Purpose Longitudinal integrated clerkships (LICs) have been introduced in medical schools, as learning relationships with clinical faculty or peers are important components of medical education. The purpose of this study was to investigate the characteristics of student-faculty and student-student interactions in the LIC and to identify other factors related to whether students understood and acquired the program’s main outcomes.
Methods The study was conducted among the 149 third-year students who participated in the LIC in 2019. We divided the students into groups of eight. These groups were organized into corresponding discussion classes, during which students had discussions with clinical faculty members and peers and received feedback. Clinical faculty members and students were matched through an e-portfolio, where records were approved and feedback was given. A course evaluation questionnaire was completed and analysed.
Results A total of 144 valid questionnaires were returned. Logistic regression analysis showed that relevant feedback in discussion classes (adjusted odds ratio [AOR], 5.071; p<0.001), frequency of e-portfolio feedback (AOR, 1.813; p=0.012), and motivation by e-portfolio feedback (AOR, 1.790; p=0.026) predicted a greater likelihood of understanding the continuity of the patient’s medical experience. Relevant feedback from faculty members in discussion classes (AOR, 3.455; p<0.001) and frequency of e-portfolio feedback (AOR, 2.232; p<0.001) also predicted a greater likelihood of understanding the concept of patient-centered care.
Conclusion Student-faculty interactions, including relevant feedback in discusstion classes, frequency of e-portfolio feedback, and motivation by e-portfolio feedback were found to be important factors in the LIC program.
Purpose This research investigated the critical factors that affect the e-learning quality. The student satisfaction model with the five factors such as content, system, learner, instructor and interaction was proposed and empirically examined. It also investigated the relationship between the interaction and other constructs.
Methods This study used a cross sectional survey design, and convenience sampling. To examine the critical factors and their relationship, a survey of 28 items was developed based on previous studies and sent out through a learning management system to all the students (n=250) enrolled in the pre-med 1 to the medicine 3 in one medical school in Korea. The medical school delivered all the courses online due to the coronavirus disease 2019 pandemic. The collected data (n=209, 83.6%) were analyzed through structural equation modeling by using IBM AMOS ver. 26.0 and IBM SPSS ver. 26.0 (IBM Corp., Armonk, USA).
Results The determinants of e-learning student satisfaction were system, learner, instructor, and interaction qualities, which together explained 72.6% of the variance of student satisfaction and the determinants of e-learning interaction quality were content and system qualities, which together explained 62.9% of the variance of interaction quality.
Conclusion The results of this study presented practical guidelines to improve e-learning quality in terms of student satisfaction in medical education contexts. The results indicated that more efforts should be directed toward improving interaction features such as interactive teaching styles, collaborative activities, providing instructors and learners with proper training for e-learning prior to e-learning and a quality of contents, and upgrading e-learning system for better performance and service.
Citations
Citations to this article as recorded by
Evaluation of an Asynchronous Virtual Course for Continuing Education in Radiation Protection in Nuclear Medicine in Latin America: Outcomes and Lessons Learned A. López, D. Coiro, P. Mora, E.E. Hernández, N. Diaz, L. Rodríguez, M.S. Gallo, I. O’Farril Radioprotection.2025; 60(4): 318. CrossRef
Impact of Information Quality on Satisfaction with E-Learning Platforms: Moderating Role of Instructor and Learner Quality Mariam A. Alterkait, Manal Y. Alduaij Sage Open.2024;[Epub] CrossRef
Uzaktan Eğitim Sisteminin Başarısını Etkileyen Faktörlerin Belirlenmesi Abdullah Eren Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi.2024; (59): 249. CrossRef
Virtual Education in Military Medical University: A Descriptive Study Batool Nehrir, Jamileh Mokhtari, Mehdi Raei, Malihe Sadat Moayed Annals of Military and Health Sciences Research.2024;[Epub] CrossRef
Differences in perception of online anesthesiology between Thai medical students and teachers during the COVID-19 pandemic Darunee Sripadungkul, Suwitcha Sripadungkul, Suhattaya Boonmak, Polpun Boonmak Korean Journal of Medical Education.2023; 35(1): 45. CrossRef
Factors Influencing the Effectiveness of E-Learning in Healthcare: A Fuzzy ANP Study Seyed Faraz Mahdavi Ardestani, Sasan Adibi, Arman Golshan, Paria Sadeghian Healthcare.2023; 11(14): 2035. CrossRef
PURPOSE Most medical schools have held clinical skills training programs recently. Despite these educational endeavors, few studies have attempted to address the effect of clinical skills assessments on clinical performance. This study investigated whether repeated experiences with the examination improved medical students' history-taking, physical exams, and patient-physician interactions (PPIs).
