Development.2022;[Epub]     CrossRef
  • Universal Adoption of E-Portfolios in Indian Medical Education – Need for a Paradigm Shift
    Anugraha John, Hari Teja Avirneni, Sinthu Sarathamani Swaminathan
    Current Medical Issues.2022; 20(4): 267.     CrossRef
  • 5,919 View
  • 153 Download
  • Crossref
  • 5 Scopus
Pre-clerkship students’ perception and learning behavior of online classes during coronavirus disease 2019 pandemic
Ye Ji Kang, Do-Hwan Kim
Korean J Med Educ 2021;33(2):125-131.
Published online May 26, 2021
DOI: https://doi.org/10.3946/kjme.2021.194
Purpose
This study aims to analyze pre-clerkship medical students’ learning strategies and perceptions in online classes during the coronavirus disease 2019 pandemic.
Methods
To develop the survey items, 20 pre-clerkship students were interviewed about their learning experiences in the first semester of 2020. A total of 425 pre-clerkship students have participated in the survey, which comprised four parts (general experience, learning strategies, important features, and overall satisfaction).
Results
Before classes began, students generally had “neutral expectations” about online classes (2.90 out of 5). At the end of the semester, overall satisfaction with the curriculum was moderate (3.04 out of 5). Premedical students reported lower scores in “daily study hours” and “regular lifestyle” and higher scores in “experience of playing recorded lectures solely for an attendance check” (p<0.001). In addition, first-year premedical students not only showed significantly lower utilization of learning strategies compared to other grades (p<0.001).
Conclusion
Although pre-clerkship students mostly shared similar perceptions and behaviors in their learning regardless of grade level, some characteristics were either more prominent in premedical students on the whole or limited to first-year premedical students.

Citations

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  • Enhancing Professionalism Online (Netiquette) in Medical Schools: A Systematic Scoping Review
    Donovan Kai Wei Ng, Jonathan Zhen Liang, Ruth Si Man Wong, Vijayprasanth Raveendran, Gillian Li Gek Phua, Warren Fong, Crystal Lim, Jamie Xuelian Zhou, Lalit Kumar Radha Krishna
    Journal of Medical Education and Curricular Development.2025;[Epub]     CrossRef
  • The impact of online education during the Covid-19 pandemic on the professional identity formation of medical students: A systematic scoping review
    Jonathan Zhen Liang, Donovan Kai Wei Ng, Vijayprasanth Raveendran, Mac Yu Kai Teo, Elaine Li Ying Quah, Keith Zi Yuan Chua, Jun Kiat Lua, Jasmine Lerk Juan Owyong, Andrew Vimal Vijayan, Nur Amira Binte Abdul Hamid, Ting Ting Yeoh, Eng Koon Ong, Gillian Li
    PLOS ONE.2024; 19(1): e0296367.     CrossRef
  • Student Perceptions of Online Education and Digital Technologies during the COVID-19 Pandemic: A Systematic Review
    Romana Emilia Cramarenco, Monica Ioana Burcă-Voicu, Dan-Cristian Dabija
    Electronics.2023; 12(2): 319.     CrossRef
  • Burnout of Faculty Members of Medical Schools in Korea
    Ji-Hyun Seo, Hwa-ok Bae, Bong Jo Kim, Sun Huh, Young Joon Ahn, Sung Soo Jung, Chanwoong Kim, Sunju Im, Jae-Bum Kim, Seong-Joon Cho, Hee Chul Han, Young-Mee Lee
    Journal of Korean Medical Science.2022;[Epub]     CrossRef
  • 6,119 View
  • 145 Download
  • Crossref
  • 4 Scopus

Original Research

The feasibility and satisfaction of an online global health education course at a single medical school: a retrospective study
Su-Jin Lee, Jayoung Park, Yoon Jung Lee, Sira Lee, Woong-Han Kim, Hyun Bae Yoon
Korean J Med Educ 2020;32(4):307-315.
Published online November 30, 2020
DOI: https://doi.org/10.3946/kjme.2020.178
Purpose
The aim of this study was to evaluate the feasibility and satisfaction of an online global health education course for medical students in comparison with an in-person of the course and to assess students’ preferences regarding online methods of delivery.
Methods
Second-year medical students enrolled in this course in 2019 (in-person) and 2020 (online). The attendance rate, satisfaction in the course evaluation survey, and academic achievement on the written final examination were utilized to compare the two different methods of course delivery. The medical students who took the online course were also asked about their preferences regarding the method of course delivery and the advantages and drawbacks of each method of online lectures.
Results
There was no significant difference in the attendance rate and overall satisfaction between the two groups. The mean score on the written examination of the online course (84.1±19.6) showed comparable effects to the in-person course (78.0±18.3). The percentages of students who achieved high performance (55.5%) and the achieved minimum requirement (95.9%) were also maintained compared to the in-person course (14.6% and 93.6%, respectively). Medical students preferred the online course to the in-person course; in particular, they preferred prerecorded videos over live streaming online lectures.
Conclusion
The participation, satisfaction, and the academic achievement of the online course were comparable to those of the in-person course. However, the greatest drawback of the online course was the lack of interaction between peer learners. Therefore, diverse methods for online education should be considered to increase students’ sense of belonging to a learning community.

Citations

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  • Perspectives and impact of a graduate global surgery course
    Sacha Williams, Ruth Devaraj, Noel Peter, Ashok Handa, Anant Jani, Kokila Lakhoo
    Global Surgical Education - Journal of the Association for Surgical Education.2026;[Epub]     CrossRef
  • Explorando tendências e desafios na educação médica em saúde global: revisão de escopo
    Victor Augusto Danelle, Ivan Araujo Pires, Beatriz Helena Wolpe Pereira, Elaine Rossi Ribeiro, William Augusto Gomes de Oliveira Bellani
    Physis: Revista de Saúde Coletiva.2025;[Epub]     CrossRef
  • Exploring Trends and Challenges in Global Health Medical Education: A Scoping Review
    Victor Augusto Danelle, Ivan Araujo Pires, Beatriz Helena Wolpe Pereira, Elaine Rossi Ribeiro, William Augusto Gomes de Oliveira Bellani
    Physis: Revista de Saúde Coletiva.2025;[Epub]     CrossRef
  • 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 Journal of Medical Education.2024; 36(1): 41.     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
  • What Are the Current Status and Educational Needs of Global Health Education in Medical Schools? A Nationwide Survey in Korea
    Songrim Kim, Sun Young Kyung, Ie Byung Park, Kwi Hwa Park
    Korean Medical Education Review.2023; 25(3): 258.     CrossRef
  • Remote online global health education among U.S. medical students during COVID-19 and beyond
    Peter P. Moschovis, Anupama Dinesh, Anna-Sophia Boguraev, Brett D. Nelson
    BMC Medical Education.2022;[Epub]     CrossRef
  • Establishing a Virtual Global Health Education Partnership: The Cleveland-Cusco Connection
    Nora K. Lenhard, Crystal An, Divya Jasthi, Veronica Laurel-Vargas, Ilon Weinstein, Jorge A. Vargas, Katherine Jones, Suet Kam Lam
    Medical Science Educator.2022; 32(5): 1087.     CrossRef
  • Is it feasible and effective to provide faculty development programs online for clinical teachers?
    Ji Hyun Im, Ju Whi Kim, Wan Beom Park, Ilkyu Han, Seung Hee Lee, Jwa Seop Shin, Hyun Bae Yoon
    Korean Journal of Medical Education.2021; 33(2): 139.     CrossRef
  • 7,244 View
  • 152 Download
  • Crossref
  • 8 Scopus

Short Communication

The perception of medical residents and faculty members on resident duty hour regulation
Eui-Ryoung Han, Eun-Kyung Chung
Korean J Med Educ 2020;32(1):67-72.
Published online March 1, 2020
DOI: https://doi.org/10.3946/kjme.2020.154
Purpose
This study investigated the perceptions of medical residents and faculty members before the implementation of the duty hour regulation in December 2017.
Methods
A survey was administered to 263 residents and 358 faculty members in the Chonnam National University Hospital. The subjects were given a self-administered structured questionnaire designed to measure their perspectives on duty hour regulation. They were also asked to answer an open-ended question regarding their expectations or concerns regarding duty hour regulation. The response rates were 50.2% for residents and 24.0% for faculty members.
Results
Residents and faculty members regarded the improvement of junior residents’ well-being favorably, but had conflicting views regarding senior residents. Residents expressed difficulty in completing unchanged workloads within the limited time, while faculty members were more concerned about worsening patient safety due to the discontinuity of care and insufficient resident education.
Conclusion
Medical residents and faculty members had differing concerns regarding duty hour regulation. Further studies and the development of future policies should be considered to improve resident education and patient safety within the limited duty hour regulation.

