Korean Journal of Medical Education

"Medical school"

Original Research

Needs analysis of leadership education based on the medical leadership competency framework in Korean medical schools: Ji Hyun Im, Hyoseon Choi, Wha Sun Kang, Eun Key Kim, Dong Hyeon Lee; Korean J Med Educ 2025;37(3):319-330.
Published online August 28, 2025; DOI: https://doi.org/10.3946/kjme.2025.344

Abstract
PDF

Purpose
Leadership in healthcare is vital, but it remains fragmented within medical school curricula. It is often confined to isolated courses lacking cohesive integration. Using the Medical Leadership Competency Framework (MLCF), this study examines leadership curricula and competencies in Korean medical schools, providing a foundation for educational strategies that enhance leadership development.
Methods
We conducted survey among professors responsible for leadership education in medical schools. Our questionnaire assessed leadership competencies and curriculum content. We analyzed responses from 34 medical schools using frequency and content analysis.
Results
Leadership-related content in institutional missions, educational objectives, and graduation competencies predominantly aligned with MLCF domains 1 and 2. Leadership courses were primarily offered at the premedical and medical stages, with a strong emphasis on these domains. However, perceptions of the necessity of leadership subcompetencies varied by educational stage, with most considered essential during clinical clerkships. High priority competencies included domains 1 and 2, particularly 2.2 (building and maintaining relationships), 2.4 (working within teams) and 1.4 (acting with integrity). While 61.8% of respondents intended to develop leadership curricula, they emphasized the need to define medical leadership within the Korean context, specify leadership competencies, and design tailored curricula.
Conclusion
This study underscores the need for medical leadership education and the development of competency-based curricula that reflect Korea’s healthcare landscape. A well-integrated leadership curriculum can better equip medical students to become future healthcare leaders.

Citations

Citations to this article as recorded by

Health Systems Science Competencies for Korean Medicine Education: Three-Round Delphi and Nominal Group Techniques
Suji Lee, Seon-Kyoung Kim, Yoonjin Jeong, Sunju Im, Hye-Yoon Lee
Innovations in Acupuncture and Medicine.2026;[Epub] CrossRef

1,376 View
58 Download
Crossref
1 Scopus

Medical student selection interviews: insights into nonverbal observable communications: a cross-sectional study: Pin-Hsiang Huang, Kang-Chen Fan, Alexander Waits, Boaz Shulruf, Yi-Fang Chuang; Korean J Med Educ 2025;37(2):153-161.
Published online May 29, 2025; DOI: https://doi.org/10.3946/kjme.2025.332

Purpose
Interviews play a crucial role in the medical school selection process, although little is known about interviewers’ non-verbal observable communications (NoVOC) during the interviews. This study investigates how interviewers perceive NoVOC exhibited by interviewees in two medical schools, one in Taiwan and the other in Australia. The study also explores potential cross-cultural differences in these perceptions.
Methods
A 26-item questionnaire was developed using a Delphi-like method to identify NoVOC. Interviewers from the University of New South Wales, Australia, and National Yang Ming Chiao Tung University, Taiwan (n=47 and N=78, respectively) rated these NoVOC between 2018 and 2021. Factor analyses identified and validated underlying factors. Measurement invariance across countries and genders was examined.
Results
A total of 125 interviewers completed the questionnaire, including 78 from Taiwan and 47 from Australia. Using exploratory factor analysis, 14 items yielded reliable three factors “charming,” “disengaged,” and “anxious” (Cronbach’s α=0.853, 0.714, and 0.628, respectively). The measurement invariance analysis indicated that the factor models were invariant across genders but significantly different between the two countries. Further analysis revealed inconsistencies in interpreting the “anxious” factor between Taiwan and Australia.
Conclusion
The three distinct factors revealed in this study provide valuable insights into the NoVOC that interviewers perceive and evaluate during the interview process. The findings highlight the importance of considering non-verbal communication in selecting medical students and emphasize the need for training and awareness among interviewers. Understanding the impact of non-verbal behaviors can improve selection processes to mitigate bias and enhance the fairness and reliability of medical student selection.

1,243 View
54 Download

The role of transfer motivation and self-efficacy on student satisfaction during early clinical experiences in South Korea: a cross-sectional study: In-Kyung Song, Hwa-Young Jang, Su Jin Chae; Korean J Med Educ 2025;37(1):13-21.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.319

Abstract
PDF

Purpose
This study aimed to identify the factors influencing premedical students’ satisfaction with early clinical experience and determine the mediating effect of self-efficacy on the relationship between learning motivation and satisfaction.
Methods
This cross-sectional study included 35 second-year premedical students who completed the early clinical experience course and responded to course evaluation questionnaires on self-efficacy, transfer motivation, and student satisfaction. The data were analyzed using descriptive statistics, Pearson’s correlation, Baron and Kenny’s hierarchical multiple regression analyses, and the Sobel test.
Results
Student satisfaction was significantly correlated with self-efficacy (r=0.724, p<0.01) and transfer motivation (r=0.538, p<0.01). Self-efficacy and transfer motivation were also highly correlated (r=0.789, p<0.01). Multiple regression analyses and Sobel test indicated that self-efficacy fully mediated the relationship between student satisfaction and transfer motivation (Z=2.704, p<0.01).
Conclusion
In this study, early clinical experience program increased premedical students’ self-efficacy and transfer motivation for clinical knowledge and confirmed that self-efficacy mediated student satisfaction. These findings demonstrate the positive effects of early clinical experience on the medical school curriculum and suggest the need for educational strategies to increase self-efficacy in learning.

1,779 View
78 Download

Review Article

Current status and challenges of faculty development in Korean medical education and strategies for advancement: Dong Hyeon Lee; Korean J Med Educ 2024;36(4):415-427.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.314

Abstract
PDF

Medical school professors take on many roles, including teaching, research, service, and practice, and are expected to evolve through their work and activities both on and off campus. At the same time, they are expected to gradually develop essential competencies as educators through faculty development (FD). However, FD does not yet cover the entire spectrum of faculty roles and does not adequately address the diverse characteristics of medical school faculty. In light of the recent interest in FD in Korean medical schools and an increasing number of articles on FD, I here review the history of and recent articles about FD in Korea. I also suggest seven short- and long-term strategies to overcome the major challenges facing FD, with the aim of helping to revitalize and advance FD in Korean medical schools and FD institutions.

Citations

Citations to this article as recorded by

Medical students’ perspectives on effective and ineffective teaching behaviors in lectures
KwangHo Mun, Hye Jin Park
Korean Journal of Medical Education.2025; 37(2): 219. CrossRef
Needs analysis of leadership education based on the medical leadership competency framework in Korean medical schools
Ji Hyun Im, Hyoseon Choi, Wha Sun Kang, Eun Key Kim, Dong Hyeon Lee
Korean Journal of Medical Education.2025; 37(3): 319. CrossRef

2,297 View
50 Download
Crossref
2 Scopus

Original Research

Perceptions of organization, job attitudes, challenges, and solutions among medical school administrative staff: Ji Hyun Im, Jun Moo Ahn, Seung Hee Lee; Korean J Med Educ 2024;36(3):287-302.
Published online August 29, 2024; DOI: https://doi.org/10.3946/kjme.2024.303

Abstract
PDF

Purpose
Staff is essential to the university’s efficient administrative operations, which are critical for education, research, and service. Medical schools, often independent, need specialized administrative elements. This study explores how medical school staff perceives the organization using the Six-Box model and evaluates their perceived organizational support, job satisfaction, and organizational commitment based on the concept of job attitudes.
Methods
This study employs a mixed-methods approach, integrating quantitative and qualitative data via a convergent parallel design. It simultaneously collects and analyzes data from a survey and consensus workshop for medical school staff. The survey data were statistically analyzed (IBM SPSS ver. 25.0; IBM Corp., USA), and the workshop discussions were subjected to content analysis. The findings combined provide a comprehensive understanding of the medical school administrative system.
Results
Quantitative analysis revealed purpose (3.80) as the highest-rated organizational perception and rewards (2.72) as the lowest. Similarly, job satisfaction was highest (3.63) in job attitudes, while perceived organizational support (2.96) was the lowest. Group differences were observed by gender, enrollment capacity, and contract type (p<0.05). In qualitative research, keywords appeared in relation to their experiences within the medical school organization, encompassing doctor training, emotional responses, administrative features, personal attributes, and cultural influences. Overload, faculty issues, and communication gaps are obstacles. Strategies for overcoming these challenges focus on improving staff treatment, resource allocation, training, and communication channels.
Conclusion
This study was conducted to explore a broad understanding of the administration of medical schools. Findings suggest challenges with workload, communication, and organizational support. We propose a dedicated medical school administrative system, improved work conditions, and enhanced communication.

3,214 View
87 Download

Analysis of the current status of interview evaluations in Korean medical schools and professors’ perceptions of the interview evaluations process: Chungwon Ha, Ye Ji Kang, Seung-Hee Lee, Dong Hyeon Lee, Keunho Kim; Korean J Med Educ 2024;36(3):275-285.
Published online August 29, 2024; DOI: https://doi.org/10.3946/kjme.2024.302

Abstract
PDF

Purpose
This study aimed to investigate the overall operational status of medical school admission interview evaluations in South Korea and explore the operational experience of universities conducting interview evaluations.
Methods
This study used a mixed-methods approach, combining quantitative and qualitative methods. Through a nationwide survey and data collection from 39 medical schools, the quantitative analysis explored interview evaluations procedures, the purpose of the interview evaluations, and the competencies expected of medical school freshmen. Concurrently, qualitative data were obtained through focus group discussions with 12 professors from 10 medical schools, providing in-depth insights into the operational experiences and challenges faced during interview evaluations.
Results
In the quantitative data, interview evaluations were most prevalent in the “comprehensive school records screening” for rolling admissions (85.5%), but less common in regular admissions (18.6%). Private schools (64.2%) showed a statistically significant higher proportion of interview admissions than public schools (11.1%) in the “high school grades focused admission” (p<0.01). Metropolitan areas (50.0%) conducted interview evaluations more frequently than non-metropolitan areas (11.1%) in the “College Scholastic Ability Test-focused admissions” (p<0.05). In the qualitative data, professors recognize the dominant role of “negative selection” in filtering out unsuitable candidates. Challenges in maintaining a consistent evaluator pool and team-based question development were acknowledged. Strategies, such as seeking student feedback for question improvement and conducting study meetings for interviewer preparation are essential.
Conclusion
This study illuminates the operation of admissions interview evaluations in South Korea, revealing variations across regions and admissions types. These findings offer insights for enhancing medical school admission processes, guiding future research and policy.

Citations

Citations to this article as recorded by

Anticipatory Dignity and Digital Meritocracy: Philosophical Reflections on the Algorithmic Transformation of South Korea’s Education System
Hyungjoon Jun, Hyun Jung Lee
Studies in Philosophy and Education.2026;[Epub] CrossRef
Indonesian medical students' experiences and challenges of enhancing information literacy skills: a mixed-method study
Ratih Yulistika Utami, Hemma Yulfi, Melviana Lubis, Desi Isnayanti
Korean Journal of Medical Education.2025; 37(3): 303. CrossRef
Reliability of Competency-Based, Applicant-Centered Multiple Mini-Interviews for Selection into Japan's Basic Postgraduate Clinical Training
Hiroshi Yoshimura, Hitoshi Ganaha, Kaoru Sakumoto, Gominda Ponnamperuma
Journal of St. Marianna University.2025; 16(2): 53. CrossRef

3,542 View
70 Download
Crossref
2 Scopus

Differences in fear of failure and college adjustment by type of medical school entrance extrinsic motivation using a latent profile analysis: So Jung Yune, Ie Byung Park, Hyo Hyun Yoo, Kwi Hwa Park; Korean J Med Educ 2024;36(2):203-212.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.296

Abstract
PDF

Purpose
The decision to enroll in medical school is largely influenced by extrinsic motivation factors. It is necessary to explore the factors that affect pre-med students’ motivation to enter medical school and their college adjustment, and to develop measures to help them adjust.
Methods
A total of 407 pre-med students were surveyed regarding their motivation to enter medical school, fear of failure, and college adjustment. We analyzed the latent profiles of extrinsic motivation factors using latent profile analysis. One-way analysis of variance was conducted to examine the differences in fear of failure and adaptation to university life according to the latent groups.
Results
After analyzing the latent profiles of entrance motivation, three latent profiles were selected. They were divided into high, medium, and low extrinsic motivation groups. Three profiles scored the highest on job security, followed by good grades and social status. Sophomores were more likely to be high extrinsic motivators than freshmen were. Fear of failure was high in the group with high extrinsic motivation, and adaptation to college life was highest in the group with low extrinsic motivation.
Conclusion
Job security was the most important extrinsic motivator for entering medical school, and extrinsic entrance motivation influenced fear of failure and college adjustment. Given the high level of extrinsic motivation among medical students, it is meaningful to analyze the extrinsic motivation profile of entering medical students and how it affects failure motivation and college adjustment.

Citations

Citations to this article as recorded by

Psychometric Properties for Fear of Failure in Learning Scale Among Postgraduates: A Rasch Model Analysis
Li Wang, Azmawaty Mohamad Nor, Amira Najiha Yahya
Sage Open.2026;[Epub] CrossRef

3,642 View
80 Download
Crossref

Needs and gaps of faculty development for medical schools: Ji Hyun Im, Wha Sun Kang, Seung Hee Lee, Dae Chul Jeong, Dae Hyun Kim, Man-Sup Lim, Miran Kim, Ji-Hyun Seo, Dong Hyeon Lee; Korean J Med Educ 2024;36(2):189-201.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.295

Abstract
PDF

Purpose
Current faculty development (FD) programs are mostly limited to medical education and often lack a comprehensive and systematic structure. Therefore, the present study aimed to explore the current status and needs of FD programs in medical schools to provide a basis for establishing FD strategies.
Methods
We conducted an online survey of medical school FD staff and professors regarding FD. Frequency, regression, and qualitative content analyses were conducted. FD programs were categorized into the classification frameworks.
Results
A total of 17 FD staff and 256 professors at 37 medical schools participated. There are gaps between the internal and external FD programs offered by medical schools and their needs, and there are gaps between the programs the professors participated in and their needs. Recent internal and external FD programs in medical schools have focused on educational methods, student assessment, and education in general. Medical schools have a high need for leadership and self-development, and student assessment. Furthermore, professors have a high need for leadership and self-development, and research. The number of participants, topics, and needs of FD programs varied depending on the characteristics of individual professors.
Conclusion
Medical schools should expand their FD programs to meet the needs of individuals and the changing demands of modern medical education. The focus should be on comprehensive and responsive programs that cover various topics, levels, and methods. Tailored programs that consider professors’ professional roles, career stages, and personal interests are essential for effective FD.

Citations

Citations to this article as recorded by

The Development of a Faculty Development Program Framework for Medical Education
Lise McCoy, Sebastian R. Diaz, S. Dennis Baker
Journal of Medical Education and Curricular Development.2026;[Epub] CrossRef
Needs analysis of leadership education based on the medical leadership competency framework in Korean medical schools
Ji Hyun Im, Hyoseon Choi, Wha Sun Kang, Eun Key Kim, Dong Hyeon Lee
Korean Journal of Medical Education.2025; 37(3): 319. CrossRef
Current status and challenges of faculty development in Korean medical education and strategies for advancement
Dong Hyeon Lee
Korean Journal of Medical Education.2024; 36(4): 415. CrossRef

3,645 View
88 Download
Crossref
4 Scopus

Short Communication

Analyzing the characteristics of mission statements in Korean medical schools based on the Korean Doctor’s Role framework: Ye Ji Kang, Soomin Lee, Hyo Jeong Lee, Do-Hwan Kim; Korean J Med Educ 2024;36(1):99-104.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.287

Abstract
PDF

Purpose
This study assessed the alignment between Korean medical schools’ mission statements (MSs) and Korean Doctor’s Role (KDR) domains, considering school characteristics.
Methods
We analyzed the South Korean medical school’s MS characteristics using a mixed-methods approach. Quantitative analysis preprocessed MS text data to identify concept words, while qualitative content analysis categorized information into predefined KDR domains and extracted themes from other parts.
Results
At the KDR domain level, “social accountability” was the most frequent, followed by “education and research” and “patient care,” while “professionalism” had the least frequency. At the competency level, the most frequent domains were “involvement in public and global health initiatives,” while “self-regulation based on professional leadership” and “professionalism and self-management” were not present.
Conclusion
The study found that the majority of MSs had a homogeneous pattern and included traditional themes. Medical schools should evaluate and incorporate missing elements in their MSs to reflect the institution’s own purpose and current societal needs.

