Korean Journal of Medical Education

"Learning"

Review Article

Pecha Kucha in medical education: a narrative literature review: Stevan Oluic, Stefan Milutinovic, Strahinja Gligorevic, Nebojsa Brezic, Bernardo Henrique Mendes Correa, Mohamed Hassan, Brian Bartlett, Mohamad El Labban, Waclaw Wedzina, Maja Delibasic, Jelena Oluic, Magdy El-Din; Korean J Med Educ 2025;37(4):491-502.
Published online November 27, 2025; DOI: https://doi.org/10.3946/kjme.2025.358

Abstract
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This review aims to explore the use and educational impact of the Pecha Kucha presentation format in medical education, as well as its integration with active learning methodologies. A comprehensive literature search was conducted in Medline, Embase, ScienceDirect, and Scopus to identify studies that assessed Pecha Kucha in undergraduate, postgraduate, or patient education. Fourteen English-language studies published up to September 2024 were included. Studies were evaluated for design, participant population, learning outcomes, and pedagogical integration. The selected studies employed quantitative, qualitative, and mixed-method approaches. Most studies reported positive educational outcomes, including improved knowledge retention, clearer communication, and enhanced learner engagement. Pecha Kucha was particularly effective when integrated with self-directed, problem-based, case-based, or team-based learning strategies. Participants, including students, residents, and patients, highlighted the format’s value in promoting concise, visually engaging presentations, although some noted difficulties adapting to its strict timing constraints. Pecha Kucha is a promising educational tool that incites active learning, efficient communication, and engagement in medical education. When combined with other pedagogical strategies, it contributes to a more dynamic and student-centered learning environment.

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Original Research

Developing the HEART framework: a qualitative study on faculty engagement in service-learning in Malaysia: Chew-Fei Sow, Lay Khim Goh, Pek Sam Chong; Korean J Med Educ 2025;37(4):477-489.
Published online November 27, 2025; DOI: https://doi.org/10.3946/kjme.2025.357

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Purpose
Most research on service-learning in health professions education has concentrated on student experiences, with little emphasis on staff engagement. Understanding faculty motivations, challenges, and institutional support in service-learning remains an underexplored area. This study addresses this gap by exploring faculty experiences in an immunisation initiative for the displaced community and identifying factors influencing their participation and engagement.
Methods
Using a qualitative research approach, focus group discussions were conducted with sixteen participants involved in the initiative.
Results
Findings revealed that faculty engagement was driven by hands-on skill development, emotional connection, awareness of community needs, structured project goals, and institutional support. Balancing academic workloads and managing emotional demands hampered sustainable faculty involvement. An unexpected outcome was the depth of faculty members’ personal reflection, with many reviewing their privileges and developing a stronger sense of social responsibility.
Conclusion
To enhance faculty engagement, this study introduces the HEART framework, which emphasises “hands-on experience, empathy, awareness of community needs, reflection, and teamwork.” While the framework provides a structured approach to supporting faculty involvement, further validation is necessary to evaluate its effectiveness across diverse educational settings. Future research should refine its components and explore long-term faculty engagement in service-learning.

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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 J Med Educ 2025;37(3):345-353.
Published online August 28, 2025; DOI: https://doi.org/10.3946/kjme.2025.346

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Purpose
This study aimed to examine the moderating effect of team-based learning (TBL) participation frequency on the relationship between medical students’ perception of the systematic management of TBL classes and their active class participation.
Methods
To achieve this purpose, feedback data from 575 students who participated in TBL-based courses at Ewha Womans University College of Medicine during the second semester of the 2022 academic year and the first semester of the 2023 academic year were analyzed. Descriptive statistics, correlation analysis and moderation analysis were conducted.
Results
The results of the study are as follows. First, students’ perception of systematic TBL class management showed a significant positive correlation with active class participation. Second, the frequency of TBL participation was found to play a moderating role in the relationship between the perception of systematic TBL class management and active class participation.
Conclusion
This study highlights that both systematic TBL class management and the frequency of participation are key factors in promoting student engagement in medical education. Based on these findings, educational implications are discussed.

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Enhancing medical student training during psychiatry clerkship through a school-based mental health approach: a qualitative study: Sylas Sebastian Neela Sekhar, Tan Ming Gui, Nicholas Pang Tze Ping, Koh Yunn Min; Korean J Med Educ 2025;37(2):133-142.
Published online May 29, 2025; DOI: https://doi.org/10.3946/kjme.2025.330

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Purpose
This study evaluated a school-based mental health program within a psychiatry clerkship to enhance medical students’ competencies in mental health literacy, empathy, communication, and adaptability. The program aimed to bridge theoretical knowledge with practical skills through experiential learning in a real-world, community-based setting.
Methods
The study utilized convenience sampling to select 32 medical students from the 2023–2024 psychiatry clerkship cohort. Four focus group discussions, each lasting 60–90 minutes, provided qualitative data, which were analyzed using reflexive thematic analysis in Atlas.ti (ATLAS.ti GmbH, Germany) to identify themes related to professional development.
Results
Five key themes emerged, highlighting significant gains in context-sensitive communication, empathy, and mental health literacy specific to adolescent issues. The students reported increased clinical confidence, enhanced resilience through psychological techniques such mindfulness and motivational interviewing, and benefited from sustained engagement and peer support, fostering collaboration and stress management.
Conclusion
The school-based mental health program enhanced essential competencies in mental health literacy, empathy, communication, and practical skills for medical students. By integrating experiential learning into medical education, the program addressed training gaps, equipping future healthcare providers with the skills necessary for holistic and patient-centered mental healthcare across diverse clinical settings. The approach showed potential for broader applications in medical education to prepare students for comprehensive mental health support skills.

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Practical application and evaluation of an integrated training pathway for mental health literacy and clinical communication skills for undergraduate dental students based on simulation-based training
Yao Wang, Lanlan Ye, Meiqin Zhou, Xi Chen
Frontiers in Medicine.2026;[Epub] CrossRef

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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.

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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

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1 Scopus

Medical education in an Asian context

From crisis to opportunity: enhancing anatomy education in a post-COVID world: the Universiti Sains Malaysia experience: Sofiah Hanis Ahmad Hisham, Siti Nurma Hanim Hadie, Fazlina Kasim, Shamsi Amalina Shamsuddin; Korean J Med Educ 2024;36(4):435-443.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.315

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The coronavirus disease 2019 pandemic has fundamentally reshaped anatomy education, offering invaluable insights to guide the future of anatomy pedagogy. As we transition into a post-pandemic era, it is crucial to integrate the lessons learned to create a more resilient, flexible, and effective educational environment. This paper examines the transformative strategies implemented at Universiti Sains Malaysia during the pandemic, focusing on the empowerment of blended learning, technology-enhanced tools, student-centered learning practical sessions, and enhancement of formative assessment. These strategies include integrating digital learning resources, such as the Virtual Anatomy Museum and online histology quizzes, with in-person instruction, fostering a supportive and interactive learning environment. Additionally, practical sessions were redesigned to emphasize collaborative learning, peer teaching, and developing critical thinking and communication skills. Formative assessments were integrated to provide continuous feedback and support ongoing learning. This comprehensive approach not only enhanced students’ understanding of anatomical concepts but also improved their emotional well-being and overall learning experience. The lessons learned from the pandemic have paved the way for a more innovative and adaptive anatomy education that is well-prepared for future challenges.

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A global overview of anatomical science education and its present and future role in biomedical curricula
Michael Hortsch, Virginia Claudia Carneiro Girão‐Carmona, Ana Caroline Rocha de Melo Leite, Ilias P. Nikas, Margaret K. Gatumu, Nii Koney‐Kwaku Koney, Benjamin Arko‐Boham, Doris George Yohannan, Aswathy Maria Oommen, Yan Li, Jian Yang, Alexandra F. Trollo
Anatomical Sciences Education.2026; 19(1): 5. CrossRef
Medical students’ perceptions of anatomy teaching resources and their impact on learning outcomes: Insights from a private medical university in Malaysia
Sambhram Samdeshi, Krishna Chaitanya Reddy Dandala, Thirupathirao Vishnumukkala, Prarthana Kalerammana Gopalakrishna, Gandrakota Ravindranadh, Mohammad Yusuf Bin Abdul Latif, Sowmya Ramakrishnappa, Saravanan Jagadeesan, Che Mohd Nasril Che Mohd Nassir, Sr
Translational Research in Anatomy.2026; 42: 100454. CrossRef
From pandemic to earthquakes: crisis-driven challenges in distance anatomy education
Asli Beril Karakas
BMC Medical Education.2025;[Epub] CrossRef

1,761 View
64 Download
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3 Scopus

Original Research

Medical student needs for e-learning: perspectives of the generation Z: Kyong-Jee Kim; Korean J Med Educ 2024;36(4):389-399.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.312

Abstract
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Purpose
To understand medical students’ perceptions and needs for e-learning to provide e-learning tailored to the needs of the generation Z students.
Methods
A focus group interview was conducted of 30 students in various years of study from five medical schools in South Korea. Subsequently, participants were also surveyed on their perceived importance of and satisfaction with e-learning. Finally, log data from the e-learning portal were analyzed to investigate medical students’ actual use of e-learning.
Results
Participants favored multimedia learning resources and found them useful for studying subjects that could not be easily grasped by reading textbooks alone. Participants preferred video resources, and the most popular resources at the portal were also videos, where the most frequent search or browsing were on those that demonstrated physical examinations and clinical procedures. Participants particularly preferred resources recommended or created by medical faculty as credible sources of information. Participants favored short video clips and preferred them to be segmented into detailed topics. Participants also suggested more detailed categorization of resources for easier access to the contents that are highly relevant to their learning needs.
Conclusion
This study highlights the needs for an e-learning environment closely aligned with the practices and preferences of today’s students and the importance of medical teachers’ role as resource developers. Suggestions for the design and development of e-learning for more convenient browsing and searching of resources highly relevant to student’s learning needs are discussed.