Citations

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    Journal of Education and Health Promotion.2025;[Epub]     CrossRef
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    Hirohisa Fujikawa, Junji Haruta
    The Clinical Teacher.2025;[Epub]     CrossRef
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    Kawngwoo Park, Sang-Don Kim, Seung-Won Choi, Dae-Hyun Kim, Eun-Kyung Park, In-Suk Bae, Jin-Uk Baek, Kun Soo Lee, Sun-Ho Lee, Soo Bin Im, Youngjin Jung, Sung-Pil Joo, Man Kyu Choi, Bum-Joon Kim, Hyun Ho Choi, Junseok W Hur
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    Hirohisa Fujikawa, Hidetaka Tamune, Yuji Nishizaki, Kiyoshi Shikino, Taro Shimizu, Yu Yamamoto, Miwa Sekine, Kazuya Nagasaki, Hiroyuki Kobayashi, Yasuharu Tokuda
    BMC Medical Education.2025;[Epub]     CrossRef
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    Eui-Ryoung Han, Eun-Kyung Chung, Pracheth Raghuveer
    PLOS ONE.2024; 19(4): e0301502.     CrossRef
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    BMC Health Services Research.2024;[Epub]     CrossRef
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    Hirohisa Fujikawa, Junji Haruta
    Journal of Patient Experience.2024;[Epub]     CrossRef
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    Min Bom Kim, Jeong Hyun Lee
    Clinics in Orthopedic Surgery.2023; 15(3): 343.     CrossRef
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    Jaeyoung Choi, Ah Young Choi, Esther Park, Suhyeon Moon, Meong Hi Son, Joongbum Cho
    Journal of the American Heart Association.2023;[Epub]     CrossRef
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    Jaeyoung Choi, Esther Park, Ah Young Choi, Meong Hi Son, Joongbum Cho
    Journal of Korean Medical Science.2023;[Epub]     CrossRef
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    Jeehee Pyo, Minsu Ock, Bohyun Park, Nam-eun Kim, Eun Jeong Choi, Hyesook Park, Hyeong Sik Ahn
    Journal of Korean Medical Science.2021;[Epub]     CrossRef
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    Meeran Joo, Yoo-mi Chae, Man-Sup Lim, Seok-gun Park
    Korean Journal of Medical Education.2021; 33(4): 411.     CrossRef
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    Sangho Sohn, Yeonjoo Seo, Yunsik Jeong, Seungwoo Lee, Jeesun Lee, Kyung Ju Lee
    Journal of Educational Evaluation for Health Professions.2021; 18: 7.     CrossRef
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  • 123 Download
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  • 16 Scopus

Original Research

Course-based research experience of undergraduate medical students through project-based learning
Jihyun Si
Korean J Med Educ 2020;32(1):47-57.
Published online March 1, 2020
DOI: https://doi.org/10.3946/kjme.2020.152
Purpose
This study aimed to design and implement an introductory-level course-based research experience (CRE) through project-based learning (PBL) for undergraduate medical students and investigate their learning experience and research skill development, with the ultimate objective of exploring whether CRE can be effectively utilized for undergraduate research experience.
Methods
This study included 40 second-year premedical students enrolled in “Scientific thinking and medical research,” which was developed as an introductory-level CRE through PBL. It was a three-credit course and the students met twice a week for one semester. The students’ learning experiences were examined with a 15-item survey including three open-ended questions, while their research skills were assessed through the research reports using a research skill rubric at the end of the course.
Results
The findings showed that the students perceived the course structure as appropriate and helpful. They also considered the group work experience to be positive and productive. Learner satisfaction items also earned positive responses in general. Regarding the research skill assessment, the mean value of the research skill scores of each group was 19.11 out of 27 and the mean value of each research skill score was 2.12 out of 3.
Conclusion
Overall, the students were satisfied with their research experience, and their research skills were developed, suggesting that this introductory CRE through PBL can be effectively and efficiently utilized for undergraduate research experience.

Citations

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  • The educational outcomes of medical student engagement in research projects: a scoping review
    Macken Stirling, Joanne Hart
    BMC Medical Education.2026;[Epub]     CrossRef
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    Jason M. Nagata, Derek Sportsman, Christiane K. Helmer, Kyle T. Ganson, Alexander Testa, Julia H. Raney, Claire D. Brindis, Megan A. Moreno, Holly C. Gooding
    Journal of Adolescent Health.2026;[Epub]     CrossRef
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    Serpil Özcan, Esra Çınar Tanrıverdi, Bahar Çiftçi
    BMC Medical Education.2026;[Epub]     CrossRef
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    Evaluation and Program Planning.2025; 111: 102581.     CrossRef
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    Lisa M. Harrison-Bernard, Scott Edwards, Robert W. Siggins, Stefany D. Primeaux
    Medical Science Educator.2025; 35(4): 2001.     CrossRef
  • Exploring medical students' information-seeking and methodology skills: a perspective from Türkiye
    Hanzade DOĞAN, İnci OKTAY, Beste ÇAKMAKGİL
    Gazzetta Medica Italiana Archivio per le Scienze Mediche.2025;[Epub]     CrossRef
  • Aprendizagem Baseada em Projetos como estratégia didática na engenharia tecidual: relato de experiência de um projeto de ensino e monitoria
    Caroline Medeiros Laffitte, Isabella de Souza Pires, Emanoel Alves Cabral, Alison Gessinger Guedes Morais, João Victor Freire de Paula, Carlos Augusto Galvão Barboza
    Caderno Pedagógico.2025; 22(13): e21255.     CrossRef
  • O currículo inovador do curso de Medicina da USP de Bauru no teste de progresso
    Gerson Alves Pereira Júnior, Sara Fiterman Lima, Pedro Tadao Hamamoto Filho, Angélica Maria Bicudo
    Estudos em Avaliação Educacional.2025; 36: e10956.     CrossRef
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    Sujin Lee, Ju Young Yoon, Yeji Hwang
    BMC Nursing.2024;[Epub]     CrossRef
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    Rana Ammar Ahmad, Maryam Mumtaz, Rummana Aqeel, Faiza Awais, Muhammad Haseeb Rana, Nishwah Khan, Sajid Naeem, Khezran Qamar
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    Alka D Gore, Mihir Kulkarni
    Journal of The Association of Physicians of India.2024; 72(11): e7.     CrossRef
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    Yating Liang, Junyoung Kim, Bernard M. Kitheka
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    Christopher Holzmann-Littig, Nana Jedlicska, Marjo Wijnen-Meijer, Friederike Liesche-Starnecker, Karen Schmidt-Bäse, Lutz Renders, Katja Weimann, Björn Konukiewitz, Jürgen Schlegel
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    Juan Francisco Velarde-García, Beatriz Álvarez-Embarba, María Nieves Moro-Tejedor, Leyre Rodríguez-Leal, Oscar Arrogante, María Gema Alvarado-Zambrano, Jorge Pérez-Corrales, Domingo Palacios-Ceña
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    Cyruz P. Tuppal, Alejandro C. Nonog Jr., Shanine Mae P. Tuppal, Mark Donald C. Reñosa, Marina Magnolia G. Ninobla, Mary Nellie T. Roa, Christian S. Tu
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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
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.

Citations

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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
  • 8,423 View
  • 206 Download
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  • 3 Scopus
Connected in cinema: educational effects of filmmaking classes on medical students
Seung Suk Nam, Jung-Ho Cha, Kihun Sung
Korean J Med Educ 2019;31(4):319-330.
Published online November 29, 2019
DOI: https://doi.org/10.3946/kjme.2019.142
Purpose
The purpose of this study is to explore what the students experienced in short filmmaking class performed to 1st grade premedical students of a medical school, and to trace educational effects of the class.
Methods
Taking a qualitative approach, the authors used semi-structured interviews to collect the data. This study employed the quota sampling method to purposefully select students to interview. Data coding and analysis were performed based on the grounded theory. The filmmaking experiences consistently described by the interviewees were labeled and reorganized into categories through the open, axial, and selective coding.
Results
The students experience the group filmmaking class as a participatory class. Learners also experienced the procedure of performing complicated group tasks according to detailed and scheduled processes. Participation leads to collaboration. Collaboration here is through communication and participation, not through mechanical cooperation. Students also experience various dimensions of communication. The students learned that successful performance of the group filmmaking process is enabled through consideration towards others, and experience a sense of connectedness resulting in a type of community spirit. Having fun and interest, finally, the students experience the sense of accomplishment and sharing through joint screening.
Conclusion
Students’ shared experiences and their education effects of the filmmaking class can be explained in terms of the above mentioned seven closely intertwined categories. In this class, the students were able to express emotions they would not normally express. Through this, the students were able to find the true character and new aspects of their fellow students, forming intimacy, which led to a sense of belonging and connectedness.

Citations

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  • The effectiveness and mechanisms of a filmmaking intervention for adolescent aggression: a mixed methods study
    Yuxuan Zhang, Annis Lai Chu Fung, Yanni Liang, Qin Sun, Shiguang Ni
    Child and Adolescent Psychiatry and Mental Health.2026;[Epub]     CrossRef
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    Jung- Sik Huh, Shinki An
    Korean Medical Education Review.2026; 28(2): 92.     CrossRef
  • Filmmaking as a Therapeutic Intervention for Children and Adolescents: A Systematic Review
    Yuxuan Zhang, Annis Lai Chu Fung, Mengjian Hu, Houde Liu, Shiguang Ni
    Research on Social Work Practice.2025;[Epub]     CrossRef
  • Using an Artificial-Intelligence-Generated Program for Positive Efficiency in Filmmaking Education: Insights from Experts and Students
    Wei Yang, Hyemin Lee, Ronghui Wu, Ru Zhang, Younghwan Pan
    Electronics.2023; 12(23): 4813.     CrossRef
  • Development of Siap Antisipasi (SIANTI) to Enhance Students’ Assertive Behavior in Preventing Physical Sexual Harassment on Junior High School Students
    Fitri Ratnasari, Elia Flurentin, Arbin Janu Setiyowati
    Jurnal Kajian Bimbingan dan Konseling.2022; 7(2): 44.     CrossRef
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The relationship between empathy and stress: a cross-sectional study among undergraduate medical students
James Wiguna Wahjudi, Ardi Findyartini, Fransiska Kaligis
Korean J Med Educ 2019;31(3):215-226.
Published online August 26, 2019
DOI: https://doi.org/10.3946/kjme.2019.132
Purpose
Empathy is critical for medical doctors, as it enables them to conduct good patient-centred care. Medical students are expected to learn this ability as part of their education and training.
Methods
Using a cross-sectional design, the present study was conducted to identify whether the empathy levels of medical students are affected by their stress levels. A translated version of the Perceived Stress Scale-10 was used to measure the students’ stress levels, while the Jefferson Scale of Physician Empathy was used to measure their empathy levels.
Results
A total of 464 students from one medical school in Indonesia participated in the study. Stress levels among medical students peak in their first year of study and maintain a downward trend over the following years. The students’ empathy levels increased during their first 3 years, declined significantly upon entering the first clinical year, and increased during the second clinical year. However, no correlations were found between stress level and empathy level.
Conclusion
These findings suggest that there may be other underlying factors that contribute to empathy decline among medical students upon entering their first clinical year. Further research should be conducted to identify these factors. The bounced-back of empathy level to a higher level in the second year highlights the importance of student adaptation in the clinical learning environment and the support system.

