Korean Journal of Medical Education

Metaverse-based objective structured clinical examinations: an exploratory approach to advancing clinical competency assessment: Yeon-Ju Huh, Joon Sung Shin, Narae Yoon, Ju Whi Kim, Do Hoon Kim, Chanwoong Kim, Seoi Jeong, Yejin Yoon, Soyeon Shin, Hyoun-Joong Kong, Sun Jung Myung; Received November 22, 2025 Accepted March 6, 2026 Published online March 20, 2026; DOI: https://doi.org/10.3946/kjme.2025.151 [Epub ahead of print]

Abstract
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Purpose
This developmental study explored the conceptual feasibility and applicability of a metaverse-based clinical assessment platform as a complementary tool to conventional objective structured clinical examinations in undergraduate medical education.
Methods
A targeted literature review and expert consensus process were conducted to identify domains of clinical competence in which metaverse technologies could provide added value. Based on these findings, prototype virtual patient simulations were developed within a metaverse environment. Large language models (LLMs) were integrated to support dynamic, interactive history-taking simulations, and pilot modules for physical examination were also created.
Results
Integration of LLMs into virtual patient scenarios enabled realistic, context-sensitive medical interviews, facilitating interactive dialogue between examinees and simulated patients. In contrast, physical examination modules faced technical limitations, particularly in replicating procedures requiring tactile or haptic feedback, such as palpation and percussion. Nevertheless, the metaverse environment enabled delivery of consistent and reproducible scenarios, supporting objective assessment of communication and diagnostic reasoning skills.
Conclusion
Metaverse-based simulations augmented by LLMs offer a promising approach to scalable and standardized clinical assessment, particularly within cognitive and interpersonal competency domains. Although current technological constraints limit the fidelity of physical examination simulations, rapid advancements in immersive and haptic technologies may help overcome these barriers in the near future. Further research is needed to evaluate the educational efficacy, validity, and feasibility of deploying such platforms in summative, high-stakes assessment contexts.

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Enacted practices and developmental experiences of senior medical student tutors in a structured peer tutoring program: Dong Mi Yoo, A Ra Cho, Sun Kim; Korean J Med Educ 2026;38(1):95-101.
Published online February 24, 2026; DOI: https://doi.org/10.3946/kjme.2025.111

Purpose
This study examined tutors’ practices, challenges, and developmental experiences within a structured senior–junior tutoring program implemented at a Korean medical school.
Methods
Fourteen tutors participated across two one-semester cycles—seven tutors in 2022 and seven in 2023. Each cycle included standardized tutor orientation, weekly one-on-one tutoring sessions, and faculty oversight. Data sources consisted of 24 tutor activity reports and semi-structured tutor interviews, and a survey of tutees was additionally conducted to contextualize the tutoring environment. Qualitative data were analyzed thematically.
Results
Tutors engaged in five major domains of tutoring practice: diagnostic assessment of learning routines, structured academic coaching, lifestyle and behavioral stabilization, management of communication and relational challenges, and iterative adjustment of goals and strategies. They reported that peer tutoring required substantial emotional and relational work, often addressing broader behavioral patterns rather than isolated content gaps. Consistent with tutors’ accounts, tutees’ survey responses indicated improvements in learning motivation, study strategies, time management, and satisfaction with communication.
Conclusion
Structured peer tutoring extended beyond academic assistance to encompass academic, behavioral, and emotional guidance. Participation also contributed to tutors’ metacognitive awareness, communication skills, and emerging professional identity. These findings offer implications for developing sustainable peer-led support programs in medical education.

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Analysis of academic stress factors in basic medical science courses among medical students: suggestions for curriculum improvement: Gwanwook Bang, So-Youn Park; Korean J Med Educ 2026;38(1):54-63.
Published online February 23, 2026; DOI: https://doi.org/10.3946/kjme.2025.072

Abstract
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Purpose
This study aimed to identify the academic stress experienced by medical students in basic medical science courses and analyze its underlying factors.
Methods
A survey was conducted among 228 students from a medical school in Seoul, South Korea, of whom 204 who had completed at least one basic science course were included in the final analysis. A modified stress scale for medical students and a newly developed subject-specific academic stress scale, validated through literature review, student feedback, and expert review, were employed. Data were analyzed using IBM SPSS ver. 25.0 with descriptive statistics, t-tests, chi-square tests, and one-way analysis of variance.
Results
The overall academic stress among students was relatively high. The highest stress levels were observed in cell biology (mean=7.15), followed by bioinformatics (mean=5.97), molecular biology (mean=5.47), and organic chemistry (mean=5.20). Key stress factors included a lack of connectivity with clinical subjects, excessive learning volume, and inappropriate difficulty levels.
Conclusion
Academic stress varied significantly across courses, underscoring the need for curriculum improvements in basic medical science education. Faculty should consider adjusting course difficulty, enhancing clinical integration, motivating students, and managing workloads to reduce stress and support learning outcomes.

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Enhancing history-taking education through GPT-4-based virtual patients and automated assessment: a study of medical student perceptions: Jaehyun Byun, Hongik Kim, Jihan Lim, Junyeong Choi, Sangzin Ahn; Korean J Med Educ 2026;38(1):64-73.
Published online February 20, 2026; DOI: https://doi.org/10.3946/kjme.2025.108

Purpose
To develop and evaluate a large language model (LLM)-based learning tool, featuring virtual patients (VPs) and virtual assessors (VAs), and to assess its impact on medical students’ perceptions of history-taking education compared to conventional learning methods.
Methods
A tool using the GPT-4 API was developed to provide seven clinical VP scenarios and a VA that delivered both immediate, reflective dialogue and comprehensive written feedback. First- and second-year medical students participated in a 6-day study. Pre- and post-participation surveys using a 5-point Likert scale assessed perceptions of the LLM tool versus conventional methods across usability, self-efficacy, and feedback quality domains.
Results
Twenty-one students completed the study. The LLM-based tool demonstrated statistically significant improvements over conventional methods in all assessed domains. Students reported greater comfort during practice (mean 4.57 vs. 2.95, p=0.0002). Significant gains were seen in six of eight self-efficacy measures, including confidence in handling unfamiliar cases (4.00 vs. 2.90, p=0.0002). All nine feedback quality dimensions improved significantly, with feedback perceived as more specific (4.43 vs. 3.24, p=0.0005) and personalized (4.19 vs. 3.19, p=0.0001).
Conclusion
An LLM-based learning tool featuring VPs and VAs can significantly enhance medical students’ perceived learning experience in history-taking education. It offers a scalable, accessible, and cost-effective complementary training method. Future research should validate these subjective improvements with objective performance metrics.

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AI-Assisted Training for Teleconsultation Competencies in Undergraduate Medical Education: A Narrative Review
Wojciech Michał Glinkowski, Barbara Jacennik, Aldona Katarzyna Jankowska, Tomasz Cedro, Szymon Wilk, Rafał Doniec
Applied Sciences.2026; 16(10): 4858. CrossRef

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The National Medical Admission Test and medical student selection: rethinking cutoff validity and fairness: Godofreda Ruiz Vergeire-Dalmacion, Erlyn Aclan Sana, Fernando Barroga Garcia Jr, Aiza Lucero Dilidili, Diosdado Mayores San Antonio, Emmanuel Saporna Baja; Korean J Med Educ 2026;38(1):74-81.
Published online February 20, 2026; DOI: https://doi.org/10.3946/kjme.2025.070

Purpose
The Commission on Higher Education of the Philippines mandates a minimum National Medical Admission Test (NMAT) percentile rank—typically the 40th percentile—for medical school admission. However, percentile rank is cohort-dependent and varies in meaning across testing years. This study re-examined its validity as an admissions criterion and evaluated whether the NMAT General Performance Score (GPS), a standardized z-score, offers a more stable and valid basis for predicting academic performance.
Methods
We conducted a retrospective analysis of 42,261 first-time Physician Licensure Examination (PLE) takers from 2012 to 2022. NMAT and PLE records were linked, and logistic regression models were used to assess associations between NMAT scores and PLE outcomes. Predictive performance was evaluated using both receiver operating characteristic (ROC–Youden) and Precision–Recall (PR–F1) analyses to identify optimal cutoffs.
Results
Percentile ranks exhibited substantial year-to-year variability, with the same percentile corresponding to different GPS scores. A pooled GPS-to-percentile crosswalk is provided for interpretive reference but does not indicate fixed rank equivalence. In contrast, PR-F1 analysis of GPS appropriate for an imbalanced dataset showed consistent predictive validity (area under the ROC curve=0.918). The ROC–Youden index identified a cutoff at GPS=581, while the F1-optimized threshold was lower (GPS=377), favoring inclusivity. A midpoint cutoff (GPS=435) balanced stringency and access.
Conclusion
The NMAT GPS is a more stable and equitable predictor of licensure performance than percentile rank. Its use may improve the fairness and consistency of medical school admissions and better align selection with long-term academic outcomes.

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Navigating ethical considerations and challenges in medical education research: Mila Nu Nu Htay, Roy Rillera Marzo, Adinegara Lutfi Abas; Korean J Med Educ 2026;38(1):116-119.
Published online February 13, 2026; DOI: https://doi.org/10.3946/kjme.2025.105

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Primary care education in Korean medical and nursing schools: current status, perceptions, and educational needs: Songrim Kim, Yul Ha Min, Jun Yim, So Jung Yune, Kwi Hwa Park; Korean J Med Educ 2026;38(1):44-53.
Published online February 13, 2026; DOI: https://doi.org/10.3946/kjme.2025.101

Abstract
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Purpose
This study examined the current status, perceptions, and educational needs of primary care education in medical and nursing schools to provide foundational data that can inform effective curriculum development.
Methods
In total, 40 medical and 64 nursing schools were eligible for this study. Data were collected through an online survey using Google Forms, developed by the research team, from November 2024 to January 2025. Frequency analysis and independent t-tests were performed to compare perceptions on primary care education between the two schools types. Borich Needs Assessment and Locus-for-Focus model were used to identify and prioritize educational needs.
Results
Responses from 21 medical and 24 nursing schools were analyzed. All medical schools primarily offered education in primary care clinics (100%), whereas most nursing schools offered it in community healthcare institutions (87.5%). Visits and observations were the most common educational methods (>80%). Reports, presentations, and discussions were the most used assessment methods (>60%). Multidisciplinary team-based practicums were limited in both medical (9.5%) and nursing (25.0%) schools. Both groups rated the need to expand primary care education and multidisciplinary team approach highly (>4.4/5). “Longitudinality” and “generalism” were educational priority needs across both groups, whereas other elements showed variations.
Conclusion
This study identified the shared and distinct aspects of primary care education across schools. The findings highlight the importance of enhancing and tailoring primary care education to each school’s specific context and needs, while fostering interprofessional collaboration to strengthen community-based healthcare.