Citations

Citations to this article as recorded by

Medical students’ perceptions of anatomy teaching resources and their impact on learning outcomes: Insights from a private medical university in Malaysia
Sambhram Samdeshi, Krishna Chaitanya Reddy Dandala, Thirupathirao Vishnumukkala, Prarthana Kalerammana Gopalakrishna, Gandrakota Ravindranadh, Mohammad Yusuf Bin Abdul Latif, Sowmya Ramakrishnappa, Saravanan Jagadeesan, Che Mohd Nasril Che Mohd Nassir, Sr
Translational Research in Anatomy.2026; 42: 100454. CrossRef
Technology-enhanced learning in medical education in the age of artificial intelligence
Kyong-Jee Kim
Forum for Education Studies.2025; 3(2): 2730. CrossRef
Short and Sweet: Reducing Extrinsic Cognitive Load When Authoring Self-Study Materials for Medical Students
Thomas McNamara, Roey Ringel, Luke S. Scheuer, Cameron Hill, Gwynneth D. Offner, Caitlin M. Neri, Molly B. Cohen-Osher, Priya S. Garg, Jonathan J. Wisco
Medical Science Educator.2025;[Epub] CrossRef
Teaching Machine Learning to Undergraduate Electrical Engineering Students
Gerald Fudge, Anika Rimu, William Zorn, July Ringle, Cody Barnett
Computers.2025; 14(11): 465. CrossRef
Artificial Intelligence in Neurology and Stroke Education: Current Applications and Future Directions
Braydon Dymm, Abdullah Khalid
Seminars in Neurology.2025;[Epub] CrossRef

2,025 View
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4 Scopus

Structural relationships between psychological factors and college adjustment among medical students in South Korea: focusing on helicopter parenting and respectful parenting: Jin Young Lee, Ie Byung Park, So Jung Yune, Kwi Hwa Park; Korean J Med Educ 2024;36(4):357-366.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.309

Abstract
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Purpose
This study aims to determine the impact of helicopter parenting and respectful parenting on medical students’ mindset, grit, self-directedness, and college adjustment.
Methods
This study constructed a hypothetical model based on the relationship between helicopter parenting, respectful parenting, mindset, grit, self-directedness, and college adjustment. It set up a structural model to test the fit of the model based on empirical data. The significance of the mediating effects of the paths was tested using multiple mediation analysis.
Results
The fit of the initial measurement model did not meet the goodness-of-fit acceptance criteria; therefore, revised models were established. The revised models all showed good fit indices, and the overall path coefficients were significant. Helicopter parenting and respectful parenting are inversely correlated and affect the mindset of medical students, which, in turn, affects their adjustment to college through grit and self-directedness. The results of the multimodal effects of each pathway showed that helicopter parenting negatively affects college adjustment, while respectful parenting has a positive mediating effect on college adjustment.
Conclusion
Parenting attitudes have a significant impact on medical students’ mindset, grit, and self-direction, which affects their college adjustment. Parents need to respect their children’s autonomy and independence and avoid excessive interference.

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How Parenting Influences Lifelong Learning: A Cross‐Cultural Review of Indonesia and Japan
Diana, Dai Matsumoto, Rina Windiarti, Eem Munawaroh, Zakki Nurul Amin, Akaat Hasjiandito, All Fine Loretha, Wisnu Kristanto, Qotrun Nada Nafiah
European Journal of Education.2026;[Epub] CrossRef

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Short Communication

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

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

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E-portfolio utilization in medical school clinical practice: assessing satisfaction and learning advantages: Mi Ryoung Song, Ji Hye Yu, Su Kyung Lee, So Yong Moon, Mi Ran Kim, Jang Hoon Lee; Korean J Med Educ 2024;36(3):327-333.
Published online August 29, 2024; DOI: https://doi.org/10.3946/kjme.2024.306

Abstract
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Purpose
This study aimed to investigate the difference in satisfaction and learning benefits between e-portfolios compared to paper portfolios during clinical practice in medical schools.
Methods
Utilization of and satisfaction with e-portfolios among 40 third-year medical students in the medicine department of Ajou University School of Medicine was collected using an online survey in December 2020. The collected data were analyzed using descriptive statistics and an analysis of variance.
Results
Students perceived that e-portfolios were highly beneficial for consistently documenting activities during clinical practice, when compared to paper-based portfolios (mean±standard deviation [SD]=2.60±1.22). However, the least rated aspect was that e-portfolios require less time than paper-based portfolios (mean±SD=1.80±1.14). Additionally, among the various clinical practice courses using e-portfolios, the highest satisfaction was observed with the fewest content items in the e-portfolio.
Conclusion
To maximize the potential benefits of e-portfolios, improvements in implementation and usability are essential. Additionally, for effective utilization of e-portfolios in clinical practice, it is necessary to clearly define students’ required competencies and ultimate goals, and structure content accordingly.

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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
Self-Coded Digital Portfolios as an Authentic Project-Based Learning Assessment in Computing Education: Evidence from a Web Design and Development Course
Manuel B. Garcia
Education Sciences.2025; 15(9): 1150. CrossRef
Enhancing Neurology Clerkship Training With Problem-Based Learning and the Mini-Clinical Evaluation Exercise (Mini-CEX)
Yingfang She
Cureus.2025;[Epub] CrossRef

1,976 View
68 Download
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1 Scopus

Exploring the responses of preclinical medical students and professors to flipped learning for the development of clinical reasoning: Jihyun Si; Korean J Med Educ 2024;36(2):213-221.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.297

Abstract
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Purpose
This study developed and implemented case-based flipped learning using illness script worksheets and investigated the responses of preclinical students and professors to the intervention in terms of its effectiveness, design, and implementation.
Methods
The study was conducted at a medical school in Korea, where the “clinical reasoning method” course, originally a lecture-oriented course, was redesigned into a flipped learning. In total, 42 second-year medical students and 15 professors participated in this course. After the class, online surveys were conducted, and a focus group interview was held with seven students to explore the students’ experiences in more detail.
Results
In total, 37 students and seven professors participated in the survey. The mean score for all items is 3.12/4 for the student survey and 3.43/4 for the professor survey. The focus group interview results were categorized as the beneficial aspects and challenges for the development of clinical reasoning.
Conclusion
The findings indicated that their responses to the intervention were generally positive, and it is thought to be an effective instructional method for fostering clinical reasoning skills in preclinical medical students.

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Original Research

Evaluation and refinement of Self-Directed Learning Readiness Scale for medical students: Youn Seon Lim, Joanne M. Willey; Korean J Med Educ 2024;36(2):175-188.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.294

Abstract
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Purpose
This study evaluated the underlying subdomain structure of the Self-Directed Learning Readiness Scale (SDLRS) for medical students and refined the instrument to measure the subdomains to provide evidence for construct validity. Developing self-directed learners is a well-recognized goal amongst medical educators. The SDLRS has been frequently used, however, lack of construct validity makes it difficult to interpret results.
Methods
To identify the valid subdomains of the SDLRS, items were calibrated with the graded response model (GRM) and results were used to construct a 30-item short form. Short-form validity was evaluated by examining the correspondence between the total scores from the short form and the original instrument for individual students.
Results
A five-subdomain model explained the SDLRS item response data reasonably well. These included: (1) initiative and independence in learning, (2) self-concept as an effective learner, (3) openness to learning opportunity, (4) love of learning, and (5) acceptance for one’s own learning. The unidimensional GRM for each subdomain fits the data better than multi-dimensional models. The total scores from the refined short form and the original form were correlated at 0.98 and the mean difference was 1.33, providing evidence for validation. Nearly 91% of 179 respondents were accurately classified within the low, average, and high readiness groups.
Conclusion
Sufficient evidence was obtained for the validity and reliability of the refined 30-item short-form targeting five subdomains to measure medical students’ readiness to engage in self-directed learning.

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Self-Directed Learning Across the Lifespan Regarding Psychological Flow—A Topical Assessment of Recent Publications with High Recall and High Precision
Nash Carol
Lifespan Development and Mental Health.2025; 1(4): 10018. CrossRef

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Short Communication

Examination of medical students’ opinions on multimedia learning materials according to social cues: focusing on sound principles: Wonseok Chang, Yura Kim, Hye Jin Park; Korean J Med Educ 2024;36(1):105-110.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.288

Abstract
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Purpose
Although interest in various forms of learning media is increasing due to the coronavirus disease 2019 (COVID-19) pandemic there is relatively little research on influencing student motivation by intervening in cognitive processing. The purpose of this study was to present the optimal form of learning materials provided to medical students.
Methods
This study provided learning materials in class at a level according to social cues (script, video [artificial intelligence (AI) voice], video [professor voice]) based on the principle of voices among the principles of personalization, voices, image, and embodiment of social cues in multimedia learning, and surveyed students’ opinions.
Results
There was no statistically significant difference according to social clues in satisfaction and learning help, but both appeared in the order of silent videos containing the professor’s voice, followed by videos containing the AI voice.
Conclusion
This study is significant in that there is no research on the impact of student motivation on the provision of learning materials for medical school education in Korea, and we hope that it will help provide learning materials for self-directed learning of medical students in the post-COVID-19.

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1 Scopus

Original Research

Hybrid learning as alternative approach to improve Indonesian medical students’ attitude towards clinical skills during COVID-19 pandemic: David Nugraha, Rezy Ramawan Melbiarta, Visuddho Visuddho, Rimbun Rimbun, Sakina Sakina, Lilik Herawati, Fithriyah Cholifatul Ummah, Purwo Sri Rejeki, Achmad Chusnu Romdhoni; Korean J Med Educ 2023;35(4):377-388.
Published online December 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.274

Purpose
Hybrid learning has been chosen as an alternative method in the conduction of clinical skill lectures during coronavirus disease 2019 (COVID-19) pandemic since students need to learn skills applied in emergency situations. This study aims to analyze students’ attitudes between hybrid and online learning methods.
Methods
A non-randomized study was conducted between hybrid group (HG) and online group (OG) on three courses (intravenous [IV]-line insertion, nasogastric tube [NGT] insertion, and neonatal resuscitation). We developed a preformed validated questionnaire to assess students’ attitudes in five domains (willingness, understanding, capacity, self-efficacy, and intended behavior). The questionnaire was applied at the pre- and post-intervention.
Results
A total of 100 participants were included (n=49 in HG, n=51 in OG). Post-course attitudes were significantly higher in online (IV-line, p=0.000; NGT, p=0.000; resuscitation, p=0.000) and hybrid (IV-line, p=0.000; NGT, p=0.000; resuscitation, p=0.000) groups compared to their pre-course. There were no significant differences in post-course attitude between groups (IV-line, p=0.072; NGT, p=0.163; resuscitation, p=0.146). Normalized-gain scores of all subjects were higher in HG (IV-line, p=0.012; NGT, p=0.085; resuscitation, p=0.033).
Conclusion
In conclusion, hybrid learning could be considered as a better alternative in clinical skill lectures to maximize students’ attitudes, especially during COVID-19 pandemic.