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Changes of academic performance by integration between basic and clinical medicine in pre-clerkship medical education
So Jung Yune, Jin Sup Jung
Korean J Med Educ 2018;30(3):209-218.
Published online August 27, 2018
DOI: https://doi.org/10.3946/kjme.2018.95
Purpose
The purpose of this study was to investigate the effect of curriculum revision on student performance in tests of the medical knowledge of students at Pusan National University.
Methods
Test scores of the Basic Medicine Comprehensive Examination (BMCE), conducted by the Medical Education Assessment Corporation, and internal clinical knowledge tests of the three integrated courses of the Pusan National University School of Medicine, during the last 3 years (2015–2017) were compared with an unpaired Student t-test and the results were considered to be significant at p<0.05.
Results
Curriculum revision in 2017 introduced the integration of basic and clinical courses at the organ level of medical education. Scores of BMCE and internal clinical knowledge tests in three integrated courses after curriculum revision showed a statistically significant increase after curriculum revision.
Conclusion
Curriculum revisions that integrated the basic and clinical courses in organ-level education improved student’s academic performance significantly.

Citations

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  • Programmatic strategies for academic success in graduate health professions education: A scoping review
    Kim D. Dao, Karolyn Miller, Bethany Nolan, Janna McGaugh
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    Wagner Rios-Garcia, Sashenka Silva-Jiménez, Daniel Banegas-Báez, Yerson Alberca-Naira, Julissa Orbe-Ortiz, Alondra A. Rios-Garcia
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    Ayema Haque, Sobia Mansoor, Farheen Malik, Jawad Ahmed, Zeba Haque
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Short communication

Medical students interact with multicultural patients to learn cultural diversity
HyeRin Roh, Lauren Nirta
Korean J Med Educ 2018;30(2):161-166.
Published online May 30, 2018
DOI: https://doi.org/10.3946/kjme.2018.91
Purpose
The aim was to present our experiences implementing a cultural diversity (CD) education program.
Methods
The authors held a 4-hour CD class for third-year medical students. The aim of the class was to facilitate students to realize and reflect on the importance of CD on healthcare delivery in Korea. The class was comprised of an orientation about CD in Korea, physicians and multicultural guests sharing their experiences with students, small group discussion, and Q&A panel with multicultural guests. Students provided written feedback for program evaluation. Authors classified their comments qualitatively.
Results
Students mostly responded positively to the class with a significant focus on interacting with the multicultural guests. Students realized the significance of CD in healthcare and reflected deeply on their discussion with the multicultural patients. Students needed more time to interact with multicultural guests from a greater range of cultures represented in Korea. Most did not need English interpretation.
Conclusion
The aim of the class was achieved. Medical students’ interaction with multicultural patients may promote the students’ understanding and reflection about CD in health care.

Citations

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  • Cultural Safety Education for Medical Students: Practice and Development in Korean Medical Education
    HyeRin Roh, Kyung Hye Park
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    Qing Ye, Yunben Chen
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Medical Education in an Asian Context

Developing the Korean Association of Medical Colleges graduate outcomes of basic medical education based on “the role of Korean doctor, 2014”
Min Jeong Kim, Young-Mee Lee, Jae Jin Han, Seok Jin Choi, Tae-Yoon Hwang, Min Jeong Kwon, Hyouk-Soo Kwon, Man-Sup Lim, Won Min Hwang, Min Cheol Joo, Jong-Tae Lee, Eunbae B. Yang
Korean J Med Educ 2018;30(2):79-89.
Published online May 30, 2018
DOI: https://doi.org/10.3946/kjme.2018.83
The Korean Association of Medical Colleges (KAMC) developed graduate outcomes based on “The role of Korean doctor, 2014” to serve as guidelines regarding outcome-based education in Korea. The working group in this study analyzed 65 competencies proposed in “The role of Korean doctor, 2014” according to the developmental principle that certain outcomes should be demonstrated at the point of entry into the graduate medical education. We established 34 competencies as “preliminary graduate outcomes” (PGOs). The advisory committee consisted of 11 professors, who reviewed the validity of PGOs. Ultimately, a total of 19 “revised graduate outcomes” (RGOs) were selected. We modified the RGOs based on opinions from medical schools and a public hearing. In November 2017, the KAMC announced the “graduate outcomes for basic medical education,” which serves as a guide for basic medical education for the 40 medical schools throughout Korea. Medical schools can expand the graduate outcomes according to their educational goals and modify them according to their own context. We believe that graduate outcomes can be a starting point for connecting basic medical education to graduate medical education.

Citations

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  • Teaching clinical reasoning: principles from the literature to help improve instruction from the classroom to the bedside
    Steven J. Durning, Eulho Jung, Do-Hwan Kim, Young-Mee Lee
    Korean Journal of Medical Education.2024; 36(2): 145.     CrossRef
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    Sanghee Yeo
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  • 3 Scopus

Original Research

Medical students’ clinical performance of dealing with patients in the context of domestic violence
Hyun-Hee Kong, Sunju Im, Ji-Hyun Seo, Do-Kyong Kim, HyeRin Roh
Korean J Med Educ 2018;30(1):31-40.
Published online February 28, 2018
DOI: https://doi.org/10.3946/kjme.2018.79
Purpose
The aim of this study was to inquire about the clinical performance and determine the performance pattern of medical students in standardized patient (SP) based examinations of domestic violence (DV).
Methods
The clinical performance sores in DV station with SP of third-year (n=111, in 2014) and 4th-year (n=143, in 2016) medical students of five universities in the Busan-Gyeongnam Clinical Skills Examination Consortium were subjected in this study. The scenarios and checklists of DV cases were developed by the case development committee of the consortium. The students’ performance was compared with other stations encountered in SP. The items of the checklists were categorized to determine the performance pattern of students investigating DV into six domains: disclosure strategy (D), DV related history taking (H), checking the perpetrator’s psychosocial state (P), checking the victim’s condition (V), negotiating and persuading the interviewee (N), and providing information about DV (I).
Results
Medical students showed poorer performance in DV stations than in the other stations with SP in the same examination. Most students did confirm the perpetrator and commented on confidentiality but ignored the perpetrator’s state and patient’s physical and psychological condition. The students performed well in the domains of D, H, and I but performed poorly in domains P, V, and N.
Conclusion
Medical students showed poor clinical performance in the DV station. They performed an ‘event oriented interview’ rather than ‘patient centered’ communication. An integrated educational program of DV should be set to improve students’ clinical performance.

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    Dilek Zengin, Aycin Ezgi Onel, Hatice Bal Yılmaz
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  • Şiddetle Mücadelede Hekimin Rolü; Trakya Tıp Fakültesi’nden Öğrenci Görüşlerinin Kalitatif Değerlendirilmesi
    F. Gülsüm ÖNAL
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    Francesco Lupariello, Giuliana Mattioda, Giancarlo Di Vella
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    Dionysia-Chara Pisimisi, Plouto-Antiopi Syrinoglou, Xenophon Sinopidis, Ageliki Karatza, Maria Lagadinou, Alexandra Soldatou, Anastasia Varvarigou, Sotirios Fouzas, Gabriel Dimitriou, Despoina Gkentzi
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Review Article

Podcasting in medical education: a review of the literature
Daniel Cho, Michael Cosimini, Juan Espinoza
Korean J Med Educ 2017;29(4):229-239.
Published online November 29, 2017
DOI: https://doi.org/10.3946/kjme.2017.69
Podcasts are increasingly being used for medical education, both within teaching institutions and on an international scale by major journals. To date, there are no evidence-based guidelines for the development of educational podcasts. To review the state of the literature, MEDLINE, SCOPUS, and ERIC were searched in May 2016 for articles describing audio format podcasts used in medical education. Eighty-four articles met inclusion criteria. A qualitative synthesis of the evidence was done using Kirkpatrick’s model for evaluating outcomes. Twenty-four articles described reaction outcomes, eleven described learning outcomes, and one described behavioral outcomes. None measured patient impact. The literature demonstrates that podcasts are both feasible and accepted by learners. The mean length of reported podcasts was 18 minutes, which falls within the recommended range in at least one paper, and is consistent with reported listener preference. Interview format, clear disclosures, and accurate information were reported as desirable. There is limited evidence showing the efficacy of podcasts as teaching tools, or regarding best practices in making podcasts. More rigorous studies evaluating efficacy, changes in behavior, and changes in patient outcomes need to be performed in order to prove podcasts’ value and to justify production costs.

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    Scott McNamara, Christopher Drew
    Educational Media International.2019; 56(4): 300.     CrossRef
  • Podcasting as Social Scholarship: A Tool to Increase the Public Impact of Scholarship and Research
    Jonathan Bentley Singer
    Journal of the Society for Social Work and Research.2019; 10(4): 571.     CrossRef
  • Social media in knowledge translation and education for physicians and trainees: a scoping review
    Teresa M. Chan, Kristina Dzara, Sara Paradise Dimeo, Anuja Bhalerao, Lauren A. Maggio
    Perspectives on Medical Education.2019; 9(1): 20.     CrossRef
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    Sean P. Kane, Michael Shuman, Khyati Patel, Margaret Olson
    American Journal of Pharmaceutical Education.2019; 83(8): 7083.     CrossRef
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Medical education in an Asian context

Playing to our human strengths to prepare medical students for the future
Julie Chen
Korean J Med Educ 2017;29(3):193-197.
Published online August 29, 2017
DOI: https://doi.org/10.3946/kjme.2017.65
We are living in an age where artificial intelligence and astounding technological advances are bringing truly remarkable change to healthcare. Medical knowledge and skills which form the core responsibility of doctors such as making diagnoses may increasingly be delivered by robots. Machines are gradually acquiring human abilities such as deep learning and empathy. What, then is the role of doctors in future healthcare? And what direction should medical schools be taking to prepare their graduates? This article will give an overview of the evolving technological landscape of healthcare and examine the issues undergraduate medical education may have to address. The experience at The University of Hong Kong will serve as a case study featuring several curricular innovations that aim to empower medical graduates with the capabilities to thrive in the future.