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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

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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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Tracking changes in medical students’ perceptions of academic ethics: a longitudinal study: Hyojin Kwon, Su Jin Chae; Korean J Med Educ 2025;37(4):429-436.
Published online October 2, 2025; DOI: https://doi.org/10.3946/kjme.2025.350

Abstract
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Purpose
Medical students are expected to cultivate professionalism as a core competency, which is reflected in their perceptions of academic ethics. This study examined how students’ perceptions of academic ethics, both for themselves and their peers, evolve during their time in medical school and whether these changes differ by sex.
Methods
We surveyed 87 medical students enrolled in a South Korean medical school in the years 2020 and 2023. The survey was designed to measure medical students’ perceptions of academic ethics and comprised questions regarding both self-perception and peer perception. Data analysis was performed using paired t-tests.
Results
Both male and female students reported continuous improvement in their academic ethics as they progressed through medical school. Female rated their academic ethics more highly than male and demonstrated a more significant change in scores over time. Additionally, female observed an increase in their peers’ academic ethics, whereas men perceived a decline. Notably, upper-year students rated their peers’ academic ethics more favorably than did lower-year students.
Conclusion
This study reveals differences in the evolution of academic ethics perceptions between male and female students, highlighting the need for sex-specific academic ethics education in medical school curricula. Moreover, it demonstrates how medical students’ perceptions of academic ethics evolve over time, emphasizing the importance of academic ethics education across school years. These findings offer practical insights for improving medical school curricula and underscore the potential of academic ethics education in fostering ethical awareness among future medical professionals.

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Gender perception of physician candidates: a cross-sectional study from Turkey: Nefise Betül Ercan, Nazan Karaoğlu; Korean J Med Educ 2025;37(3):269-280.
Published online August 28, 2025; DOI: https://doi.org/10.3946/kjme.2025.340

Abstract
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Purpose
This study investigated how socio-cultural characteristics, including gender, age, socioeconomic status, religiosity, and parental education, influence the gender perceptions of medical students and how these perceptions are influenced by medical education.
Methods
This cross-sectional study enrolled 380 volunteer medical students who completed a questionnaire comprising sociodemographic items, the validated Nijmegen Gender Awareness in Medical Scale, and the Perception of Gender Scale (PGS). Statistical significance was set at p<0.05.
Results
Mean PGS scores were significantly higher among first-semester students compared to sixth-semester students (101.94±19.40 vs. 95.52±19.83, p=0.013) and among female compared to male participants (106.51±13.28 vs. 87.71±19.94, p<0.001). Self-reported “very religious” participants demonstrated significantly lower PGS scores compared to other religious categories in both female (p<0.001) and male (p=0.002) subgroups. Gender Role Ideology towards Doctors scores showed a moderate negative correlation with PGS scores (r=–0.459, p<0.001).
Conclusion
Female gender, younger age, urban living, higher income, and higher levels of maternal and paternal education supported a positive gender perspective. Towards the end of medical education, gender perceptions tend to become less egalitarian. These findings highlight the potential for medical education to negatively impact gender perceptions and underscore the need for integrating gender awareness training into medical curricula to promote more equitable attitudes among future physicians.

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Impact of sports participation on gender inequality ideology among Chinese women—an empirical study based on the CGSS 2023 data
Ping Fang, Peng yu Huo, Yan Lu, Shu sheng Shi, Lei Sun
Frontiers in Public Health.2025;[Epub] CrossRef

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1 Scopus

Medical students’ perspectives on effective and ineffective teaching behaviors in lectures: KwangHo Mun, Hye Jin Park; Korean J Med Educ 2025;37(2):219-224.
Published online May 29, 2025; DOI: https://doi.org/10.3946/kjme.2025.336

Abstract
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Purpose
Lecture-based teaching is widely used in preclinical medical education, offering a systematic way to deliver complex information efficiently. However, its effectiveness heavily relies on the instructional behaviors of lecturers. Despite its importance, limited research has explored the specific differences between effective and ineffective teaching behaviors perceived by students. This study aims to analyze these behaviors systematically to provide actionable insights for enhancing teaching competencies.
Methods
This study surveyed 92 first-year medical students to evaluate effective and ineffective teaching behaviors. A 30-item questionnaire was developed based on existing literature. Data analysis included descriptive statistics to rank teaching behaviors and chi-square tests to examine their correlations.
Results
Effective behaviors included appropriate voice volume, clear pronunciation, error-free lecture materials, clear explanations of learning objectives, and humor. Ineffective behaviors were poor voice clarity, insufficient summarization, lack of follow-up session introductions, absence of online resources, and poor interaction. Significant relationships between effective and ineffective behaviors were observed in some items.
Conclusion
The study highlights those effective behaviors, such as recalling prior learning, utilizing materials, and engaging students, enhance learning outcomes. Faculty development should focus on avoiding ineffective behaviors for novice faculty and reinforcing effective ones for mid-career faculty to improve teaching quality in medical education.

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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

Abstract
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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
Effectiveness of AI-enhanced virtual patients for psychiatric interview training in health professions education: a meta-analysis
Senay Kilincel, Furkan Bulut, Pelin Goksel, Mirac Baris Usta, Tuba Mutluer, Oguzhan Kilincel
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

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

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

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Integrating artificial intelligence into medical curricula: perspectives of faculty and students in South Korea: Suyoun Kim, Su Hyun Kim, Hansea Kim, Young-Mee Lee; Korean J Med Educ 2025;37(1):65-70.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.324

Abstract
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Purpose
With the accelerated adoption of artificial intelligence (AI) in medicine, the integration of AI education into medical school curricula is gaining significant attention. This study aimed to gather the perceptions of faculty members and students regarding the integration of AI education into medical curricula in the Korean context.
Methods
Faculty members and medical students’ perspectives on integrating AI into medical curricula were assessed through thematic analysis of free-written responses from 157 faculty members and 125 students in a national online survey on medical AI competencies in South Korea.
Results
Three key themes emerged: content, which prioritizes basic knowledge and its practical applications, with an emphasis on ethical and legal responsibilities; curricular design, which advocates for a spiral curriculum tailored to learners' needs; and concerns, which highlight balancing AI integration with the principal goals of medical education while critically evaluating ongoing advancements.
Conclusion
Our study adds valuable insights into the content and methods to prioritize AI education. Given the rapid evolution of medical learners and AI technologies, continuous and timely needs assessment for AI curriculum development is crucial to maintain relevance and effectiveness.

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

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8 Scopus

Stress and coping skills in medical students: Yu Ra Kim, Hye Jin Park, Seong Yong Kim; Korean J Med Educ 2025;37(1):59-63.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.323

Abstract
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Purpose
This study aims to confirm the degree of stress perceived by medical students in Korea and to study the difference between the methods used to relieve stress. In addition, this study evaluates the stress relief methods medical students believe are effective.
Methods
The subjects of the study were 147 students of a medical school in Korea who voluntarily participated in an online survey. The degree of stress perceived by medical students in Korea was confirmed, and the differences between the methods used to relieve stress were analyzed, along with the effective stress relief methods considered by the students themselves.
Results
There was no difference found in the degree of stress experienced by medical students based on their year in school and gender. The most commonly reported method to relieve stress was sleep, and it was found that this method provided the highest degree of stress relief.
Conclusion
As stress has been consistently reported as an issue among medical students, tackling stress among medical students should not be handled solely at the individual level.

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Correction of co-first authorship marks: Stress and coping skills in medical students
Yu Ra Kim, Hye Jin Park, Seong Yong Kim
Korean Journal of Medical Education.2026; 38(1): 120. CrossRef
Calidad de sueño percibida y su asociación con el estrés en estudiantes del área de la salud en México: estudio longitudinal
Alberto Fouilloux Morales, Mariana Fouilloux Morales, Ileana Petra Micu, Beatriz Zamora López, Silvia Aracely Tafoya
South Florida Journal of Development.2025; 6(7): e5549. CrossRef

2,473 View
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“Hey, can I go home?”: a qualitative case study of wellbeing and the work environment in surgical training: Belinda Balhatchet, Heike Schütze, Nicole Williams; Korean J Med Educ 2024;36(4):401-414.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.313

Abstract
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Purpose
Surgical trainees are at high risk of burnout and poor wellbeing during their training. A range of workplace factors have been linked to poor wellbeing, including excessive work hours, lack of support networks, and training program demands. However, little is understood about the individual experiences of Australian trainees and their perceptions of the impact of the work environment on wellbeing. The aim of this study was to explore the experiences of Australian surgical trainees regarding their wellbeing in the surgical learning environment.
Methods
Eleven semi-structured interviews were conducted with Australian surgical trainees at the start of their training and 18 months later, exploring their perspectives of wellbeing in the workplace. Results were analyzed thematically using the Job Demands-Resources model as a scaffold.
Results
Seven themes emerged: (1) relationships with colleagues, (2) work hours and workload, (3) the learning environment and supervision, (4) training program requirements, (5) moving around, (6) hospital and team administration, and (7) hospital facilities and programs. Participant experiences between training commencement and 18 months follow-up did not change.
Conclusion
Trainees have unique experiences of wellbeing in the workplace. Some workplace factors, such as relationships with colleagues, can be demands or resources depending on their nature. Effective leadership and administrative practices, mentorship, and proactive rostering act as resources for trainees to balance workplace demands, and these should be prioritized by hospitals and training institutions to improve and protect trainee wellbeing.

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Surgeon’s mental health: an overlooked crisis in the post-pandemic surgical landscape
G Gulothungan, Ramkumar Vahalingam, Y P Ragini, Hitesh Chopra, Talha Bin Emran
International Journal of Surgery Open.2026; 64(2): 153. CrossRef

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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.