3,800 View
80 Download

Original Research

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.

Citations

Citations to this article as recorded by

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

3,755 View
81 Download
Crossref
1 Scopus

The mental health of medical students in Daegu during the 2020 COVID-19 pandemic: Sanghee Yeo, Eunkyung Choi, Jungmin Kim, Seunghee Won; Korean J Med Educ 2023;35(2):125-141.
Published online June 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.254

Abstract
PDF

Purpose
In February 2020, the first outbreak of coronavirus disease 2019 (COVID-19) occurred in Daegu, South Korea, and confirmed cases increased sharply, sparking intense anxiety among residents. This study analyzed the data of a mental health survey on students enrolled at a medical school located in Daegu in 2020.
Methods
An online survey was administered to 654 medical school students (pre-medical course: 220 students, medical course: 434 students) from August to October 2020, with 61.16% (n=400) valid responses. The questionnaire included items about COVID-19-related experiences, stress, stress resilience, anxiety, and depression.
Results
Of the survey participants, 15.5% had experienced unbearable stress, with the most significant stress factors (in descending order) being limited leisure activities, unusual experiences related to COVID-19, and limited social activities. Approximately 28.8% reported psychological distress, and their most experienced negative emotions were helplessness, depression, and anxiety (in descending order). The mean Beck Anxiety Inventory and Beck Depression Inventory-II scores were 2.44 and 6.08, respectively, both within normal ranges. Approximately 8.3% had mild or greater anxiety, and 15% had mild or greater depression. For students under psychological distress, the experience of unbearable stress before COVID-19 affected anxiety (odds ratio [OR], 0.198; p<0.05), and having an underlying condition affected depression (OR, 0.190; p<0.05). With respect to their psychological distress during August–October 2020 compared with that during February–March 2020 (2 months from the initial outbreak), anxiety stayed the same while depression increased and resilience decreased at a statistically significant level.
Conclusion
It was found that some medical students were suffering from psychological difficulties related to COVID-19, and there were several risk factors for them. This finding suggests that medical schools need to not only develop academic management systems but also provide programs that can help students manage their mental health and emotions in preparation for an infectious disease pandemic.

Citations

Citations to this article as recorded by

Mental health of medical students who took a leave of absence during the 2024 medical crisis in South Korea
Chanwoo Kim, Eun Jin Kwon, Gawon Ju
BMC Public Health.2025;[Epub] CrossRef
ISOLAMENTO SOCIAL E SAÚDE MENTAL DE ESTUDANTES UNIVERSITÁRIOS LATINO-AMERICANOS NA PANDEMIA DA COVID-19: Revisão sistemática
André Walsh-Monteiro, Fabio Aléxis Rincón Uribe, Amauri Gouveia Junior, Janari da Silva Pedroso
Psicologia e Saúde em Debate.2024; 10(1): 105. CrossRef

5,136 View
129 Download
Crossref
2 Scopus

Accreditation standards items of post-2nd cycle related to the decision of accreditation of medical schools by the Korean Institute of Medical Education and Evaluation: Kwi Hwa Park, Geon Ho Lee, Su Jin Chae, Seong Yong Kim; Korean J Med Educ 2023;35(1):1-7.
Published online February 28, 2023; DOI: https://doi.org/10.3946/kjme.2023.244

Purpose
The purpose of this study is to analyze the accreditation standards items related to the decision of accreditation of medical schools by the Korea Institute of Medical Education and Evaluation (KIMEE).
Methods
The subjects are medical schools in Korea that have received post-2nd cycle accreditation from the KIMEE between 2012 and 2016. Analyses were conducted for differences in accreditation decisions according to the characteristics of medical schools, sufficient ratios of basic standards items, and correlation between standards items related to accreditation decisions.
Results
After examining differences in accreditation decisions by the medical school’s characteristics, there were no significant correlations between accreditation standard items and accreditation decisions. Second, according to the number of schools that sufficiently or insufficiently met each standard item, from the total of 97 standard items, 20 (20.6%) were sufficiently fulfilled by all medical schools. Standard item 2-5-2 demonstrated the highest insufficiency ratio. Third, with respect to the standard item that had an effect on accreditation decisions, standard item 1-5-1 showed the highest correlation with the sufficiency rate.
Conclusion
The validity of accreditation standards items was assured as this study evaluated the post-2nd cycle accreditation standards items regardless of each medical school’s characteristics. The accreditation standards items were found to have a meaningful impact on the development of medical schools and qualitative improvement in medical education. The findings are expected to contribute to guaranteeing the validity and reliability of accreditation decisions and raising the quality of accreditation.

Citations

Citations to this article as recorded by

Accreditation science—the need for evidence to guide the global expansion of medical education accreditation
Sean Tackett, Mohammed Ahmed Rashid, Cynthia Whitehead, David Rojas, Roghayeh Gandomkar
Medical Teacher.2026; : 1. CrossRef

3,348 View
147 Download
Crossref
1 Scopus

Short Communication

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

Abstract
PDF

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

Citations

Citations to this article as recorded by

Continuous Flipped Classroom in Anesthesiology: Enhancing Learning Outcomes and Anesthesiology Major Selection in Eight-Year Program Students
Zhao-Lan Hu, Yue-Zi Hu, Zi-Jing Gao, Yan-Wei Luo, Peng Ou, Cong Luo, Yan-Hui Cui, Ru-Yi Luo
Advances in Medical Education and Practice.2025; Volume 16: 2349. CrossRef
Self-directed learning assessment practices in undergraduate health professions education: a systematic review
Tracey A.H. Taylor, Kyeorda Kemp, Misa Mi, Sarah Lerchenfeldt
Medical Education Online.2023;[Epub] CrossRef
Hemşirelik Eğitiminde Yenilikçi Öğrenme Yaklaşımı: Çevrimiçi Ters Yüz Öğrenme
Dilek ERDEN
Avrasya Sağlık Bilimleri Dergisi.2022; 5(3): 84. CrossRef
Flipped journal club
Manish Taywade, Debkumar Pal, Ranjana Kalra, Kumbha Gopi, Shampa Maji
International Journal of Academic Medicine.2022; 8(3): 120. CrossRef
Learning and Teaching Styles in a Public School with a Focus on Renewable Energies
Ramón Fernando Colmenares-Quintero, Sergio Barbosa-Granados, Natalia Rojas, Kim E. Stansfield, Juan Carlos Colmenares-Quintero, Manuela Ruiz-Candamil, Pedro Cano-Perdomo
Sustainability.2022; 14(23): 15545. CrossRef

5,256 View
130 Download
Crossref
5 Scopus

Original Research

Beginning of outcome-based medical education: development of medical schools’ mission statements based on stakeholders’ priority: Youngjon Kim, Hyoseon Choi; Korean J Med Educ 2021;33(3):215-226.
Published online August 27, 2021; DOI: https://doi.org/10.3946/kjme.2021.201

Abstract
PDF

Background
Many studies report the positive effects of outcome-based education in improving medical education quality. An important aspect of outcome-based education is the statement of learning outcomes, which is closely associated with medical schools’ mission, vision, and educational goals. Medical schools’ mission statement not only sets the standards to determine educational goals and outcomes but also provides an indicator to monitor and evaluate medical education quality. Purpose: This study identified a methodology to provide optimal mission statements at medical schools through the framework of suggested decision-making method.
Methods
This study analyzed the focus of the mission development suggested by World Federation for Medical Education and Liaison Committee on Medical Education medical education standards and searched for appropriate decision-making methods based on these standards. In addition to validate the suggested framework of mission statement, case analysis of medical schools was conducted.
Results
Consequently, a mission development method that applies the mission statement based on stakeholders’ priority (MSSP) was derived. The MSSP involves (1) content analysis, (2) candidate extraction, (3) priority evaluation, and (4) priority validation. The keywords of the mission system derived during this process were categorized and listed in ranks to be suggested as the mission, vision, and core values. The proposed MSSP was applied in two South Korean medical schools and, thereby, the mission, vision, and core values were determined for each medical school.
Conclusion
The two schools’ case analysis verified MSSP’s effectiveness as a decision-making methodology to gather and converge diverse opinions from stakeholders for the mission statement at the medical schools.

Citations

Citations to this article as recorded by

Enhancing competency and self-directed learning in anesthesiology residency: an outcome-based education model integrating online–offline hybrid teaching and mind mapping: a randomized controlled trial
Rili Yu, Cancan Cheng, Fan Zhang
Frontiers in Medicine.2026;[Epub] CrossRef
Educational audit of radiography clinical training sites in a limited resource setting: Zambian clinical educators perspectives
Osward Bwanga, James Maimbo Sichone, Stefan Kafwimbi, Ncheebe Sindaza, Oliver Sutherland, Brian Mubanga
Journal of Medical Imaging and Radiation Sciences.2025; 56(3): 101867. CrossRef
The Liver Transplant Anesthesiology Fellowship Training Paradigm Across the United States: Looking for the Next Steps in Quality Education
Adrian D. Hendrickse, Patrick X. O'Donnell, Susan C. Connors, Christine Nguyen‐Buckley, Mercedes S. Mandell
Clinical Transplantation.2025;[Epub] CrossRef
Keywords and distinctiveness in association to advance collegiate schools of business-accredited US business school mission statement: a text-analytics study
Shih Yung Chou, Katelin Barron, Jiaxi Luo, Bo Han
Competitiveness Review: An International Business Journal.2025; : 1. CrossRef
Analyzing the characteristics of mission statements in Korean medical schools based on the Korean Doctor’s Role framework
Ye Ji Kang, Soomin Lee, Hyo Jeong Lee, Do-Hwan Kim
Korean Journal of Medical Education.2024; 36(1): 99. CrossRef
Current status of professor resignation at a local medical school and their post-resignation employment opportunities
Hyeon Ju Kim, Jung-Sik Huh, Youngjoon Kang
Journal of Medicine and Life Science.2024; 21(3): 78. CrossRef
Development of Mission and Vision of College of Korean Medicine Using the Delphi Techniques and Big-Data Analysis
Sanghee Yeo, Seong Hun Choi, Su Jin Chae
Journal of Korean Medicine.2021; 42(4): 176. CrossRef

5,633 View
168 Download
Crossref
6 Scopus

Medical students’ satisfaction with clinical clerkship and its relationship with professional self-concept: Ji Hye Yu, Su Kyung Lee, Miran Kim, Su Jin Chae, Ki Young Lim, Ki Hong Chang; Korean J Med Educ 2019;31(2):125-133.
Published online May 30, 2019; DOI: https://doi.org/10.3946/kjme.2019.124

Abstract
PDF

Purpose
Medical students construct their identity as a student physician through clinical clerkship. However, there is a lack of research on the effect of clinical clerkship on professional self-concept formation. The aim of this study is to analyze and ascertain the relationship between medical students’ satisfaction with clinical clerkship and professional self-concept.
Methods
This investigation studied 84 third- and fourth-year medical students enrolled in the Ajou University School of Medicine and Graduate School of Medicine. Study measures tools included satisfaction with clinical clerkship and professional self-concept measurement. For data analyses, a descriptive analysis of the research variable characteristics was applied, gender differences in variables by years of medical school were analyzed with t-tests, and correlation analysis was used to check for relationships between variables.
Results
We found no statistically significant differences between satisfaction with clinical clerkship with respect to medical school year and gender. While professional self-concept did not show significant differences by year of medical school, we observed statistically significant differences by gender with respect to the subscales of professional practice and communication factor. In addition, satisfaction with clinical clerkship and professional self-concept demonstrated statistically significant positive correlation. The present research was able to confirm that there exists a correlation between medical students’ clinical clerkship experience and professional self-concept formation.
Conclusion
Our study outcomes shows that provision of positive assistance as a measure to enhance satisfaction with clinical clerkship via the curriculum and environmental improvement is envisaged to lead to medical students’ professional self-concept formation.

Citations

Citations to this article as recorded by

Impact of Neurosurgery Clerkship on Medical Students’ Perception of Being a Physician and Professional Identity
Yasin Taşkın, Yunus Emre Kuyucu
Journal of Contemporary Medicine.2026; 16(2): 78. CrossRef
Satisfaction with Clinical Clerkship and Its Determinants Among Korean Medicine Students
Inseong Lee, Eui-Hyoung Hwang, Kang Kwon, Hye-Yoon Lee
Journal of Pharmacopuncture.2025; 28(2): 108. CrossRef
Pharmacy Students’ Perceptions of Remote versus Face-to-Face Learning Experience
Jenna M. Mills, Celeste N. VanAtta, Racheal S. Hendershot, Shantanu Rao
Pharmacy.2023; 11(3): 97. CrossRef
The Factors Affecting the Level of Job Satisfaction of Family Physicians and their Relationship with Professional Self-Esteem
Mehmet NAZLIGÜL, Arzu AYRALER
Online Türk Sağlık Bilimleri Dergisi.2023; 8(3): 332. CrossRef
Effects of reflective learning based on visual mind mapping in the fundamentals of nursing course: A quasi-experimental study
Kai-Han Yang, Hong Chen, Chun-Juan Liu, Fei-Fei Zhang, Xiao-Lian Jiang
Nurse Education Today.2022; 119: 105566. CrossRef
Mediation effects of clinical practice stress between clinical education environment and satisfaction with clinical practice
Youngsoon Park, Kyunghee Chun, Mihye Kwon
Korean Journal of Medical Education.2021; 33(1): 27. CrossRef
Trajectory of growth in Taiwanese nursing students' professional self-concept over two years and its association with critical thinking and class climate
Yi-Chuan Chang, Mei-Ling Yeh, Kuan-Chia Lin, Kwua-Yun Wang
Journal of Professional Nursing.2021; 37(4): 729. CrossRef

9,641 View
193 Download
Crossref
6 Scopus

Short Communication

Do basic psychological needs affect student engagement in medical school?: Ji Hye Yu, Su Jin Chae, Yoon-Sok Chung; Korean J Med Educ 2018;30(3):237-241.
Published online August 27, 2018; DOI: https://doi.org/10.3946/kjme.2018.98

Abstract
PDF

Purpose
The purpose of this study is to verify the effect of basic psychological needs of learners on student engagement in medical school.
Methods
A total of 91 first-year and second-year medical students participated in this study. Their basic psychological needs were determined. Student engagement scales were utilized to determine their engagement. Correlation and multiple regression analyses were conducted.
Results
Basic psychological needs showed a total explanatory power of 13% for student engagement (F=5.27, p<0.01). Competence (β=0.295, p<0.01) had statistically significant effect on student engagement.
Conclusion
Results of the present study verified that student engagement could be determined by learner’s traits. Among psychological traits of learners, student engagement was significantly affected by competence. Thus, medical school should provide various experiences to satisfy competence as a basic psychological need of learners.