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  • Physicians’ required competencies in AI-assisted clinical settings: a systematic review
    Lotte Schuitmaker, Jojanneke Drogt, Manon Benders, Karin Jongsma
    British Medical Bulletin.2025;[Epub]     CrossRef
  • Artificial Intelligence in Medical Education
    Rajendra B. Nerli, Shridhar C. Ghagane
    Journal of the Scientific Society.2025; 52(2): 103.     CrossRef
  • Application of artificial intelligence in medical education: A review of benefits, challenges, and solutions
    Mahdi Zarei, Hamid Eftekhari Mamaghani, Amin Abbasi, Mohammad-Salar Hosseini
    Medicina Clínica Práctica.2024; 7(2): 100422.     CrossRef
  • Integrating Artificial Intelligence into Biomedical Science Curricula: Advancing Healthcare Education
    Aarti Sharma, Amal Al-Haidose, Maha Al-Asmakh, Atiyeh M. Abdallah
    Clinics and Practice.2024; 14(4): 1391.     CrossRef
  • Exploring the views of Singapore junior doctors on medical curricula for the digital age: A case study
    Humairah Zainal, Xin Xiaohui, Julian Thumboo, Fong Kok Yong, Conor Gilligan
    PLOS ONE.2023; 18(3): e0281108.     CrossRef
  • The impact of artificial intelligence on the person-centred, doctor-patient relationship: some problems and solutions
    Aurelia Sauerbrei, Angeliki Kerasidou, Federica Lucivero, Nina Hallowell
    BMC Medical Informatics and Decision Making.2023;[Epub]     CrossRef
  • Needs, Challenges, and Applications of Artificial Intelligence in Medical Education Curriculum
    Joel Grunhut, Oge Marques, Adam T M Wyatt
    JMIR Medical Education.2022; 8(2): e35587.     CrossRef
  • Perceptions of US Medical Students on Artificial Intelligence in Medicine: Mixed Methods Survey Study
    David Shalom Liu, Jake Sawyer, Alexander Luna, Jihad Aoun, Janet Wang, Lord Boachie, Safwan Halabi, Bina Joe
    JMIR Medical Education.2022; 8(4): e38325.     CrossRef
  • Medical artificial intelligence readiness scale for medical students (MAIRS-MS) – development, validity and reliability study
    Ozan Karaca, S. Ayhan Çalışkan, Kadir Demir
    BMC Medical Education.2021;[Epub]     CrossRef
  • Medical students need artificial intelligence and machine learning training
    Aidan Pucchio, Elizabeth A. Eisenhauer, Fabio Ynoe Moraes
    Nature Biotechnology.2021; 39(3): 388.     CrossRef
  • The Barriers of the Assistive Robotics Market—What Inhibits Health Innovation?
    Gabriel Aguiar Noury, Andreas Walmsley, Ray B. Jones, Swen E. Gaudl
    Sensors.2021; 21(9): 3111.     CrossRef
  • Educating Future Physicians in Artificial Intelligence (AI): An Integrative Review and Proposed Changes
    Joel Grunhut, Adam TM Wyatt, Oge Marques
    Journal of Medical Education and Curricular Development.2021;[Epub]     CrossRef
  • 10,174 View
  • 170 Download
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  • 19 Scopus

Short Communication

Evaluation of an extracurricular program for students interested in rural and public health
Do-Hwan Kim, Ah Reum An, Eun Jeong Kim, Jong-Koo Lee, Seung-Hee Lee
Korean J Med Educ 2017;29(2):111-116.
Published online May 29, 2017
DOI: https://doi.org/10.3946/kjme.2017.58
Purpose
The problem regarding the geographic imbalance of the physician workforce has been a long-standing problem in South Korea. Additionally, rural medicine and public health have been marginalized across whole undergraduate curriculums. The aim of this study was to evaluate the effectiveness of an extracurricular program targeting medical students interested in rural and public health. Methods: A 2-day extracurricular program was held twice in 2015 and 2016. A total of 53 students were selected among eighty students who voluntarily applied to participate in the program. The effectiveness of the program was evaluated by pre- and post-program surveys. Results: The overall satisfaction for the program was 5.35 out of 6. The participants showed a significant improvement in perception of the clerkship experience in a rural and public health care setting as well as the importance of rural medicine and public health in South Korea. Conclusion: In conclusion, this study showed the acceptability of a short-term extracurricular program for medical students interested in rural and public health.

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  • Impact of a short-term global health training program on competencies and career intentions in elderly care: a pilot study among public health students in the Philippines
    Daeun Ro, Yuri Lee, Rowell De Guia, Emmanuel C. Macaraeg, Seojung Yoon, Boyoung Jeon, Moonyoung Cha, Hakyung Jung, Sunjoo Kang, Rachel D. Castillo
    Journal of Global Health Science.2025;[Epub]     CrossRef
  • Medical students' rural practice intention: Academic performance matters
    You You, Ana Xie, Jennifer Cleland
    Medical Education.2022; 56(12): 1203.     CrossRef
  • 10,695 View
  • 153 Download
  • Crossref
  • 2 Scopus

Original Article

North Korean refugee doctors' preliminary examination scores
Sung Uk Chae, Jeong Hee Yang, Joon Seop Hyun, June Hee Kim, Seok Hoon Kang
Korean J Med Educ 2016;28(4):373-380.
Published online December 1, 2016
DOI: https://doi.org/10.3946/kjme.2016.42
Purpose
Although there have been studies emphasizing the re-education of North Korean (NK) doctors for post-unification of the Korean Peninsula, study on the content and scope of such re-education has yet to be conducted. Researchers intended to set the content and scope of re-education by a comparative analysis for the scores of the preliminary examination, which is comparable to the Korean Medical Licensing Examination (KMLE).
Methods
The scores of the first and second preliminary exams were analyzed by subject using the Wilcoxon signed rank test. The passing status of the group of NK doctors for KMLE in recent 3 years were investigated. The multiple-choice-question (MCQ) items of which difficulty indexes of NK doctors were lower than those of South Korean (SK) medical students by two times of the standard deviation of the scores of SK medical students were selected to investigate the relevant reasons.
Results
The average scores of nearly all subjects were improved in the second exam compared with the first exam. The passing rate of the group of NK doctors was 75%. The number of MCQ items of which difficulty indexes of NK doctors were lower than those of SK medical students was 51 (6.38%). NK doctors’ lack of understandings for Diagnostic Techniques and Procedures, Therapeutics, Prenatal Care, and Managed Care Programs was suggested as the possible reason.
Conclusion
The education of integrated courses focusing on Diagnostic Techniques and Procedures and Therapeutics, and apprenticeship-style training for clinical practice of core subjects are needed. Special lectures on the Preventive Medicine are likely to be required also.

Citations

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  • Evaluating North Korean academic medicine’s contributions to the international medical literature: a bibliometric study
    Andrew Holzman, Yongbin Kim, Jaewoo Park, Douglas Rappaport
    Science Editing.2025; 12(2): 96.     CrossRef
  • Challenges Experienced By North Korean Refugee Doctors in Acquiring a Medical License in South Korea: A Qualitative Analysis
    Shin Ha, Hui Ran Choi, Jong Koo Lee, Yo Han Lee
    Journal of Continuing Education in the Health Professions.2019; 39(2): 112.     CrossRef
  • From Jeongseong to “Three-Minute Care”: Healthcare Transitions in North Korea and the Cultural Adjustment of North Korean Refugee Doctors in South Korea
    박영수, 박상민, Hae Won Lee
    Korea Journal.2017; 57(4): 118.     CrossRef
  • 11,097 View
  • 158 Download
  • Crossref
  • 3 Scopus

Case Report

Increased correlation coefficient between the written test score and tutors’ performance test scores after training of tutors for assessment of medical students during problem-based learning course in Malaysia
Heethal Jaiprakash, Aung Ko Ko Min, Sarmishtha Ghosh
Korean J Med Educ 2016;28(1):123-125.
Published online January 27, 2016
DOI: https://doi.org/10.3946/kjme.2016.18
This paper is aimed at finding if there was a change of correlation between the written test score and tutors’ performance test scores in the assessment of medical students during a problem-based learning (PBL) course in Malaysia. This is a cross-sectional observational study, conducted among 264 medical students in two groups from November 2010 to November 2012. The first group’s tutors did not receive tutor training; while the second group’s tutors were trained in the PBL process. Each group was divided into high, middle and low achievers based on their end-of-semester exam scores. PBL scores were taken which included written test scores and tutors’ performance test scores. Pearson correlation coefficient was calculated between the two kinds of scores in each group. The correlation coefficient between the written scores and tutors’ scores in group 1 was 0.099 (p<0.001) and for group 2 was 0.305 (p<0.001). The higher correlation coefficient in the group where tutors received the PBL training reinforces the importance of tutor training before their participation in the PBL course.

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  • What factors enhance students’ achievement? A machine learning and interpretable methods approach
    Hui Mao, Ribesh Khanal, ChengZhang Qu, HuaFeng Kong, TingYao Jiang, Musa Adekunle Ayanwale
    PLOS One.2025; 20(5): e0323345.     CrossRef
  • Problem-based learning in dentistry, implementation, and student perceptions
    Jayashri Tamanna Nerali, Lahari Ajay Telang, Ajay Telang, Pishipati Vinayak Kalyan Chakravarthy
    Saudi Journal of Oral Sciences.2020; 7(3): 194.     CrossRef
  • In-house Pre-medicine Trained Students: How Faculty Members Perceive Them?
    Basir Abidin, Noor A Suliman, Tan C Hing
    International Journal of Learning and Teaching.2019; : 164.     CrossRef
  • The relationship between the monitored performance of tutors and students at PBL tutorials and the marked hypotheses generated by students in a hybrid curriculum
    Jonas I. Addae, Pradeep Sahu, Bidyadhar Sa
    Medical Education Online.2017; 22(1): 1270626.     CrossRef
  • 10,857 View
  • 117 Download
  • Crossref
  • 3 Scopus
Development of a portfolio for competency-based assessment in a clinical clerkship curriculum
HyeRin Roh, Jong-Tae Lee, Yoo Sang Yoon, Byoung Doo Rhee
Korean J Med Educ 2015;27(4):321-327.
Published online December 1, 2015
DOI: https://doi.org/10.3946/kjme.2015.27.4.321
The purpose of this report was to describe our experience in planning and developing a portfolio for a clinical clerkship curriculum. We have developed a portfolio for assessing student competency since 2007. During an annual workshop on clinical clerkship curricula, clerkship directors from five Paik hospitals of Inje University met to improve the assessment of the portfolio. We generated templates for students to record their activities and reflection and receive feedback. We uploaded these templates to our school’s website for students to download freely. Annually, we have held a faculty development seminar and a workshop for portfolio assessment and feedback. Also, we established an orientation program on how to construct a learning portfolio for students. Future actions include creating a ubiquitous portfolio system, extending the portfolio to the entire curriculum, setting up an advisor system, and managing the quality of the portfolio. This study could be helpful for medical schools that plan to improve their portfolio assessment with an outcome-based approach.