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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
Artificial Intelligence in Neurology and Stroke Education: Current Applications and Future Directions
Braydon Dymm, Abdullah Khalid
Seminars in Neurology.2026; 46(01): 049. CrossRef
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Barkha D Agrawal, Revanth B. Challa, Nand Kishore Joshi, Mangesh Mulaokar, Ashutosh Kumar
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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
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6 Scopus

Improving process aspect of oral examination as assessment tool in undergraduate biochemistry by introducing structured oral examination: an observational study in India based on a survey among stakeholders: Rinchu Loomba, Nandita Maini Jindal; Korean J Med Educ 2024;36(4):367-377.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.310

Abstract
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Purpose
The traditional method of oral examination, though a good tool for assessing the depth and breadth of student’s knowledge, has its shortcomings. A variable number of questions with variable difficulty levels by different examiners with different expectations can introduce bias in scores. The process aspect of oral examinations of first-year undergraduate medical students was improved by structuring them and by creating uniformity in the number, time, and difficulty level of questions for assessment, and feedback was taken regarding its acceptance as an improved tool of assessment.
Methods
After finalizing the topics, questions from a viva viewpoint were structured and categorized into three difficulty levels covering all aspects of chosen topics validated by subject experts. The number of questions asked per difficulty level, time, and marks given to each question was pre-decided. After briefing the students, the structured viva was conducted, and feedback was taken from students and examiners.
Results
The majority (87%) of first-year undergraduate students undertook the structured viva and filled in the feedback form. Nearly all students felt that the structured oral examination was a fair and unbiased assessment tool with less subjectivity compared to traditional viva. Most students (83.9%) felt that the topics were comprehensively covered, and 96.4% of students felt less stressed. Among examiners, there was 100% agreement on the uniformity of questions asked, topics covered, less subjectivity, and no carryover effect.
Conclusion
The examiners have accepted it as one of the formative assessment tools for future batches of students and are ready to explore its utility as a summative assessment tool.

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Formative Structured Oral Examination as a Novel Method of Academic Mentoring for Slow and Medium Achievers in Medical Biochemistry: A Mixed-Method Study
Zachariah Bobby , Monisha Muralidharan, Hanumanthappa Nandeesha, Ramesh R, Devanatha Desikan V, Deepthi Sudha M, Zayapragassarazan Z
Cureus.2026;[Epub] CrossRef
БІОХІМІЧНИЙ ДИКТАНТ ЯК ФОРМА ОЦІНЮВАННЯ ЗНАНЬ МАЙБУТНІХ ЛІКАРІВ У ПОРІВНЯННІ З ТЕСТОВИМ КОНТРОЛЕМ ПРИ ВИВЧЕННІ ДИСЦИПЛІНИ «БІОЛОГІЧНА ХІМІЯ»
Олена Коновалова, Тетяна Андреєва, Ольга Білан
Grail of Science.2026; (66): 799. CrossRef
Structured oral clinical assessment for pharmacotherapy competencies in medical education: a study of validity and reliability analyses of seven domains
Abdul Khairul Rizki Purba, David Sontani Perdanakusuma, Arifa Mustika, Tanja Fens, Maarten Jacobus Postma
Korean Journal of Medical Education.2025; 37(3): 331. CrossRef

2,007 View
98 Download
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1 Scopus

The effectiveness of competency-based global health education programs for medical students: Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park; Korean J Med Educ 2024;36(3):243-254.
Published online August 29, 2024; DOI: https://doi.org/10.3946/kjme.2024.299

Abstract
PDF

Purpose
This study aimed to develop a competency-based global health education (GHE) program for medical students and analyze its effectiveness.
Methods
The study had a pretest–posttest control group design. The program was developed based on the eight global health competency domains for medical students and implemented for 18 hours over 6 weeks beginning in September 2023. The intervention and control groups comprised 34 students and 41 students, respectively. The analytical methods used were t-test, chi-square test, and analysis of covariance.
Results
Experience with global health activities and pretest scores were controlled as covariates to exclude the effects of participants’ general characteristics and pretest scores. The intervention group had outscored the control group on interest in a global health career and the necessity of GHE and also showed significantly higher posttest scores on global competence, global citizenship, and global health competence. Students were generally satisfied with the GHE program.
Conclusion
A global health competency-based GHE program effectively increases medical students’ interest in global health careers, their understanding of the need for GHE, and their global competence, global citizenship, and global health competence. This study is expected to promote GHE program development and research.

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Self-Efficacy–Based Leader Development Program to Address Loneliness in Older Adults
Thanida Nilamphachat, Farkjit Rattanapanyakorn, Wachira Suriyawong, Tharadol Rodkaeo, Decha Tamdee, Rukchanok Koshakri, Theerachol Satsin, Natsuda Khatichop, Nuth Graipaspong, Sasiri Tangsasom, Panawat Sanprakhon
Journal of Gerontological Nursing.2026; : 1. CrossRef
A bibliometric analysis of global health curriculum teaching models: current status, hotspots, and trends in higher education between 2014 and 2024
Beiran QIAN, Yuxuan LI, Bin WU, Yutong LU, Kun TANG
Global Health Research and Policy.2026;[Epub] CrossRef
Design, development and validation of the “START CBME” module: a foundational program to acquaint first-year medical students with competency-based medical education
Krishna Mohan Surapaneni
Journal of Medical Education Development.2025; 18(3): 145. CrossRef
A Quasi-Experimental Assessment of Student Self-Efficacy in Professional Skills Following a Competency-Based Graduate Program Redesign
Monideepa B. Becerra, Salome K. Mshigeni, Marwa Ahmad, Robert M. Avina
Pedagogy in Health Promotion.2025;[Epub] CrossRef

3,379 View
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2 Scopus

Teaching clinical reasoning: principles from the literature to help improve instruction from the classroom to the bedside: Steven J. Durning, Eulho Jung, Do-Hwan Kim, Young-Mee Lee; Korean J Med Educ 2024;36(2):145-155.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.292

Abstract
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Clinical reasoning has been characterized as being an essential aspect of being a physician. Despite this, clinical reasoning has a variety of definitions and medical error, which is often attributed to clinical reasoning, has been reported to be a leading cause of death in the United States and abroad. Further, instructors struggle with teaching this essential ability which often does not play a significant role in the curriculum. In this article, we begin with defining clinical reasoning and then discuss four principles from the literature as well as a variety of techniques for teaching these principles to help ground an instructors’ understanding in clinical reasoning. We also tackle contemporary challenges in teaching clinical reasoning such as the integration of artificial intelligence and strategies to help with transitions in instruction (e.g., from the classroom to the clinic or from medical school to residency/registrar training) and suggest next steps for research and innovation in clinical reasoning.

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Reconsidering the Linearity of Cause and Effect Thinking in Teaching Clinical Reasoning
Zara Aayat Adil, Vinay Saini
The Clinical Teacher.2026;[Epub] CrossRef
Script concordance test issues, the trail of expert calibration
Yannick Perdrix, Nicolas Pinsault, Eric Dionne
BMC Medical Education.2026;[Epub] CrossRef
Developing and Validating a Coding Scheme for Clinical Reasoning in History Taking Using Generative AI–Based Virtual Patients: Systematic Text Condensation Approach
Naping Chen, Luzhen Tang, Yang Liu, Changmin Lin, Zijian Li, Chujun Shi, Mengyu Xia, Dragan Gasevic, Danijela Gasevic, Jinbin Zheng, Yizhou Fan, Xinyu Li
JMIR Medical Education.2026; 12: e84347. CrossRef
AI Use for Medical Students: Impact on Clinical Skill Acquisition and Retention. A Systematic Review
Jonathan Turney, Tim Young, Dhyana Chauhan, Roshni Beeharry, Mohammad Mahmud
Advances in Medical Education and Practice.2026; Volume 17: 1. CrossRef
Pattern Disruption in GP speciality training: a practical intervention to enhance cognitive flexibility and diagnostic reasoning
Waseem Jerjes, Azeem Majeed
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Enhancing diagnostic logic in high-acuity care: evidence from an online flipped classroom intervention in emergency medicine
Ali Delirrooyfard, Mehdi Sayyah, Soleiman Ahmady, Noushin Kohan
BMC Medical Education.2026;[Epub] CrossRef
Artificial intelligence in the Otorhinolaryngology class
Alejandro Carías, Jhossmar Cristians Auza-Santivañez, Pablo Carías, Vilma Díaz Bonilla, Freddy Ednildon Bautista-Vanegas, Daniel Ramiro Elías Vallejos-Rejas, Jorge Márquez-Molina
Seminars in Medical Writing and Education.2025; 4: 160. CrossRef
Undergraduate medical students’ perceptions and perspectives on their clinical reasoning learning experiences
Mohamed Hesham Sayed, Moustafa Abdelaal Hegazi, Nadeem Alam Zubairi, Turki Saad Alahmadi, Fajr Adel Saeedi
Scientific Reports.2025;[Epub] CrossRef
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Birger Moëll, Fredrik Sand Aronsson, Sanian Akbar
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Clinical Reasoning Profiles in Nursing Students: Associations With Academic Performance, Encouragement for Questioning, and Access to Relevant Literature
Nannan Li, Lin Wang, Qiong Fang, Lili Hou
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Concept mapping to promote clinical reasoning in multimorbidity: a mixed methods study in undergraduate family medicine
Marta Fonseca, Paula Broeiro-Gonçalves, Mariana Barosa, Pedro Marvão, Marta Carreira, Sofia Azeredo-Lopes, Joana Pires, António Rendas, Patrícia Rosado-Pinto, Bruno Heleno
BMC Medical Education.2024;[Epub] CrossRef

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9 Scopus

Analyzing research trends after the international journal transition of the Korean Journal of Medical Education: using topic modeling techniques: So Jung Yune, Kwi Hwa Park; Korean J Med Educ 2024;36(2):137-143.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.291

Abstract
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Purpose
This study aimed to analyze the research trends of the Korean Journal of Medical Education (KJME) since it became an English-language journal.
Methods
A total of 274 articles published in KJME from 2016 to 2023 were analyzed. All article types were included in the analysis. NetMiner ver. 4.0 (Cyram Inc., Korea) was used for the main keyword and topic modeling analysis.
Results
Of the 274 articles, 170 (62%) and 104 (38%) were by domestic and international authors, respectively. The main keywords with high frequency were “students,” “learning,” “experience,” “pandemic,” and “perception.” Three topics were derived using topic matching analysis: “residents’ perception and attitude of the pandemic,” “assessment of learning and achievement,” and “learning experiences in the pandemic.”
Conclusion
Since the shift to English-language journals, medical education research has witnessed an increase in the number of articles published by international authors. Research on postgraduate education has increased. Research topics are relevant to situations such as the coronavirus disease 2019 pandemic. These findings can help researchers select research topics and encourage them to submit their research to the journal.