Citations

Citations to this article as recorded by

I did my part! How can I further minimize emerging adult learners’ burnout in an online learning environment?
Kim-Lim Tan, Uchenna Cyril Eze, Yi Sun
Educational Studies.2025; 51(1): 58. CrossRef
Putting an Integrated Theoretical Framework of Student Engagement into Practice: A Case Study of Three Student Initiatives at the Technical University of Munich
Johannes Reifenrath, Anna Buchner, Antonia Leeb, Lina Hermann, Christine Allwang, Andreas Dinkel, Pascal O. Berberat, Marjo Wijnen-Meijer
Medical Science Educator.2024; 35(2): 1035. CrossRef
Student engagement in health professions education: AMEE Guide No. 152
Salah Eldin Kassab, David Taylor, Hossam Hamdy
Medical Teacher.2023; 45(9): 949. CrossRef
Students’ interaction anxiety and social phobia in interprofessional education in Hong Kong: mapping a new research direction
Fraide A. Ganotice, Xiaoai Shen, Jacqueline Kwan Yuk Yuen, Yin Man Amy Chow, Anita M. Y. Wong, Karen M. K. Chan, Binbin Zheng, Linda Chan, Pauline Yeung Ng, Siu Chung Leung, Elizabeth Barrett, Hoi Yan Celia Chan, Wing Nga Chan, Kit Wa Sherry Chan, Siu Lin
Annals of Medicine.2023;[Epub] CrossRef
Student engagement in undergraduate medical education: A scoping review
Salah Eldin Kassab, Walid El‐Sayed, Hossam Hamdy
Medical Education.2022; 56(7): 703. CrossRef
Promoting a sense of belonging, engagement, and collegiality to reduce burnout: a mixed methods study among undergraduate medical students in a non-Western, Asian context
Pongtong Puranitee, Winitra Kaewpila, Sylvia Heeneman, Walther N. K. A. van Mook, Jamiu O. Busari
BMC Medical Education.2022;[Epub] CrossRef
The role of empathy and psychological need satisfaction in pharmacy students’ burnout and well-being
Eun Cho, Soohyun Jeon
BMC Medical Education.2019;[Epub] CrossRef

8,619 View
142 Download
Crossref
8 Scopus

Special Issue: Original Research

Analysis of satisfaction and academic achievement of medical students in a flipped class: Han Jung, Jungsuk An, Kwi Hwa Park; Korean J Med Educ 2018;30(2):101-107.
Published online May 30, 2018; DOI: https://doi.org/10.3946/kjme.2018.85

Abstract
PDF

Purpose
The purpose of this study was to examine the satisfaction of medical students in flipped learning and analyzed academic achievement in comparison with lecture class.
Methods
The subjects were 40 students who participated in flipped learning during neurology course in the second year. After performing flipped learning, formative assessment was conducted and the degree of satisfaction was examined. Questionnaires of satisfaction were developed to identify the perceptions of students on flipped learning. To compare the academic achievement of students, formative assessments were conducted at the end of the flipped learning class and the lecture class. The data was analyzed by frequency and paired t-test method.
Results
The students showed a high level of frequency in using lecture notes (80.6%) and lecture slides (74.2%) among the pre-class learning resources. The average score (3.89) was higher for the factor of interaction and collaboration in the classroom than for the factor of improving learning (3.62). The average score of the students in the formative assessment was 4.28 points (out of 10 points) in the lecture class, while it was 5.56 points (out of 10 points) in the flipped learning class thus showing a statistically significant difference (t=-4.203, p<0.001).
Conclusion
It was observed from the responses of the students that flipped learning is helpful for the interaction and collaboration in the classroom. It is expect that this result will be useful as basic data for medical school to try flipped learning in the future.

Citations

Citations to this article as recorded by

Reimagining English Teacher Education:The Transformative Potential of Flipped Learning Design
Mirza Shahzan Asagar
Journal of English Language Teaching.2026; 68(1): 30. CrossRef
Advancing asynchronous pre-class learning in flipped classrooms: Generative AI companions in business ethics
Yung-Hsiang Hu
Education and Information Technologies.2025; 30(10): 14367. CrossRef
A “Sage on the Stage” to a “Guide on the Side”: Flipping the Conventional Classroom
Manasi A. Gosavi, Bhagyashri Hungund, Ashwini V. Ratnakar, Ranjit Kangle
Medical Journal of Dr. D.Y. Patil Vidyapeeth.2025; 18(1): 111. CrossRef
Learning attitudes and satisfaction of college students toward health economics: a case study from a medical college in Guangxi province, China
Tengyan Wu, Xinhua Zhang, Lan He, Qiming Feng, Huimin He
Frontiers in Education.2025;[Epub] CrossRef
Evaluation of a flipped classroom approach to undergraduate neurology medical education in Zambia
Kathryn B. Holroyd, Annie McDonough, Mashina Chomba, Melody Asukile, Ndonji Chiwaya, Gerome Vallejos, Samuel Asmare, Sarah Braun, Lorraine Chishimba, Meron A. Gebrewold, Musisye Luchembe, Bwalya Mulenga, Julia Mwamba, Coolwe Namangala, David Nassoro, Alex
Journal of the Neurological Sciences.2025; 475: 123580. CrossRef
Meta-analytic Review of Flipped Classrooms in Health Professions Education
Jason Pitt, Bethany Huebner, Rachel Gomes, Hannah LaMar, Rebecca Johnson, Lindsay Conn
Journal of Physical Therapy Education.2025;[Epub] CrossRef
The Flipped Classroom in Medical Education: Systematic Review and Meta-Analysis
Dragan Spaic, Zoran Bukumiric, Nina Rajovic, Ksenija Markovic, Marko Savic, Jelena Milin-Lazovic, Nikola Grubor, Nikola Milic, Dejana Stanisavljevic, Aleksa Despotovic, Dejan Bokonjic, Jelena Vladicic Masic, Valerija Janicijevic, Srdjan Masic, Natasa Mili
Journal of Medical Internet Research.2025; 27: e60757. CrossRef
Application of PBL-Seminar Teaching in Flipped Classroom of Immunology Course
Nan Zhang, Shigan Yan, Lujiang Hao, Leilei An, Jing Zhang, Liping Zhu, Chun-Yang Li
Science Journal of Education.2025; 13(5): 154. CrossRef
Biomedical students’ self-efficacy and academic performance by gender in a flipped learning haematology course
Abdulrahman Algarni
BMC Medical Education.2024;[Epub] CrossRef
Epistemic fluency in virtual laboratories as flipped classroom’s innovative learning delivery
Denis Dyvee Errabo, Alexandra Janine Paguio, Patrick Andrei Enriquez
Journal of Research in Innovative Teaching & Learning.2024; 17(2): 256. CrossRef
A conceptual review of the effectiveness of flipped learning in vocational learners’ cognitive skills and emotional states
Xiuqin Zhou
Frontiers in Psychology.2023;[Epub] CrossRef
Medical Students’ Opinion of Their Learning Process
Eva Montané, Cristina Vilaplana, Joan Riera, Marina Pujol, Maria Méndez, Albert Mas, Angel Vara, David Parés
Medical Science Educator.2023; 33(5): 1183. CrossRef
Using traditional or flipped classrooms to teach “vascular access skill”: A pilot study to investigate the impact of the flipped classroom approach on students’ competencies
Baris Sezer, Melih Elcin
The Social Science Journal.2022; 59(2): 269. CrossRef
Assessment of a flipped classroom model based on microlectures in a medical molecular biology course
Fanli Kong, Zhengyi Li, Xiaoming Su, Wenyue Zhuang
Journal of Biological Education.2022; 56(4): 408. CrossRef
Flipped classroom for learning clinical examination
Rodrigo de Lemos Soares Patriota, Luísa Gonçalves de Frias, Guilherme Afonso Ferreira Coelho Silton, Marília Araújo da Silva, Taciana Barbosa Duque, Suélem Barros de Lorena
Revista Brasileira de Educação Médica.2022;[Epub] CrossRef
A sala de aula invertida na aprendizagem do exame clínico
Rodrigo de Lemos Soares Patriota, Luísa Gonçalves de Frias, Guilherme Afonso Ferreira Coelho Silton, Marília Araújo da Silva, Taciana Barbosa Duque, Suélem Barros de Lorena
Revista Brasileira de Educação Médica.2022;[Epub] CrossRef
Neurosurgery Lectures Benefit from a Flipped Class Approach
Judy Pham, Antalique Tran, Kevin S. O'Leary, Julie Youm, Diem Kieu Tran, Jefferson W. Chen
World Neurosurgery.2022; 164: e481. CrossRef
Coping With COVID-19
Joshua A Lieberman, Theresa Nester, Brooke Emrich, Elizabeth M Staley, Lori A Bourassa, Hamilton C Tsang
American Journal of Clinical Pathology.2021; 155(1): 79. CrossRef
The effectiveness of a flipped classroom on the development of Chinese nursing students' skill competence: A systematic review and meta-analysis
Ping Xu, Yingying Chen, Wenbo Nie, Yuan Wang, Tianjiao Song, Haoran Li, Jin Li, Jiang Yi, Lijing Zhao
Nurse Education Today.2019; 80: 67. CrossRef

9,770 View
219 Download
Crossref
18 Scopus

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

Abstract
PDF

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

Citations

Citations to this article as recorded by

Combining Problem-Based Learning Methods With the WeChat Platform in Teaching Ophthalmology: Randomized Controlled Trial
Fang Fang, Bing Bu, Wenmin Jiang
JMIR Medical Education.2026; 12: e65279. CrossRef
Exploring Practical Teaching Reform in Food Packaging Courses Based on Open Comprehensive Experimental Projects (OCEP)
Xu Li, Wenliang Xiang, Zhiwei Chen, Ying Meng, Kun Chen
Journal of Chemical Education.2026; 103(3): 1371. CrossRef
Innovative Approaches to Training in Evidence‐Based Neurology
Arasu Raman, Abdulrahman T. Ahmed, Gaurav Sanghvi, Suhas Ballal, Zafar Aminov, Hussein Riyadh Abdul Kareem Al‐Hetty, Rishiv Kalia, Renu Arya, Muthena Kariem, Yasser Faki Mustafa
Journal of Evaluation in Clinical Practice.2025;[Epub] CrossRef
Ters Yüz Sınıf Öğretim Yönteminin Paramedik Öğrencilerinin Temel Yaşam Desteği Eğitimine İlişkin Bilgi ve Beceri Düzeylerine Etkisi: Randomize Kontrollü Bir Çalışma
Nesrin Oğurlu, Gülengün Türk, Mustafa Oğurlu
İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi.2025; 10(2): 177. CrossRef
Investigating the impact of the flipped classroom on nursing student's performance and satisfaction
Emily Ka Lai Ng
Teaching and Learning in Nursing.2024; 19(2): e376. CrossRef
Effectiveness of the Flipped Classroom Teaching and Learning Method Among Underachievers in Physiology: Experience From a Tertiary Care Teaching Hospital
L. Reshma Shireesha, Yavvari Raghu Srinivas, Sharmila Nalli, Zayapragassarazan Z, Dasari Shakeela, Venkataramana Kandi
Cureus.2024;[Epub] CrossRef
Epistemic fluency in virtual laboratories as flipped classroom’s innovative learning delivery
Denis Dyvee Errabo, Alexandra Janine Paguio, Patrick Andrei Enriquez
Journal of Research in Innovative Teaching & Learning.2024; 17(2): 256. CrossRef
Fostering complex professional skills with interactive simulation technology: A virtual reality‐based flipped learning approach
Hui‐Chen Lin, Gwo‐Jen Hwang, Kuei‐Ru Chou, Chia‐Kuang Tsai
British Journal of Educational Technology.2023; 54(2): 622. CrossRef
A conceptual review of the effectiveness of flipped learning in vocational learners’ cognitive skills and emotional states
Xiuqin Zhou
Frontiers in Psychology.2023;[Epub] CrossRef
Impact of flipped classroom model in increasing the achievement for medical students
Hanadi Abdelgadir Ahmed Sourg, Shahenaz Satti, Nasereldin Ahmed, Adil Ballal Mohammed Ahmed
BMC Medical Education.2023;[Epub] CrossRef
A use case of ChatGPT in a flipped medical terminology course
Sangzin Ahn
Korean Journal of Medical Education.2023; 35(3): 303. CrossRef
Flipped Classrooms in Medical Education: Improving Learning Outcomes and Engaging Students in Critical Thinking Skills
Adwait Nichat, Ujwal Gajbe, Nandkishor J Bankar, Brij Raj Singh, Ankit K Badge
Cureus.2023;[Epub] CrossRef
Shifting from Lecturing to Flipped Learning—Unpacking Lecturers’ Implementation Considerations
Joyce Hwee Ling Koh, Nikki Scott, Angela Lucas, Minako Kataoka, Sue MacDonell
New Zealand Journal of Educational Studies.2022; 57(2): 445. CrossRef
Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review
Janique Oudbier, Gerard Spaai, Karline Timmermans, Tobias Boerboom
BMC Medical Education.2022;[Epub] CrossRef
A Double-Flipped Virtual Classroom Format for Medical Students Learning Ophthalmology: An Approach to Clinical Rotations in the Context of COVID-19
S. Taylor Brady, Srav Vegunta, Lenora M. Olson, Ben J. Brintz, Jeff H. Pettey, Griffin J. Jardine
Journal of Academic Ophthalmology.2022; 14(01): e18. CrossRef
Implementation of flipped classroom combined with case- and team-based learning in residency training
Chun Ding, Qin Wang, Jingling Zou, Kewei Zhu
Advances in Physiology Education.2021; 45(1): 77. CrossRef
Evaluating the Technological, Pedagogical and Content Knowledge (TPACK) of ICT Teachers in Junior High Schools: A Case Study of the Abuakwa South Municipality in Ghana.
Issah Bala Abdulai
Journal of Education and Learning Technology.2021; : 1. CrossRef
Efficacy of flipped classroom method in teaching-learning physiology
Kshitija Umesh Patkar, Umesh Suresh Patkar, Vrunda Subhash Kolte
Indian Journal of Physiology and Pharmacology.2021; 65: 204. CrossRef
The effectiveness of a flipped classroom on the development of Chinese nursing students' skill competence: A systematic review and meta-analysis
Ping Xu, Yingying Chen, Wenbo Nie, Yuan Wang, Tianjiao Song, Haoran Li, Jin Li, Jiang Yi, Lijing Zhao
Nurse Education Today.2019; 80: 67. CrossRef
Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome
Qiang Jian
The Electronic Library.2019; 37(5): 842. CrossRef
Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students
Chun Ding, Shengguo Li, Baihua Chen
BMC Medical Education.2019;[Epub] CrossRef
Education Research: Flipped classroom in neurology
Stefano Sandrone, Jimmy V. Berthaud, Chad Carlson, Jacquelyne Cios, Neel Dixit, Amtul Farheen, Jessica Kraker, James W.M. Owens, Gustavo Patino, Harini Sarva, Daniel Weber, Logan D. Schneider
Neurology.2019;[Epub] CrossRef

10,505 View
252 Download
Crossref
20 Scopus

Original Research

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

Abstract
PDF

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

Citations

Citations to this article as recorded by

Biochemistry Learning in Higher Education: A Systematic Review on Methodologies and Teaching Resources
Micaela Jardim e Silva, Mariana Silva Cecilio, Maurícius Selvero Pazinato
Biochemistry and Molecular Biology Education.2026; 54(1): 29. CrossRef

10,075 View
171 Download
Crossref
2 Scopus

Review Article

Research trends in studies of medical students’ characteristics: a scoping review: Sung Soo Jung, Kwi Hwa Park, HyeRin Roh, So Jung Yune, Geon Ho Lee, Kyunghee Chun; Korean J Med Educ 2017;29(3):137-152.
Published online August 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.60

Abstract
PDF

The purpose of this study is to investigate domestic and international research trends in studies of medical students’ characteristics by using the scoping review methods. This study adopted the scoping review to assess papers on the characteristics of medical students. The procedure of research was carried out according to the five steps of the scoping review. The full texts of 100 papers are obtained and are read closely, after which suitable 88 papers are extracted by us for this research. The review is mapped by the year of the study, source, location, author, research design, research subject, objective, and key results. The frequency is analyzed by using Microsoft Excel and SPSS. We found 70 papers (79.5%) on a single medical school, 15 (17.0%) on multiple medical schools, and three (3.4%) on mixed schools, including medical and nonmedical schools. Sixty-nine (79.5%) were cross-sectional studies and 18 (20.5%) were longitudinal studies. Eighty-two papers (93.2%) adopted questionnaire surveys. We summarized research trends of studies on medical students in Korea and overseas by topic, and mapped them into physical health, mental health, psychological characteristics, cognitive characteristics, social characteristics, and career. This study provides insights into the future directions of research for the characteristics of medical students.