Citations

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  • Development of an E-Portfolio Assessment Tool for Competency-Based Assessment of Family Medicine Residents
    Danbi Lee, Miryoung Song, Yonghwan Kim, Yon Chul Park
    Korean Journal of Family Practice.2025; 15(2): 102.     CrossRef
  • Scope of Portfolio in Medical Training
    Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava
    Current Medical Issues.2023; 21(1): 71.     CrossRef
  • Ensuring Successful Implementation of Portfolios in Medical Institutions
    Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava
    Journal of the Scientific Society.2021; 48(2): 65.     CrossRef
  • How Do Medical Students Prepare for Examinations: Pre‐assessment  Cognitive and Meta‐cognitive Activities
    So-Jung Yune, Sang-Yeoup Lee, Sunju Im
    Korean Medical Education Review.2019; 21(1): 51.     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
  • 16,183 View
  • 278 Download
  • Crossref
  • 1 Scopus

Original Article

Needs assessment of a core curriculum for residency training
Hyo-Jin Kwon, Young-Mee Lee, Hyung-Joo Chang, Ae-Ri Kim
Korean J Med Educ 2015;27(3):201-212.
Published online August 26, 2015
DOI: https://doi.org/10.3946/kjme.2015.27.3.201
Purpose
The core curriculum in graduate medical education (GME) is an educational program that covers the minimum body of knowledge and skills that is required of all residents, regardless of their specialty. This study examined the opinions of stakeholders in GME regarding the core curriculum. Methods: A questionnaire was administered at three tertiary hospitals that were affiliated with one university; 192 residents and 61 faculty members and attending physicians participated in the survey. The questionnaire comprised six items on physician competency and the needs for a core curriculum. Questions on subjects or topics and adequate training years for each topics were asked only to residents. Results: Most residents (78.6%) and faculty members (86.9%) chose “medical expertise” as the “doctor’s role in the 21st century.” In contrast, communicator, manager, and collaborator were recognized by less than 30% of all participants. Most residents (74.1%) responded that a core curriculum is “necessary but not feasible,” whereas 68.3% of faculty members answered that it is “absolutely needed.” Regarding subjects that should be included in the core curriculum, residents and faculty members had disparate preferences— residents preferred more “management of a private clinic” and “financial management,” whereas faculty members desired “medical ethics” and “communication skills.” Conclusion: Residents and faculty members agree that residents should develop a wide range of competencies in their training. However, the perception of the feasibility and opinions on the contents of the core curriculum differed between groups. Further studies with larger samples should be conducted to define the roles and professional competencies of physicians and the needs for a core curriculum in GME.

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  • The CanMEDS Competency Framework in laboratory medicine: a phenomenographic study exploring how professional roles are applied outside the clinical environment
    Chloe Bogaty, Janneke Frambach
    Canadian Medical Education Journal.2023;[Epub]     CrossRef
  • Competency and Curriculum of the Resident as Teacher: A Review and Suggestions
    Janghee Park
    Korean Medical Education Review.2021; 23(1): 23.     CrossRef
  • Current Status of the Resident Education Program and the Necessity of a General Competency Curriculum
    Hyeon Ju Kim, Jung-Sik Huh
    Korean Medical Education Review.2017; 19(2): 70.     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
  • 14,460 View
  • 170 Download
  • Crossref
  • 1 Scopus
Medical students’ agenda-setting abilities during medical interviews
HyeRin Roh, Kyung Hye Park, Young-Jee Jeon, Seung Guk Park, Jungsun Lee
Korean J Med Educ 2015;27(2):77-86.
Published online May 26, 2015
DOI: https://doi.org/10.3946/kjme.2015.27.2.77
Purpose
Identifying patients’ agendas is important; however, the extent of Korean medical students’ agenda-setting abilities is unknown. The study aim was to investigate the patterns of Korean medical students’ agenda solicitation.
Methods
A total of 94 third-year medical students participated. One scenario involving a female patient with abdominal pain was created. Students were video-recorded as they interviewed the patient. To analyze whether students identify patients’ reasons for visiting, a checklist was developed based on a modified version of the Calgary-Cambridge Guide to the Medical Interview: Communication Process checklist. The duration of the patient’s initial statement of concerns was measured in seconds. The total number of patient concerns expressed before interruption and the types of interruption effected by the medical students were determined.
Results
The medical students did not explore the patients’ concerns and did not negotiate an agenda. Interruption of the patient’s opening statement occurred in 4.62±2.20 seconds. The most common type of initial interruption was a recompleter (79.8%). Closed-ended questions were the most common question type in the second and third interruptions.
Conclusion
Agenda setting should be emphasized in the communication skills curriculum of medical students. The Korean Clinical Skills Exam must assess medical students’ ability to set an agenda.

Citations

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  • Agenda-setting in the clinical encounter: A systematic review protocol
    Ailyn Sierpe, Renata W. Yen, Gabrielle Stevens, Aricca D. Van Citters, Glyn Elwyn, Catherine H. Saunders, Yohannes Kebede
    PLOS ONE.2024; 19(10): e0312613.     CrossRef
  • Interrupted opening statements in clinical encounters: A scoping review
    Amanda C. Coyle, Renata W. Yen, Glyn Elwyn
    Patient Education and Counseling.2022; 105(8): 2653.     CrossRef
  • Codebook for rating clinical communication skills based on the Calgary-Cambridge Guide
    Else Dalsgaard Iversen, Maiken Overbeck Wolderslund, Poul-Erik Kofoed, Pål Gulbrandsen, Helle Poulsen, Søren Cold, Jette Ammentorp
    BMC Medical Education.2020;[Epub]     CrossRef
  • Assessing clinical reasoning abilities of medical students using clinical performance examination
    Sunju Im, Do-Kyong Kim, Hyun-Hee Kong, Hye-Rin Roh, Young-Rim Oh, Ji-Hyun Seo
    Korean Journal of Medical Education.2016; 28(1): 35.     CrossRef
  • Educational Strategies for Clinical and Technical Skills Performance
    HyeRin Roh
    Korean Medical Education Review.2016; 18(3): 132.     CrossRef
  • 16,995 View
  • 179 Download
  • Crossref
  • 5 Scopus
The relationship between dental graduate students’ MBTI types and academic achievement in problem-based learning
Min-Jin Kim, Kyung-Pyo Park, Deog-Gyu Seo, Jung-Joon Ihm
Korean J Med Educ 2014;26(4):291-297.
Published online December 1, 2014
DOI: https://doi.org/10.3946/kjme.2014.26.4.291
Purpose
The study aimed to determine the personality types of the graduate students in Seoul National University School of Dentistry (SNU SD) and analyze the specific personal types that were linked to their performance in problem-based learning (PBL). Methods: A total of 263 graduate students in SNU SD from 2011 to 2013, participated in PBL and completed the Myers-Briggs Type Indicator (MBTI) GS form, which was analyzed statistically to determine whether their MBTI personality types were independent of their PBL performance. In particular, MBTI types were regressed on evaluation subcategories, including tutor evaluation and oral test. Results: ESTJ (20.9%) and ISTJ (18.6%) were the most common MBTI personality types in dental graduate students. Compared with males, female students performed significantly better on the PBL. Judging was the most notable type in PBL performance, with its J-P index being statistically significant. Conclusion: PBL is implemented, based on the perspective of student-centered education. Accordingly, the types of personality that usually matriculate in dental school should be monitored, and a student-centered approach to dental education should be adopted.

Citations

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  • Dental students’ Myers‐Briggs Type Indicator personality profile in the past 50 years: Systematic review and meta‐analysis
    Chenshuang Li, Niloufar Azami, Hugo Campos, Michael Chan, Anne Doan Van, Pamela Tisot, Susie Goolsby
    Journal of Dental Education.2024; 88(12): 1652.     CrossRef
  • Factors affecting pre‐doctoral dental students’ selection of advanced dental education: A cross‐sectional study
    Jyoti Sonkar, Spencer Bense, Mohamed ElSalhy
    Journal of Dental Education.2020; 84(12): 1388.     CrossRef
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    Minsun Kim, Sangho Roh, Jungjoon Ihm
    Korean Journal of Medical Education.2018; 30(4): 339.     CrossRef
  • The Study of Personality Types between Pediatric and Other Dental Residents
    Seokhun Jang, Sunah Kim, Okhyung Nam, Misun Kim, Sungchul Choi, Hyoseol Lee
    THE JOURNAL OF THE KOREAN ACADEMY OF PEDTATRIC DENTISTRY.2017; 44(3): 327.     CrossRef
  • Is Dental Students’ Clinical Productivity Associated with Their Personality Profile?
    Kristan D. Rodriguez, Joseph A. Bartoloni, William D. Hendricson
    Journal of Dental Education.2017; 81(12): 1436.     CrossRef
  • The Relationship between the Personality Type, Major Satisfaction, Job Satisfaction and Desired job position of Dental Technology Students
    Soon-Suk Kwo
    Journal of Korean Acedemy of Dental Technology.2016; 38(2): 87.     CrossRef
  • Review of diverse research contents in this issue
    Sun Kim
    Korean Journal of Medical Education.2014; 26(4): 249.     CrossRef
  • 23,388 View
  • 311 Download
  • Crossref
Basic research to guide alterations in an outcome-based curriculum
Hyo Hyun Yoo
Korean J Med Educ 2014;26(4):265-272.
Published online December 1, 2014
DOI: https://doi.org/10.3946/kjme.2014.26.4.265
Purpose
The purpose of this study is to provide basic information that can be used to guide alterations in an outcome-based curriculum by analyzing the current curriculum. Methods: A survey was administered to 103 juniors, 90 seniors, and 97 professors in Chonbuk National University Medical School on the importance of subgraduate and graduate outcomes, the appropriate curriculum to graduate, operational satisfaction, and self-judged achievement. Results: There were significantly meaningful gaps in the importance of graduate and subgraduate outcomes. However, students considered other competencies, except for medical research, more important. The survey data on the appropriate curriculum for graduation and on the operational satisfaction with the curriculum show that overall reorganization of the curriculum is needed. Students felt that they achieved 50 to 60 of 100 with regard to graduate outcomes. Further, students recognize that there are no differences in achievement level between genders. But, they believe that seniors achieve more than juniors. Conclusion: A multilateral basic analysis can be useful to guide the improvement of an outcome-based curriculum to help graduates acquire the ability to provide basic medical treatment.