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Educational setbacks and psycho-emotional effects of the Covid-19 pandemic during clinical education of undergraduate nursing students, South-Africa
Viviane Ngomane, Hildeguard Jo-Anne Vink, Rirhandzu Friddah Mathevula
International Journal of Research in Business and Social Science (2147- 4478).2026; 14(9): 372. CrossRef
Implementing a Novel “Frontiers in Neoplasia” Curriculum to Engage Fourth-Year Medical Students in Evidence-Based, Multidisciplinary Oncology Care
Curtis Liu, Cole Ferguson, Mayuri Vaish, Mona Arbab, Radhika Kainthla, Kiran A. Kumar, Chul Ahn, Sandra L. Hofmann, Samira Syed
Journal of Cancer Education.2025; 40(5): 660. CrossRef
The impact of online teaching curricula on undergraduate basic surgical skills acquisition
Devansh Tandon, Ayush Gupta, Rhianna Patel, Anushka Shukla, Saran Singh Gill, Rhea Elise Patel, Keshav Krishnan, Bishoy Yassa, Shivansh Tandon, Amar Rai, Matt Boal, Nader Francis
Surgery Open Science.2025; 27: 8. CrossRef
Development and psychometric evaluation of a quality assessment questionnaire for clinical nursing education
Muhamad Andika Sasmita Saputra, Tukimin Bin Sansuwito, Faridah Mohd Said
Healthcare in Low-resource Settings.2025;[Epub] CrossRef
Retention of Cardiorespiratory Anatomy Knowledge Among Universitas Ailangga Medical Students With History of COVID-19
Arista Widya Andhika Akbar, Sakina Sakina, Fidiana Fidiana, Lilik Herawati
Journal of Community Medicine and Public Health Research.2024; 5(2): 128. CrossRef

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84 Download
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3 Scopus

Short Communication

Educational implications of assessing learning outcomes with multiple choice questions and short essay questions: Hyo-Jin Kwon, Su Jin Chae, Joo Hyun Park; Korean J Med Educ 2023;35(3):285-290.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.266

Abstract
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Purpose
This study investigates the characteristics of different item types to assess learning outcomes and explore the educational implications that can be obtained from the results of learning outcome assessments.
Methods
Forty-five second-year premedical students participated in this study. Multiple choice question (MCQ) and short essay question (SEQ) scores and pass rates for 10 learning outcomes were analyzed. Descriptive statistics and correlation analysis were used to analyze the data.
Results
The correlation analysis indicated that there was a significant correlation between SEQs and pass rate but there was no significant correlation between MCQs and pass rate. Some students with identical scores on the MCQs had different scores on the SEQs or on the learning outcomes.
Conclusion
This study showed that students’ achievement of learning outcomes can be assessed using various types of questions in outcome-based education.

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Correction of Table: Educational implications of assessing learning outcomes with multiple choice questions and short essay questions
Hyo-Jin Kwon, Su Jin Chae, Joo Hyun Park
Korean Journal of Medical Education.2024; 36(1): 111. CrossRef
The performance of OpenAI ChatGPT-4 and Google Gemini in virology multiple-choice questions: a comparative analysis of English and Arabic responses
Malik Sallam, Kholoud Al-Mahzoum, Rawan Ahmad Almutawaa, Jasmen Ahmad Alhashash, Retaj Abdullah Dashti, Danah Raed AlSafy, Reem Abdullah Almutairi, Muna Barakat
BMC Research Notes.2024;[Epub] CrossRef

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98 Download
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1 Scopus

Original Research

Passivity, task segmentation, and relational capital: a study of interpersonal relationship formation among freshman medical students in team-based activities: Hyo Jeong Lee, Do-Hwan Kim, Ye Ji Kang; Korean J Med Educ 2023;35(3):223-233.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.261

Abstract
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Purpose
Team-based learning in medical education facilitates the formation of interpersonal relationships, enhances academic achievement, and establishes future clinical connections. Despite medical schools’ distinct educational environments and curricula, research investigating students’ learning and behavioral characteristics within this context remains limited. This study aimed to investigate the specific characteristics of interpersonal relationship formation among freshmen medical students in team-based learning activities.
Methods
Focus group interviews were conducted with 11 students who participated in a team-based class held during the first semester of the premedical year.
Results
Medical students passively expressed their thoughts and feelings, such as active sympathy for the team’s opinions and self-censorship of SNS (social networking service) conversations. When performing team activities, students were excessively conscious of others and focused on evenly dividing their work, minimizing their opinions, and fulfilling their share to prevent potential interpersonal conflicts. Interpersonal activities were only superficial, as students intentionally maintained a certain distance from team members or used team activities as an opportunity to accumulate relational capital.
Conclusion
The results of this study are expected to provide a useful basis for designing and conducting team activity classes to enhance interpersonal relationship formation.

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Progressive muscle relaxation in pandemic times: bolstering medical student resilience through IPRMP and Gagne's model
Bhavana Nair, Sara Khan, Nerissa Naidoo, Shirin Jannati, Balamohan Shivani, Yajnavalka Banerjee
Frontiers in Psychology.2024;[Epub] CrossRef

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1 Scopus

Validation of the Korean version of the Reflective Practice Questionnaire in clinical clerkship of Korean medical students: Yei Jin Lee, Yu Ra Kim, Hwan Ho Lee, Sun Young Kyung, Seung Ryeol Jung, Kwi Hwa Park, So Jung Yune; Korean J Med Educ 2023;35(2):153-163.
Published online June 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.256

Abstract
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Purpose
This study aims to verify whether the Reflective Practice Questionnaire (RPQ) developed by Priddis and Rogers is valid in the Korean context to identify the level of reflection of medical students in clinical practice.
Methods
A total of 202 third- and fourth-year medical students from seven universities participated in the study. After receiving approval for use from the authors, a survey was conducted on the students through an adaptation process. The original scale consists of 10 factors with 40 items. The Self-efficacy in Clinical Performance Scale (SECP), Korean Self-reflection and Insight Scale (K-SRIS), and Reflection-in-Learning Scale (RinLS) were used to validate the scale. Exploratory factor, confirmatory factor, correlation, and reliability analyses were used for data analysis.
Results
As a result of exploratory factor analysis, 10 subfactors were extracted (Kaiser-Meyer-Olkin=0.856, Bartlett’s test: χ 2 =5,044.337, degrees of freedom=780, p<0.001). Among the 40 items, one that showed a high overlapping load for other factors was excluded. As a result of confirmatory factor analysis, the 10-factor structure model was found suitable (χ 2 =1.980, comparative fit index=0.859, Tucker-Lewis index=0.841, root mean square error of approximation=0.070). As a result of the criterion validity test, most of the subfactors of the Korean version of the RPQ (K-RPQ) showed a positive correlation with K-SRIS, RinLS, and SECP. The reliability of 10 subfactors was satisfactory, ranging from 0.666 to 0.919.
Conclusion
The K-RPQ was confirmed to be a reliable and valid tool to evaluate the level of reflection among Korean medical students in clinical clerkship. This scale can be used as a tool to provide feedback on each student’s level of reflection in clinical clerkship.

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Examination of the reliability and validity of the Japanese version of the 10-item reflective practice questionnaire
Daichi Sugawara, Atsumi Iikura, Syohei Miyamoto, Akihiro Masuyama, Kanako Nakazawa, Keigo Hatto, Ayaka Matsumoto, Lon J. Van Winkle, Shane L. Rogers
Reflective Practice.2025; 26(1): 103. CrossRef
Further development of the reflective practice questionnaire
Shane L. Rogers, Lon Van Winkle, Nicole Michels, Cherie Lucas, Hassan Ziada, Eduardo Jorge Da Silva, Amit Jotangia, Sebastian Gabrielsson, Silje Gustafsson, Lynn Priddis
PeerJ.2024; 12: e16879. CrossRef
Evaluation of family medicine residents’ reflection skills
Özge Gürel, Meral Demirören, Gülşen Taşdelen Teker
BMC Medical Education.2024;[Epub] CrossRef
Grading reflective essays: the construct validity and reliability of a newly developed Tool- GRE-9
Nisrine N. Makarem, Diana V. Rahme, Dayana Brome, Bassem R Saab
BMC Medical Education.2023;[Epub] CrossRef

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5 Scopus

Development of contextual learning models through collaboration between lecturers, students, and village governments in nursing education: Nikmatur Rohmah, Awatiful Azza, Ilanka Cahya Dewi; Korean J Med Educ 2023;35(1):71-83.
Published online February 28, 2023; DOI: https://doi.org/10.3946/kjme.2023.250

Abstract
PDF

Purpose
This study aims to develop a contextual learning model through a collaboration between lecturers, students, and the village government for nursing education.
Methods
This study used a qualitative design. The process of collecting the data was done through focus group discussions with 12 informants representing four stakeholders. There were four focus groups, namely universities, village governments, community health centers, and students. The discussion used open-ended questions that were developed through two parameters, the learning outcomes and learning activities. The data analysis undertaken used thematic analysis specifically.
Results
There were 11 grouped concepts found in this study which were able to be divided into three categories. The learning outcome category was formed of four concepts, including attitudes, mastery of knowledge, skills, and values. The learning process category was formed of five concepts, namely learning resources, learning methods and forms, learning media, learning time, and learning subjects. The main sources of contextual learning were found to be programs and maternal and child health (MCH) issues in the village. Techniques and instruments were the two concepts in the assessment category. A collaboration between lecturers and the village government to help students and to provide learning resources in the village integrates the program (MCH) with the learning outcomes.
Conclusion
These concepts are the initial framework to help the head of the study program to integrate the MCH programs and cases in the curriculum and to facilitate the contextualization of the knowledge from the nursing students.