METHODS The subjects of the study were 101 4th-year medical students who participated in the clinical performance examination (CPX) 3 times. They completed their core clerkship before acquiring the first CPX scores; we tracked down the scores of three sets of CPX for 3 subdomains (history taking, physical exam, and patient-physician interaction) and investigated the changes in these scores.
Additionally, we classified the research subjects into 3 groups by total CPX score-higher (upper 30%, n=30), intermediate (medium 40%, n=40), and lower (lower 30%, n=30)-and compared the curves for each group.
RESULTS Significant improvements were made on history taking and physical exam (F=130.786/237.358, p<0.01), while proficiency on the PPI declined (F=17.621, p<0.01).
Additionally, scores in all levels improved continuously on history taking and physical exam, while students of the high and low levels experienced a sharp decline on the PPI (F=11.628, p<0.01).
CONCLUSION Improvement in the history-taking score reflects an accumulation of clinical knowledge and clinical exposure.
Improvement on the physical exam score is affected by repeated practice on similar or identical cases and receipt of feedback. That PPI can deteriorate might be an effect of one's negative experience in a clinical clerkship.
Citations
Citations to this article as recorded by
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
Comparison of Patient-Physician Interaction Scores of Clinical Practice Examination between Checklists and Rating Scale Nam Eun Kim, Hoon Ki Park, Kyong Min Park, Bong Kyung Seo, Kye Yeung Park, Hwan Sik Hwang Korean Journal of Family Medicine.2018; 39(2): 96. CrossRef
The Effects of Preclinical Clinical Performance Examination on Nursing Students' Confidence in Nursing Skills and Critical Thinking Competence Jeong Sook Park, Mi Jung Choi, Soon Yang Jang The Journal of Korean Academic Society of Nursing Education.2015; 21(1): 75. CrossRef
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
Changes in medical students' patient-centeredness attitudes by implementation of clinical performance examination Yera Hur, Sun Kim, Joo Hyun Park, A-Ra Cho, Chang Jin Choi Korean Journal of Medical Education.2014; 26(2): 99. 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
Conflict of Interest in Medical Practice and Research Young Hoon Youn, Ilhak Lee The Korean Journal of Gastroenterology.2012; 60(3): 149. CrossRef
Improvement in Clinical Performance of Interns and Residents through Clinical Skills Assessment of the Korean Medical Licensing Examination Su Mi Kim, Incheol Park, Hoo-Sun Chang, Eun-Cheol Park Korean Journal of Medical Education.2012; 24(4): 329. CrossRef
Medical Education - Beyond the Evaluation of Intellectual Competency Sun Kim Korean Journal of Medical Education.2011; 23(3): 157. CrossRef
PURPOSE The patient-physician interaction (PPI) is a critical part of the clinical encounter. Recent studies have emphasized the importance of the emotional intelligence (EI) of physician in the PPI. Despite emphasizing the EI, previous studies offer limited evidence regarding the effect of a student's EI on the PPI. The purpose of this study is to explore the differences in EI depending on the demographics of medical students and the correlation between EI and PPI scores.
METHODS The sample was 85 fourth-grade medical students.