Citations

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  • The moderating effect of team-based learning participation frequency on the relationship between medical students’ perception of systematic team-based learning class management and active class participation
    Somi Jeong, Seung Jung Kim, Kyoung Eun Lee, Ara Ko
    Korean Journal of Medical Education.2025; 37(3): 345.     CrossRef
  • Learning objectives achievement in ethics education for medical school students
    Sujin Chae, Kiyoung Lim
    Korean Journal of Medical Education.2015; 27(2): 131.     CrossRef
  • Medical Students’ Perception of the Research Curriculum and Activating Factors on Research during Medical School
    Insook Kim, Eunbae Yang
    Korean Medical Education Review.2015; 17(2): 69.     CrossRef
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    JuHee Lee, Taewha Lee, Hyunkyeong Lee, Sanghee Kim, Juyeon Bae, Jeehee Han, Kyongeun Lee
    The Journal of Korean Academic Society of Nursing Education.2015; 21(4): 528.     CrossRef
  • Review of diverse research contents in this issue
    Sun Kim
    Korean Journal of Medical Education.2014; 26(4): 249.     CrossRef
  • 12,069 View
  • 123 Download
  • Crossref
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
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.

Citations

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  • Impact of Standardized Patient Programs on Pre-clinical Medical Students' Clinical Readiness: A Narrative Review of the Last Two Decades
    Cristian V Toma, Aida Petca, Ioana G Visan, Alexandra Munteanu, Alexandru Ciudin, Viorel Jinga
    Cureus.2025;[Epub]     CrossRef
  • Do educational interventions reduce the gender gap in communication skills?- a systematic review
    Alexis M. Driscoll, Rohan Suresh, George Popa, Leif Berglund, Amanda Azer, Helen Hed, Yajie Duan, Alice Chu, Aleksandra McGrath
    BMC Medical Education.2024;[Epub]     CrossRef
  • Communication skills in primary care settings: aligning student and patient voices
    Chandramani Thuraisingham, Siti Suriani Abd Razak, Vishna Devi Nadarajah, Norul Hidayah Mamat
    Education for Primary Care.2023; 34(3): 123.     CrossRef
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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
    Annals of Medicine and Surgery.2022; 73: 103215.     CrossRef
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    Sukkyung You, Sun Ah Lim
    Journal of Psychology and Theology.2019; 47(1): 34.     CrossRef
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    Sukkyung You, Ji Eun Yoo, Yunsung Koh
    Personality and Individual Differences.2019; 142: 7.     CrossRef
  • Clinical communication skills and professionalism education are required from the beginning of medical training - a point of view of family physicians
    Camila Ament Giuliani dos Santos Franco, Renato Soleiman Franco, José Mauro Ceratti Lopes, Milton Severo, Maria Amélia Ferreira
    BMC Medical Education.2018;[Epub]     CrossRef
  • How do medical students differ in their interpersonal needs?
    Yera Hur, A Ra Cho, Sun Huh, Sun Kim
    BMC Medical Education.2017;[Epub]     CrossRef
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    Sun Huh
    Korean Journal of Medical Education.2014; 26(3): 159.     CrossRef
  • 14,492 View
  • 178 Download
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Short Communication

Changes in Background and Characteristics in Freshmen in One Graduate Medical School from 2009 to 2011
Hong Joo Seo, Young Joon Ahn
Korean J Med Educ 2012;24(2):163-168.
Published online June 30, 2012
DOI: https://doi.org/10.3946/kjme.2012.24.2.163
PURPOSE
We examined the changes in background and characteristics in freshmen in graduate medical school from 2009 to 2011.
METHODS
We analyzed the responses to a self-questionnaire which were about sex, age, graduation, major, religion and etc. The data were analyzed by t-test, chi-square test.
RESULTS
The freshman population in 2009 and 2011 year was 44% and 58.4% male, and 56% and 41.6% female; had a mean age of 27.3 and 27.4; 41.6% and 32.0% Christian, 33.6% and 47.2% atheist, 76.0% and 68.8% graduates; and 48.0% and 50.4% in the capital region, respectively. With regard to future career, 43.2% and 43.2% of freshmen responded clinical professor, 29.6% and 27.2% private clinics, 8.0% and 13.6% medical researcher, 8.8% and 6.4% public officer, 6.4% and 3.2% basic science faculty, and 4.0% and 6.4% others. With regard to future majors, 20.0% and 20.0% answered internal medicine, 11.2% and 8.0% psychiatrics, 8.8% and 8.8% general surgery, 8.0% and 8.8% pediatrics, 4.8% and 4.8% chest surgery, 33.6% and 36.0% others, and 13.6% and 13.6% undecided, respectively.
CONCLUSION
The populations of males, atheists, graduation candidate, and medical researchers increased, those of females, Christian, and those born in Gwangju and Jeonnam decreased, and those of mean age, future careers and majors, birth place in the capital region were unchanged.

Citations

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  • Factors associated with the specialty choice of Korean medical students: a cross-sectional survey
    Yeon-Yong Kim, Un-Na Kim, Yon Su Kim, Jin-Seok Lee
    Human Resources for Health.2016;[Epub]     CrossRef
  • 9,460 View
  • 105 Download
  • Crossref
Analysis of First Clinical Skills Examination in the Korean Medical Licensing Examination: Focus on Examinees' Experience in a Medical School
Kyung Ae Jun, Sang Yop Shin
Korean J Med Educ 2011;23(3):203-207.
Published online September 30, 2011
DOI: https://doi.org/10.3946/kjme.2011.23.3.203
PURPOSE
The purpose of this study was to investigate the experience of examinees who took the first clinical skill examination in Korea.
METHODS
The data were collected by written survey, telephone, and face-to-face interviews with 46 examinees who took a clinical skills examination test at Jeju National University School of Medicine. Thirty-two questionnaires were valid for analysis.
RESULTS
Examinees' self-evaluation scores with regard to the level of difficulty of the CPX was 2.83 on average (1 for very easy, 5 for very difficult), and the score on the degree of adequate time for the CPX was 2.69 on average (1 for enough, 5 for very short). Examinees' self-evaluation scores on the level of difficulty of the OSCE was 2.37 on average (1 for very easy, 5 for very difficult), and the score on the degree of adequate time for the OSCE was 2.56 on average (1 for enough, 5 for very short).
CONCLUSION
We hope that our study provides useful information on practical questions in the development and review of exams and will be used to develop educational content and teaching methods in medical education.

Citations

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  • Pilot application and Comparative Study between inter-raters in Clinical Performance Examination (CPX) of Ankle Sprain
    Minjeong Kim
    Journal of Korean Medicine.2024; 45(3): 112.     CrossRef
  • Developing a best practice framework for clinical competency education in the traditional East-Asian medicine curriculum
    Sang Yun Han, Seung-Hee Lee, Han Chae
    BMC Medical Education.2022;[Epub]     CrossRef
  • Effects of Module Development and Role Play Course on Clinical Practice Examination Scores during a 4th Year Clerkship
    Kyong-Min Park, Kye-Yeung Park, Nam-Eun Kim, Bong-Kyung Seo, Hoon-Ki Park, Hwan-Sik Hwang
    Korean Journal of Family Medicine.2018; 39(1): 23.     CrossRef
  • A one-day surgical-skill training course for medical students’ improved surgical skills and increased interest in surgery as a career
    Ho Seok Seo, Yong Hwa Eom, Min Ki Kim, Young-Min Kim, Byung Joo Song, Kyo Young Song
    BMC Medical Education.2017;[Epub]     CrossRef
  • Student Satisfaction Study of Clinical Skills Training in Korean Medical Education
    Sung Bo Sim, Ji Hyeon Kweon, Hyung Woo Kim, Jin Woo Hong, Sang Woo Shin
    Journal of Korean Medicine.2013; 34(3): 37.     CrossRef
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    Jee Won Park, Chun-Ja Kim, Yong Soon Kim, Moon Sook Yoo, Hyera Yoo, Sun-Mi Chae, Jeong-Ah Ahn
    Korean Journal of Medical Education.2012; 24(3): 223.     CrossRef
  • Medical Education - Beyond the Evaluation of Intellectual Competency
    Sun Kim
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Original Article
The Satisfaction of the Freshman of Graduate Medical Students to the New Medical Curriculum: One Medical School
Jong Park, Young Joon Ahn
Korean J Med Educ 2011;23(2):95-101.
Published online June 30, 2011
DOI: https://doi.org/10.3946/kjme.2011.23.2.95
PURPOSE
We changed a lot of the medical curricula to accept the freshman of graduate medical students in 2009. We surveyed the satisfaction of new medical curricula from graduate medical students.
METHODS
We analysed the returned questionnaires from 118 freshmen of graduate medical students.
RESULTS
The number of boys and girls was 56 (47.5%) and 62 (52.5%), respectively and of married students was 10 (8.5%). The graduate students thought that the future prospect was very positive and positive in 40.7%. The 77.1 percentages of medical students understood about 40~80% of the basic medicine. The satisfaction of medical curriculum was average 3.30 by Likert scale. The satisfaction of the professor who have enough information to the subjects was 4.00 and of integrated subjects which were organically related without repetition was 2.85 by Likert scale. Graduate students asked to strengthen clinical medicine lecture and practice.
CONCLUSION
Generally, the satisfaction of the new medical curricula was positive in graduate students. But the satisfaction of the contents of the integrated subjects was lowest and so we have to check the organic relationship of integrated subjects.