2,577 View
75 Download

Exploring 40 years of Korean medical education conference themes: Do-Hwan Kim, Sangmi Teresa Lee, Young-Mee Lee, Sanghee Yeo; Korean J Med Educ 2024;36(2):131-136.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.290

Abstract
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Purpose
The Korean Society of Medical Education (KSME) was founded in 1983 and celebrated its 40th anniversary in 2023. This study examines the evolution of topics discussed at KSME conferences from 1971 through 2023, highlighting shifts in the focus of medical education.
Methods
We analyzed 90 KSME conferences over 5 decades (1970s, 1980s, 1990s, 2000s, and 2010s), categorizing the topics into three eras based on emerging themes and continuity.
Results
Consequently, 37 topics covered at the conference were categorized. Ten topics continuously appeared from the 1970s to the 2010s, including future directions of medical education, teaching methods, faculty development, and curriculum. The topics from the 1970s to the 1990s included 14 areas, such as medical education evaluation, non-undergraduate curriculum, community-related, and research. Thirteen new topics emerged after the 2000s, such as social accountability, student support, professionalism, and quality improvements. The most common topics under innovations in medical education, a case of curriculum innovation at universities that began after 2000, were clinical clerkship, curriculum development, and medical humanities.
Conclusion
KSME’s selection of conference topics has been strategically aligned with societal needs and the evolving landscape of medical education. Future topics should continue to address relevant societal and educational challenges.

3,040 View
87 Download

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.

3,687 View
71 Download
1 Scopus

Scoping review: exploring residents’ views of supervisor entrustment and its effect on learning and professional development: Sunhee Shim, Hansea Kim, Young-Mee Lee; Korean J Med Educ 2024;36(1):81-98.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.286

This scoping review aimed to systematically explore the complex and nuanced perceptions of residents entrusted with significant responsibilities by their supervisors in the clinical context. We conducted a comprehensive search strategy targeting six major electronic databases. Data were extracted using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) checklist and a scoping review protocol. Resident perceptions regarding entrustment and its impact on learning and professional development were categorized. This review elucidated the role of supervisor entrustment in shaping residents’ clinical performance, notably influencing autonomy, self-confidence, responsibility for patients, learning needs and goals, uncertainty management, and professional identity formation. Residents identified factors that promote and hinder performance and entrustment development resulting from supervisor entrustment and distinguished between appropriate supervision and over- or under-supervision. Our review suggests that residents’ perceptions of supervisor entrustment, as bestowed by supervisors, serves as a catalyst for enhancing autonomy, thereby exerting a significant influence on clinical performance, and fostering the development of a professional identity. However, residents’ views on appropriate supervision differ in some ways from supervisors’ perspectives. Further research is needed to bridge the gap between residents’ expectations of autonomy and what they are given, and to explore the intricate relationship between autonomy and entrustment.

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When supervision works: Analysis of supervisors' and residents' perceptions of ‘good supervision’ using video-stimulated interviews
Martine C. Keuning, Bart Lambert, Paul C. Jutte, Patrick Nieboer, Agnes D. Diemers
The American Journal of Surgery.2026; 255: 116774. CrossRef
Factors influencing novice supervisors’ trust decisions in postgraduate family medicine training: a qualitative study
Aminah Al-Sulaiman, Sylvia Heeneman, Muhammad Zafar Iqbal, Cees van der Vleuten
Frontiers in Medicine.2026;[Epub] CrossRef
Factors associated with attainment of ad hoc entrustability among Taiwan otolaryngology resident physicians: a nationwide cross-sectional study
Chia-Pei Lin, Wei-Chung Hsu, Guan-Ling Wang, Hui-Chen Su, Han-Chi Chung, Sheng-Hui Hung, Mingchih Chen, Jeng-Wen Chen, Pa-Chun Wang
BMC Medical Education.2025;[Epub] CrossRef

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3 Scopus

The application of augmented reality for improving clinical skills: a scoping review: Mahmud Mahmud, Dwi Cahyani Ratna Sari, Djayanti Sari, Nur Arfian, Muhammad Ary Zucha; Korean J Med Educ 2024;36(1):65-79.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.285

Abstract
PDF

Augmented reality technology had developed rapidly in recent years and had been applied in many fields, including medical education. Augmented reality had potential to improve students’ knowledge and skills in medical education. This scoping review primarily aims to further elaborate the current studies on the implementation of augmented reality in advancing clinical skills. This study was conducted by utilizing electronic databases such as PubMed, Embase, and Web of Science in June 2022 for articles focusing on the use of augmented reality for improving clinical skills. The Rayyan website was used to screen the articles that met the inclusion criteria, which was the application of augmented reality as a learning method in medical education. Total of 37 articles met the inclusion criteria. These publications suggested that using augmented reality could improve clinical skills. The most researched topics explored were laparoscopic surgery skills and ophthalmology were the most studied topic. The research methods applied in the articles fall into two main categories: randomized control trial (RCT) (29.3%) and non-RCT (70.3%). Augmented reality has the potential to be integrated in medical education, particularly to boost clinical studies. Due to limited databases, however, any further studies on the implementation of augmented reality as a method to enhance skills in medical education need to be conducted.

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From Conventional OSCE to Virtual Reality–Enhanced OSCE: A Narrative Review of Promise and Pitfalls in Medical Education
Xiaohui Zhang, Xiaohong Lyu, Xisheng Weng, Yidong Zhou
Advances in Medical Education and Practice.2026; Volume 17: 1. CrossRef
Effect of augmented reality-based endotracheal suctioning skill training of undergraduate nursing students: An open-label randomized controlled trial
Kurumi Asaumi, Masataka Oki, Wataru Ohashi, Hirotaka Sato, Kohei Tanaka
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Stuart Marshall, Walter Eppich
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Yuliansah Yuliansah, Umar Yeni Suyanto, Yeni Nur Prilanita
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Effectiveness of simulation-based augmented reality in enhancing pediatric nursing and clinical reasoning competency among students: A quasi-experimental study
Hui-Man Huang
Clinical Simulation in Nursing.2024; 95: 101601. CrossRef

5,655 View
130 Download
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7 Scopus

Validating the Korean shorter Diagnostic Thinking Inventory in medical education: a pilot study: Jihyun Si; Korean J Med Educ 2024;36(1):17-26.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.281

Purpose
Developing clinical reasoning across the medical curriculum requires valid, reliable, and feasible assessment tools. However, few validated tools are available for the convenient and efficient quantification of clinical reasoning. Thus, this study aimed to create a shorter version of the Diagnostic Thinking Inventory (DTI) and validate it in the Korean medical education context (DTI-SK).
Methods
The DTI-SK was constructed using content validity and a translation and back-translation process. It comprises two subcategories and 14 items. Its validity and reliability were explored using exploratory and confirmatory factor analyses, mean comparisons of four medical student groups (med 1 to med 4), and internal consistency using Cronbach’s α. Two hundred medical students were invited to participate through email, and the survey was administered for 2 weeks.
Results
Data from 136 students were analyzed. Exploratory factor analysis revealed two factors with eigenvalues greater than 1.0 and they together explained 54.65% of the variance. Confirmatory factor analysis demonstrated that the model had acceptable level of fit and convergent validity. Discriminant validity was confirmed using heterotrait-monotrait criterion. Group comparisons demonstrated that the med 4 students showed significantly higher scores than the med 1 and 2 students. The inventory exhibited strong internal consistency for all items (Cronbach’s α=0.906).
Conclusion
The findings indicated that the DTI-SK is a reliable and valid tool for measuring medical students’ clinical reasoning in the context of Korean medical education.

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91 Download

Analysis of the perceptions, competencies, and educational needs for global health among Korean medical students: Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park; Korean J Med Educ 2024;36(1):1-15.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.280

Abstract
PDF

Purpose
The purpose of this study was to examine perceptions of global health education (GHE) among medical students and their involvement in global health activities and identify priorities of educational needs for developing GHE programs.
Methods
This study was cross-sectional and conducted through an online survey for medical students. The participants were students attending medical schools nationwide, and the final analysis target was 678. The survey developed questionnaires necessary for research purposes regarding global health-related experiences and perceptions, level of awareness of global health competencies (GHC), and needs assessments. The data were analyzed using the frequency analysis, chi-square test, independent t-test, Borich Needs Assessment Model, and the Locus for Focus Model.
Results
In total, 60.6% (411/678) agreed on the need for GHE, whereas 12.1% (82/678) agreed on the appropriateness of GHE in the current medical school curriculum, indicating a perception gap between the necessity and the status. At the current level of awareness of global health and GHC, we identified statistically significant differences according to gender, participation in global health activities, and GHE. In the analysis of the educational needs of GHC, all items of GHC had statistically significant differences between the importance level and the current level, and priorities were derived. The competency with the highest priority was domain A (Global Burden of Disease).
Conclusion
We expect the findings of this study to be used in Korean medical education as fundamental data to prepare a hereafter research foundation for GHE and discuss systematic GHE based on GHC.