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A blended learning using contextual teaching learning: strengthening nursing students’ procedural knowledge and interprofessional collaboration
Musrifatul Uliyah, Abdul Aziz Alimul Hidayat, Masunatul Ubudiyah
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Sandra Isano, Iliza Ndatinya Grace, Aimable Uwimana, Denys Ndangurura, Jean Nepomuscene Renzaho, Florence Akiiki Bitalabeho
BMC Medical Education.2024;[Epub] CrossRef
Integrating Clinical Presentation with Patient Encounter Experience and Community-Based Activities in the Pre-clerkship Curriculum. An Example of a Framework for Design, Implementation, and Evaluation
Asa Black, Richard Goodwin, Thomas I. Nathaniel
Medical Science Educator.2024; 35(2): 793. CrossRef
Pengaruh Model Pembelajaran Kontekstual terhadap Kreativitas Menulis Puisi Siswa Kelas 5 Sekolah Dasar
Erina Fatihah
Jurnal Pendidikan Guru Sekolah Dasar.2023; 1(2): 9. CrossRef
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Nikmatur Rohmah, Hendra Kurniawan, Indah Savitri, Untung Kuzairi, Jauhari Ahmad Febriansyah, Izza Afkarina, Nova Risma Ramadhani , Audrey Amalia Shakira Maghfiro
Community Development Journal.2023; 7(3): 138. CrossRef

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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 J Med Educ 2023;35(1):45-53.
Published online February 28, 2023; DOI: https://doi.org/10.3946/kjme.2023.248

Purpose
Traditional anesthesiology learning was disrupted by the coronavirus disease 2019 pandemic and replaced by online learning. Students and teachers did not prepare well for this change. Determining the differences in perceptions can close the gap and develop more effective curricula. Our study aims to compare students’ and teachers’ perceptions of online anesthesiology learning.
Methods
We conducted a prospective descriptive study, a cross-sectional survey between July 2020 and January 2021 in the Anesthesiology Department, Faculty of Medicine, Khon Kaen University, Thailand. Our participants were fifth-year medical students and teachers participating in online anesthesiology. We compared the perception of the teaching process, support system, learning outcomes, satisfaction, and preference. Using an online structured questionnaire survey with a 4-point Likert scale to measure the degree of agreement with each item. We analyzed the difference between students’ and teachers’ perceptions by topic.
Results
We received responses from 174 students and 24 teachers. Students had a significantly higher proportion of positive perceptions than teachers on the teaching process (theoretical teaching, problem-based learning, feedback, and response system), on a support system (technological support, connectivity, and learning materials), on learning outcomes (clinical practice readiness, critical thinking, long-term memory, and enthusiasm), satisfaction score, and online learning preference (p<0.05).
Conclusion
Differences in perception were high in many aspects of online anesthesiology learning. This perception gap was particularly evident in the teaching process, support system, and learning outcomes. And Thai students had more preference for online learning than teachers. Strategies to reduce the gap should focus on teachers’ training and supporting online learning should be concerned.

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Web-Based Virtual Environment Versus Face-To-Face Delivery for Team-Based Learning of Anesthesia Techniques Among Undergraduate Medical Students: Randomized Controlled Trial
Darunee Sripadungkul, Suhattaya Boonmak, Monsicha Somjit, Narin Plailaharn, Wimonrat Sriraj, Polpun Boonmak
JMIR Medical Education.2026; 12: e80097. CrossRef

3,568 View
98 Download
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1 Scopus

Personality traits and emotional status affecting academic achievements of medical students: testifying mediating effect of learning strategies: Ji-Hyun Seo, Jong Ryeal Hahm, Jung Je Park, Hwa-ok Bae; Korean J Med Educ 2022;34(4):299-308.
Published online November 29, 2022; DOI: https://doi.org/10.3946/kjme.2022.238

Abstract
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Purpose
The purpose of this study is to identify possible causal relationships among personality traits, emotional status, learning strategies, and academic achievements of medical students and to testify mediating effect of learning strategies in these relationships.
Methods
The study subjects are 424 medical students in the academic year of 2020 at the Gyeongsang National University, Jinju, Korea. Using the Multi-dimensional Learning Strategy Test-II, we assessed the students’ academic achievements with personality traits, emotional status, and learning strategies. This study employed Structural Equation Modelling to explore the causal relationships among the latent variables.
Results
In the path model, personality traits directly affected academic achievements (β=0.285, p<0.05) and indirectly affected academic achievements via emotional status (β=0.063, p<0.01) and via learning strategies (β=0.244, p<0.05), respectively. Further, personality traits indirectly affected academic achievements via emotional status first and learning strategies next (β=0.019, p<0.05). Personality traits indirectly affected academic achievements through three multiple paths in the model (β=0.326, p<0.05). Learning strategies partially mediated the relationship between personality traits and academic achievements as well as the relationship between emotional status and academic achievements of medical students.
Conclusion
Study findings proved constructing the causal relationships among personality traits, emotional status, learning strategies, and academic achievements of medical students, thus supporting our hypotheses. Early habits of self-regulated learning are essential for the successful academic achievements of medical students. Therefore, medical students should know how to regulate personality traits and control emotional status, significantly affecting learning strategies.

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Self-Regulated Learning and Learning Outcomes in Undergraduate and Graduate Medical Education: A Meta-Analysis
Binbin Zheng, Ting Sun
Evaluation & the Health Professions.2025; 48(4): 430. CrossRef
The significance of emotional intelligence in academic stress, resilience, and safe transition from high school to university: An SEM analysis among Northern Emirati university students
Mona Gamal Mohamed, Taliaa Mohsen Al-Yafeai, Shukri Adam, Md Moyazzem Hossain, Ramya Kundayi Ravi, Fatima Mohamed Jalo, Aamna Eltayeb Osman
Global Transitions.2025; 7: 109. CrossRef
Exploring emotional learning and its impact on student behavior, well-being, and resilience using structural equation modeling
Muhammad Younas, Dina Abdel Salam El-Dakhs, Yicun Jiang
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Personality and Learning Behavioral Characteristics as Predictors of Academic Achievement of Medical Students
Jang-Rak Kim, Young-A Ji, Mi-Ji Kim, Jong Ryeal Hahm
Korean Medical Education Review.2024; 26(1): 70. CrossRef

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Short Communication

Exploring medical students’ perception of non-face-to-face theory and face-to-face laboratory classes during COVID-19 pandemic: focusing on anatomy course: Hye Jin Park, Ran Sook Woo, Dae Yong Song, Hong Il Yoo; Korean J Med Educ 2022;34(3):223-229.
Published online August 26, 2022; DOI: https://doi.org/10.3946/kjme.2022.232

Abstract
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Purpose
This study investigated students’ perceptions of non-face-to-face theory classes and face-to-face laboratory classes conducted in anatomy courses at medical schools during the coronavirus disease 2019 pandemic.
Methods
This study utilized a questionnaire to assess self-reported academic achievement level, satisfaction with non-face-to-face theory classes, satisfaction with face-to-face laboratory classes, and self-directed learning level, and conducted difference verification and regression analysis for 51 students who took anatomy courses from the fall semester of 2020 to the spring semester of 2021.
Results
The group with a high self-reported academic achievement level was more satisfied with the non-face-to-face theory classes than the group with a low self-reported academic achievement level. The group with a high self-reported academic achievement level had a higher self-directed learning level than the group with a low self-reported academic achievement level. In addition, it was found that the higher the self-directed learning level, the higher the satisfaction with non-face-to-face theory classes.
Conclusion
These results suggest that to enhance satisfaction with non-face-to-face theory classes in an anatomy course, a favorable class environment that can increase the self-directed learning level is needed. In particular, careful concern is required when designing non-face-to-face classes for students with a low self-reported academic achievement.

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Examination of medical students’ opinions on multimedia learning materials according to social cues: focusing on sound principles
Wonseok Chang, Yura Kim, Hye Jin Park
Korean Journal of Medical Education.2024; 36(1): 105. CrossRef

3,782 View
94 Download
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1 Scopus

Review Article

Effective online large-group teaching in health professions education: Jie Ming Nigel Fong, Li Ping Marianne Tsang, Nigel Choon Kiat Tan, Daniel Salcedo, Kevin Tan; Korean J Med Educ 2022;34(2):155-166.
Published online May 31, 2022; DOI: https://doi.org/10.3946/kjme.2022.227

Abstract
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Online large-group teaching (OLGT), employed to reach a large group of learners in separate physical locations, allows asynchronous learning and facilitates social distancing. While online large-groups can be a powerful and resource-lean means of health professions education, it has challenges and potential pitfalls that may affect the learning process and outcomes. Through a sociomateriality framework, this article describes strategies for effective online large-group teaching in health professions education in three key strands. Firstly, to optimize learning, OLGT sessions should match learning needs with appropriate OLGT platforms, incorporate strategies to sustain learner attention, and accommodate learners of different abilities. Secondly, to develop a learning culture, OLGT must not only focus on cognitive aspects of learning but also build a community of practice, nurture digital professionalism and professional identity. Thirdly, we discuss the avoidance of pitfalls such as cognitive overload of both tutors and learners, technical issues and security risks, mitigating inequities in access to online learning, and the use of program evaluation to plan for sustained improvements. We conclude with a case vignette that discusses the challenges of OLGT and the application of the above strategies in a teaching scenario.

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The fundamental determinants and challenges of education in geriatrics
Arnela Redžović
Liječnički vjesnik.2026; : 423. CrossRef
Bridging the digital divide: Promoting equal access to online learning for health professions in an unequal world
Siew Ping Han, Ben Kumwenda
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Application effect of BOPPPS teaching model on fundamentals of nursing education: a meta-analysis of randomized controlled studies
Yue Li, Xiao Li, Yan Liu, Yang Li
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Future Online Radiology Education: The Importance of Curriculum
Mohammad Taufik Bin Mohamed Shah, Lim Chee Yeong, Lionel Tim-Ee Cheng, Jessica Ang, Yang Lishan, Kevin Tan, Choie Cheio Tchoyoson Lim
Korean Journal of Radiology.2023; 24(3): 173. CrossRef

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5 Scopus

Original Research

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

Abstract
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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.