Citations

Citations to this article as recorded by

Scoping Review of Studies on Affective–Psychological and Social Characteristics of South Korean Engineering Students
Soonhee Hwang
Behavioral Sciences.2025; 15(9): 1189. CrossRef
International scholarship for social change? Re‐contextualizing Global Korea Scholarship alumni’s perceptions of justice and diversity in South Korea
Moon Suk Hong, Minjeong Jeon, Kadir Jun Ayhan
Politics & Policy.2021; 49(6): 1359. CrossRef
Negative school experiences of Late Millennial Korean medical students: a qualitative study using the critical incident technique
HyeRin Roh, So Jung Yune, Kwi Hwa Park, Geon Ho Lee, Sung Soo Jung, Kyung Hee Chun
Korean Journal of Medical Education.2020; 32(3): 197. CrossRef

23,340 View
264 Download
Crossref
2 Scopus

Original Article

Extracurricular activities of medical school applicants: Sang Hyun Kim; Korean J Med Educ 2016;28(2):201-207.
Published online March 17, 2016; DOI: https://doi.org/10.3946/kjme.2016.25

Abstract
PDF

Purpose
The purpose of this study was to investigate medical school applicants’ involvements in extracurricular activities including medical volunteering/community services, nonmedical community services, club activities, leadership role, and research.
Methods
Extracurricular characteristics were compared for 448 applicants (223 males and 225 females) who applied to Kangwon Medical School in 2013 to 2014. Frequency analysis, chi-square test, and simple correlation were conducted with the collected data.
Results
The 448 applicants participated in medical volunteer/community services (15.3%), nonmedical community services (39.8%), club activities (22.9%), club officials (10%), and research (13.4%). On average, applicants from foreign universities participated in 0.9 medical volunteer/community service, 0.8 nonmedical community service, 1.7 club activities, and 0.6 research work. On the other hand, applicants from domestic universities reported 0.2 medical volunteer/community service, 1.0 nonmedical community service, 0.7 club activity, and 0.3 research.
Conclusion
Involvement in extracurricular activities was extensive for medical school applicants. Participation in extracurricular activities differed between applicants from foreign and domestic universities. Females consistently reported greater participation in extracurricular activities than males. The data can be helpful for admission committees to recruit well-rounded applicants and compare between applicants with similar academic backgrounds.

Citations

Citations to this article as recorded by

A scoping review of the upstream influences of admissions policies on applicant behaviour: Don’t hate the player, hate the game
Angela Huang, Caroline Caswell, Stacey A. Ritz, Lawrence Grierson
Medical Teacher.2026; : 1. CrossRef
The development and training effect of innovative undergraduate dental talents training project: A 6‐year retrospective study
Zhuohong Gong, Xuejing Gan, Haiwen Liu, Mengru Shi, Shijie Chen, Junlong Xue, Gengbin Cai, Shangyou Wen, Jiayu Li, Shuheng Huang, Yun Hong, Lin Li, Zetao Chen
European Journal of Dental Education.2024; 28(2): 621. CrossRef
Integration of academics, extracurricular activities, and latest scientific techniques at Santosh Medical College
Latika Arora, Tripta S. Bhagat
Santosh University Journal of Health Sciences.2024; 10(1): 93. CrossRef
Optimal Steps for designing and implementing the extracurriculars through the integrative medical approach
Ihab Shafek Atta, Ali Hendi Alghamdi, Rajab A. Alzaharni
Heliyon.2023; 9(3): e13755. CrossRef
Preparing for selection success: Socio‐demographic differences in opportunities and obstacles
Dawn Jackson, Derek Ward, Juliana Chizo Agwu, Austen Spruce
Medical Education.2022; 56(9): 922. CrossRef
Preclinical and Clinical Medical Students’ Perception of the Learning Environment: A Reference to the Forensic Medicine and Clinical Toxicology Course
Manar M Fayed, Sanaa A Abdo, Asmaa F Sharif
Advances in Medical Education and Practice.2022; Volume 13: 369. CrossRef
Leveraging the Added Value of Experiential Co-Curricular Programs to Humanize Medical Education
Abiola Senok, Anne-Marie John-Baptiste, Saba Al Heialy, Nerissa Naidoo, Farah Otaki, Dave Davis
Journal of Experiential Education.2022; 45(2): 172. CrossRef
Medical Student Selection
Ian Kratzke, Muneera R. Kapadia, Fumiko Egawa, Jennifer S. Beaty
Surgical Clinics of North America.2021; 101(4): 635. CrossRef
The relationship of personal competencies, social adaptation, and job adaptation on job satisfaction
Hsing-Yuan Liu, Chun-Yen Chao, Victoria J. Kain, Su-Ching Sung
Nurse Education Today.2019; 83: 104199. CrossRef

11,054 View
179 Download
Crossref
11 Scopus

Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea: Sanghee Yeo, Bong Hyun Chang; Korean J Med Educ 2016;28(1):9-16.
Published online January 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.4

Abstract
PDF

Purpose
Kyungpook National University School of Medicine has been implementing hybrid problem-based learning (PBL) since 1999. The aim of this study was to investigate the changes in the students’ perceptions and satisfaction levels of hybrid PBL.
Methods
The target period of our study was from 1999 to 2014, and target subjects were second-year medical students in Kyungpook National University School of Medicine. The survey was conducted at the end of semester. We had a focused interview with group leaders and some volunteer students.
Results
As for the scores regarding students’ overall satisfaction with PBL, there was significant improvement in 2005 compared to 2002, but the scores decreased and no differences between the survey years noted after 2005. The students’ preference ratio for the once a week PBL sessions, tutor presence, synchronization of contents, and arrangement of PBL sessions and related lectures was 60%–80%, 50%–90%, 52%–96%, and 78%–93%, respectively.
Conclusion
In order to increase students’ satisfaction with hybrid PBL and to improve the perception of it, firstly, it is necessary to arrange the date and the time of PBL sessions so that students can concentrate on PBL. Secondly, PBL cases should be selected and arranged to be well synchronized with the ongoing lectures. Finally, it is important to create a safe atmosphere so that students can engage actively in PBL sessions.

Citations

Citations to this article as recorded by

Words of advice: how to write the story of a patient for a problem‐based learning session in a healthcare education program
Andrew D. Bergemann, Matthew McMillin, Miriah C. Gillispie‐Taylor, Gareth Gingell, R. Taylor Surles, Rachel Wallace
The FEBS Journal.2025; 292(7): 1573. CrossRef
Adoption of Problem-Based Learning in Medical Schools in Non-Western Countries: A Systematic Review
See Chai Carol Chan, Anjali Rajendra Gondhalekar, George Choa, Mohammed Ahmed Rashid
Teaching and Learning in Medicine.2024; 36(2): 111. CrossRef
Application and evaluation of the hybrid “Problem-Based Learning” model based on “Rain Classroom” in experimental courses of medical molecular biology
Meng Qu, Qinlong Hou, Chunyan Yu, Xushen Li, Jichen Xia, Zhiheng Dong
Frontiers in Medicine.2024;[Epub] CrossRef
Comparative Analysis of Course Satisfaction and Student Assessment Results in Redesigned Problem-Based Learning
Sejin Kim, Minjeong Kim, Seom Gim Kong, Ho Joong Jeong
Korean Medical Education Review.2022; 24(2): 128. CrossRef
How can educators improve the perception of happiness for pre-clinical medical students?
Sami Ahmad Ghani, Muhammed Aizaz us Salam, George Chukwuemeka Oyekwe, Sharfraz Riaz Choudhury
BMC Medical Education.2020;[Epub] CrossRef
Attitude towards problem-based learning and its relationship with locus of control and academic self-concept among medical students
Mona Mohamed Ibrahim Abdalla, Mahmoud Said Abdelal, Siew Choo Soon
Korean Journal of Medical Education.2019; 31(1): 11. CrossRef
Do medical students generate sound arguments during small group discussions in problem-based learning?: an analysis of preclinical medical students’ argumentation according to a framework of hypothetico-deductive reasoning
Hyunjung Ju, Ikseon Choi, Bo Young Yoon
Korean Journal of Medical Education.2017; 29(2): 101. CrossRef
Implementation of problem-based learning in medical education in Korea
Sanghee Yeo, Bong Hyun Chang
Korean Journal of Medical Education.2017; 29(4): 271. CrossRef
Effect of Argumentation Instruction on Medical Student Experiences with Problem‐Based Learning
Hyunjung Ju
Korean Medical Education Review.2017; 19(2): 101. CrossRef

13,120 View
164 Download
Crossref
8 Scopus

Case Report

Evaluation of a personal and professional development module in an undergraduate medical curriculum in India: Ramnarayan Komattil, Shyamala Handattu Hande, Ciraj Ali Mohammed, Barathi Subramaniam; Korean J Med Educ 2016;28(1):117-121.
Published online January 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.17

Abstract
PDF

The study aimed at evaluating the personal and professional development (PPD) module in the undergraduate medical curriculum in Melaka Manipal Medical College, India. PPD hours were incorporated in the curriculum. A team of faculty members and a faculty coordinator identified relevant topics and students were introduced to topics such as medical humanities, leadership skills, communication skills, ethics, professional behavior, and patient narratives. The module was evaluated using a prevalidated course feedback questionnaire which was administered to three consecutive batches of students from March 2011 to March 2013. To analyze faculty perspectives, one to one in-depth interviews and focus group discussions were conducted by the coordinators with faculty members who conducted the PPD classes. Analysis of the course feedback form revealed that majority (80%) of students agreed that the module was well prepared and was "highly relevant" to the profession. Faculty found the topics new and interdisciplinary and there was a sense of sharing responsibility and workload by the faculty. PPD modules are necessary components of the curriculum and help to mould students while they are still acquiescent as they assume their roles as doctors of the future.

Citations

Citations to this article as recorded by

AETCOM Module 1.3 (The Doctor–Patient Relationship) and Impression of First Professional MBBS Students: A Mixed-method Explorative Study
Abirlal Sen, Manidipa Barman
The Journal of Medical Sciences.2026; 12(1--4): 1. CrossRef
Educación médica y formación ética: revisión de alcance
José Roque Junges, Rafaela Schaefer, Priscila Pereira da Silva Lopes, Fabiana Caroline Altíssimo, Francine Ferreira Ribeiro da Silva, Gabrielle Pesenti Coral, Manoela Zen Ramos, Raquel Fontana Salvador, Raul da Costa Tatsch, Vitória Diehl dos Santos
Revista Bioética.2024;[Epub] CrossRef
Educação médica e formação ética: revisão de escopo
José Roque Junges, Rafaela Schaefer, Priscila Pereira da Silva Lopes, Fabiana Caroline Altíssimo, Francine Ferreira Ribeiro da Silva, Gabrielle Pesenti Coral, Manoela Zen Ramos, Raquel Fontana Salvador, Raul da Costa Tatsch, Vitória Diehl dos Santos
Revista Bioética.2024;[Epub] CrossRef
Medical education and ethical training: a scoping review
José Roque Junges, Rafaela Schaefer, Priscila Pereira da Silva Lopes, Fabiana Caroline Altíssimo, Francine Ferreira Ribeiro da Silva, Gabrielle Pesenti Coral, Manoela Zen Ramos, Raquel Fontana Salvador, Raul da Costa Tatsch, Vitória Diehl dos Santos
Revista Bioética.2024;[Epub] CrossRef
InspirE5: a participatory, internationally informed framework for health humanities curricula in health professions education
Sandra E. Carr, Anna Harris, Karen Scott, Mary Ani-Amponsah, Claire Hooker, Brid Phillips, Farah Noya, Nahal Mavaddat, Daniel M. Vuillermin, Steve Reid, Pamela Brett-MacLean
BMC Medical Education.2022;[Epub] CrossRef
Leadership Training and Undergraduate Medical Education: a Scoping Review
Eric James, Mallory Evans, Misa Mi
Medical Science Educator.2021; 31(4): 1501. CrossRef
Prioritising topics for developing e-learning resources in healthcare curricula: A comparison between students and educators using a modified Delphi survey
Hooi Min Lim, Chirk Jenn Ng, Chin Hai Teo, Ping Yein Lee, Puteri Shanaz Jahn Kassim, Nurul Amelina Nasharuddin, Phelim Voon Chen Yong, Renukha Sellappans, Wei Hsum Yap, Yew Kong Lee, Zahiruddin Fitri Abu Hassan, Kuhan Krishnan, Sazlina Shariff Ghazali, Fa
PLOS ONE.2021; 16(6): e0253471. CrossRef
Health Humanities curriculum and evaluation in health professions education: a scoping review
Sandra E. Carr, Farah Noya, Brid Phillips, Anna Harris, Karen Scott, Claire Hooker, Nahal Mavaddat, Mary Ani-Amponsah, Daniel M. Vuillermin, Steve Reid, Pamela Brett-MacLean
BMC Medical Education.2021;[Epub] CrossRef
Exploring faculty perspectives on competency-based medical education: A report from India
Rashmi Ramanathan, Jeevithan Shanmugam, Magadi Gopalakrishna Sridhar, Kalaniti Palanisamy, Seetharaman Narayanan
Journal of Education and Health Promotion.2021;[Epub] CrossRef
Exploring the learners’ perspectives on competency-based medical education
Rashmi Ramanathan, Jeevithan Shanmugam, Sridhar Magadi Gopalakrishna, Kalaniti Palanisami, Seetharaman Narayanan
Journal of Education and Health Promotion.2021;[Epub] CrossRef
Perception of Attitude, Ethics and Communication Skills (AETCOM) Module by First MBBS Students as a Learning Tool in the Foundation Course
Vijayasree M.
Journal of Evidence Based Medicine and Healthcare.2019; 6(42): 2750. CrossRef
Clinical communication skills and professionalism education are required from the beginning of medical training - a point of view of family physicians
Camila Ament Giuliani dos Santos Franco, Renato Soleiman Franco, José Mauro Ceratti Lopes, Milton Severo, Maria Amélia Ferreira
BMC Medical Education.2018;[Epub] CrossRef

10,714 View
126 Download
Crossref
11 Scopus

Original Article

Medical student perception of physician values in practice by individual characteristics and preferred medical specialty field: Kwi Hwa Park, Hyo Hyun Yoo, Jun Yim; Korean J Med Educ 2014;26(4):309-319.
Published online December 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.4.309

Abstract
PDF

Purpose
Medical students’ values figure prominently in their choice of medical specialty; yet, little research has been performed on this topic. The purpose of this study was to analyze the differences in values according to medical students' individual characteristics (medical educational system, gender, and grade) and preferred medical specialty. Methods: A total of 905 medical students participated in the study; 426 were graduate-entry medical students (GEMS), and 479 were undergraduate medical students (UMS). Further, 561 were male and 316 were female; 356 were in year 1, 219 were in year 2, 230 were in year 3, and 100 were in year 4. Students completed the Physician Values in Practice Scale (PVIPS). The PVIPS comprises six dimensions: autonomy, management, prestige, service, lifestyle, and scholarly pursuits. The data were analyzed by t-test and analysis of variance. Results: GEMS had higher scores for service, management, and scholarly pursuits than UMS. Males had higher scores for prestige, lifestyle, and management, whereas female scored higher on service and scholarly pursuits. Higher grade was associated with increased scores for prestige, lifestyle, and management. The differences in lifestyle and scholarly pursuits were significant between preferred specialties. Students in support specialties scored significantly higher on lifestyle. With regard to scholarly pursuits, basic science specialties scored significantly higher than other specialties. Conclusion: There were significant differences in PVIPS according to individual characteristics and preferred medical specialty. This result could be useful in developing a medical specialty choice program for medical students.