Citations

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  • Occupational and academic characteristics of medical graduates from three Peruvian universities
    Carlos J. Toro-Huamanchumo, Jessica Meza-Liviapoma, Antonio J. Aspajo, Joel S. Roque-Roque, Paola Novoa-Sandoval
    Educación Médica.2018; 19: 90.     CrossRef
  • Medical Education: Where are We Going?
    Eunbae B. Yang
    Korean Journal of Medical Education.2011; 23(2): 77.     CrossRef
  • Happiness of Medical Students and Tasks in Medical Education
    Eun Bi Lim
    Korean Medical Education Review.2011; 13(2): 25.     CrossRef
  • 10,602 View
  • 87 Download
  • Crossref
Implementation of the Medical Research Curriculum in Graduate Medical School
Kwi Hwa Park, Tae-Hee Kim, Wook-Jin Chung
Korean J Med Educ 2011;23(2):103-110.
Published online June 30, 2011
DOI: https://doi.org/10.3946/kjme.2011.23.2.103
PURPOSE
The purpose of this study was to analyze the effect of the medical research curriculum on the students' satisfaction and the research self-efficacy.
METHODS
The curriculum was implemented to 79 graduate medical school students who entered in 2007 and 2008. This curriculum is implemented through 3 years consisting of 5 different sub-courses: Research design, Research ethics, Medical statistics, Writing medical paper, and Presentation. The effect of this program was measured with 2 self-administered surveys to students: the course satisfaction survey and the self-efficacy inventories. The Research Self-Efficacy Scale consisted of 18 items from 4 categories: Research design, Research ethics, Data analysis, and Result presentation. The descriptive statistics, paired t-test, and analysis of covariance (ANCOVA) were implemented.
RESULTS
The average point of satisfaction of the course was 2.74 out of 4, which told us that students generally satisfied with the course. The frequencies of tutoring for research course were 2 or 3 times on average and each session of tutorial lasted 1.5 to 2 hours. The research self-efficacy in three categories (Research design, Research ethics, and Result presentation) increased significantly (p<0.1). The self-efficacy of the male students was higher than females' one. The self-efficacy was not significantly different by the experience of research paper writing at undergraduate level.
CONCLUSION
The curriculum showed positive results in cultivating research self-efficacy of students. There is a need for improvement of the class of Statistical analysis as students reported that it was difficult.

Citations

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  • Changes in medical students’ research-related perceptions through student-engaged medical research curriculum experience
    Seong Ju Jeon, Hyo Hyun Yoo
    BMC Medical Education.2024;[Epub]     CrossRef
  • Factors That Influence Educational Effectiveness and Learning Satisfaction in Biomedical Research Programs during Premedical School
    So-Jung Yune, Yong-Sang Park, Jung-Ho Cho, Jong-Min Han, Hee-Min Hwa, Sang-Yeoup Lee, Sunju Im
    Korean Medical Education Review.2018; 20(1): 32.     CrossRef
  • Student Research in Basic Medical Education: Why Do We Say Student Research?
    Won Kyun Park
    Korean Medical Education Review.2015; 17(2): 57.     CrossRef
  • Medical Students’ Perception of the Research Curriculum and Activating Factors on Research during Medical School
    Insook Kim, Eunbae Yang
    Korean Medical Education Review.2015; 17(2): 69.     CrossRef
  • Medical student perception of physician values in practice by individual characteristics and preferred medical specialty field
    Kwi Hwa Park, Hyo Hyun Yoo, Jun Yim
    Korean Journal of Medical Education.2014; 26(4): 309.     CrossRef
  • Medical Education: Where are We Going?
    Eunbae B. Yang
    Korean Journal of Medical Education.2011; 23(2): 77.     CrossRef
  • 11,337 View
  • 146 Download
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Comprehension of Patient-Physician Interaction through Analysis of Relationships between Domains in Clinical Performance Examination
Jae Jin Han, Myoung Jin Lee, Hyun-Jung Im
Korean J Med Educ 2010;22(3):177-184.
Published online September 30, 2010
DOI: https://doi.org/10.3946/kjme.2010.22.3.177
PURPOSE
This research investigated the psychometric properties of the patient-physician interaction (PPI) domain in the clinical performance examination (CPX). This research aimed to understand the PPI domain in the CPX through a psychometric and relationship analysis between the domains.
METHODS
Data were drawn from 1,302 examinees on a set of 6 common CPX cases and 1,066 on a 'bad news delivery' case. All cases included 7 PPI items, among which we calculated internal consistency reliability. Correlations were made between PPI and the other domains. Analyses using the structural equation model (SEM) were conducted to assess the relationships between latent factors and controlled measurement errors. To calculate the disparity between colleges, we performed a multi-level analysis. Also, we conducted t-tests to investigate the consistency of the PPI and information sharing (IS) scores in the 'bad news delivery' case.
RESULTS
Correlation between the mean PPI score and the total CPX score was high (0.707). The correlations between PPI and other domains were; 0.904 for the patient's overall satisfaction, 0.41 for history taking, and 0.327 for patient education. In SEM, these correlations between latent variables increased. The proportion of level-2 (between-school component) variance in PPI was 4.1%. For 'bad news delivery', the group that checked 'yes' on the IS items had higher PPI scores (mostly p<0.01).
CONCLUSION
PPI is an influential domain of the CPX and is highly related with the patient's overall satisfaction, clinical courtesy, and history taking. Disparities between schools in PPI are relatively small, such that the PPI could be due to individual factors rather than the school.

Citations

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  • Improved detection of patient centeredness in objective structured clinical examinations through authentic scenario design
    Kye-Yeung Park, Hoon-Ki Park, Hwan-Sik Hwang, Sang-Ho Yoo, Jae-Sook Ryu, Jong-Hoon Kim
    Patient Education and Counseling.2021; 104(5): 1094.     CrossRef
  • Effects of Module Development and Role Play Course on Clinical Practice Examination Scores during a 4th Year Clerkship
    Kyong-Min Park, Kye-Yeung Park, Nam-Eun Kim, Bong-Kyung Seo, Hoon-Ki Park, Hwan-Sik Hwang
    Korean Journal of Family Medicine.2018; 39(1): 23.     CrossRef
  • The Effect of Recorded Video Monitoring on Students’ Self Reflection of Patient‐Physician Interaction
    Misun Ju, Jiyeong Hwang, Jaemyung Kim, Jeaku Kang
    Korean Medical Education Review.2017; 19(2): 83.     CrossRef
  • A school-level longitudinal study of clinical performance examination scores
    Jang Hee Park
    Korean Journal of Medical Education.2015; 27(2): 107.     CrossRef
  • Predictors of clinical practice examination scores of fourth year medical students after core clinical clerkships
    Kye-Yeung Park, Hoon-Ki Park, Jong-Hoon Kim, Hwan-Sik Hwang
    Korean Journal of Medical Education.2015; 27(4): 275.     CrossRef
  • Impact of Clinical Performance Examination on Incoming Interns' Clinical Competency in Differential Diagnosis of Headache
    Seong-Min Park, Yun-Mi Song, Bo-Kyoung Kim, Hyoeun Kim
    Korean Journal of Family Medicine.2014; 35(2): 56.     CrossRef
  • Teaching Clinical Performance Examination Using Action Learning Techniques
    Kyung Hye Park, Woo Jeong Kim
    Korean Journal of Medical Education.2012; 24(1): 23.     CrossRef
  • The Change of CPX Scores according to Repeated CPXs
    Yoon Hee Lee, Jae Hyun Park, Jin Kyung Ko, Hyo Bin Yoo
    Korean Journal of Medical Education.2011; 23(3): 193.     CrossRef
  • Current Issues in Medical Education: What Is Important?
    Sun Kim
    Korean Journal of Medical Education.2010; 22(3): 167.     CrossRef
  • 6,930 View
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Differences in Factors Affecting Medical Specialty Choices between Medical College Students and Graduate Medical School Students
Ji Hye Lee, Gun Il Kim, Kwi Hwa Park, So-Joung Yune
Korean J Med Educ 2009;21(4):393-402.
Published online December 31, 2009
DOI: https://doi.org/10.3946/kjme.2009.21.4.393
PURPOSE
This study was conducted to compare the specialty preference and factors that affect choices of medical specialties between medical college students and graduate medical school students.
METHODS
A self-administered questionnaire was conducted in 563 medical students, and 482 (graduates: 199, undergraduates: 283) responded (response rate, 85.61%). The students completed a brief survey, which included 39 items that sampled their demographic data, career choice, and factors that influenced their choice.
RESULTS
Most students in medical college and graduate medical school preferred clinical medicine. Graduate medical school students preferred internal medicine, pediatrics, and family medicine. In contrast, medical college students preferred neurology, family medicine, and psychiatry. Important factors that affected the selection of specialties were seniors' advice, advice of other students, clerkship experiences, and specialty experiences.
CONCLUSION
This result shows that there are differences in the factors that affect the selection of medical specialties between medical college students and graduate medical school students. But, the opportunity to explore future careers and to consult their choice of specialty, in accordance with the needs and characteristics of individual students, must be provided for all medical students.