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Exploring Trends and Challenges in Global Health Medical Education: A Scoping Review
Victor Augusto Danelle, Ivan Araujo Pires, Beatriz Helena Wolpe Pereira, Elaine Rossi Ribeiro, William Augusto Gomes de Oliveira Bellani
Physis: Revista de Saúde Coletiva.2025;[Epub] CrossRef
Explorando tendências e desafios na educação médica em saúde global: revisão de escopo
Victor Augusto Danelle, Ivan Araujo Pires, Beatriz Helena Wolpe Pereira, Elaine Rossi Ribeiro, William Augusto Gomes de Oliveira Bellani
Physis: Revista de Saúde Coletiva.2025;[Epub] CrossRef
Simulation Needs Assessment Project (SNAP): Use of the Borich Model in Undergraduate Medical Education
Samantha Wong, Bradson Serikawa, Meliza Roman, Nicole Hada, Jannet Lee-Jayaram, Benjamin W. Berg
International Medical Education.2025; 4(4): 42. CrossRef
The effectiveness of competency-based global health education programs for medical students
Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park
Korean Journal of Medical Education.2024; 36(3): 243. CrossRef

4,194 View
133 Download
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3 Scopus

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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Viviane Ngomane, Hildeguard Jo-Anne Vink, Rirhandzu Friddah Mathevula
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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
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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
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Journal of Community Medicine and Public Health Research.2024; 5(2): 128. CrossRef

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The change of the COVID-19 pandemic on medical education in Korea: a national survey of medical schools: Seung-Joo Na, Bo Young Yoon, Sanghee Yeo; Korean J Med Educ 2023;35(4):349-361.
Published online December 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.272

Abstract
PDF

Purpose
This study aims to investigate how medical schools in Korea managed their academic affairs and student support in response to the coronavirus disease 2019 (COVID-19) pandemic and their plans for the post-COVID-19 era.
Methods
An online survey was conducted, and a link to a questionnaire was distributed to all the administrators of the 40 medical schools in Korea. The final analysis data involved responses from 33 medical schools and 1,342 students. Frequency analysis, cross-tabulation analysis, Fisher’s exact test, and one-way analysis of variance were applied for statistical analysis.
Results
Regarding instruction methods, most medical schools in Korea transitioned from in-person learning to video-on-demand learning (51.5%) and real-time online learning (42.4%). Among the school leaders, 36.4% planned to continue offering online classes combined with in-person classes beyond the end of the pandemic. Among the students, the online class concentration and participation score was 3.0 points or lower, but the class understanding score was 3.6 points, above a moderate level.
Conclusion
Students cited the shorter times needed to attend school and being able to take classes repeatedly as advantages of online classes, and over one-third of medical schools intended to continue with a hybrid of in-person and online learning even after the COVID-19 pandemic restrictions end.

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A Two-Country Questionnaire Study of Biomedical Student Opinions Regarding Online Teaching During COVID-19
Irena Ognjanovic, Irina Yakushina, Elena Shustikova, Maria Mikerova, Vladimir Reshetnikov, Sara Mijailovic, Jelena Nedeljkovic, Dragan Milovanovic, Ljiljana Tasic, Vladimir Jakovljevic, Tamara Nikolic Turnic
Epidemiologia.2024; 5(4): 692. CrossRef

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1 Scopus

What influences Indonesian medical educators’ intentions to teach public health? A qualitative study: Nurhira Abdul Kadir, Heike Schütze, Kathryn Mary Weston; Korean J Med Educ 2023;35(4):335-347.
Published online December 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.271

Abstract
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Purpose
Medical educators are central in ensuring future doctors have sufficient public health skills. Attitudes, norms, and perceived control about the significance of teaching a subject determines whether or not it is taught and how well. This qualitative study aims to explore medical educators’ perceptions about what factors influence their intention to teach public health in Indonesian undergraduate medical schools.
Methods
Semi-structured interviews were conducted with eighteen medical educators from different Indonesian medical schools. Interviews were analyzed thematically using the Theory of Planned Behavior domains: attitudes, subjective norms, and perceived behavioral control.
Results
Five subthemes emerged under these domains: attitudes (defining public health); subjective norms (room in the medical curricula; teaching and assessment); and perceived behaviour control (medical educator confidence; institutional support). Most participants had a limited understanding about the scope of public health. This coupled with an already overcrowded medical curriculum made it challenging for them to incorporate public health into the medical curriculum dominated by clinical and biomedical content. Although believing that public health is important, medical educators were reluctant to incorporate public health because they were not confident incorporating or assessing content.
Conclusion
Strong institutional support is to improve public health quality and content in the medical curriculum. Including public health educators in discussions is critical.

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Faculty perceptions and use of e-learning resources for medical education and future predictions: Kyong-Jee Kim, Giwoon Kim, Youngjoon Kang; Korean J Med Educ 2023;35(4):325-334.
Published online December 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.270

Abstract
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Purpose
This study aims to investigate medical faculties’ perceptions and current practice of using e-learning resources, needs and suggestions for more effective use of such resources, and future directions of e-learning in medical education.
Methods
This descriptive study was conducted on full-time faculty members who were registered users of the e-learning portal of the consortium of Korean medical schools. Participants were invited to an online survey containing 45 items that addressed their perceptions and use of e-learning resources, and their predictions of future use. Descriptive analysis and reliability analysis were conducted as well as a thematic analysis of qualitative data.
Results
Ninety faculty members from 31 medical schools returned the questionnaires. Participants positively perceived e-learning resources and that they predicted their use would become increasingly popular. Still, only half of the respondents were using e-learning resources for teaching and agreed that they were willing to share their e-learning resources. Our study illustrates several barriers inhibit faculty use and sharing of e-learning resources, and a need for a more comprehensive, better-organized resource repository. Participants also pointed out the needs for more resources on multimedia assessment items, clinical videos, and virtual patients.
Conclusion
Our study sheds light on medical faculty needs for institutional support and faculty development programs on e-learning, and institutional policies that address faculty concerns regarding ownership, intellectual property rights, and so forth on creating and sharing such resources. Collaborations among medical schools are suggested for creating a better organized around learning outcomes and more comprehensive repository of resources.

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Implementation and Evaluation of a Cancer Immunotherapy Elective for Medical Students: Mixed Methods Descriptive Study
Mark Raynor, Rivers Hock, Brandon Godinich, Satish Maharaj, Houriya Ayoubieh, Cynthia Perry, Jessica Chacon
JMIR Medical Education.2026; 12: e71628. CrossRef
Comparing the impact of online and in-person active learning in preclinical medical education
Kiana Malta, Cynthia Glickman, Krystal Hunter, Amanda McBride
BMC Medical Education.2025;[Epub] CrossRef

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128 Download
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4 Scopus

Card and board game design for medical education: length and complexity considerations: Michael Joseph Cosimini, Jolene Collins; Korean J Med Educ 2023;35(3):291-296.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.267

Purpose
There is growing use of games for health professions education. Card and board games are relatively easy to develop, effective for education, supported by educational theory, and generally well accepted by learners; yet, they remain relatively infrequently described in the medical education literature.
Methods
A questionnaire was developed to understand barriers to use of card and board games and to understand user preferences to inform their development. The questionnaire was offered to students and educators downloading a printable antibiotic card game online.
Results
The questionnaire was completed by 335 health professionals primarily by physicians, pharmacists, and their trainees. Participants described preferences for shorter games and games with lower complexity. Player counts in the two to four range were the most commonly desired. The most frequently cited barriers were lack of availability in desired subjects, cost, and concerns about content accuracy.
Conclusion
Educators looking to develop or use serious card and board games should start with shorter, lower-complexity games. Methods to assure and demonstrate content accuracy for educational games should be explored by educators and researchers.

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L. Cornu, V. Guyetand, C. Lambert, O. Lesens, L. Sauvat
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Analog Serious Games for Medical Education: A Scoping Review
Sarah L Edwards, Aryana Zarandi, Michael Cosimini, Teresa M Chan, Meilayi Abudukebier, Mikaela L Stiver
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Zsófia Kocsis, Zsolt Csák, Dániel Bodnár, Gabriella Pusztai
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Ana Paula Simões Castro, Bruna Silva de Castro, Patrícia Alves de Mendonça Cavalcante, Clarisse Andrade Sales, Amanda Gabryelle Nunes Cardoso Mello, Maria Pantoja Moreira de Sena, Luann Wendel Pereira de Sena
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Print, Play, and Learn: Cataloging Card and Board Games for Medical Education From 1980 to 2025
Michael Cosimini, Aryana Zarandi, Sarah L Edwards, Mikaela L Stiver, Vincent Chan, Odolphe Augustin, Bruce Blain, Teresa M Chan
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Patcharin Tantiworrawit, Panithee Thammavijaya
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Krishna Mohan Surapaneni
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Inês Santos Almeida, Cristina Pinto, Andreia Lima, Teresa Moreira, Carla Sílvia Fernandes
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EDUCATIONAL APPLICATION -ASSISTED BOARD GAME FOR PSYCHOLOGICAL FIRST AID LEARNING AMONG PRE-CADETS
Chayanit Apichonpongsakorn, Poomwit Puttakiaw, Wantipa Wittayasai, Chutima Prasartkaew
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Educator's blueprint: A how‐to guide for creating analog serious games for learning in medical education
Sarah Edwards, Lakshman Swamy, Michael Cosimini, Bjorn Watsjold, Teresa M. Chan
AEM Education and Training.2023;[Epub] CrossRef

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9 Scopus

Brain-based medical education model for expert’s clinical decision making: Young-A Ji, HyeKyung Woo; Korean J Med Educ 2023;35(3):275-283.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.265

Abstract
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Purpose
The expertise of medicians in clinical decision-making is very important since it improves the quality of medical services provided to patients. This study analyzed the characteristics of the decision-making process and confirmed clinicians’ electroencephalography (EEG) characteristics by measuring their cerebral activity during clinical decision-making. This study aims to present learning directions for brain-based clinical decision-making to develop medical experts.
Methods
This study was performed in the following two projects: (1) a qualitative study of clinical decision-making in a clinical scenario and (2) an analysis of differences in cortical activity of experts and novices through EEG.
Results
In the 1st study, this study found that “confirmation of the patient’s chief complaints,” “physical examination,” and “radiography reading” steps, which showed the most prominent differences in the experts’ and novices’ decision making, were set as the significant steps of dentists’ clinical decision making. In the 2nd study, the experts’ and novices’ cortical activities were measured through a 32-channel EEG. In task 6, which had the lowest accuracy of diagnoses made by the experts, the brain activities in both groups were higher than in other tasks.
Conclusion
This study developed and suggested a model of the decision-making process for experts and novices and suggested the basic directions for brain-based learning needed to raise experts based on brain activity.