Prior to taking a 12-station clinical performance examination, the students completed questionnaires on their own perception of the EI, which included 5 domains and 50 items. The tool that was used to assess the level of EI was Moon's modified version of the EI test for adults. We investigated differences in EI depending on the demographics of medical students by ANOVA and noted a correlation between EI and PPI scores by stepwise multiple regression analysis.
RESULTS This study found that females or graduate entry students have higher EI scores and that 25 to 30-year-old students have higher EI scores than aged under 25 years. The PPI scores correlated positively with total EI scores (r=0.32) and 2 subdomains (perception and expression of emotion, r=0.26; empathy, r=0.33). Two subdomains were the best predictors of PPI score (R2=0.171).
CONCLUSION EI correlates significantly with PPI score and affects it. We conclude that EI is a key influence of the PPI. Further research is required to explore whether this is a consistent effect.
Citations
Citations to this article as recorded by
Investigation into the correlation between humanistic care ability and emotional intelligence of hospital staff Jingjing Ma, Wentao Peng, Jihong Pan BMC Health Services Research.2022;[Epub] CrossRef
The role of emotional competencies in predicting medical students’ attitudes towards communication skills training Hélène Givron, Martin Desseilles Patient Education and Counseling.2021; 104(10): 2505. CrossRef
Assessing the Validity of the Preclinical Objective Structured Clinical Examination Using Messick’s Validity Framework Hye-Yoon Lee, So-Jung Yune, Sang-Yeoup Lee, Sunju Im Korean Medical Education Review.2021; 23(3): 185. CrossRef
Understanding medical students’ empathy based on Enneagram personality types HyeRin Roh, Kyung Hye Park, Hyo Jeong Ko, Dong Kyu Kim, Han Bin Son, Dong Hyeok Shin, Seung Hyeon Lee, Hee Young Jung, Dong Heo Korean Journal of Medical Education.2019; 31(1): 73. CrossRef
Medical students’ empathy and its effect on the physicianpatient relationship Min Young Chun, Sang Ho Yoo, Hoon-Ki Park Korean Journal of Medical Education.2015; 27(4): 283. CrossRef
Validating relationships among attachment, emotional intelligence and clinical communication M Gemma Cherry, Ian Fletcher, Helen O'Sullivan Medical Education.2014; 48(10): 988. CrossRef
The influence of medical students’ and doctors’ attachment style and emotional intelligence on their patient–provider communication Mary Gemma Cherry, Ian Fletcher, Helen O'Sullivan Patient Education and Counseling.2013; 93(2): 177. CrossRef
Medical Education - Beyond the Evaluation of Intellectual Competency Sun Kim Korean Journal of Medical Education.2011; 23(3): 157. CrossRef
PURPOSE A proper patient-physician interaction (PPI) creates rapport between doctors and patients and improves medical outcomes. The importance of PPI evaluation items was evaluated in each medical student in grades 3 and 4, before and after their clinical clerkship.
METHODS Six PPI evaluation guidelines (SEGUE, Kalamazoo Consensus, Calgary-Cambridge Guide, Macy guideline, 2 Korean Consortium guidelines) were selected and importance of each guideline was evaluated through the structured questionnaire in 73 pre-clinical clerkship (3rd-grade) and 78 post-clinical clerkship (4th-grade) medical students.
RESULTS The importance of medical communication items among total clinical performance, students-rated PPI portion was 21+/-9.7%. In SEGUE recommendations, 'Elicit information' was evaluated to be most important items before (58.3%) and after (65.8%) clinical clerkship. In Kalamazoo Consensus, 'Gathering information' was evaluated to be most important (49.3%/42.3%), same as in Calgary-Cambridge Guide (52.1%/56.4%) and Daegu Gyeongbuk Consortium (47.9%/43.6%).
In the Macy guideline, 'Listening' was evaluated to be most important (28.8%/33.3%). In the Seoul Gyeonggi Consortium, 'Buidling relationships' was evaluated to be most important (23.3%/28.2%).