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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
A digital recipe for enhancing clinical reasoning: the role of e-learning by concordance (E-LbC): a quasi-experimental study
Hadeel Aboueisha, Enjy Abouzeid, Moataz A. Sallam, Wagdy Talaat
BMC Medical Education.2025;[Epub] CrossRef
Access and utilization of e-learning on tropical medicine at higher education institutions in Indonesia: A mixed-methods study
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
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Mary Katherine Watson, Elise M. Barrella, Kevin Skenes
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Minjung Lee, So Youn An, Jungjoon Ihm
Journal of Medical Internet Research.2024; 26: e50278. CrossRef
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Vasantmeghna Murthy, Arun Mohanram
Indian Journal of Psychological Medicine.2024; 46(5): 459. CrossRef
Self-directed learning assessment practices in undergraduate health professions education: a systematic review
Tracey A.H. Taylor, Kyeorda Kemp, Misa Mi, Sarah Lerchenfeldt
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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
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Carol Nash
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Medical Science Educator.2023; 33(6): 1359. CrossRef

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12 Scopus

Piloting a constructive feedback model for problem-based learning in medical education: Dwiretno Pangastuti, Natalia Widiasih, Diantha Soemantri; Korean J Med Educ 2022;34(2):131-143.
Published online May 31, 2022; DOI: https://doi.org/10.3946/kjme.2022.225

Abstract
PDF

Purpose
Constructive feedback is key to successful teaching and learning. The unique characteristics of problem-based learning (PBL) tutorials require a unique feedback intervention. Based on the review of existing literature, we developed a feedback model for PBL tutorials, as an extension of the feedback facilitator guide of Mubuuke and his colleagues. This study was aimed to examine the perceptions of students and tutors on the feedback model that was piloted in PBL tutorials.
Methods
This study employed a qualitative research design. The model was tested in nine online PBL sessions, selected using the maximum variation sampling strategy based on tutors’ characteristics. All sessions were observed by the researcher. Afterwards, tutors and students in the PBL sessions were interviewed to explore their perceptions of the model.
Results
Three themes were identified based on the perceptions of the tutors and students: cognitive changes, behavioral changes, and challenges of the use of the feedback model. Both tutors and students benefited from improved cognition and behavior. However, the use of the feedback model still encountered some challenges, such as limited sources of feedback data, flexibility and adaptability of the model, content of feedback delivered, students’ characteristics and performance, tutors’ characteristics and self-perceptions, and supportive infrastructure.
Conclusion
The model can be used as a reference for tutors to deliver constructive feedback during PBL tutorials. The challenges identified in using the constructive feedback model include the need for synchronized guidelines, ample time to adapt to the model, and skills training for tutors.

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A Influência do Feedback Formativo no Desenvolvimento da Autorregulação da Aprendizagem na Formação Médica
Helayni Cristina de Oliveira da Cunha Hartuique, Caroline Lima Garcia, Ather Barbosa Figueiredo, Valdo Souza Araújo, Mariana de Araújo Rocha, Lygia Miranda de Carvalho, Gisele da Silva Pereira Gusso, Higson Rodrigues Coelho
Saúde Coletiva (Barueri).2025; 15(94): 15399. CrossRef
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Saurabh RamBihariLal Shrivastava, Prateek Sudhakar Bobhate, Gulshan Bandre
Indian Journal of Otology.2025; 31(1): 67. CrossRef
PBL-based online-offline hybrid teaching in nursing education: enhancing self-regulated learning and teaching effectiveness in China
Xiaoyan Feng, Ying Zhou, Bizhen Liao
Frontiers in Medicine.2025;[Epub] CrossRef
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Tovah Tripp, Ofelia Martinez, Margaret Dreker, Christopher Duffy, Miriam Hoffman
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Employing students’ evaluations and tutors’ perceptions to evaluate a faculty development program on problem-based learning at the Faculty of Medicine, King Abdulaziz University
Ahlam Barnawi, Ahmed M. Sonbol, Lana Al-Shawwa, Alwalla Abulaban, Khalil Asiri, Abdulaziz Bagasi, Reem Alafari, Aliaa Amr Alamoudi
BMC Medical Education.2024;[Epub] CrossRef
Development of contextual learning models through collaboration between lecturers, students, and village governments in nursing education
Nikmatur Rohmah, Awatiful Azza, Ilanka Cahya Dewi
Korean Journal of Medical Education.2023; 35(1): 71. CrossRef

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7 Scopus

Critical e-learning quality factors affecting student satisfaction in a Korean medical school: Jihyun Si; Korean J Med Educ 2022;34(2):107-119.
Published online May 31, 2022; DOI: https://doi.org/10.3946/kjme.2022.223

Abstract
PDF

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.

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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
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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

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8 Scopus

Short Communication

Medical students’ satisfaction on online flipped learning by learning styles: Su Jin Chae; Korean J Med Educ 2021;33(4):405-409.
Published online November 30, 2021; DOI: https://doi.org/10.3946/kjme.2021.208

Abstract
PDF

Purpose
The purpose of this study was to examine the differences in the medical students’ satisfaction on online flipped learning by the learning style.
Methods
A total of 42 second-year medical students were participated in this study. As study tools, Felder and Soloman’s Index of Learning Styles and the Korean Educational Development Institute’s National Assessment of Student Engagement in Learning were utilized. Data analysis was conducted with the Kruskal-Wallis test, a nonparametric statistical method.
Results
Results showed that there were statistically significant differences within active–reflective types and sensing–intuitive types. The active–reflective type has been shown to have statistically significant differences for the three effects of learning, such as problem solving and understanding, active participation, and self-directed learning attitudes. For sensing–intuitive type, active participation showed a significant difference from other effects of learning.
Conclusion
The learning style is an important concept in understanding the diverse ways in which students process and absorb new information. Hence research is needed to conduct successful small group activities through online. In the future, it is necessary to find the factors that can lead to successful online classes in medical schools.

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Zhao-Lan Hu, Yue-Zi Hu, Zi-Jing Gao, Yan-Wei Luo, Peng Ou, Cong Luo, Yan-Hui Cui, Ru-Yi Luo
Advances in Medical Education and Practice.2025; Volume 16: 2349. CrossRef
Self-directed learning assessment practices in undergraduate health professions education: a systematic review
Tracey A.H. Taylor, Kyeorda Kemp, Misa Mi, Sarah Lerchenfeldt
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Dilek ERDEN
Avrasya Sağlık Bilimleri Dergisi.2022; 5(3): 84. CrossRef
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Manish Taywade, Debkumar Pal, Ranjana Kalra, Kumbha Gopi, Shampa Maji
International Journal of Academic Medicine.2022; 8(3): 120. CrossRef
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Ramón Fernando Colmenares-Quintero, Sergio Barbosa-Granados, Natalia Rojas, Kim E. Stansfield, Juan Carlos Colmenares-Quintero, Manuela Ruiz-Candamil, Pedro Cano-Perdomo
Sustainability.2022; 14(23): 15545. CrossRef

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129 Download
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5 Scopus

Original Research

Application of Bloom’s taxonomy to formative assessment in real-time online classes in Korea: Seung-Joo Na, Young Geon Ji, Dong Hyeon Lee; Korean J Med Educ 2021;33(3):191-201.
Published online August 27, 2021; DOI: https://doi.org/10.3946/kjme.2021.199

Abstract
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Purpose
This study aims to design that using formative assessment as an instructional strategy in real-time online classes, and to explore the application of Bloom’s taxonomy in the development of formative assessment items.
Methods
We designed the instruction using formative assessment in real-time online classes, developed the items of formative assessment, analyzed the items statistically, and investigated students' perceptions of formative assessment through a survey.
Results
It is designed to consist of 2–3 learning outcomes per hour of class and to conduct the formative assessment with 1–2 items after the lecture for each learning outcome. Formative assessment was 31 times in the physiology classes (total 48 hours) of three basic medicine integrated. There were nine “knowledge” items, 40 “comprehension” items, and 55 “application” items. There were 33 items (31.7%) with a correct rate of 80% or higher, which the instructor thought was appropriate. As a result of the survey on students’ perceptions of formative assessment, they answered that it was able to concentrate on the class and that it was helpful in achieving learning outcomes.
Conclusion
The students focused during class because they had to take formative assessment immediately after the learning outcome lecture. “Integration of lesson and assessments” was maximized by solving the assessment items as well as through the instructor’s immediate explanation of answers. Through formative assessment, the students were able to utilize metacognition by learning what content they understood or did not understand. Items that consider Bloom’s taxonomy allow students to remember, understand, and apply to clinical contexts.

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17 Scopus

Short Communication

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

Abstract
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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.

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Journal of Korean Medical Science.2022;[Epub] CrossRef

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4 Scopus

Original Research

Exploring the structural relationships between medical students’ motivational regulation, cognitive learning, and academic performance in online learning: Heoncheol Yun, Seon Kim, Eun-Kyung Chung; Korean J Med Educ 2021;33(2):115-124.
Published online May 26, 2021; DOI: https://doi.org/10.3946/kjme.2021.193

Abstract
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Purpose
The purpose of this study was to investigate the effect of motivational regulation strategies (MRSs) on cognitive learning and academic performance.
Methods
The participants were a total of 510 pre-medical and medical students. Survey instruments assessed the use of MRSs and cognitive learning strategies. Students’ grade point averages were used for academic performance. Structural equation modeling was used to analyze data, using Mplus ver. 7.4 (Muthén & Muthén, Los Angeles, USA).
Results
Confirming the measurement model validity, the results of structural model indicated the followings: (1) MRSs had a significant impact on cognitive learning, while these strategies negatively affected academic performance; (2) cognitive learning significantly influenced academic performance and mediated the effect of MRSs on academic performance; and (3) only academic levels had a significant effect on cognitive learning.
Conclusion
The findings from this study confirmed that MRSs were highly influential to predicting students’ cognitive learning which affects their better learning performance. Thus, instructional design and practice to support learning motivation is needed to promote cognitive learning and training programs to practice the effective methods of using MRSs in learning need to be provided.