Citations

Citations to this article as recorded by

Professional values of dentists in the Republic of Korea
You-Bin Yim, Ji-Eun Jeon, Yuyi Park, Hyungsin Kim, Herry Novrinda, Dong-Hun Han
The Journal of the American Dental Association.2026; 157(3): 276. CrossRef
Analysis on Students’ Career Preparation in One Korean Medical School: Based on the Relationship and Trend Between Career Maturity and Specialty Indecision
So-young Lee, Min-jung Lee, Seung-Hee Lee
Journal of Korean Medical Science.2022;[Epub] CrossRef
Consensual qualitative research on the internship experience and development of career identity of Korean doctors
Hye-Jin Lee, Moonsang Ahn
BMC Medical Education.2021;[Epub] CrossRef
Q‐Methodology Study on Medical Students’ Perceptions of Good Jobs
Jaemu Lee, Kyung Hye Park
Korean Medical Education Review.2021; 23(2): 108. CrossRef
Perceptions of Medical Students Regarding Career Counseling in Korea: A Qualitative Study
Minsu Ock, Young-Joo Han, Eun Young Choi, Jeehee Pyo, Won Lee
International Journal of Environmental Research and Public Health.2020; 17(10): 3486. CrossRef
Research trends in studies of medical students’ characteristics: a scoping review
Sung Soo Jung, Kwi Hwa Park, HyeRin Roh, So Jung Yune, Geon Ho Lee, Kyunghee Chun
Korean Journal of Medical Education.2017; 29(3): 137. CrossRef
Review of diverse research contents in this issue
Sun Kim
Korean Journal of Medical Education.2014; 26(4): 249. CrossRef

12,448 View
140 Download
Crossref

Short Communication

Can the multiple mini-interview predict academic achievement in medical school?: Ja Kyoung Kim, Seok Hoon Kang, Hee Jae Lee, JeongHee Yang; Korean J Med Educ 2014;26(3):223-229.
Published online September 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.3.223

Abstract
PDF

Purpose
The purpose of this study was to determine whether the multiple mini-interview (MMI) predicts academic achievement for subjects in a medical school curriculum.
Methods
Of 49 students who were admitted in 2008, 46 students finished the entire medical education curriculum within 4 years. We calculated the Pearson correlation coefficients between the total MMI score of the 46 graduates and their academic achievements in all subjects of the curriculum.
Results
The correlation coefficients between total MMI score and academic achievement in Medical Interview and History Taking, Problem-Based Learning, Doctoring I, and Clinical Practice of Surgery ranged from 0.4 to 0.7, indicating that they were moderately related. The values between total MMI score and achievement in Research Overview, Technical and Procedural Skills, Clinical Performance Examinations 1 and 3, Clinical Practice of Laboratory Medicine and Psychiatry, Neurology, and Orthopedics ranged from 0.2 to 0.4, which meant that they were weakly related.
Conclusion
MMI score can predict medical student’ academic achievement in subjects in the medical humanities and clinical practice.

Citations

Citations to this article as recorded by

Investigating the Effects of Pharmacology Flashcards on Academic Achievement and Attitudes in Medical Students
Ender Tekeş, Çetin Toraman
Tıp Eğitimi Dünyası.2025; 24(72): 59. CrossRef
Multiple mini-interviews is a predictor of students’ academic achievements in early undergraduate medical years: a retrospective study
Faiza Alam, Ya Chee Lim, Li Ling Chaw, Fazean Idris, Kenneth Yuh Yen Kok
BMC Medical Education.2023;[Epub] CrossRef
‘Click, I Guess I’m Done’: Applicants’ and Assessors’ Experiences Transitioning to a Virtual Multiple Mini Interview Format
Zoe Abraham, Carolyn Melro, Sarah Burm
Perspectives on Medical Education.2023; 12(1): 594. CrossRef
The utility of multiple mini-interviews: experience of a medical school
Kyong-Jee Kim, Kyung-Soo Nam, Bum Sun Kwon
Korean Journal of Medical Education.2017; 29(1): 7. CrossRef
Student selection factors of admission and academic performance in one medical school
Keunmi Lee, Taeyoon Hwang, So young Park, Hyoungchul Choi, Wanseok Seo, Philhyun Song
Yeungnam University Journal of Medicine.2017; 34(1): 62. CrossRef
Multiple mini-interviews as a predictor of academic achievements during the first 2 years of medical school
Hee Jae Lee, Sung Bae Park, Sung Chul Park, Won Sun Park, Sook-Won Ryu, Jeong Hee Yang, SungHun Na, Jun Yeon Won, Gi Bong Chae
BMC Research Notes.2016;[Epub] CrossRef
Journal’s step to leap to the international level and communication skill
Sun Huh
Korean Journal of Medical Education.2014; 26(3): 159. CrossRef

14,502 View
203 Download
Crossref

Original Article

The development and effects of a medical communication skills program for medical school students: Hyo Hyun Yoo, Jung Soo Kim; Korean J Med Educ 2014;26(3):189-195.
Published online September 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.3.189

Abstract
PDF

Purpose
The purpose of the study is to develop education programs for improving medical school students’ medical communication ability, and to provide basic information to help develop and operate medical communication education programs by analyzing the education programs and students satisfaction from the education effects.
Methods
The method was to survey 116 sophomores in C medical school in 2014 in order to research students’ demands for the medical communication education, level differences of communication between before and after of the education, and students’ satisfaction from the education program. Analysis of frequency, paired samples t-test, descriptive statistic analysis were used for the research.
Results
There were not only many students who did not get general communication educations before admission, but also many students who said they need medical communication education. On the whole, students’ abilities of communication were improved. Building relationship, information gathering, sharing information, understanding one’s perspectives factors was improved meaningfully in the statistics. However opening relationship, reach agreement, and providing closure were not improved meaningfully in the statistics. On the whole, the students were satisfied from the education programs.
Conclusion
To develop education programs for medical communication ability, we need to construct the objectives of education and contents by researching students’ demands and level of learning in communication area. Moreover we have to design curriculum to maintain the education effects consistently.

Citations

Citations to this article as recorded by

Establishment of a Cohort at Chosun University College of Medicine for Social Accountability
Hyoseon Choi, Youngjon Kim, Hyo Hyun Yoo
Korean Medical Education Review.2023; 25(2): 132. CrossRef
Effects of medical communication curriculum on perceptions of Korean medical school students
Hyo Hyun Yoo, Sein Shin, Jun-Ki Lee
Korean Journal of Medical Education.2018; 30(4): 317. CrossRef
Journal’s step to leap to the international level and communication skill
Sun Huh
Korean Journal of Medical Education.2014; 26(3): 159. CrossRef

13,090 View
129 Download
Crossref

Short Communication

Changes in Background and Characteristics in Freshmen in One Graduate Medical School from 2009 to 2011: Hong Joo Seo, Young Joon Ahn; Korean J Med Educ 2012;24(2):163-168.
Published online June 30, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.2.163

Abstract
PDF

PURPOSE
We examined the changes in background and characteristics in freshmen in graduate medical school from 2009 to 2011.
METHODS
We analyzed the responses to a self-questionnaire which were about sex, age, graduation, major, religion and etc. The data were analyzed by t-test, chi-square test.
RESULTS
The freshman population in 2009 and 2011 year was 44% and 58.4% male, and 56% and 41.6% female; had a mean age of 27.3 and 27.4; 41.6% and 32.0% Christian, 33.6% and 47.2% atheist, 76.0% and 68.8% graduates; and 48.0% and 50.4% in the capital region, respectively. With regard to future career, 43.2% and 43.2% of freshmen responded clinical professor, 29.6% and 27.2% private clinics, 8.0% and 13.6% medical researcher, 8.8% and 6.4% public officer, 6.4% and 3.2% basic science faculty, and 4.0% and 6.4% others. With regard to future majors, 20.0% and 20.0% answered internal medicine, 11.2% and 8.0% psychiatrics, 8.8% and 8.8% general surgery, 8.0% and 8.8% pediatrics, 4.8% and 4.8% chest surgery, 33.6% and 36.0% others, and 13.6% and 13.6% undecided, respectively.
CONCLUSION
The populations of males, atheists, graduation candidate, and medical researchers increased, those of females, Christian, and those born in Gwangju and Jeonnam decreased, and those of mean age, future careers and majors, birth place in the capital region were unchanged.

Citations

Citations to this article as recorded by

Factors associated with the specialty choice of Korean medical students: a cross-sectional survey
Yeon-Yong Kim, Un-Na Kim, Yon Su Kim, Jin-Seok Lee
Human Resources for Health.2016;[Epub] CrossRef

9,284 View
105 Download
Crossref

Evaluation Studies

Analytical Case Study of Evaluation of Curriculum at a Medical School: Jung Hee An, Jae Jin Han, Na jin Kim, Eunkyung Eo, Ivo Kwon, Soon Nam Lee; Korean J Med Educ 2010;22(1):57-64.
Published online March 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.1.57

Abstract
PDF

PURPOSE
This study aims at to make intermediate-term evaluations of a curriculum by investigating its development, operation and outcomes 2 years after its revision.
METHODS
A survey using 5-point-Lickert scale questionnaires was given to the group of directors who developed the curriculum, instructors who only used it in their classes, and a student group from the first and second grades. Focus group interviews were performed in the professor groups.
RESULTS
Curricular reform was evaluated as being systematic, democratic, and positive in general. Both groups answered questions positively about the relevance of the integrated curriculum and introduction of clinical medicine (ICM), graded as 3.4 (professor) and 3.5 (student). As for problem-based learning (PBL) and the patient-doctor-society (PDS), the professor group responded more positively than students. The 'web-based learning center' was recognized positively by many more students (4.01) than professors (2.75). With regard to the education outcome, professors gave 3.3 points and students 3.5 to an item that asked 'whether students attained the learning goal or not?' Professors, through interviews, showed their satisfaction with the attempt to reform the curriculum, but they pointed out that long-term evaluations should be performed.
CONCLUSION
The interim evaluation of the revised curriculum, from its planning to its effects, affirmed by several suggestions to be successful in the long run through 1) enhancement of systematic participation and communication, 2) further integration, 3) steady evaluation, 4) greater effort on professional development, and 5) active interaction between professors and students.

Citations

Citations to this article as recorded by

Validation of criteria for evaluating competency-based curriculum in medical schools using the Delphi hierarchy process method
So-Young Lee, Seung-Hee Lee
Korean Journal of Medical Education.2025; 37(3): 247. CrossRef
Evaluation of Medical Humanities Course in College of Medicine Using the Context, Input, Process, and Product Evaluation Model
So Young Lee, Seung-Hee Lee, Jwa-Seop Shin
Journal of Korean Medical Science.2019;[Epub] CrossRef
Basic research to guide alterations in an outcome-based curriculum
Hyo Hyun Yoo
Korean Journal of Medical Education.2014; 26(4): 265. CrossRef
A Survey of Student Satisfaction with a Portfolio Process and Assessment
Dong-Mi Yoo, Jae-Jin Han, Eun-Kyung Eo
Korean Medical Education Review.2014; 16(1): 42. CrossRef
The Satisfaction of the Freshman of Graduate Medical Students to the New Medical Curriculum: One Medical School
Jong Park, Young Joon Ahn
Korean Journal of Medical Education.2011; 23(2): 95. CrossRef
Happiness of Medical Students and Tasks in Medical Education
Eun Bi Lim
Korean Medical Education Review.2011; 13(2): 25. CrossRef

6,926 View
98 Download
Crossref

Editorial

The Introduction and Development of Graduate Entry Programmes in the United Kingdom: Ji Young Kim, John Rees; Korean J Med Educ 2010;22(1):1-5.
Published online March 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.1.1

Abstract
PDF

In the United Kingdom, 4-year graduate-only medical education programmes (Graduate Entry Programme, GEP) started in 2000, and are running in 16 medical schools with over 800 students annually. This study presents the grounds for introduction of the GEP, and explores its benefits in increasing the medical workforce and widening participation in medical education. An increase in medical student numbers was proposed to cope with the pressing shortage of British doctors and the growing demand for doctors, and the GEP was introduced as a flexible and cost-effective way to meet this demand. It has contributed to increasing the diversity of students in medical schools and widening access to students from more varied social and educational backgrounds. In the United Kingdom, the GEP was established as a supplementary means of providing medical education, and it is unlikely to totally replace traditional 5- or 6-year programmes.

Citations

Citations to this article as recorded by

The Effects of Discussion on College Students' Communication Capability, Problem-solving Capability and Leadership in a General Education Course
Sungchae MOON
Journal of Fisheries and Marine Sciences Education.2016; 28(1): 300. CrossRef
Effects of Stress Coping Behaviors on Higher Grade Elementary School Students’ Internet Game Addiction: Focused on Gender Difference
Young-Hee Ju, So-Hee Lim
Journal of the Korean Society of School Health.2016; 29(3): 226. CrossRef
Lesson with Students Generated Questions: Based on a Department of Health Science
Youngmi Ahn, Sujin Hwang
The Journal of Korean Academic Society of Nursing Education.2015; 21(2): 266. CrossRef

5,857 View
60 Download
Crossref

Original Article

Differences in Factors Affecting Medical Specialty Choices between Medical College Students and Graduate Medical School Students: Ji Hye Lee, Gun Il Kim, Kwi Hwa Park, So-Joung Yune; Korean J Med Educ 2009;21(4):393-402.
Published online December 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.4.393

Abstract
PDF

PURPOSE
This study was conducted to compare the specialty preference and factors that affect choices of medical specialties between medical college students and graduate medical school students.
METHODS
A self-administered questionnaire was conducted in 563 medical students, and 482 (graduates: 199, undergraduates: 283) responded (response rate, 85.61%). The students completed a brief survey, which included 39 items that sampled their demographic data, career choice, and factors that influenced their choice.
RESULTS
Most students in medical college and graduate medical school preferred clinical medicine. Graduate medical school students preferred internal medicine, pediatrics, and family medicine. In contrast, medical college students preferred neurology, family medicine, and psychiatry. Important factors that affected the selection of specialties were seniors' advice, advice of other students, clerkship experiences, and specialty experiences.
CONCLUSION
This result shows that there are differences in the factors that affect the selection of medical specialties between medical college students and graduate medical school students. But, the opportunity to explore future careers and to consult their choice of specialty, in accordance with the needs and characteristics of individual students, must be provided for all medical students.