CONCLUSION In the 4th-grade post-clerkship medical students after clinical clerkship, importance of 'Gathering information' was evaluated to be less important, however, 'Giving information' and 'Understanding the patient perspective' was evaluated to be more important, compared to pre-clerkship students 3rd-grade students.
Citations
Citations to this article as recorded by
Patient-physician interaction education in Korea: a systematic review Hwan Ho Lee, Yu Ra Kim, Hye Jin Park Journal of Yeungnam Medical Science.2024; 41(2): 74. CrossRef
Effects of a multifaceted neurological assessment educational program in nursing students: A randomized crossover study Ki Sook Bae, Young Sook Roh Nurse Education in Practice.2022; 63: 103378. CrossRef
An Impact of Patient-physician Communication Curriculum on Students of Korean Medical School Hye-Yoon Lee, Sunju Im, So Jung Yune, Sang Yeoup Lee Journal of Korean Medicine.2021; 42(3): 86. 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
Changes in medical students' patient-centeredness attitudes by implementation of clinical performance examination Yera Hur, Sun Kim, Joo Hyun Park, A-Ra Cho, Chang Jin Choi Korean Journal of Medical Education.2014; 26(2): 99. 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
PURPOSE Problem-based learning (PBL) is a constructive learning environment that solves ill-structured problems through collaborative learning. The purpose of this study was to analyze the interaction of students and a tutor in a small-group PBL discussion. This study examined how the types of interactions are composed over the meeting.
METHODS Fourteen third-year subjects from Chonnam National University Medical School, Korea formed two tutorial groups.
Two tutorial sessions were videotaped and analyzed. All videotapes were transcribed to analyze the interaction type.
The criteria of interaction analysis were learning-oriented interaction (exploratory questioning, cumulative reasoning, handling conflicts about the knowledge), procedural interactions, and irrelevant task interactions.
RESULTS Nearly all discourses between tutors and students were learning-oriented interactions. The results showed that students spent more time on cumulative reasoning. In contrast, tutors implemented more exploratory questioning.
Little time was spent on handling conflicts about knowledge and procedural and irrelevant/off-task interactions.
CONCLUSION To improve critical thinking and problem-solving competence in PBL, we should consider various efforts to encourage discussion about conflicting knowledge. A PBL tutor training program should be provided to facilitate PBL group discussions.
Citations
Citations to this article as recorded by
Comparative Analysis of Course Satisfaction and Student Assessment Results in Redesigned Problem-Based Learning Sejin Kim, Minjeong Kim, Seom Gim Kong, Ho Joong Jeong Korean Medical Education Review.2022; 24(2): 128. CrossRef
PURPOSE The aim of this study is to analyze the interaction system between instructor and learners and strive for class improvement based on the evaluation. METHODS: Flanders Interaction Analysis System classifies instructor and learner's speaking into ten items. Observer analyzed every verbal interaction in class and filled out classified table recording the number of adequate category every three seconds. RESULTS: In this study, observed class spent 94.3% of time on teaching and learning activities. So it could be said that the class used time effectively without any waste.
The instructor showed indirect teaching method and as a result, the students showed more initiative statements than simply answering questions. The major pattern was question--> answering questions, and incidental pattern was lecture--> initiative statement--> silence or disorder--> initiative statement--> lecture. CONCLUSION: In medical education, small group lesson is one of the popular teaching methods where Flanders interaction can be analyzed effectively. Using such evaluation, we can promote better teaching and learning.
Citations
Citations to this article as recorded by
Classroom Learning Status Assessment Based on Deep Learning Jie Zhou, Feng Ran, Guang Li, Jun Peng, Kun Li, Zheng Wang, Naeem Jan Mathematical Problems in Engineering.2022; 2022: 1. CrossRef
Course quality management based on monitoring by students at a medical school Sanghee Yeo Korean Journal of Medical Education.2018; 30(2): 141. CrossRef
First
Prev