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Exploring the Relationship between Brain-based Learning and Thinking Skills through Smart Education: A Scoping Review on the Development of Study Material and its Effectiveness.
Hao Xuan Tan, Arkendu Sen
Interaction Design and Architecture(s).2025; (67): 58. CrossRef

2,984 View
81 Download
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1 Scopus

Perceived attitudes and barriers towards medical research: a survey of Jordanian interns, residents, and other postgraduates: Jamil AlMohtasib, Leen Al-Huneidy, Hana Taha, Rama Rayyan, Shahd Mansour, Jehad Samhouri, Muhammad Hammouri, Hussam Al-Somadi, Adees Wirtan Bedros, Jaafar Al-Omairi, Rand Abbas, Mustafa Ibrahim Abu-usba, Abdallah Al-Ani; Korean J Med Educ 2023;35(3):249-261.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.263

Purpose
We investigated research barriers among Jordanian medical postgraduates to understand the current context of the local health research landscape and improve scholarly output.
Methods
Using a validated questionnaire, Jordanian interns, residents, specialists, and consultants were examined for their perceived attitudes and barriers towards research. Participants were conveniently sampled from public, university, military, and private institutions. Differences in responses were examined using the Student t-test and analysis of variance. Binary logistic regression was utilized to examine predictors of being able to publish.
Results
A total of 1,141 Jordanian medical postgraduates were recruited, of which 61.3% were junior postgraduates (i.e., interns and residents in their first 2 years of residency) while 38.7% were senior postgraduates (i.e., senior residents, specialists, and consultants). Around 76.0% of participants had no peer-reviewed publications. Of those with least one publication (n=273), only 31.1% had first authorships. Participants portrayed dominantly positive attitudes towards the importance of research. There were no significant differences between junior and senior postgraduates for overall attitudes (p=0.486) and knowledge barriers scores (p=0.0261). Conversely, senior postgraduates demonstrated higher mean organizational barriers (p<0.001). Seniority (odds ratio [OR], 5.268; 95% confidence interval [CI], 3.341–8.307), age (OR, 1.087; 95% CI, 1.019–1.159), academic standing (OR, 1.730; 95% CI, 1.103–2.715), and confidence (OR, 1.086; 95% CI, 1.009–1.169) were positive predictors of publication in peer reviewed journals.
Conclusion
The Jordanian medical research landscape is riddled with all forms of different barriers. The reworking of current and integration of new research training programs are of utmost importance.

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Medical postgraduates’ knowledge, attitudes, and practices towards scientific research in China: a cross-sectional study with mediation analysis
Buqing Sai, Bo Li, Xin He, Lili Yang, Jing Wu, Yuechun Zhu
BMC Medical Education.2026;[Epub] CrossRef
Attitude Toward Research in Nursing Interns and Medical Specialty Residents in a Pediatric Hospital in Mexico
Erika Egleontina Barrios-González, Angélica Saraí Jiménez-Osorio, Tania Flores-Bazán, Karina Isabel Casco-Gallardo, Sheila Adriana Mendoza-Mojica, José Antonio Guerrero-Solano, Foroozan Atashzadeh-Shoorideh
Nursing Forum.2025;[Epub] CrossRef
Exploring the meta-motivational strategies utilized by medical students in Jordan: an exploratory study
Rand Murshidi, Mahmoud Abdallat, Muhammad Hammouri, Rand Al-Huneidy, Khaled Alenezi, Abdulhadi Alrajehi, Nawal Al-Mutairi, Waleed Alkanderi, Abdulwahab Alkandari, Abdulrahman Aldousari, Sara Alenezi, Ahmad Taleb, Sayed Alzalzaleh, Adnan Alkayal, Hana Taha
BMC Medical Education.2025;[Epub] CrossRef

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2 Scopus

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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98 Download
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1 Scopus

Medical education program implementation experience in an elective course: a case study in South Korea: Yu-Ra Kim, Seung-Min Yoo, Hye-Jin Park; Korean J Med Educ 2023;35(2):199-205.
Published online June 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.260

Abstract
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Purpose
This study was conducted to examine the results of designing and implementing a teaching program for medical education as the elective course for 4th-year students of medical course.
Methods
In order to design the teaching program for medical education as an elective course, we conducted literature review, five medical education experts were interviewed, and the literature required in the design process was reviewed. A developing teaching program was implemented as an elective course in a medical school of Korea, and 4th-year students of medical course participated in the program.
Results
In the elective course, the medical education program process competencies were derived into three categories: theoretical educational knowledge, teaching competency, and research competency for education. Moreover, instructional materials were developed to help students achieve these competencies. And project-based learning strategy was selected and implemented for 4th-year students in medical course, and positive satisfaction was confirmed.
Conclusion
As a study designed and implemented in a medical education program in a medical school in Korea, it is expected to be helpful when introducing medical education to undergraduate students or developing a medical education program to strengthen the teaching capacity of residents.

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Improving competency development, engagement and satisfaction of students in nearshoring education with immersive learning and triple helix collaboration
Javier Armando Gonzalez Lozano, Roberto Gomez Tobias, Luis Vicente Cabeza Llanos, Rafael Alejandro Vaquera Salazar, Kingsley Okoye
Interactive Technology and Smart Education.2026; 23(1): 166. CrossRef
Medical interns and senior medical students’ perceptions toward clinical teaching
Bader Khawaji, Raghad Ayman Alorabi, Rahaf Attia Alzahrani, Batool Adeeb Alhnaidi, Reem Saeed Alzahrani, Ramah Mohammed Althobaiti, Hebah Ghandora, Hussain Alsaffar, Alaa Althubaiti
BMC Medical Education.2025;[Epub] CrossRef
Response to “Medical Education Electives Can Promote Teaching and Research Interests Among Medical Students” [Response to Letter]
Sateesh Arja, Sireesha Bala Arja, Praveen Kottath Veetil, Simi Paramban
Advances in Medical Education and Practice.2024; Volume 15: 715. CrossRef

3,796 View
100 Download
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4 Scopus

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

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

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100 Download

Problems and solutions to conduct of thesis of postgraduate medical students during the COVID-19 pandemic: an insight into the students perspective: Alok Kumar Sahoo, Nitasha Mishra, Mantu Jain, Manisha Sahoo, Premangshu Ghoshal; Korean J Med Educ 2023;35(1):55-70.
Published online February 28, 2023; DOI: https://doi.org/10.3946/kjme.2023.249

Abstract
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Purpose
The coronavirus disease 2019 (COVID-19) pandemic has adversely impacted medical education worldwide. However, its impact on the postgraduate medical thesis and dissertation work is still not evaluated. Through this study, we planned to find out the problems brought by the pandemic and likely alternatives and possible solutions to thrust the academic competence of postgraduate students.
Methods
After obtaining institutional ethics committee approval, we sent a 13-item questionnaire to postgraduate medical students in India via various social media online platforms. Data on the impact of the COVID-19 pandemic on thesis work and alternatives/solutions to improve the research competence were collected on a Likert scale and analyzed.
Results
We received a total of 398 responses out of which 377 entries were included for final analysis. The majority of participants (88%) reportedly had an adverse impact on the thesis work and out of 25% of the participants who recently submitted their around 45% had to do so without achieving the estimated sample size. The 6-month departmental review for thesis progress was seen in merely 28% of participants. Possible alternatives suggested were the maintenance of log books, task-based assessment of research methodology, departmental audits, and systematic reviews. Solutions suggested for improving the research competence of students were a compulsory research methodology curriculum, a biostatistics department in each institution, permission to conduct thesis work beyond submission time, exclusive time for research work, and financial incentives.
Conclusion
Modification in the research aspect of the current postgraduate medical education is the need of the hour and the pandemic has enlightened us regarding the current weaknesses.

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Bibliometric Analysis of Medical Specialization Theses in Family Medicine: Pandemic Effect
Volkan Korkmaz, Ozlem Guc Suvak, Cenk Aypak
Eurasian Journal of Family Medicine.2025; 14(3): 119. CrossRef

4,242 View
84 Download
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2 Scopus

A qualitative study on the internal response of medical students during the transgender healthcare education: a focus on professional identity: Seung Yeon Jeon, Hyun Bae Yoon, Jee Eun Park, Sun Young Lee, Jung won Yoon; Korean J Med Educ 2022;34(4):281-297.
Published online November 29, 2022; DOI: https://doi.org/10.3946/kjme.2022.237

Abstract
PDF

Purpose
This qualitative study examined the inner response of medical students who participated in a transgender healthcare education program. The factors that effected the inner response were investigated in order to suggest strategies for improving the effectiveness of the transgender healthcare education program.
Methods
The transgender healthcare education program consisted of 2 hours of lectures and 2 hours of clinical role-play over 3 weeks. Eight 4-year medical students in Seoul, South Korea, were selected considering gender, the route of admission to medical school, and religion. Each student was interviewed individually for approximately 30 minutes 3 times before, during, and after the educational program, and interviews were analyzed using thematic analysis.
Results
By attending the transgender healthcare education program, students have shown three types of inner response—confusion, acceptance, and negotiation. The students’ personal identities and professional identities influenced these responses. In particular, students’ existing professional identities motivated them to learn about transgender healthcare and played a key role in resolving the discomfort that occurred during the educational program. Through the transgender healthcare education, students were able to reduce prejudice against transgender people, understand the unique medical needs of the transgender population and increase their self-efficacy related to transgender health care.
Conclusion
The transgender healthcare education program allowed medical school students to acquire medical knowledge related to transgender patients and increase their cultural competence as future medical professionals. In addition, as the professional identity is critical in educating transgender healthcare, it should be considered thoroughly in order to effectively educate the medical students.