Citations

Citations to this article as recorded by

A Qualitative Study on the Students' Perceptions of Elective Courses in Korean Medical Education
Hee Jun Park, Sung Uk Ma, Hye-Yoon Lee
Journal of Korean Medicine.2025; 46(1): 139. CrossRef
Career Guidance to Help Medical School Students Choose a Specialty after Graduation
Sun Woo Lee
Korean Medical Education Review.2024; 26(1): 5. CrossRef
Career Path Education System at the College of Medicine, The Catholic University of Korea
Dong-Mi Yoo, Wha Sun Kang
Korean Medical Education Review.2024; 26(1): 19. CrossRef
Psychiatry curriculum: How does it affect medical students’ attitude toward psychiatry?
Hye Jeong Lee, Hyeok Jun Jang, Seoyoung Jang, Su Hyun Bong, Geun Hui Won, Seoyoung Yoon, Tae Young Choi
Asian Journal of Psychiatry.2022; 67: 102919. CrossRef
Q‐Methodology Study on Medical Students’ Perceptions of Good Jobs
Jaemu Lee, Kyung Hye Park
Korean Medical Education Review.2021; 23(2): 108. CrossRef
Perceptions of Medical Students Regarding Career Counseling in Korea: A Qualitative Study
Minsu Ock, Young-Joo Han, Eun Young Choi, Jeehee Pyo, Won Lee
International Journal of Environmental Research and Public Health.2020; 17(10): 3486. CrossRef
Junior doctors’ early career choices do not predict career destination in neurology: 40 years of surveys of UK medical graduates
Atena Barat, Michael J. Goldacre, Trevor W. Lambert
BMC Medical Education.2019;[Epub] CrossRef
Development of a systematic career coaching program for medical students
Yera Hur, A Ra Cho, Mihye Kwon
Korean Journal of Medical Education.2018; 30(1): 41. CrossRef
Factors associated with the specialty choice of Korean medical students: a cross-sectional survey
Yeon-Yong Kim, Un-Na Kim, Yon Su Kim, Jin-Seok Lee
Human Resources for Health.2016;[Epub] CrossRef
A qualitative study on physicians' perceptions of specialty characteristics
Kwi Hwa Park, Soo-Koung Jun, Ie Byung Park
Korean Journal of Medical Education.2016; 28(3): 269. CrossRef
Career Guidance Program Design for the Graduate Medical School Students
Hyo-Hyun Yoo, Kwi-Hwa Park
The Journal of the Korea Contents Association.2014; 14(12): 873. CrossRef
Medical student perception of physician values in practice by individual characteristics and preferred medical specialty field
Kwi Hwa Park, Hyo Hyun Yoo, Jun Yim
Korean Journal of Medical Education.2014; 26(4): 309. CrossRef
The Career Counseling Program in Medical Schools outside Korea
Eun-Kyung Chung
Korean Medical Education Review.2013; 15(2): 82. CrossRef
Vocational Interest Types of Medical Students and Its Usage in Student Career Counseling Program
Yera Hur, Keumho Lee
Korean Journal of Medical Education.2012; 24(4): 309. CrossRef
Differentiation Strategy of Graduate Entry Programme
Hye Rin Roh
Hanyang Medical Reviews.2012; 32(1): 17. CrossRef

8,261 View
102 Download
Crossref

Comparison of Learning Styles between Medical College Students and Professional Graduate Medical School Students: Eun-Kyung Chung, Sun-A Oh, Tai-Young Yoon, Sang-Jin Lee, Young Jong Woo, Jung Ae Rhee, Yung Hong Baik; Korean J Med Educ 2009;21(2):125-131.
Published online June 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.2.125

Abstract
PDF

PURPOSE
The Professional Graduate Medical School (PGMS) was established in 2003 in South Korea to train doctors that had better humanities and various educational backgrounds. By comparing the learning styles between students of the Medical College (MC) and PGMS, we investigated the characteristics of these students.
METHODS
The Kolb Learning Style Inventory (LSI) is used to determine learning preferences. It is composed of 12 statements on concrete experience, reflective observation, abstract conceptualization, and active experimentation. Six hundred nine students from all years of the 2 medical schools completed the Kolb LSI between June 1st and June 30th, 2008 (response rate: 91.4%).
RESULTS
MC students preferred Kolb's 'assimilator (56.3%)' and 'diverger (25.6%)', and PGMS students preferred Kolb's 'assimilator (61.2%)' and 'converger (19.3%)'. PGMS students showed a higher preference for abstract conceptualization compared with MC students (adjusted Odds Ratio=2.191; 95% Confidence Interval=1.115~4.306).
CONCLUSION
This study showed that the learning styles of PGMS and MC students differed. We can use this result not only in developing curricula and teaching strategies, but also in providing support to students.

Citations

Citations to this article as recorded by

Preferred Learning Methods among First-year Medical Students: A Cross-Sectional Descriptive Study
Gholamali Dehghani
Depiction of Health.2024; 15(1): 27. CrossRef
Investigation of learning style patterns: A case study of basic sciences medical students at Tabriz University of Medical Sciences
Gholamali Dehghani, Saeideh Ghaffarifar
Journal of Medical Education Development.2024; 17(55): 75. CrossRef
The Relationship Between Pedagogy and Changes in Students’ Learning Styles in Physician Assistant Education
C. Sonia Wardley, E. Brooks Applegate, Qian Wang, James Van Rhee
The Journal of Physician Assistant Education.2022; 33(3): 205. CrossRef
Continuous effect of advanced cardiovascular life support simulation education according to Felder-Silverman learning style
Yu-Jeong Kim, Mi-Jeong Park, Young-Lim Ham
The Korean Journal of Emergency Medical Services.2016; 20(3): 21. CrossRef
Differentiation Strategy of Graduate Entry Programme
Hye Rin Roh
Hanyang Medical Reviews.2012; 32(1): 17. CrossRef
Medical Students’ General Beliefs about Their Learning
Jaehyun Park
Korean Medical Education Review.2012; 14(2): 64. CrossRef
Relationships between Cognitive and Learning Styles of Premedical Students
Sowon Ahn, Mira Kim, Ducksun Ahn
Korean Journal of Medical Education.2010; 22(1): 7. CrossRef
Relationship between Learning Strategies and Academic Achievement in Medical College and Graduate Medical School Students
Hong-Im Shin, Woo Tack Jeon, Eunbae B. Yang
Korean Journal of Medical Education.2010; 22(3): 197. CrossRef
Differences in Factors Affecting Medical Specialty Choices between Medical College Students and Graduate Medical School Students
Ji Hye Lee, Gun Il Kim, Kwi Hwa Park, So-Joung Yune
Korean Journal of Medical Education.1970; 21(4): 393. CrossRef

7,679 View
106 Download
Crossref

The Relationship between Empathy and Medical Education System, Grades, and Personality in Medical College Students and Medical School Students: Byung Kuk Lee, Geon Ho Bahn, Won-Hye Lee, Jun Heon Park, Tai Young Yoon, Sang Bin Baek; Korean J Med Educ 2009;21(2):117-124.
Published online June 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.2.117

Abstract
PDF

PURPOSE
This study investigated the relationship between empathy and medical education system, grades, and personality in medical college (MC) students and medical school (MS) students.
METHODS
One hundred fifty-five MC students and 137 MS students participated in this study, completing questionnaires on sociodemographic data, Jefferson Scale of Empathy, S-version, Korean edition (JSE-S-K), and Temperament and Character Inventory (TCI).
RESULTS
Reward Dependence (RD), Cooperativeness (C), and Self-directedness+ Cooperativeness (SC), which are subscales of the TCI, correlated significantly with JSE-S-K score. Third-year students had significantly higher scores on the JSE-S-K than first-year students. MS students had significantly higher scores on the JSE-S-K and the SC subscale of the TCI than MC students. However, there were no significant differences in empathy with regard to age, sex, motivation toward medical science, club activity, and applied specialty.
CONCLUSION
These results suggest that empathy is associated with personality traits, such as RD, C, and SC, and medical education curriculum contributes incrementally to empathy for students. The difference in test scores for empathy between MC students and MS students might be due to differences in personality traits, such as SC.

Citations

Citations to this article as recorded by

The paradox of empathy for pain: Personality, adversity, and affective resonance in psychiatry
Mathilde Souchon, Raffaella Calati, Lissa Garcia Segui, Madison Roopchand, Adriana Foster, Marta Maisto, Daniele Romano, Giuseppe Delvecchio, Paolo Brambilla, Fabio Madeddu, Jorge Lopez-Castroman
The European Journal of Psychiatry.2026; 40(1): 100343. CrossRef
Changes in Self-Reported Empathy After a Basic Medical Communication Course Among Korean Premedical Students: A Single-Group Longitudinal Study (Preprint)
Seong Ju Jeon, Hyo Hyun Yoo
JMIR Medical Education.2026;[Epub] CrossRef
EMPATHY IN MEDICAL EDUCATION: BE A RELATIVE BEFORE BECOMING A DOCTOR
Ahmet Kutluhan, Tugba Sarı, Z. Melek Küçükatay, Zeynep Ayvaz Tuncel, Hatice Nilüfer Süzen, Hande Şenol, Nilüfer Emre, Mehmet Yücens
Tıp Eğitimi Dünyası.2024; 23(71): 47. CrossRef
Measuring the Empathy Level of Dental Students Using the Jefferson Scale of Empathy
Heemin Kim, Yeonmi Yang, Jaegon Kim, Daewoo Lee
THE JOURNAL OF THE KOREAN ACADEMY OF PEDTATRIC DENTISTRY.2023; 50(3): 252. CrossRef
Empathy for patient care in medical students: new evidence on the importance of self-transcendence
Marco Miniotti
Psychology, Health & Medicine.2022; 27(5): 1035. CrossRef
The relationship between medical students’ empathy and burnout levels by gender and study years
Hyoung Seok Shin, Hyunmi Park, Young-Mee Lee
Patient Education and Counseling.2022; 105(2): 432. CrossRef
Tıp Fakültesi Öğrencilerinin Empatik Eğilimleri ve İletişim Becerilerinin Değerlendirilmesi
Nur DEMİRBAŞ, Nazan KARAOĞLU
Avrasya Sağlık Bilimleri Dergisi.2022; 5(2): 24. CrossRef
Factors associated with the improvement of the empathy levels among clinical-year medical students in Southern Thailand: a university-based cross-sectional study
Katti Sathaporn, Jarurin Pitanupong
BMC Psychology.2022;[Epub] CrossRef
Empathy in Japanese paramedicine students: A cross‐sectional study
Bronwyn Beovich, Brett Williams
Nursing & Health Sciences.2021; 23(1): 176. CrossRef
The Relationship of Pre-Clerkship Immature Defense Style in Medical Students with Physician-Patient Interactions
So-Jin Lee, Chul-Soo Park, Bong-Jo Kim, Cheol-Soon Lee, Boseok Cha, Dongyun Lee, Jiyeong Seo, Jae-Won Choi, Young-Ji Lee, Yoon Jung Lee, Eun-Ji Lim
Psychoanalysis.2021; 32(3): 107. CrossRef
Development in Danish medical students’ empathy: study protocol of a cross-sectional and longitudinal mixed-methods study
E. Assing Hvidt, J. Søndergaard, N. C. Hvidt, S. Wehberg, A. Büssing, C. M. Andersen
BMC Medical Education.2020;[Epub] CrossRef
Frequency of personality types based on enneagram in a Turkish sample: A web-based cross-sectional study
Zekeriya Aktürk, Kenan Taştan
Ortadoğu Tıp Dergisi.2020; 12(2): 211. CrossRef
Empathy in medical education: Can 'kindness' be taught, learned and assessed?
MdAnwarul Azim Majumder, Nkemcho Ojeh, Sayeeda Rahman, Bidyadhar Sa
Advances in Human Biology.2020; 10(2): 38. CrossRef
The Relationship between Empathy and Spirituality of College Students
Kyung-Il SHIN
JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION.2019; 31(1): 119. CrossRef
Understanding medical students’ empathy based on Enneagram personality types
HyeRin Roh, Kyung Hye Park, Hyo Jeong Ko, Dong Kyu Kim, Han Bin Son, Dong Hyeok Shin, Seung Hyeon Lee, Hee Young Jung, Dong Heo
Korean Journal of Medical Education.2019; 31(1): 73. CrossRef
Is empathy change in medical school geo‐socioculturally influenced?
Gominda Ponnamperuma, Su Ping Yeo, Dujeepa D Samarasekera
Medical Education.2019; 53(7): 655. CrossRef
Medical students’ empathy and attitudes towards professionalism: Relationship with personality, specialty preference and medical programme
Colm M. P. O’Tuathaigh, Alia Nadhirah Idris, Eileen Duggan, Patricio Costa, Manuel João Costa, Alejandro Arrieta
PLOS ONE.2019; 14(5): e0215675. CrossRef
A Review of Empathy Education for Prospective Health Care Professionals in the Digital Age
Min Park
Journal of Digital Contents Society.2019; 20(6): 1155. CrossRef
Concept Analysis of Empathy
Sun Yeob Choi
Journal of Korean Academy of Fundamentals of Nursing.2019; 26(3): 145. CrossRef
Relationship between Psychological Correlates and Empathy in Medical Students: A Cross-Sectional Study
Won Woo Suh, Sung Hyun Cho, Ji Yeon Yoo, Hyun Soo Kim, Hoo Rim Song, Woo Jung Kim, Sang Min Lee, Minha Hong
Psychiatry Investigation.2019; 16(10): 766. CrossRef
Differences and changes in the empathy of Korean medical students according to gender and vocational aptitude, before and after clerkship
Sanghee Yeo
Korean Journal of Medical Education.2019; 31(4): 343. CrossRef
Associations between empathy and big five personality traits among Chinese undergraduate medical students
Yang Song, Meng Shi, Cesario Bianchi
PLOS ONE.2017; 12(2): e0171665. CrossRef
Exploring the Facets of Empathy and Pain in Clinical Practice: A Review
Jenny Roche, Dominic Harmon
Pain Practice.2017; 17(8): 1089. CrossRef
A Multicenter Study Investigating Empathy and Burnout Characteristics in Medical Residents with Various Specialties
Chanmin Park, Yeon Jung Lee, Minha Hong, Chul-Ho Jung, Yeni Synn, Young-Sook Kwack, Jae-Sung Ryu, Tae Won Park, Seong Ae Lee, Geon Ho Bahn
Journal of Korean Medical Science.2016; 31(4): 590. CrossRef
Effects of micro- and subtle-expression reading skill training in medical students: A randomized trial
Eun Ho Yu, Eun Jung Choi, Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Sun Yong Baek
Patient Education and Counseling.2016; 99(10): 1670. CrossRef
Measuring medical students’ empathy using direct verbal expressions
Yera Hur, A Ra Cho, Sun Kim
Korean Journal of Medical Education.2016; 28(3): 305. CrossRef
Empathy in Korean medical students: Findings from a nationwide survey
Kyung Hye Park, Hyerin Roh, Dae Hun Suh, Mohammadreza Hojat
Medical Teacher.2015; 37(10): 943. CrossRef
Reconsidering the “decline” of medical student empathy as reported in studies using the Jefferson Scale of Physician Empathy-Student version (JSPE-S)
Sue Roff
Medical Teacher.2015; 37(8): 783. CrossRef
Medical students’ empathy and its effect on the physicianpatient relationship
Min Young Chun, Sang Ho Yoo, Hoon-Ki Park
Korean Journal of Medical Education.2015; 27(4): 283. CrossRef
Changes of empathy in medical college and medical school students: 1-year follow up study
Minha Hong, Won Hye Lee, Jae Hyun Park, Tai Young Yoon, Duk Soo Moon, Sang Min Lee, Geon Ho Bahn
BMC Medical Education.2012;[Epub] CrossRef
Empathy in Korean psychiatric residents
Minha Hong, Geon Ho Bahn, Won Hye Lee, Su Jin Moon
Asia-Pacific Psychiatry.2011; 3(2): 83. CrossRef
Potential use of δ 13C, δ 15N, N concentration, and Ca/Al of Pinus densiflora tree rings in estimating historical precipitation pH
Jin-Hyeob Kwak, Sang-Sun Lim, Scott X. Chang, Kye-Han Lee, Woo-Jung Choi
Journal of Soils and Sediments.2011; 11(5): 709. CrossRef
Correlation of Communication Skills for Emotional Empathy and Academic Achievement on Clinical Performance Examinations
Seon Suk Jang, Ji Hyun Seo, Gyeong Jae Cho, Soon Chan Hong, Hyang Ok Woo
Korean Journal of Medical Education.2010; 22(2): 121. CrossRef

9,343 View
207 Download
Crossref

The Comparison of Backgrounds and Characteristics of Students in Medical College and Graduate Medical School: A Case Study of One Medical School: Jae-Jin Han, Soon Nam Lee, Ivo Kwon, Hyesook Park, Hyun-Jung Im, Tae-eun Kim, Jung Hee An; Korean J Med Educ 2008;20(1):11-21.
Published online March 31, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.1.11

Abstract
PDF

PURPOSE
Information about students is important not only in developing curriculum and teaching strategies, but also in providing support to them. We surveyed students in 2004 (Medical collage) and 2007 (Graduate Medical School) to change our educational system to the GMS. By comparing the characteristics of these students, we expected the new curriculum to be more appropriate for the GMS students.
METHODS
Our survey tool was a modified version of the matriculating student questionnaires used by the American Association of Medical Colleges. 60 (80.2%) matriculating students in 2004 (MC), and 71 (93.4%) in 2007 (GMS) responded to the survey. A total of 101 items were asked in 5 areas- 1) Demographic Data, 2) Pre-medical school experience, 3) Medical school application, 4) Career plans and interests, and 5) Perceptions of Medicine and Medical Service. RESULTS: Graduate Medical School matriculates have more diverse backgrounds and experiences before entrance than MC matriculates. GMS students are more sensitive to social issues and accountabilities of medicine and have a higher interest in working with other professionals. Both groups of students were similar in ranking medical professionalism higher than occupational stability or social economic compensation. CONCLUSION: We can use this information about students for curriculum development and, in particular, the differences seen between MC and GMS students could be helpful in improving medical education. If the survey were collected longitudinally and nation-wide, the results could be valuable for policy making not only in medical education but also in medical care and health of the nation.