Citations

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  • A Qualitative Study on the Students' Perceptions of Elective Courses in Korean Medical Education
    Hee Jun Park, Sung Uk Ma, Hye-Yoon Lee
    Journal of Korean Medicine.2025; 46(1): 139.     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
  • Career Path Education System at the College of Medicine, The Catholic University of Korea
    Dong-Mi Yoo, Wha Sun Kang
    Korean Medical Education Review.2024; 26(1): 19.     CrossRef
  • Psychiatry curriculum: How does it affect medical students’ attitude toward psychiatry?
    Hye Jeong Lee, Hyeok Jun Jang, Seoyoung Jang, Su Hyun Bong, Geun Hui Won, Seoyoung Yoon, Tae Young Choi
    Asian Journal of Psychiatry.2022; 67: 102919.     CrossRef
  • Q‐Methodology Study on Medical Students’ Perceptions of Good Jobs
    Jaemu Lee, Kyung Hye Park
    Korean Medical Education Review.2021; 23(2): 108.     CrossRef
  • Perceptions of Medical Students Regarding Career Counseling in Korea: A Qualitative Study
    Minsu Ock, Young-Joo Han, Eun Young Choi, Jeehee Pyo, Won Lee
    International Journal of Environmental Research and Public Health.2020; 17(10): 3486.     CrossRef
  • Junior doctors’ early career choices do not predict career destination in neurology: 40 years of surveys of UK medical graduates
    Atena Barat, Michael J. Goldacre, Trevor W. Lambert
    BMC Medical Education.2019;[Epub]     CrossRef
  • Development of a systematic career coaching program for medical students
    Yera Hur, A Ra Cho, Mihye Kwon
    Korean Journal of Medical Education.2018; 30(1): 41.     CrossRef
  • Factors associated with the specialty choice of Korean medical students: a cross-sectional survey
    Yeon-Yong Kim, Un-Na Kim, Yon Su Kim, Jin-Seok Lee
    Human Resources for Health.2016;[Epub]     CrossRef
  • A qualitative study on physicians' perceptions of specialty characteristics
    Kwi Hwa Park, Soo-Koung Jun, Ie Byung Park
    Korean Journal of Medical Education.2016; 28(3): 269.     CrossRef
  • Career Guidance Program Design for the Graduate Medical School Students
    Hyo-Hyun Yoo, Kwi-Hwa Park
    The Journal of the Korea Contents Association.2014; 14(12): 873.     CrossRef
  • Medical student perception of physician values in practice by individual characteristics and preferred medical specialty field
    Kwi Hwa Park, Hyo Hyun Yoo, Jun Yim
    Korean Journal of Medical Education.2014; 26(4): 309.     CrossRef
  • The Career Counseling Program in Medical Schools outside Korea
    Eun-Kyung Chung
    Korean Medical Education Review.2013; 15(2): 82.     CrossRef
  • Vocational Interest Types of Medical Students and Its Usage in Student Career Counseling Program
    Yera Hur, Keumho Lee
    Korean Journal of Medical Education.2012; 24(4): 309.     CrossRef
  • Differentiation Strategy of Graduate Entry Programme
    Hye Rin Roh
    Hanyang Medical Reviews.2012; 32(1): 17.     CrossRef
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Integrating Problem-Based Learning into Clinical Clerkship: A Pilot Study
Kyong-Jee Kim, Chagnwon Kee
Korean J Med Educ 2009;21(4):385-391.
Published online December 31, 2009
DOI: https://doi.org/10.3946/kjme.2009.21.4.385
PURPOSE
This study aims to evaluate the effectiveness of a new teaching segment, named "problem-based clinical teaching," for the clinical clerkship in the undergraduate medical curriculum.
METHODS
Students were given a problem weekly on a case that they had seen during their rotation. The problem was provided by the instructor from a case that had already been diagnosed but came up with an additional problem that called for further investigation by the attending physician. The task for the students was to conduct the investigation and discuss the problem with the attending physician. A survey was conducted of a class of 3rd year medical students (n=43) who completed clerkships in internal medicine to measure the level of student engagement in the problem-based clinical teaching segment and the students' overall perceptions of this new teaching method.
RESULTS
Students generally agreed with the statements that they were actively engaged in the learning during the problem-based clinical teaching session. The students also perceived that this teaching session helped them acquire a deeper understanding of the knowledge and that it enhanced their problem solving skills and motivation.
CONCLUSION
Problem-based clinical teaching is a useful educational method to apply problem-based learning in clinical clerkship settings.

Citations

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  • Accreditation Standards for Designating Teaching Hospitals for Medical Students in Korea
    Jonghoon Park, Youngchang Kim, Dongseok Moon, Kwihwa Park, Sujin Chae, Hyohyun Yoo, Ducksun Ahn
    Korean Medical Education Review.2015; 17(1): 15.     CrossRef
  • 6,991 View
  • 87 Download
  • 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 J Med Educ 2009;21(3):287-297.
Published online September 30, 2009
DOI: https://doi.org/10.3946/kjme.2009.21.3.287
PURPOSE
The purpose of the study was to examine the recording accuracy of faculty observers and standardized patients (SPs) on a clinical performance examination (CPX).
METHODS
This was a cross-sectional study of a fourth-year medical students' CPX that was held at a medical school in Seoul, Korea. The CPX consisted of 4 cases and was administered to 118 examinees, with the participation of 52 SP and 45 faculty observers. For the study we chose 15 examinees per case, and analyzed 60 student-SP encounters in total. To determine the recording accuracy level, 2 SP trainers developed an answer key for each encounter. First, we computed agreement rates (P) and kappa coefficient (K) values between the answer key-SPs and the answer key-faculty observers. Secondly, we analyzed variance (ANOVA) with repeated measures to determine whether the mean percentage of the correct checklist score differed as a function of the rater, the case, or the interaction between both factors.
RESULTS
Mean P rates ranged from 0.72 to 0.86, while mean K values varied from 0.39 to 0.59. The SP checklist accuracy was higher than that of faculty observersat the level of item comparison. Results from ANOVA showed that there was no significant difference between the percentage of correct scores by the answer key, faculty observers and SPs. There was no significant interaction between rater and case factors. CONCLUSION: Acceptable levels of recording accuracy were obtained in both rater groups. SP raters can replace faculty raters in a large-scale CPX with thorough preparation.

Citations

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  • A study on evaluator factors affecting physician-patient interaction scores in clinical performance examinations: a single medical school experience
    Young Soon Park, Kyung Hee Chun, Kyeong Soo Lee, Young Hwan Lee
    Yeungnam University Journal of Medicine.2021; 38(2): 118.     CrossRef
  • A Comparative Study on the Assessment of the Quality of Life by Older Cancer Patients and Caregivers and Assessment of Performance Status by Medical Staff
    Kyoungwon Choi, Hoonsik Bae, Yeon Ok Lim, Ilsung Nam, Hyunsook Yoon, Yojin Kim, Hyen Joo Lee
    Korean Journal of Health Promotion.2015; 15(3): 150.     CrossRef
  • Assessment of Clinical Skills With Standardized Patients: State of the Art Revisited
    David B. Swanson, Cees P.M. van der Vleuten
    Teaching and Learning in Medicine.2013; 25(sup1): S17.     CrossRef
  • Teaching Clinical Performance Examination Using Action Learning Techniques
    Kyung Hye Park, Woo Jeong Kim
    Korean Journal of Medical Education.2012; 24(1): 23.     CrossRef
  • Analysis of First Clinical Skills Examination in the Korean Medical Licensing Examination: Focus on Examinees' Experience in a Medical School
    Kyung Ae Jun, Sang Yop Shin
    Korean Journal of Medical Education.2011; 23(3): 203.     CrossRef
  • How to Succeed in Carrying Out the First Trial of the Clinical Skills Examination in the Korean Medical Licensing Examination
    Sun Huh
    Korean Journal of Medical Education.2009; 21(3): 211.     CrossRef
  • 7,620 View
  • 119 Download
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Development and Validation of a Questionnaire to Evaluate Medical Students' Evidence-Based Medicine Competencies
Jaehyun Park, Taeyoung Yoon, Jinkyung Ko
Korean J Med Educ 2009;21(3):259-267.
Published online September 30, 2009
DOI: https://doi.org/10.3946/kjme.2009.21.3.259
PURPOSE
The purpose of the study was to develop and validate a questionnaire to evaluate medical students' knowledge of, attitude towards and practice of evidence-based medicine (EBM). METHODS: The participants of the study were 418 medical students enrolled in the Kyung Hee University School of Medicine in Seoul, Korea. To examine construct validity of the questionnaire, an exploratory factor analysis (EFA) was performed with 118 participants; a confirmatory factor analysis (CFA) was conducted with the remaining 281 participants. We developed 41 items with a 4-point Likert scale. An EFA was performed to verify the emergence of four dimensions of EBM competencies. The principal axis factoring method and the direct oblimin rotation method were used. To confirm construct validity, a CFA was conducted with the remaining 281 participants. To evaluate model fitness, root mean square error of approximation (RMSEA) and comparative fit index (CFI) were used as fit indices. We conducted ANOVA with Scheffe as discriminant validation, and calculated Cronbach's alpha of 4 subscales as reliability checkup.
RESULTS
After refinement procedure, factor analysis of the 32 items in therevised questionnaire yielded 4 factors. The Scree plot supported a 4 factor solution explaining 53.5% of the variance. The 4 components derived were: factor 1_knowledge on EBM (11 items; Cronbach's alpha=0.92); factor 2_ pursuit towards EBM (10; 0.88); factor 3_reluctance on EBM (7; 0.78); factor 4_practice of EBM (4; 0.75). The questionnaire could discriminate competence differences among 1-3 yr students. Satisfactory Cronbach's alpha scores were noted for each factor as well. CONCLUSION: The EBM competency questionnaire was validated.

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    Dain Jeong, Chang Park, Keiko Sugimoto, Miyang Jeon, Dooyoung Kim, Young Eun
    International Journal of Environmental Research and Public Health.2024; 21(5): 637.     CrossRef
  • Analysis on Validity and Academic Competency of Mock Test for Korean Medicine National Licensing Examination Using Item Response Theory
    Han Chae, Eunbyul Cho, SeonKyoung Kim, DaHye Choi, Seul Lee
    Keimyung Medical Journal.2023; 42(1): 7.     CrossRef
  • The Effects of an Evidence-based Nursing Course Using Action Learning on Undergraduate Nursing Students
    Keum-S. Jang, Eun A Kim, Hyunyoung Park
    The Journal of Korean Academic Society of Nursing Education.2015; 21(1): 119.     CrossRef
  • 7,350 View
  • 114 Download
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