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Experience of development and management of interprofessional education courses: a case study of an IPE center CHA IPE Bridge: Jaijeong Choi; Korean J Med Educ 2021;33(2):107-114.
Published online May 26, 2021; DOI: https://doi.org/10.3946/kjme.2021.192

Abstract
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Purpose
Since the World Health Organization began recommending interprofessional education (IPE) in 2007, it has been applied to all fields of health care related education worldwide. There is an emerging need for IPE in Korea in the context of developing strategies for continuous quality control and improvement of medical services in hospitals and especially avoidance of patient safety. However, despite its importance and necessity, IPE in Korea appears to remain in its starting stage. The aim of this study is to introduce “CHA IPE Bridge”, a center for IPE that was established CHA University in Korea in 2018.
Methods
According to the subject and purpose of this study, I have to conduct a “case study” with “literature search” as a basic research method. After conducting a literature (books and articles) & websites search on the history and trends of IPE in the world and the current status of IPE in Korea, I intend to examine the status and meaning of the CHA IPE Bridge based on those backgrounds.
Results
According to Harden’s 11 steps of IPE, IPE courses and programs developed CHA IPE Bridge have reached the level of “multidisciplinary'” belonging to the ninth step. In fact, few cases in Korea have achieved that level of IPE. Furthermore, CHA IPE Bridge develops IPE courses that go beyond the range of doctors and nurses to other occupations related to the field of health care. In view of such differences, the introduction of CHA IPE Bridge is expected to provide a positive stimulus to other universities in Korea.
Conclusion
The greatest achievement of this study is that the CHA IPE Bridge’s status in the field of domestic and international medical education and its positive impact has been revealed. Although this case only shows examples of the development and operation of IPE programs at the undergraduate level, it can be seen that even in Korea, if the operation strategy is well established, the application of IPE is never impossible.

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Analyzing readiness for interprofessional education among health program students using hierarchical clustering
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Kwi Hwa Park, Ji Hye Yu, Bo Young Yoon, Dong Hyeon Lee, Seung Hee Lee, Jai-jeong Choi, Kyung Hye Park
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Assessing webinar outcomes for health professionals: a perspective from Indonesia during coronavirus disease 2019 pandemic: Edward Christopher Yo, Anissa Nindhyatriayu Witjaksono, Dewi Yunia Fitriani, Retno Asti Werdhani, Dyandra Parikesit; Korean J Med Educ 2021;33(2):87-96.
Published online May 26, 2021; DOI: https://doi.org/10.3946/kjme.2021.190

Abstract
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Purpose
With the ongoing coronavirus disease 2019 (COVID-19) pandemic, health institutions and hospitals are increasingly relying on e-learning for continuing education. However, in many countries there is still limited data on the effectiveness of online learning particularly in the healthcare field. This study aims to evaluate whether webinar as a form of online educational intervention is satisfactory and effective for the continuing education of health professionals in Indonesia.
Methods
We collected participants’ demographic information including health profession, place of work, work unit, and year of graduation. There were six independent webinars included in this study. Webinar outcomes included satisfaction and learning scores. Regarding satisfaction, participants were told to complete a satisfaction survey and asked whether they would recommend the webinar to their colleagues. Regarding learning, information on their mean pre-test and post-test scores was collected.
Results
A total of 3,607 health professionals were enrolled, with the highest participation in webinars about emergency cases and COVID-19 management. The response towards satisfaction was overwhelmingly positive. In all six webinars, post-test scores were statistically significantly higher than pre-test scores. Recently graduated physicians scored higher in learning than senior physicians, while place of work and work unit did not significantly affect the scores.
Conclusion
The use of webinar for health professionals training in Indonesia was well-received amid the ongoing pandemic. In the future, health institutions and teaching hospitals should optimize the implementation of webinar training as it is associated with low cost, high flexibility, and less time commuting.

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Mediation effects of clinical practice stress between clinical education environment and satisfaction with clinical practice: Youngsoon Park, Kyunghee Chun, Mihye Kwon; Korean J Med Educ 2021;33(1):27-36.
Published online March 2, 2021; DOI: https://doi.org/10.3946/kjme.2021.184

Abstract
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Purpose
The purpose of this study was to identify the possible correlations of ‘satisfaction with clinical practice (SA)’ with ‘clinical learning environment (EN)’ and ‘clinical practice stress (ST).’ We searched for the mediating effect of ‘clinical practice stress’ on ‘satisfaction with clinical practice’ when the clinical learning environment influences ‘satisfaction with clinical practice.’
Methods
This research investigated 208 medical and nursing students attending the school of medicine and nursing in Korea. The total number of nursing students was 135 (64.9%); 73 medical students participated (35.1%). We used the Korean-Undergraduate Clinical Education Environment in 24 questions for EN, ST scale in 24 questions, and SA scale in 10 questions. We performed measurement structural equation model analysis to identify a path of the model.
Results
Medical students had significantly higher levels of ST. EN had a significant negative correlation with ST and a significant positive correlation with SA. The ST had a significant negative correlation with SA. The results of the goodness of fit index have fulfilled the criteria of goodness of fit. There was a significant mediating effect of ST on SA when EN influences SA.
Conclusion
The clinical learning environment affected satisfaction with the clinical practice directly or indirectly mediated by clinical practice stress. Therefore, educational institutes should try to increase satisfaction with clinical practice by continuously monitoring and improving the clinical learning environment in addition to taking measures for decreasing the clinical practice stress.

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Simulation-based education for selected communication skills: exploring the perception of post-graduate dental students: Sharon Mascarenhas, Manal Al-Halabi, Farah Otaki, Mohamed Nasaif, Dave Davis; Korean J Med Educ 2021;33(1):11-25.
Published online March 2, 2021; DOI: https://doi.org/10.3946/kjme.2021.183

Abstract
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Purpose
The role of simulation-based education (SBE) in enhancing communication has been established in the literature. To ensure achieving desired outcomes from SBE initiative, the individual learners, their experiences, and environments need to be considered. This study aimed at exploring the perception of post-graduate dental students regarding their participation in SBE sessions, around selected communication skills, designed in alignment with the assumptions of adult learning theory and steps of Kolb’s experiential learning cycle.
Methods
This study utilized a qualitative design. Six focus-group sessions were conducted following the SBE sessions. The generated data was inductively investigated using a multi-staged participant-focused approach to thematic analysis, based upon constructivist epistemology. NVivo was utilized to facilitate text Fragments’ coding and categorization.
Results
Forty-three post-graduate dental students participated. The analysis resulted in 16 categories spread across five sequential phases of the SBE experience. The “input” theme referred to the resources needed for the SBE process, and included three categories: facilities, personnel, and teaching materials. The second theme included steps of SBE “process”: pre-brief, simulation, and debrief. The third, fourth, and fifth themes constituted the short- and longer-term results of the SBE intervention. The participants reported instant benefits on confidence in their expertise in communicating with patients and their guardians. Additionally, perceived effects on the empathy and professionalism were reported.
Conclusion
SBE, that is based upon adult and experiential learning theories, and developed after thorough consideration of the individual learners, and their experiences and learning environments, holds potential in enhancing communication skills among post-graduate dental students.

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Review Article

Teaching online: foundational concepts of online learning and practical guidelines: Hye Chang Rhim, Heeyoung Han; Korean J Med Educ 2020;32(3):175-183.
Published online September 1, 2020; DOI: https://doi.org/10.3946/kjme.2020.171

Abstract
PDF

Medical schools have been slowly adopting online learning into pedagogical methods for more than a decade. While some medical educators are reluctant to accept these changes, the ongoing coronavirus disease 2019 (COVID-19) pandemic poses a threat to the delivery of traditional medical education, which has accelerated the inevitable implementation of online learning. This sudden change may be a new challenge to medical educators who are new to this territory. Therefore, this review aims to provide foundational concepts of online learning and practical guidelines in the context of medical education. The authors first identify three foundational concepts, which are transactional distance, presence, and independent learners. In online learning, transactional distance, determined by dialogue and structure, becomes more important than physical distance. Furthermore, effective and successful online learning requires the achievement and accommodation of cognitive, social, and teaching presences. It is also crucial to recognize learners not as passive recipients of information predefined by a teacher, but as active, capable, and independent individuals. The authors, then, discuss the practical guidelines for designing an effective online curriculum. Five online pedagogical guidelines are laid out in this review: design structures and flows to embrace experiential learning, accommodate both synchronous and asynchronous learning, design/facilitate interactions, promote practice opportunities, and promote a learning community. By understanding the foundational concepts and applying these guidelines, the adoption of online learning in the medical school may supplement the traditional medical education or even provide additional benefits in the new normal after the COVID-19 pandemic.

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Short Communication

The role of collective efficacy and co-regulation in medical students’ performance in small group contexts: Jihyun Si; Korean J Med Educ 2020;32(2):143-149.
Published online May 28, 2020; DOI: https://doi.org/10.3946/kjme.2020.162

Abstract
PDF

Purpose
This study investigated the role of collective efficacy and co-regulation in terms of students’ performance during small group projects in a medical research program. The effect of collective efficacy in student performance was expected to be mediated by co-regulation.
Methods
A total of 50 students who enrolled in a medical research program worked on their medical research project in small groups over a period of 9 weeks. After they had submitted their final research project reports as groups at the end of the course, the collective efficacy and co-regulation surveys were conducted online.
Results
The mediation model was significant and explained 26.61% of the variance in student performance. The total effect of collective efficacy on student performance was significant and the indirect effect through co-regulation was also significant.
Conclusion
These results suggest that collective efficacy influenced student performance through co-regulation in group learning contexts. Considering the fact that more and more collaborative learning now occurs in medical education, the result of this study can provide significant insights for enhancing students’ performance in small group contexts.

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Annals of Medicine.2025;[Epub] CrossRef
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6 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

Abstract
PDF

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.