Citations

Citations to this article as recorded by

A Qualitative Study of Students’ Perception on Premedical Curriculum
Claire Junga Kim, Hwa Young Lee, Young Mi Park, Hee Jung Yi
The Ewha Medical Journal.2020; 43(1): 12. CrossRef
Comparison of the perception of public posts between students enrolled in dental college and in graduate school of dentistry
Ja-Won Cho, Su-Hyun Shim
Oral Biology Research.2018; 42(2): 79. CrossRef
Returning students’ perspectives on adjusting to medical graduate school in Korea: an interview study
So Youn Park, Oh Young Kwon, Tai Young Yoon
Korean Journal of Medical Education.2015; 27(1): 37. CrossRef
Career Guidance Program Design for the Graduate Medical School Students
Hyo-Hyun Yoo, Kwi-Hwa Park
The Journal of the Korea Contents Association.2014; 14(12): 873. CrossRef
Differentiation Strategy of Graduate Entry Programme
Hye Rin Roh
Hanyang Medical Reviews.2012; 32(1): 17. CrossRef
Changes in Background and Characteristics in Freshmen in One Graduate Medical School from 2009 to 2011
Hong Joo Seo, Young Joon Ahn
Korean Journal of Medical Education.2012; 24(2): 163. CrossRef
Korean Medical Students' Cognitive, Emotional, and Social Characteristics
Sook Hee Ryue, Hae Bum Lee
Korean Journal of Medical Education.2012; 24(2): 103. CrossRef
The Satisfaction of the Freshman of Graduate Medical Students to the New Medical Curriculum: One Medical School
Jong Park, Young Joon Ahn
Korean Journal of Medical Education.2011; 23(2): 95. CrossRef
The Effect of Counseling for Interpersonal Relationship Using Myers-Briggs Type Indicator
Seon Suk Jang, Bong Jo Kim, Young Tae Ju, Hyang Ok Woo, Jae Hee Han, Gyeong Jae Cho, Soon Chan Hong
Korean Journal of Medical Education.2011; 23(1): 15. CrossRef
Comparison of Learning Styles between Medical College Students and Professional Graduate Medical School Students
Eun-Kyung Chung, Sun-A Oh, Tai-Young Yoon, Sang-Jin Lee, Young Jong Woo, Jung Ae Rhee, Yung Hong Baik
Korean Journal of Medical Education.2009; 21(2): 125. CrossRef
Student's Evaluation of Problem-Based Learning Curriculum in Medical School
Hahn Young Kim, Ran Lee, Jongmin Lee, Hyun-Ji Cho, Kwang-Yeol Park
Korean Journal of Medical Education.2008; 20(3): 259. CrossRef

6,623 View
43 Download
Crossref

Review

A Comparative Study on Medical Education Systems in Korea, China and Japan: Hyun-Sun Lim, Duck-Sun Ahn, Sowon Ahn; Korean J Med Educ 2007;19(4):271-278.
Published online December 31, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.4.271

Abstract
PDF

PURPOSE
The present study examined the possibility of standardization of medical education in three Asian countries-Korea, China, and Japan, by comparing their medical education and licensing systems.
METHODS
As the criterion for comparison, we divided medical education system into three stages- basic medical education, graduate medical education, and continuing medical education. In addition, we analyzed the history and social and cultural backgrounds of medical education in each country. Recent changes were also examined.
RESULTS
While little difference was found in the medical curriculums and courses between Korea and Japan, China's differed significantly from these two countries. But all three countries do attempt to keep up with international standards.
CONCLUSION
To improve the quality of medical education in Korea, China, and Japan, these three countries need a plan to standardize medical education compatible with international standards but one that differs from western medical education by incorporating traditional medicine.

Citations

Citations to this article as recorded by

Altruism or nationalism? Exploring global discourses of medical school regulation
Mohammed Ahmed Rashid
Medical Education.2023; 57(1): 31. CrossRef
Effective Use of Mobile Electronic Medical Records by Medical Interns in Real Clinical Settings: Mixed Methods Study
SuJin Kim, Seulji Ku, Taerim Kim, Won Chul Cha, Kwang Yul Jung
JMIR mHealth and uHealth.2020; 8(12): e23622. CrossRef
Long for wonderful leadership in a new era of the Korean Association of Medical Colleges
Young Hwan Lee
Korean Journal of Medical Education.2014; 26(3): 163. CrossRef

6,086 View
78 Download
Crossref

Brief Communication

Comparison of Students' Characteristics and Perceptions Before and After Introduction Into Graduate Medical School System: Tae Ho Yoon, So Jung Yune, Sik Yoon, Sun Hee Lee, Ihn Sook Jeong, Byung Kyu Park, Sang Yeoup Lee, Chulhun L. Chang, Hae Kyu Kim, Byung Yong Rhim, Hae Jin Jeong; Korean J Med Educ 2007;19(3):251-255.
Published online September 30, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.3.251

Abstract
PDF

PURPOSE
This study was performed to compare the characteristics and perceptions of medical school students and professional graduate medical school students.
METHODS
Study subjects were 131 medical students from a national university and 113 applicants of a professional graduate medical school. We developed a self-reported questionnaire asking about socio-demographic characteristics; the level of satisfaction of educational environment; perception of missions of medical education and career plan and student activities during school.
RESULTS
Students from the professional graduate medical school were significantly different from medical students in socio-demographic characteristics. They also showed higher satisfaction with their education, were more supportive of student union activities and were more anxious about economic and health problems than medical students. However, there was no difference between the two groups regarding perception of missions of medical education and career plan after graduation.
CONCLUSION
Based on the above results, it is necessary to consider the characteristics and perceptions of professional graduate medical students when developing educational policies for these older students. The limitation of this study includes a restricted sample, and generalization of results should be done carefully. Thus, more extensive, wide-ranging studies would be useful.

Citations

Citations to this article as recorded by

Exploring the Psychosocial Characteristics and Systematic Support of Academically Maladjusted Students
Young-Soon Park, Kyunghee Chun, Tae Hee Lee
Korean Medical Education Review.2022; 24(3): 215. CrossRef
Comparison of the perception of public posts between students enrolled in dental college and in graduate school of dentistry
Ja-Won Cho, Su-Hyun Shim
Oral Biology Research.2018; 42(2): 79. CrossRef
Development and validation of the medical student stress scale in Korea
Min Jeong Kim, Kwi Hwa Park, Hyo Hyun Yoo, Ie Byung Park, Jun Yim
Korean Journal of Medical Education.2014; 26(3): 197. CrossRef
A study on premedical curriculum reform of one medical school
Jinyoung Hwang, Seung-Hee Lee, Seog Ju Kim, Jwa-Seop Shin, Hyun Bae Yoon, Do-Hwan Kim, Eun Jung Kim
Korean Journal of Medical Education.2013; 25(4): 299. CrossRef
Changes in Background and Characteristics in Freshmen in One Graduate Medical School from 2009 to 2011
Hong Joo Seo, Young Joon Ahn
Korean Journal of Medical Education.2012; 24(2): 163. CrossRef
The Satisfaction of the Freshman of Graduate Medical Students to the New Medical Curriculum: One Medical School
Jong Park, Young Joon Ahn
Korean Journal of Medical Education.2011; 23(2): 95. CrossRef
Comparison of Learning Styles between Medical College Students and Professional Graduate Medical School Students
Eun-Kyung Chung, Sun-A Oh, Tai-Young Yoon, Sang-Jin Lee, Young Jong Woo, Jung Ae Rhee, Yung Hong Baik
Korean Journal of Medical Education.2009; 21(2): 125. CrossRef
The Comparison of Backgrounds and Characteristics of Students in Medical College and Graduate Medical School: A Case Study of One Medical School
Jae-Jin Han, Soon Nam Lee, Ivo Kwon, Hyesook Park, Hyun-Jung Im, Tae-eun Kim, Jung Hee An
Korean Journal of Medical Education.2008; 20(1): 11. CrossRef

6,604 View
22 Download
Crossref

Original Article

Comparison of the First Year Curricular Achievements between Students of the Medical College and the Professional Graduate Medical School in Chungbuk National University: Sang-Jin Lee, Jong Won Kang, Heon Kim, Seung Ryul Kim, Sang Ick Lee, Sang-Jeon Lee; Korean J Med Educ 2007;19(1):73-81.
Published online March 31, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.1.73

Abstract
PDF

PURPOSE
Chungbuk National University Professional Graduate Medical School(PGMS) was established in 2005. Students in this program have been taught together with the medical college (MC) students under the same curriculum. The first year now being complete, we decided to assess the curricular achievements of the PGMS students.
METHODS
We analyzed the academic achievements of the PGMS and the MC students by comparing the test scores of each subject taught during the first year.
RESULTS
MC students showed significantly higher achievements in 'Structural basis of the human body' and 'Neuroanatomy', while PGMS students showed significantly better achievements in 'Health and Society I'. In the remaining subjects, the achievements of the PGMS students were comparable to those of the MC students. And there was a difference of variances in 'Microstructure of the human cell and tissue', 'Molecular genetics' and 'Pathology', showing the heterogeneity of the two groups.
CONCLUSION
There was no difference in the overall achievement between the PGMS and MC students in the first year of Chungbuk National University Professional Graduate Medical School. However, the different characteristics between the PGMS and MC students suggest some need for curricular differentiation between the two groups.

Citations

Citations to this article as recorded by

Differentiation Strategy of Graduate Entry Programme
Hye Rin Roh
Hanyang Medical Reviews.2012; 32(1): 17. CrossRef
Comparison of Learning Styles between Medical College Students and Professional Graduate Medical School Students
Eun-Kyung Chung, Sun-A Oh, Tai-Young Yoon, Sang-Jin Lee, Young Jong Woo, Jung Ae Rhee, Yung Hong Baik
Korean Journal of Medical Education.2009; 21(2): 125. CrossRef
Comparison of Patient-centeredness Changes between Medical School Graduates and Medical Students after Psychiatric Clerkship
Bong Sik Hong, Tae Ho Kim, Jeong Seok Seo, Tong Wook Kim, Seok Woo Moon
Korean Journal of Medical Education.2009; 21(2): 133. CrossRef
Comparison of Students' Characteristics and Perceptions Before and After Introduction Into Graduate Medical School System
Tae Ho Yoon, So Jung Yune, Sik Yoon, Sun Hee Lee, Ihn Sook Jeong, Byung Kyu Park, Sang Yeoup Lee, Chulhun L. Chang, Hae Kyu Kim, Byung Yong Rhim, Hae Jin Jeong
Korean Journal of Medical Education.2007; 19(3): 251. CrossRef

5,969 View
22 Download
Crossref

A Proposal on Educational Method of Studying by Comparing Medical Students' Personality Types and Class Achievement: Sun Kim, Joo-Hyun Kim, Yera Hur; Korean J Med Educ 2005;17(2):107-120.
Published online August 31, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.2.107

Abstract
PDF

PURPOSE
This study set its goals on determining 1) medical students' personality types, 2) the correlation between medical students' personality types and their satisfaction in medical school, 3) the correlation between medical students' personality types and class achievements, 4) the correlation between medical students' satisfaction in medical school and class achievements and 5) a proposition for using the results to benefit medical education. Methods: The study used the Korean version of Myers-Briggs Type Indicator (MBTI) GS form. This inventory was admisistered to the medical students during their orientation at the beginning of the first year of medical school. A total of 245 first year students in the years 2002 and 2003 completed the inventory. The study used the windows version of SPSS 11.0 statistics program. RESULTS: The noticeable majority of medical students were introverted (68.2%) -Sensing (68.6%) - Thinking (71.4%) -Judgers (60.0%). Comparing personality types with satisfaction in medical school and satisfaction in medical school with class achievements showed no significant correlation. There was, however, a significant difference seen in comparing personality types with students' achievements. Judging-type students showed higher class achievements (3.2) than perceptive-type (2.7), and SJ types showed higher class achievements (3.3) than SP types (2.6). CONCLUSION: The results of this study were consistent with previous studies done using Korean college students as subjects. And as the ISTJ type is appropriate for jobs related to medical care, the majority of medical students seem to have found their adequate career path. Implications for teaching and learning strategies, and for using the results of MBTI in medical students' career planning are discussed.