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Peritoneal inclusion cyst following total laparoscopic hysterectomy and bilateral salpingo-oophorectomy in a transgender man
Gaeun Kim, Sunghong Joo, Ildong Kim, Soongyu Kim, Jung-won Yoon
Journal of Surgical Case Reports.2026;[Epub] CrossRef
Heteronormativity and cisgenderism in medical training: A scoping review of lesbian, gay, bisexual, transgender, queer and plus (LGBTQ+) issues in medical training in Asia
Yiu Tung Suen, Eliz Miu Yin Wong, Randolph C.H. Chan, Suchon Tepjan, Peter A. Newman
Social Science & Medicine.2025; 370: 117822. CrossRef
Exploring the approaches and impacts of education interventions for transgender and gender diverse health on pre-registration healthcare students: A scoping review
Majella Jones, Christie Bennett, Judy Bauer, Julia McCartan, Janeane Dart
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Developing institution-specific admission competency criteria for prospective health sciences students
Eunhee Kang, Ryan Jin Young Kim, Young-Seok Park, Shin-Young Park, Jihyun Lee
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Transgender Attitudes and Beliefs Scale-Greek (TABS-Gr) version: translation and initial evaluation of psychometric properties among medical students
Polychronis Voultsos, Angeliki Papana, Stella Alexandri, Christina-Erato Zymvragou
BMC Medical Education.2023;[Epub] CrossRef

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155 Download
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5 Scopus

Factors predicting rural location employment intent and choice among medical students and graduates: Charis Guilfoyle, Pin-Hsiang Huang, Lesley Forster, Boaz Shulruf; Korean J Med Educ 2022;34(4):273-280.
Published online November 29, 2022; DOI: https://doi.org/10.3946/kjme.2022.236

Abstract
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Purpose
Workforce shortage is a contributing cause of health inequality in rural Australia. There is inconclusive evidence demonstrating which factors cause doctors to choose rural practice. This study’s objective is to determine predictive factors for medical students’ intent to work rurally and for graduates’ current rural employment location choice.
Methods
This prospective cohort study, utilized data gathered from the University of New South Wales about students and graduates who had spent one or more years in a Rural Clinical School. Participants were final year students and graduates already working in Australia. Stepwise logistic regression was used to determine predictive factors for the two outcomes.
Results
Predictors for student intent to work rurally are rural background (odds ratio [OR], 7.16; 95% confidence interval [CI], 2.59–19.53), choosing to study at the Rural Clinical School (OR, 8.72; 95% CI, 1.32–57.63), and perceiving rural areas as opportunistic for career advancement (OR, 1.69; 95% CI, 1.15–2.49). Predictors for graduates currently working in a rural location are Bonded Medical Program participation (OR, 6.40; 95% CI, 1.15–35.59) and personal altruism (OR, 1.91; 95% CI, 1.02–3.57).
Conclusion
While intent is predicted by having a rural background, choosing to study at the Rural Clinical School and perception of rural areas as having positive career opportunities, a current rural workplace location among graduates is predicted by holding a bonded medical position and a desire to serve an under-resourced population. Maintaining the Bonded Medical Program and clear communication regarding training pathways may increase numbers of rural doctors.

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105 Download

Experiences and perspectives on patient-centered education of medical students in Korea: Inji Yeom, Kiduk Kim, Junhwan Choi, Dong-Mi Yoo; Korean J Med Educ 2022;34(4):259-271.
Published online November 29, 2022; DOI: https://doi.org/10.3946/kjme.2022.235

Abstract
PDF

Purpose
This study analyzed the current status of and correlations between Korean medical students’ experiences and perspectives surrounding patient-centered medical education (PCME).
Methods
A structured PCME questionnaire composed of three categories, understanding patients within social and cultural contexts, understanding patients’ individual health contexts through communication, and placement of patients at the center of medical education, was used. The students were stratified into pre-medical (Pre-med), medical (Med), and policlinic (PK) groups because of curriculum differences by grade. The χ² test was applied to analyze the association between students’ experiences with and perspectives on PCME. A Cramer’s V of 0.200 was considered a large effect size for any association between experiences with and perspectives on PCME.
Results
Among the respondents, 50.6% answered that they did not know about patient-centered medicine before the survey. With increasing school years went up from Pre-med to PK, fewer students agreed that PCME should be added to pre-clinical medicine curricula (p<0.001), that patients should be in the center throughout medical education (p=0.011), and that patients’ personal histories, values, and objectives are important PCME (p=0.001). Students who said they learned PCME for each category were more likely to consider PCME important (Cramer’s V was 0.219 and 0.271 for “with,” and “for the patients” respectively, p<0.001 for “about/with/for the patients”). Students in all groups chose clinical practice as the best method for PCME (p=0.021). Med group chose the lectures as the most effective tool to learn about the importance of communication (p<0.001).
Conclusion
Students who experienced PCME were likely to perceive PCME as important and it showed that experiences of PCME had positive effects on PCME perceptions. Despite students’ preferences for clinical practice as the best method for PCME, PK reported that they did not learn PCME, and regarded PCME as less important compared to students at earlier stages of their medical education. Therefore, more intensive and holistic PCME curricula rather than only clinical practice exposure may be necessary.

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Patients’ Perceptions of Physicians’ Health Literacy Competencies and “Good” Communication in Family Medicine: A Q Methodology Study
Pei-Ling Tseng, Hui-Fang Yang, Shao-Yi Cheng, Hsiang-Ru Lai, Chiu-Mieh Huang, Jia-Yi Chen, Chen-Yin Tung
INQUIRY: The Journal of Health Care Organization, Provision, and Financing.2026;[Epub] CrossRef
The Capacity of the Associative Experiment with Keyword Stimuli to Explicate the Doctors’ Communicative Intentions in the Doctor-Patient Relationship
N. V. Potapova, A. A. Rumyantseva, V. A. Kameneva
NSU Vestnik. Series: Linguistics and Intercultural Communication.2023; 21(3): 118. CrossRef

4,986 View
138 Download
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1 Scopus

Exploring factors influencing coping with uncertainties in medical practice: insights from residents’ experience: Kangmoon Kim; Korean J Med Educ 2022;34(3):213-222.
Published online August 26, 2022; DOI: https://doi.org/10.3946/kjme.2022.231

Abstract
PDF

Purpose
Despite attempts to teach medical students and trainees about uncertainty in medical practice and how to tolerate it, studies on how to promote tolerance to uncertainty remain scarce. this study aims to investigate factors that could foster residents’ tolerance to uncertainty.
Methods
The authors used data sources, including semi-structured individual in-depth interviews with 20 medical residents working in two tertiary university hospitals. Inductive analysis of interview records determined key themes, identified categories, and performed a theoretical-type analysis of the participants’ coping behaviors according to the attributes of uncertainty tolerance.
Results
Two characteristics of residents which could lead to constructive coping with uncertainty were discovered: (1) communicative/collaborative behavior with their colleagues, superiors, and patients and (2) self-reflective/self-directed attitude in their medical practice. Both were used to classify four types of uncertainty coping behaviors: adaptive, self-contained, submissive, and isolated.
Conclusion
Fostering communicative/collaborative behaviors and self-reflective/self-directed attitude throughout the training period may result in residents being more tolerant of uncertainties in medical practice.

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Emily N. Getz, Leigh Langerwerf, Jodi L. Young, Rebecca Bliss
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Online continuing medical education in Mongolia: needs assessment: Baljinnyam Baatarpurev, Basbish Tsogbadrakh, Solongo Bandi, Gal-Erdene Samdankhuu, Sumberzul Nyamjav, Oyungoo Badamdorj; Korean J Med Educ 2022;34(3):191-200.
Published online August 26, 2022; DOI: https://doi.org/10.3946/kjme.2022.229

Abstract
PDF

Purpose
Due to the shortage in the healthcare workforce, insufficient qualifications, a lack of infrastructure and limited resources in Mongolia, it is not always possible for healthcare workers in rural areas who wish to attend continuous training and retraining courses to do so. However, in order to provide high-quality care, the demand for distance learning and the upgrading of knowledge and practice of many medical topics (especially related to morbidity and mortality) are necessary for the rural population. This study aimed to assess the needs of e-learning medical education, of graduates in Mongolia.
Methods
A cross-sectional research design was implemented. We collected data from 1,221 healthcare professionals (nursing professionals, physicians, midwives, and feldshers) who were randomly selected from 69 government hospitals in Mongolia. Data were collected using self-assessment questionnaires which captured the needs assessment in a survey for online continuous medical education in Mongolia. Data were analyzed using descriptive statistics and Kruskal-Wallis statistical test.
Results
Ninety percent of the respondents reported that they plan on attending online continuous medical education with the most preferred specialty area being emergency medicine. Results using the Kruskal-Wallis statistical technique suggested the preferred specialty area, educational content, appropriate time schedule, available devices, and tools were statistically significant and were different between the nursing professionals, physicians, midwives, and feldshers (p<0.05).
Conclusion
Findings provide important evidence for the implementation of measures and strategies which can assist healthcare professionals in low and middle-income areas/countries to constructively address their need for enhanced knowledge and practice through distance learning.

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Medical education in Mongolia: Challenges and opportunities
Oyungoo Badamdorj, Ryenchindorj Erkhembayar, Bayarbat Gombo, Baljinnyam Baatarpurev, Dorjbalam Gansukh, Basbish Tsogbadrakh, Oyuntsetseg Sandag, Tserendagva Dalkh, Sumberzul Nyamjav
Medical Teacher.2024; 46(9): 1160. CrossRef
ОЦІНЮВАННЯ ЗАЦІКАВЛЕНОСТІ МЕДИЧНОЮ ОСВІТОЮ В УКРАЇНІ І СВІТІ
ПИВОВАРОВ Олександр Васильович
Academis notes. Series: Pedagogical sciences.2023; 5: 77. CrossRef

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1 Scopus

Impact of medical school responses during the COVID-19 pandemic on student satisfaction: a nationwide survey of US medical students: Isaac E. Kim Jr., Daniel D. Kim, Juliana E. Kim, Elliott Rebello, David Chung, Parker Woolley, Daniel Lee, Brittany A. Borden, Aaron Wang, Douglas Villalta, Agatha Sutherland, Sebastian De Armas, Matthew Liu, Hannah Kim, Grace Sora Ahn, Reed Geisler, Alexander Yang, Bowon Joung, John Slate-Romano, Michal Rajski, Alison E. Kim, Roxanne Vrees, Kristina Monteiro; Korean J Med Educ 2022;34(2):167-174.
Published online May 31, 2022; DOI: https://doi.org/10.3946/kjme.2022.228

Abstract
PDF

Purpose
Medical schools have faced various challenges in preparing their clinical students for the frontlines of a pandemic. This study investigated medical students’ satisfaction with their institutions during the coronavirus disease 2019 (COVID-19) pandemic with the intention of guiding educators in future public health crises.
Methods
In this cross-sectional study surveying students in clinical rotations, the primary outcome was overall satisfaction regarding medical schools’ responses to the pandemic, and the four secondary outcomes were school communication, exposure to COVID-19, availability of personal protective equipment, and access to COVID-19 testing.
Results
The survey was distributed to ten medical schools, of which 430 students responded for a response rate of 13.0%. While most students were satisfied (61.9%, n=266) with their schools’ response, more than one in five (21.9%, n=94) were dissatisfied. Among the four secondary outcomes, communication with students was most predictive of overall satisfaction.
Conclusion
In future crises, schools can best improve student satisfaction by prioritizing timely communication.