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

Abstract
PDF

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

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Cho Naing, Maxine A. Whittaker, Htar Htar Aung, Dinesh Kumar Chellappan, Amy Riegelman
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Changes in academic performance in the online, integrated system-based curriculum implemented due to the COVID-19 pandemic in a medical school in Korea
Do-Hwan Kim, Hyo Jeong Lee, Yanyan Lin, Ye Ji Kang
Journal of Educational Evaluation for Health Professions.2021; 18: 24. CrossRef

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11 Scopus

An analysis of verbs used in the course outcomes of outcome-based integrated courses at a medical school based on the taxonomy of educational objectives: Sanghee Yeo; Korean J Med Educ 2019;31(3):261-269.
Published online August 26, 2019; DOI: https://doi.org/10.3946/kjme.2019.136

Abstract
PDF

Purpose
The purposes of this study were to analyze the course outcomes of integrated courses of a medical school that introduced an outcome-based curriculum and to suggest ways to improve techniques in the description of outcomes.
Methods
In order to investigate the course outcomes of 39 courses in the first and second grades at Kyungpook National University School of Medicine in Korea, verbs for the course outcome were classified according to Bloom’s taxonomy and frequency analysis was completed. The appropriateness of use of verbs in description of the outcomes was also analyzed.
Results
The total number of course outcomes for both grades was 497. The number of course outcomes per credit ranged from a minimum of 0.9 to a maximum of 22.0. Most of the course outcomes were classified as the comprehension domain according to Bloom’s taxonomy. The most frequently used verb was “explain,” accounting for 61.0% (n=303) of the entire course outcome verbs. Some verbs in the outcomes, however, were unmeasurable.
Conclusion
The major findings of this study include the followings. First, the number of course outcomes varied according to courses. Second, several course outcomes included unmeasurable verbs. Finally, most of the verbs used to describe course outcome belonged to the two lower levels of Bloom’s taxonomy—knowledge and comprehension. In order to improve the description of course outcomes, this study suggests that it is necessary to adjust the number of course outcomes, applicate overt behavior verbs, and elevate the level of course outcomes from the lower memorizing level to the higher application level.

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Yaru Wei, Zhengjun Peng
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David E. Winchester
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5 Scopus

Development of e-learning in medical education: 10 years’ experience of Korean medical schools: Kyong-Jee Kim, Giwoon Kim; Korean J Med Educ 2019;31(3):205-214.
Published online August 26, 2019; DOI: https://doi.org/10.3946/kjme.2019.131

Abstract
PDF

Purpose
We aimed to explore medical students’ online learning patterns and needs by analyzing data obtained from an e-learning portal of Korean medical schools.
Methods
Data were obtained from learning resources and registered users of the e-learning portal by the consortium of 36 Korean medical schools, e-MedEdu (www.mededu.or.kr) over a period of 10 years. Data analytics were performed of its contents and usage patterns using descriptive statistics.
Results
The website currently has over 1,600 resources, which have almost tripled over the past decade, and 28,000 registered users. Two hundred and twenty medical faculty have contributed the resources; a majority of them were clinical cases and video clips, which accounted for 30% and 27% of all resources, respectively. The website has received increasing hits over the past decade; annual website hits increased from 80,000 in 2009 to over 300,000 in 2018. The number of hits on resources varied across resource types and subjects; 90% of all website hits were on online videos, and 28% of them originated from mobile devices. Among the online videos, those on procedural skills received more hits than those on patient encounters and video lectures.
Conclusion
Our findings demonstrate the increasing use of e-learning in medical education in Korea over the past decade. Our study also shows a wide disparity in the frequency of use in learning resources across resource types and subjects, which have implications for improvements in the design and development of learning resources to better meet medical students’ curricular needs and their learning styles.

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Avinash Koka, Loric Stuby, Emmanuel Carrera, Ahmed Gabr, Margaret O'Connor, Nathalie Missilier Peruzzo, Olivier Waeterloot, Friedrich Medlin, Fabien Rigolet, Thomas Schmutz, Patrik Michel, Thibaut Desmettre, Mélanie Suppan, Laurent Suppan
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28 Scopus

Attitude towards problem-based learning and its relationship with locus of control and academic self-concept among medical students: Mona Mohamed Ibrahim Abdalla, Mahmoud Said Abdelal, Siew Choo Soon; Korean J Med Educ 2019;31(1):11-18.
Published online March 1, 2019; DOI: https://doi.org/10.3946/kjme.2019.114

Abstract
PDF

Purpose
This study aimed to assess the degree of acceptance of problem-based learning (PBL) among phase one medical students and its association with academic self-concept (ASC) and internal locus of control (ILOC).
Methods
A 5-point Likert scale valid and reliable questionnaire assessing the attitude towards PBL, ASC, and ILOC was given to phase one medical students at MAHSA University. Data were analysed using IBM SPSS ver. 22.0 (IBM Corp., Armonk, USA).
Results
Out of 255 participants, there were 84 males and 171 females, 175 Malaysians and 80 non-Malaysians. The results showed an overall acceptance of PBL with a mean of 3.7±0.07, ASC of 3.5±0.05 and ILOC of 2.9±0.05. Females showed a higher significant acceptance of PBL, ASC, and ILOC as compared with males. There was no difference between Malaysians and non-Malaysians in any of the variables measured. Simple regression analysis revealed a significant predictive effect of acceptance of PBL on ASC and ILOC (r=0.44 and r=0.88, respectively).
Conclusion
The higher the acceptance of PBL among students, the higher is the ASC and ILOC. This reflects the importance of PBL as a teaching method as well as the importance of increasing the level of appreciation of PBL amongst students.

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A PBL strategy for incorporating 3D cell culture into the classrooms of undergraduate biotechnology engineering students
Martin Garcia-Gonzalez, Karen Ivana Caro-Felix, Diana Priscila Bonilla-Ruelas, Alan Maximiliano Cortes-Limon, Ana Cecilia Luque-Badillo, Mauricio Andrés Salinas-Santander, Danielle Annette Orozco-Nunnelly, Juan Pablo Aguilar-Aleman, Claudia Lisette Charle
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Frontiers in Psychology.2022;[Epub] CrossRef

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3 Scopus

The relationship between non-cognitive student attributes and academic achievements in a flipped learning classroom of a pre-dental science course: Minsun Kim, Sangho Roh, Jungjoon Ihm; Korean J Med Educ 2018;30(4):339-346.
Published online December 1, 2018; DOI: https://doi.org/10.3946/kjme.2018.109

Abstract
PDF

Purpose
The purpose of this study was to examine whether non-cognitive student attributes such as learning style and personality type affected academic performance in a flipped learning classroom of a pre-dental undergraduate science course.
Methods
‘Biodiversity and Global Environment,’ a 15-week, 3-credit course, was designed as a flipped class in Seoul National University School of Dentistry in 2017. Second-year pre-dental students were required to enroll in the course and to engage in online learning and in-class discussion. The Kolb’s Learning Style Inventory and the Myers-Briggs Type Indicator were conducted to measure non-cognitive student factors. Independent samples t-test and multivariate regression analyses were used to examine the relationships between self-rated measurements and academic achievement.
Results
More than half of the students enrolled in the flipped science course had an assimilator learning style (50%), followed by convergers (24%), accommodators (16%), and divergers (10%), and their personality types were dominated by the introverted, sensing, thinking, and judging types, respectively. Examining group differences using the t-test demonstrated a significant relationship between the diverger group and higher academic success. In particular, the multivariate regression analysis indicated that both thinking types and female students performed better in discussion than feeling types and male students.
Conclusion
To operate the flipped learning classroom more effectively in medical and dental education, the instructor should carefully develop and apply a more tailored facilitation and relevant assessment by considering student learning styles and personality types.

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Suji Lee, Hye-Yoon Lee, Sunju Im
Korean Journal of Acupuncture.2025; 42(1): 19. CrossRef
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Jaehee Rho, Gieun Nam, Yongmin Shin, Yeeun Byeon, Jun-Young Lee, Yun-Jeong Kim, Jungjoon Ihm
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Adapting Dental Education for the Gen Z: An Overview of Active Learning Strategies
Sofia S. Piglionico, Ana C. Lo Presti
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Effect of case-based teaching of physiology via flipped classroom method on performance of undergraduate medical students
Farrukh Majeed, Ambreen Usmani
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Sultan A. Almalki, AlBandary H. AlJameel, Ziyad Alghomlas, Tameem Alothman, Fawaz Alhajri
BMC Oral Health.2024;[Epub] CrossRef
Dental students in an orthodontic course flipped classroom: A semi‐experimental study on knowledge, practice, attitude, and satisfaction
Maryam Karandish, Zahra Karimian, Mina Parastar
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Biomedical students’ self-efficacy and academic performance by gender in a flipped learning haematology course
Abdulrahman Algarni
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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
Research on the influencing factors of promoting flipped classroom teaching based on the integrated UTAUT model and learning engagement theory
Yufan Pan, Wang He
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Fatmanur Ekinci, Oktay Bektaş, Melek Karaca, Kübra Nur Yiğit
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Arnaldo Perez, Jacqueline Green, Mohammad Moharrami, Silvia Gianoni-Capenakas, Maryam Kebbe, Seema Ganatra, Geoff Ball, Nazlee Sharmin, Mohammed Saqr
PLOS ONE.2023; 18(10): e0293206. CrossRef
Systematic Review: Flipped Classrooms in the Performance of Undergraduate Science Students
Natalia Serrano Amarilla, María José Cuetos Revuelta, Ana Isabel Manzanal Martínez
Journal of Science Education and Technology.2022; 31(5): 594. CrossRef
Effects of flipped learning on nursing students: A mixed methods study
Younkyoung Kim, Nooree Kim, Myeongjeong Chae
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The effect of live demonstration and flipped classroom with continuous formative assessment on dental students’ orthodontic wire-bending performance
Saritha Sivarajan, Eunice Xinwei Soh, Nor Nadia Zakaria, Yasmin Kamarudin, May Nak Lau, Aufa D. Bahar, Norhidayah Mohd Tahir, Wan Nurazreena Wan Hassan, Mang Chek Wey, Siti Adibah Othman, Roziana M Razi, Zahra Naimie
BMC Medical Education.2021;[Epub] CrossRef
Influence of Personality Traits and Learning Styles on Undergraduate Medical Students’ Academic Achievement
Enjy Abouzeid, Sally Fouad, Nourhan Wasfy, Rania Alkhadragy, Mohamed Hefny, Doaa Kamal
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Association Between Personality Type and Academic Achievement in Undergraduate Dental Students in King Abdulaziz University
Hana Jamjoom, Waleed Alshareef, Nader Alotaibi
Annals of Dental Specialty.2021; 9(4): 65. CrossRef
Flipped classroom in dental education: A scoping review
Amit Vanka, Shanthi Vanka, Othman Wali
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Jose I. Herrero, Jorge Quiroga
Advances in Physiology Education.2020; 44(3): 370. CrossRef

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21 Scopus

Short Communication

Learning experience of undergraduate medical students during ‘model preparation’ of physiological concepts: Krishnamurthy Soundariya, Velusami Deepika, Ganapathy Kalaiselvan, Munian Senthilvelou; Korean J Med Educ 2018;30(4):359-364.
Published online December 1, 2018; DOI: https://doi.org/10.3946/kjme.2018.108

Abstract
PDF

Purpose
Learning physiological concepts and their practical applications in the appropriate contexts remains a great challenge for undergraduate medical students. Hence the present study aimed to analyze the learning experience of undergraduate medical students during an active learning process of ‘preparation of models’ depicting physiological concepts.
Methods
A total of 13 groups, involving 55 undergraduate medical students with three to five individuals in each group, were involved in model preparation. A total of 13 models were exhibited by the students. The students shared their learning experiences as responses to an open-ended questionnaire. The students’ responses were analyzed and generalized comments were generated.
Results
Analysis of the results showed that the act of ‘model preparation’ improved concept understanding, retention of knowledge, analytical skills, and referral habits. Further, the process of ‘model preparation’ could satisfy all types of sensory modality learners.
Conclusion
This novel active method of learning could be highly significant in students’ understanding and learning physiology concepts. This approach could be incorporated in the traditional instructor-centered undergraduate medical curriculum as a way to innovate it.

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110 Download

Original Research

Improving a newly adapted teaching and learning approach: Collaborative Learning Cases using an action research: Shuh Shing Lee, Shing Chuan Hooi, Terry Pan, Chong Hui Ann Fong, Dujeepa D. Samarasekera; Korean J Med Educ 2018;30(4):295-308.
Published online December 1, 2018; DOI: https://doi.org/10.3946/kjme.2018.104

Abstract
PDF

Purpose
Although medical curricula are now better structured for integration of biomedical sciences and clinical training, most teaching and learning activities still follow the older teacher-centric discipline-specific formats. A newer pedagogical approach, known as Collaborative Learning Cases (CLCs), was adopted in the medical school to facilitate integration and collaborative learning. Before incorporating CLCs into the curriculum of year 1 students, two pilot runs using the action research method was carried out to improve the design of CLCs.
Methods
We employed the four-phase Kemmis and McTaggart‘s action research spiral in two cycles to improve the design of CLCs. A class of 300 first-year medical students (for both cycles), 11 tutors (first cycle), and 16 tutors (second cycle) were involved in this research. Data was collected using the 5-points Likert scale survey, open-ended questionnaire, and observation.
Results
From the data collected, we learned that more effort was required to train the tutors to understand the principles of CLCs and their role in the CLCs sessions. Although action research enables the faculty to improve the design of CLCs, finding the right technology tools to support collaboration and enhance learning during the CLCs remains a challenge.
Conclusion
The two cycles of action research was effective in helping us design a better learning environment during the CLCs by clarifying tutors’ roles, improving group and time management, and meaningful use of technology.

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FEMS Microbiology Letters.2023;[Epub] CrossRef

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7 Scopus

Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum: Soumendra Sahoo, Ciraj Ali Mohammed; Korean J Med Educ 2018;30(2):109-118.
Published online May 30, 2018; DOI: https://doi.org/10.3946/kjme.2018.86

Abstract
PDF

Purpose
This intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students.
Methods
A research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken. A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning. Results: Analysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills.
Conclusion
This study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students.

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Special Issue: Original Research

Experiences of medical teachers in flipped learning for medical students: a phenomenological study: Kyung Hye Park, Kwi Hwa Park, Su Jin Chae; Korean J Med Educ 2018;30(2):91-100.
Published online May 30, 2018; DOI: https://doi.org/10.3946/kjme.2018.84

Abstract
PDF

Purpose
The purpose of this study was to explore the experience of medical teachers in the process of adapting flipped learning method through a phenomenological approach.
Methods
Semi-structured interviews with five medical teachers from two medical colleges and one medical school were conducted in December, 2017. Data analysis was done according to Colaizzi’s descriptive phenomenological methodology.
Results
A total of 160 unique significant statements were extracted. These statements generated 17 formulated meanings that were categorized into seven theme clusters and four theme categories. Main themes were: (1) teacher with high levels of passion and motivation; (2) hurdles of flipped learning: students were still passive, struggling in preparing for flipped learning; (3) positive changes from flipped learning: changes to classroom environment and teachers’ reflection through experience; and (4) challenges of flipped learning: remaining tasks for teachers, expansion of flipped learning.
Conclusion
Through phenomenological approach, researchers were able to elucidate categories about the experience of medical teachers when attempting flipped learning. Although medical teachers did not have the exact same idea on how flipped learning was conducted and implemented, the perception of flipped learning, or difficulties in class activities, they were still wondering how they could teach students well. This study might draw more attention to flipped learning and stimulate educational and institutional supports to improve teaching and learning in medical schools.

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Short Communication

An analysis of medical students’ reflective essays in problem-based learning: Jihyun Si; Korean J Med Educ 2018;30(1):57-64.
Published online February 28, 2018; DOI: https://doi.org/10.3946/kjme.2018.82

Abstract
PDF

Purpose
This study aimed to explore students’ learning experience in problem-based learning (PBL) particularly in terms of what they learned and how they learned in one Korean medical school by analyzing their reflective essays with qualitative research methods. Methods: This study included 44 first-year medical students. They took three consecutive PBL courses and wrote reflective essays 3 times anonymously on the last day of each course. Their reflective essays were analyzed using an inductive content analysis method. Results: The coding process yielded 16 sub-categories and these categories were grouped into six categories according to the distinctive characteristics of PBL learning experience: integrated knowledge base, clinical problem solving, collaboration, intrinsic motivation, self-directed learning, and professional attitude. Among these categories, integrated knowledge base (34.68%) and professional attitude (2.31%) were the categories mentioned most and least frequently. Conclusion: The findings of this study provide an overall understanding of the learning experience of Korean medical students during PBL in terms of what they learned and how they learned with rich descriptive commentaries from their perspectives as well as several thoughtful insights to help develop instructional strategies to enhance the effectiveness of PBL.

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Original Research

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

Abstract
PDF

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

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Implementation of problem-based learning in medical education in Korea: Sanghee Yeo, Bong Hyun Chang; Korean J Med Educ 2017;29(4):271-282.
Published online November 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.73

Abstract
PDF

Purpose
This study aims to identify how problem-based learning (PBL) has been implemented in Korean medical education, and how it is evaluated by each medical school.
Methods
For this study, a total of 40 medical schools in Korea were surveyed via e-mail. The survey tool was a questionnaire consisting of 22 questions which was developed independently by the researchers.
Results
Of the 40 medical schools, 35 schools were implementing PBL programs in their medical curriculum, while five were found not currently to be running the program. A large number of the schools which introduced PBL (30 schools, 85.7%) used a hybrid PBL model. In over 70% of the medical schools surveyed, professors evaluated the effects of PBL as positive. Most medical schools (85.7%) stated they would maintain or expand their use of PBL. However, the lack of understanding and skeptical attitude of the faculty on PBL, the lack of self-study time and passive attitude of students, insufficiency of good PBL cases, and the perfunctory PBL introduction for school accreditation interfere with the successful PBL.
Conclusion
PBL has been incorporated in Korean medical curriculum as hybrid PBL type. It is analyzed that intensive tutor training and good PBL case development are necessary for the success and effective operation of PBL.

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Verification of learner’s differences by team-based learning in biochemistry classes: Kwang Ho Mun, Kyo Cheol Mun; Korean J Med Educ 2017;29(4):263-269.
Published online November 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.72

Abstract
PDF

Purpose
We tested the effect of team-based learning (TBL) on medical education through the second-year premedical students’ TBL scores in biochemistry classes over 5 years.
Methods
We analyzed the results based on test scores before and after the students’ debate. The groups of students for statistical analysis were divided as follows: group 1 comprised the top-ranked students, group 3 comprised the low-ranked students, and group 2 comprised the medium-ranked students. Therefore, group T comprised 382 students (the total number of students in group 1, 2, and 3). To calibrate the difficulty of the test, original scores were converted into standardized scores. We determined the differences of the tests using Student t-test, and the relationship between scores before, and after the TBL using linear regression tests.
Results
Although there was a decrease in the lowest score, group T and 3 showed a significant increase in both original and standardized scores; there was also an increase in the standardized score of group 3. There was a positive correlation between the pre- and the post-debate scores in group T, and 2. And the beta values of the pre-debate scores and “the changes between the pre- and post-debate scores” were statistically significant in both original and standardized scores.
Conclusion
TBL is one of the educational methods for helping students improve their grades, particularly those of low-ranked students.

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Biochemistry Learning in Higher Education: A Systematic Review on Methodologies and Teaching Resources
Micaela Jardim e Silva, Mariana Silva Cecilio, Maurícius Selvero Pazinato
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Short Communication

Characteristics of medical teachers using student-centered teaching methods: Kyong-Jee Kim, Jee-Young Hwang; Korean J Med Educ 2017;29(3):187-191.
Published online August 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.64

Abstract
PDF

Purpose
This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. Methods: A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school’s educational
objective
s and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles. Results: Overall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school’s educational
objective
s and curricular principles. Conclusion: Our study indicates differences in medical faculty’s practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school’s educational
objective
s curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches.

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