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Medical students’ self-directed learning skills during online learning amid the COVID-19 pandemic in a Korean medical school: Jihyun Si; Korean J Med Educ 2022;34(2):145-154.
Published online May 31, 2022; DOI: https://doi.org/10.3946/kjme.2022.226

Abstract
PDF

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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Development of Self-Directed Learning Readiness among Undergraduate Engineering Students during the COVID-19 Pandemic
Mary Katherine Watson, Elise M. Barrella, Kevin Skenes
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Dental Students’ Satisfaction With Web-Based Learning During the Initial Phase of the COVID-19 Pandemic: Mixed Methods Study
Minjung Lee, So Youn An, Jungjoon Ihm
Journal of Medical Internet Research.2024; 26: e50278. CrossRef
From Dependent to Self-Directed Learning in Medical Education: Can Online Modular Intervention Facilitate the Transition?
Vasantmeghna Murthy, Arun Mohanram
Indian Journal of Psychological Medicine.2024; 46(5): 459. CrossRef
Fostering Self-Directed Learning Capacity in Medical Students through Learning Online Course
Zhensheng Wang, Chunyan Wei, Yin Yang, Heng Wang, Zenglei Wang, Yongmei Chen
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Tracey A.H. Taylor, Kyeorda Kemp, Misa Mi, Sarah Lerchenfeldt
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Carol Nash
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Medical Science Educator.2023; 33(6): 1359. CrossRef

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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

5,639 View
151 Download
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8 Scopus

Strategies for developing pre-clinical medical students’ clinical reasoning based on illness script formation: a systematic review: Jihyun Si; Korean J Med Educ 2022;34(1):49-61.
Published online March 1, 2022; DOI: https://doi.org/10.3946/kjme.2022.219

Abstract
PDF

Clinical reasoning training in the pre-clinical phase has recently been considered important; however, when it comes to specific instructional methods for pre-clinical students, much is unknown. Thus, the aim of this review is to explore learning and teaching methods for pre-clinical students’ clinical reasoning development based on illness script formation, their results, and strategies. A systematic review was conducted in accordance with the guidelines of the Association for Medical Education in Europe. The literature search was performed using the Cochrane Library, PubMed, EMBASE, Web of Science, and ERIC databases based on keywords, including “illness script*” AND (“medical student*” OR pre-clinical OR undergraduate). Then, 10 studies among the 91 studies were included in the final analysis. The quality of the selected studies was also appraised using the Medical Education Research Study Quality Instrument. Diverse teaching and learning methods were used to support the integration of biomedical and clinical knowledge working with patient cases, and their effects were assessed through diverse methods, including illness script richness and maturity, to learner responses. The effects of these interventions were effective in terms of the clinical reasoning development of pre-clinical students. Learning and teaching strategies were synthesized and described. This review found that explicit attempts to promote illness script formation with a structured program rather than informal training lead to positive results, and such formal clinical reasoning programs can provide smooth transition from pre-clinical to clinical experience.

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Optimizing use of illness script builder templates in medical education
Erin H. Yang, Joseph Rencic, Alec B. Rezigh, Prathit A. Kulkarni
Diagnosis.2026; 13(1): 34. CrossRef
10 tips for clinical educators in designing and delivering learning experiences to improve clinical reasoning for medical students.
Kelvin Le, Charlotte Deng, Khang Duy Ricky Le
MedEdPublish.2026; 15: 272. CrossRef
The role of interactive learning methods in the training of medical students in the discipline of obstetrics and gynecology
O. M. Козар
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From “Form” to “Essence”: Guiding Students to Achieve Deep Cognitive Transition in Morphological Experiments
Xiaorun Zhai, Gaoshang Chai
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Enhancing Clinical Reasoning for Speech Sound Disorders: A Randomized Trial of Online Learning Modules
Li‐Li Yeh, Ting‐Fang Chan
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Ingenium de formation lors de la mise en place de formations transversales en santé Illustration par une séquence d’apprentissage du raisonnement clinique
Delphine Guyet, Pauline Lenesley, Christelle Robiolle, Anne-Sophie Delair, Céline Menin, Félix-Benjamin Zalabo, Anne-Christine Rat
Médiations et médiatisations.2025; (20): 12. CrossRef
Diagnostic Reasoning for APRN Learners: Overview of Teaching Strategies
Lauren A. Petersen, Stephanie Delkoski, Sarah McCarthy
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Clinical reasoning education: evaluating the effect of script strategy and reflective practice on nursing students’ reasoning development
Fatemeh Bahramnezhad, Fatemeh Keshmiri
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PENSAMENTO CRÍTICO E RACIOCÍNIO CLÍNICO ENTRE ESTUDANTES DE MEDICINA: REVISÃO DE LITERATURA
Abrão José Jr Melhem, Gustavo Bianchini Porfírio, Danielle Soraya da Silva Figueiredo, Felipe Dunin dos Santos, David Livingstone Alves Figueiredo
Arquivos Catarinenses de Medicina.2025; 53(4): 31. CrossRef
Trends in the Acquisition of Clinical Reasoning in the Assessment of Speech Sound Disorders: Using the Script Concordance Test
Ting‐Fang Chan, Li‐Li Yeh
International Journal of Language & Communication Disorders.2025;[Epub] CrossRef
Eight practical strategies for designing case-based flipped learning to foster clinical reasoning in preclinical medical students
Jihyun Si
Annals of Medicine.2025;[Epub] CrossRef
10 tips for clinical educators in designing and delivering learning experiences to improve clinical reasoning for medical students.
Kelvin Le, Charlotte Deng, Khang Duy Ricky Le
MedEdPublish.2025; 15: 272. CrossRef
Analysis of Patient Information and Differential Diagnosis with Clinical Reasoning in Pre-Clinical Medical Students
Dichitchai Mettarikanon, Weeratian Tawanwongsri
International Medical Education.2024; 3(1): 23. CrossRef
Exploring the responses of preclinical medical students and professors to flipped learning for the development of clinical reasoning
Jihyun Si
Korean Journal of Medical Education.2024; 36(2): 213. CrossRef
Fostering clinical reasoning ability in preclinical students through an illness script worksheet approach in flipped learning: a quasi-experimental study
Jihyun Si
BMC Medical Education.2024;[Epub] CrossRef
Simulation effect on medical sciences students’ motivation: A systematic review study
Mahdi Karimyar Jahromi, Narjes Nick, Shahpar Bagheri, Majid Najafi Kalyani
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Using an experiential learning model to teach clinical reasoning theory and cognitive bias: an evaluation of a first-year medical student curriculum
Justin J. Choi, Jeanie Gribben, Myriam Lin, Erika L. Abramson, Juliet Aizer
Medical Education Online.2023;[Epub] CrossRef
Nurse Faculty: Moving Away from the Script
Teresa Hamilton
Nursing Science Quarterly.2023; 36(1): 18. CrossRef
Clinical reasoning in emergency medical technicians and its compliance with the illness script theory: A pilot study
Hamidreza Miri, Elham Boushehri, Maryam Hoseini-Abardeh, Shahram Yazdani
Journal of Education and Health Promotion.2023;[Epub] CrossRef

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15 Scopus

Development of student empathy during medical education: changes and the influence of context and training: Dujeepa D. Samarasekera, Shuh Shing Lee, Su Ping Yeo, Gominda Ponnamperuma; Korean J Med Educ 2022;34(1):17-26.
Published online March 1, 2022; DOI: https://doi.org/10.3946/kjme.2022.216

Abstract
PDF

Purpose
Empathy levels have been observed to often decrease when medical undergraduates move to the clinical years, particularly in the Western countries. However, empathy either remains similar or increases in many Asian medical schools. This study investigated the longitudinal empathy profile of medical students in Singapore.
Methods
Two cohorts of medical students who enrolled in 2013 and 2014 to the National University of Singapore were tracked for 5 years. The Jefferson Scale of Empathy–student version was used. Analyses on the mean of the empathy level and individual factors, year-wise and gender comparison were conducted.
Results
Average response rates for cohort 1 and 2 were 68.1% (n=181–263) and 55.4% (n=81–265), respectively. For both cohorts, there was no significant change across year of study in the mean empathy score. Average scores for both cohorts were 113.94 and 115.66. Though not significant, we observed mean empathy to be lowest at the end of year 5 (112.74) and highest in year 2 (114.72) for cohort 1 while for cohort 2, the lowest level of empathy was observed in year 5 (114.20) and highest in year 4 (118.42). Analysis of subcomponents of empathy only showed a significant difference for cohort one factor 1 (perspective taking) and factor 3 (standing in patients’ shoes) across the study years.
Conclusion
No significant change in empathy score was observed during the transition from pre-clinical to clinical years, unlike many Western and Far-Eastern studies. This might be due to the curriculum and influence of the Asian values.

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Ol’ga A. Sheypak, Elena V. Sudilina
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Annals of Medicine & Surgery.2023; 85(8): 3858. CrossRef

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15 Scopus

On pandemics and pivots: a COVID-19 reflection on envisioning the future of medical education: Heeyoung Han, Amy Clithero-Eridon, Manuel João Costa, Caitriona A. Dennis, J. Kevin Dorsey, Kulsoom Ghias, Alex Hopkins, Kauser Jabeen, Debra Klamen, Sophia Matos, John D. Mellinger, Harm Peters, Suzanne Pitama, C. Leslie Smith, Susan F. Smith, Boyung Suh, Sookyung Suh, Marko Zdravković; Korean J Med Educ 2021;33(4):393-404.
Published online November 30, 2021; DOI: https://doi.org/10.3946/kjme.2021.207

Abstract
PDF

The required adjustments precipitated by the coronavirus disease 2019 crisis have been challenging, but also represent a critical opportunity for the evolution and potential disruptive and constructive change of medical education. Given that the format of medical education is not fixed, but malleable and in fact must be adaptable to societal needs through ongoing reflexivity, we find ourselves in a potentially transformative learning phase for the field. An Association for Medical Education in Europe ASPIRE Academy group of 18 medical educators from seven countries was formed to consider this opportunity, and identified critical questions for collective reflection on current medical education practices and assumptions, with the attendant challenge to envision the future of medical education. This was achieved through online discussion as well as asynchronous collective reflections by group members. Four major themes and related conclusions arose from this conversation: Why we teach: the humanitarian mission of medicine should be reinforced; what we teach: disaster management, social accountability and embracing an environment of complexity and uncertainty should be the core; how we teach: open pathways to lean medical education and learning by developing learners embedded in a community context; and whom we teach: those willing to take professional responsibility. These collective reflections provide neither fully matured digests of the challenges of our field, nor comprehensive solutions; rather they are offered as a starting point for medical schools to consider as we seek to harness the learning opportunities stimulated by the pandemic.

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