Citations

Citations to this article as recorded by

Examining the association of career stage and medical specialty with personality preferences – a cross-sectional survey of junior doctors and attending physicians from various specialties
Yu-Che Chang, Hsu-Min Tseng, Xaviera Xiao, Roy Y. L. Ngerng, Chiao-Lin Wu, Chung-Hsien Chaou
BMC Medical Education.2019;[Epub] CrossRef
Do Dental Students’ Personality Types and Group Dynamics Affect Their Performance in Problem‐Based Learning?
Jung-Joon Ihm, So-Youn An, Deog-Gyu Seo
Journal of Dental Education.2017; 81(6): 744. CrossRef
Empathic Ability and Communication Ability according to Myers-Briggs Type Indicator(MBTI) Personality Type in Nursing Students
Myung-Ock Chae
Journal of the Korea Academia-Industrial cooperation Society.2016; 17(4): 303. CrossRef
Analysis of academic achievement in comprehensive dental hygiene courses using MBTI personality type
Hyun-Sun Jeon, Keun-Ok Lim, Yong-Keum Choi
Journal of Korean society of Dental Hygiene.2015; 15(4): 603. CrossRef
Medical students’ empathy and its effect on the physicianpatient relationship
Min Young Chun, Sang Ho Yoo, Hoon-Ki Park
Korean Journal of Medical Education.2015; 27(4): 283. CrossRef
Oral Hygiene Controllability and Personality Type Test (MBTI)
Hye Sook Park
Journal of Oral Medicine and Pain.2014; 39(1): 15. CrossRef
Difference Analysis of Study Achievement in Course Related to Anatomy by Personality Type
Hyo Hyun Yoo
Korean Journal of Physical Anthropology.2014; 27(3): 137. CrossRef
Transfer Students' Personality Types and Their Academic Performance in a Graduate-Entry Dental School
Jung-Joon Ihm, Bo-Young Park, Gene Lee, Bo-Hyoung Jin
Korean Journal of Medical Education.2012; 24(3): 241. CrossRef
The Effect of Counseling for Interpersonal Relationship Using Myers-Briggs Type Indicator
Seon Suk Jang, Bong Jo Kim, Young Tae Ju, Hyang Ok Woo, Jae Hee Han, Gyeong Jae Cho, Soon Chan Hong
Korean Journal of Medical Education.2011; 23(1): 15. CrossRef
The Effect of Personal Character on the Results of Clinical Performance Skill Tests
Sung Joon Shin, Kyung Soo Kim, Dong Seok Lee
Korean Journal of Medical Education.2011; 23(2): 111. CrossRef
The Effects of Achievement Goal Orientation and Self-efficacy on Course Interests and Academic Achievement in Medical Students
Yeonhee So
Korean Journal of Medical Education.2008; 20(1): 37. CrossRef
The Relationship Between Personality Types, Communication Skills and Learning Attitudes in Premedical Students
Young Hee Lee, Young-Mee Lee, Byung Soo Kim
Korean Journal of Medical Education.2008; 20(3): 177. CrossRef
Exploring the Characteristics of Interpersonal Problems Based on Medical Students' Personality Types
Eun Kyung Kim, Eun Bae Yang, Se Jin Kim
Korean Journal of Medical Education.2007; 19(2): 143. CrossRef

7,170 View
102 Download
Crossref

Faculties in Korean Medical Schools: Their Specialties and Inbreeding: Yoon-Seong Lee, Soo Jin Chae, Jwa Seop Shin; Korean J Med Educ 2004;16(3):269-279.
Published online December 31, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.3.269

Abstract
PDF

PURPOSE
This article is prepared in order to know how many professors are in our medical colleges according to their specialties and how is the "inbreeding", or status of employment to the college where he/she graduated. METHODS: Based on [Current Educational Status of Medical Schools] put out by the Korean Council of Deans of Medical College, in May 2002, we had 7, 867 professors in 41 medical schools.
RESULTS
Among them, 7, 280 (92.5%) were medical doctors (MD). There had been 1, 063 new professors since May 1998. The biggest one has 808 and the smallest has 46 professors. Although there was a small increase in the number of professors in most specialties, dermatology, plastic surgery, ophthalmology, ENT, and psychiatry showed a small decrease. This is because many doctors in these specialties had opened private clinics after the 2002 Dispute on Health Insurance System. The MD faculties at 8 medical schools, which were established before 1965, were comprised of 83.8% of their own graduates, while those at 14 medical schools (established between 1965 - 1982) had 37.3% of their own graduates. CONCLUSION: This "inbreeding" of faculty members was prominent in older schools though this tendency could also be seen in younger schools. Early exposure to and communication with other institutes or facilitates the reduction of the "inbreeding" phenomenon.

Citations

Citations to this article as recorded by

Current status of professor resignation at a local medical school and their post-resignation employment opportunities
Hyeon Ju Kim, Jung-Sik Huh, Youngjoon Kang
Journal of Medicine and Life Science.2024; 21(3): 78. CrossRef
Current Status and Performance Evaluation Systems of Faculty in Korean Medical Schools
Eunbae B. Yang, Tae Seon Lee, Myung Ja Cho
Korean Medical Education Review.2019; 21(1): 41. CrossRef
A survey on the education, medical practice, research, and fringe benefits of Korean medical school faculty
Kyung Hwa Seo, Sun Mi Lim, Byung In Lee, Choong Hak Park, Yoon Hyung Park
Journal of the Korean Medical Association.2012; 55(11): 1128. CrossRef

5,557 View
29 Download
Crossref

The Need Assessment of Management & Business Programs in Medical College: Young Mee Lee, Won Il Choi, Yeon Hee So, Duck Sun Ahn; Korean J Med Educ 2003;15(2):163-170.
Published online August 31, 2003; DOI: https://doi.org/10.3946/kjme.2003.15.2.163

Abstract
PDF

PURPOSE
In this rapid changing society and medical practice, the professionalism in the management of a hospital is being required. However, most physicians do not have the opportunity for systematic training for management and business. The difficulties perceived by private practitioners in their real practices are surveyed in order to assess the need for education course on Management & Business in medical school. METHODS: From February 3rd, 2003 to February 20th, 2003, 2, 381 private practitioners participated in the nation-wide internet questionnaire, of which the response rate was 7.1% (168 persons). The contents of the survey include 9 criteria, which consist of problems of hospital management, the present method of management, the demand for Management & Business course, and the need for commencement of education course. RESULTS: More than 50% of the physicians who answered this questionnaire expressed difficulties in some criteria such as accounting, taxation business, and management of hospital staffs. Many physicians (66 persons; 39.3%) suggested lack of knowledge of management & business or such skills as the reason for it. Most of them dealt with these difficulties by discussing these matters with their colleagues (96 persons; 57.1%) or by themselves according to their own experiences (44 persons; 26.2%). Eighty two percent of respondents approved of establishing the new subject, Management & Business course and its education. In this survey, patient management, marketing, and tax-related fields were chosen as the most needed fields for education. CONCLUSION: It was revealed that most private practitioners realized the importance of the ability in Management & Business and agreed with the need for experiencing systematic education during medical education. Therefore, it is necessary to perform the in - depth research about establishing Management & Business course in medical school.

Citations

Citations to this article as recorded by

Needs Assessment of Medical Students During Clerkship About Basic Medical Science: Focused on ʹLearning Outcome of Basic Medical Education: Scientific Concept and Principle‐centeredʹ
Hye jin Park, Dae Hyun Kim, Won Kyun Park, Dong yoon Kum, Seon Young Kwon, Jae Bum Kim, Jin Hee Kim, Il Seon Hwang, Min Seo Kim
Korean Medical Education Review.2016; 18(2): 65. CrossRef

4,675 View
24 Download
Crossref

Development of an Evaluation Baseline Module for Clinical Clerkship: Gachon Medical School Experience: Yong Il Kim, Young Don Lee, Je Hwan Oh, In Suck Choi, Hann Chah, Eui Don Lee, Bong Jin Han, Keun Lee, Byung Kook Lee, Yoon Myung Im, Gwi Hwa Park; Korean J Med Educ 2003;15(2):131-139.
Published online August 31, 2003; DOI: https://doi.org/10.3946/kjme.2003.15.2.131

Abstract
PDF

PURPOSE
The aims of this paper are to develop a student evaluation format as a part of core clinical clerkship (student internship) program at Gachon Medical School, and to identify its impeding factors in implementation. METHODS: Both rating scale of Likert type and check list for student's clerkship assessment were designed; the rating scale format was developed into two parts, namely attendance and the clinical competence demonstrated during the clerkship in which 3 domains of knowledge, skills and attitude were included in balance; the professional competence was made of 9 items, each being designed to accommodate 3 degrees by learner's performance. The clinical instructors in charge were requested to sit a short feedback session on the evaluation results with students who were signed at the end. Nursing staff was also asked to participate in evaluation of the student attitude in a limited area. RESULTS: Despite the full acceptance of the evaluation approach theoretically, its practical implementation was not successful because of difficulties related to adjustment of their department-based scoring system to the comprehensive assessment, or unfamiliarity with face-to-face feedback system. CONCLUSION: The authors assume that this Likert type of the rating scale is a simple, more comprehensive and strong tool to meet the learning objectives, and easy to enhance the feedback effect. It is, however, advised that the formative reporting system is crucial to transform the traditional evaluation approach into the pass/fail format so that unnecessary conversion risk is eliminated.

Citations

Citations to this article as recorded by

Pilot Study Results of a Longitudinal Integrated Clerkship in a Single Institution
Hyun Bae Yoon, Sang Hui Moon, Sun-Jung Myung, Jun-Bean Park, Wan Beom Park
Korean Medical Education Review.2018; 20(1): 15. CrossRef
Evaluating Methods of Reinforcing the Clinical Clerkship
Son-Hwan Choi, Han-Byul Jung
Korean Medical Education Review.2015; 17(3): 122. CrossRef
Accelerating Change in Medical Education after the Dismantlement of the Intern Training System
Eunbae Yang, Byung Soo Kim, Jwa-Seop Shin
Korean Medical Education Review.2015; 17(1): 20. CrossRef
The Student Internship Experience
Son-Hwan Choi
Korean Medical Education Review.2015; 17(1): 26. CrossRef
Changes in the Clerkship in Korean Medical Schools: The Prospect of a Student Internship
Tai Young Yoon, Jong Keun Lee, In Hwan Oh
Korean Medical Education Review.2013; 15(2): 75. CrossRef
Developing and Testing an Evaluation Tool to Measure Clinical Teaching
Eun-Jung Im
Korean Journal of Medical Education.2011; 23(1): 49. CrossRef
Using Problem-based Learning to Teach Antibiotics use during a Clerkship in Internal Medicine
Wan Beom Park, Hong Bin Kim, Nam Joong Kim, Myoung-don Oh, Kang Won Choe, Yoon Sung Lee, Jwa-Seop Shin
Korean Journal of Medical Education.2007; 19(1): 13. CrossRef
Status of Clerkship Education and Its Evaluation in Korean Medical Schools
Eunbae Yang, Duk-Joon Suh, Yunseong Lee, Sookon Lee, Seokhwa Kim, Eunil Lee, Guetae Chae, Yeonju Jo, Ducksun Ahn
Korean Journal of Medical Education.2007; 19(2): 111. CrossRef

6,223 View
31 Download
Crossref

Program Development of Student Internship (Subinternship) in Gachon Medical School: Gwi Hwa Park, Young Don Lee, Jae Hwan Oh, In Suck Choi, Yoon Myung Lim, Yong Il Kim; Korean J Med Educ 2003;15(2):113-130.
Published online August 31, 2003; DOI: https://doi.org/10.3946/kjme.2003.15.2.113

Abstract
PDF

PURPOSE
This study aims to explore an one-year experience of intensive core clinical clerkship (student internship, subinternship) in Gachon Medical School for junior clinical students, and the immediate outcome of the program was discussed along the with advantages and student load.
METHODS
36 junior medical students (M5) were exposed to 36 weeks of core clinical clerkship including internal medicine (12wks), pediatrics (6wks), obstetrics-gynecology (6wks), general surgery (4wks), psychiatry (4wks), and emergency medicine (4wks). The clinical service team was made of faculty member (1), senior resident (1), intern (1) and M5 students (1-2), and the students who were involved a wide range of baseline responsibilities corresponding to those of regular rotating interns. They were encouraged to participate the various procedures and decision making process, but their participation was restricted by keeping 3 levels of performance policy according to degree of supervision. Questionnaire analysis was carried out immediate after the student internship. RESULTS: Students were proud of themselves being as the subinterns and showed a strong motivation, while they had a difficulty to tolerate a strong psychologic pressure by taking their roles of subinternship. Major responsibilities of clerkship were focused on the clinical information collection (history taking and physical examination), students-directed group conference, faculty-led small group discussion, technical skill learning and ward round in order. Students appreciated well to this internship in terms of acquisition of clinical skills and identification of their role, but shortage of space, frequent on-call, lack of self-directed learning opportunity, unclarified requests from the hospital authority were pointed out. CONCLUSION: It is assumed that student internship is a strong tool to promote the quality of clinical learning process, but requires details of teaching instructions (manuals) aside from solving a series of legal on malpractice, for which critical defining of clinical participation is essential to upgrade the Korean version of clerkship.

Citations

Citations to this article as recorded by

An Immersive Virtual Reality Simulator for Echocardiography Examination
Jun-Seong Kim, Kun-Woo Kim, Se-Ro Kim, Tae-Gyeong Woo, Joong-Wha Chung, Seong-Won Yang, Seong-Yong Moon
Applied Sciences.2024; 14(3): 1272. CrossRef
A Novel Virtual Reality-Based Simulator for Maxillofacial Reconstruction Surgery: Development and Validation Study
Jun-Seong Kim, Kun-Woo Kim, Hyo-Joon Kim, Seong-Yong Moon
Applied Sciences.2024; 15(1): 332. CrossRef
Immersive VR (Virtual Reality) Simulator for Vein Blood Sampling
Jun-Seong Kim, Kun-Woo Kim, Seong-Won Yang, Joong-Wha Chung, Seong-Yong Moon
Technologies.2023; 11(6): 158. CrossRef
Student Satisfaction and Achievement after Role-playing in a Pediatric Dentistry Class
Min Jin Kim, Ji-Soo Song, Teo Jeon Shin, Young-Jae Kim, Jung-Wook Kim, Ki-Taeg Jang, Sang-Hoon Lee, Hong-Keun Hyun
THE JOURNAL OF THE KOREAN ACADEMY OF PEDTATRIC DENTISTRY.2018; 45(3): 280. CrossRef
Feasibility of implementing a surgical student internship program in South Korea
HyeRin Roh, Ku Sang Kim, Kee Hwan Kim, In Seok Choi, Kyu Eun Lee, Hyun-Young Kim, Nam-Joon Yi, Sun-Whe Kim, Min Gyu Kim
Annals of Surgical Treatment and Research.2015; 88(4): 181. CrossRef
A Survey of Students' Satisfaction on Participation Learning Using Role-play in Clerkship
Jiwon Hong, Jungwook Kim, Youngjae Kim
THE JOURNAL OF THE KOREAN ACADEMY OF PEDTATRIC DENTISTRY.2015; 42(1): 1. CrossRef
Evaluating Methods of Reinforcing the Clinical Clerkship
Son-Hwan Choi, Han-Byul Jung
Korean Medical Education Review.2015; 17(3): 122. CrossRef
The Student Internship Experience
Son-Hwan Choi
Korean Medical Education Review.2015; 17(1): 26. CrossRef
The Qualitative Research about Students’ Experience of Students Internship: A Case from the Catholic University of Daegu School of Medicine
Son-Hwan Choi, Tae-Hong Yoon
Korean Medical Education Review.2014; 16(2): 99. CrossRef
Changes in the Clerkship in Korean Medical Schools: The Prospect of a Student Internship
Tai Young Yoon, Jong Keun Lee, In Hwan Oh
Korean Medical Education Review.2013; 15(2): 75. CrossRef
A Survey of Students' Satisfaction on Participation Learning Using Role-play in Clerkship
Min-Kyung Song, Seung-Ug Hong
The Journal of Korean Oriental Medical Ophthalmology and Otolaryngology and Dermatology.2012; 25(3): 65. CrossRef
Strategies for Effective Teaching in Clinical Clerkship
Sun Ju Im
Hanyang Medical Reviews.2012; 32(1): 51. CrossRef
Status of Clerkship Education and Its Evaluation in Korean Medical Schools
Eunbae Yang, Duk-Joon Suh, Yunseong Lee, Sookon Lee, Seokhwa Kim, Eunil Lee, Guetae Chae, Yeonju Jo, Ducksun Ahn
Korean Journal of Medical Education.2007; 19(2): 111. CrossRef
Implementation of Student Internship with Intern-Level Responsibility
Hye Rin Roh, Gibong Chae, Jeong Hee Yang
Korean Journal of Medical Education.2007; 19(1): 47. CrossRef

7,030 View
58 Download
Crossref

The Achievement of Medical Students Admitted after Baccalaureate Level: Yoo Chul Lee, Sang Hee Yeo, Won Kee Lee, Duk Sik Kang, Echeol Kang, Yun Sik Kwak, Bo Wan Kim, Jong Myung Lee, Bong Hyun Chang, Jae Myung Chung, Hee Jung Cho; Korean J Med Educ 2003;15(1):1-10.
Published online April 30, 2003; DOI: https://doi.org/10.3946/kjme.2003.15.1.1

Abstract
PDF

PURPOSE
Kyungpook National University School of Medicine initiated a pilot project to admit small number of qualified students who received BS degree or above in the field of sciences in 1996. This study was conducted to evaluate effectiveness of the pilot project. METHODS: Students' academic grades, outcome of their opinion surveys on adaptability to the school life, difficulties and problems from the classes of 1996 to 2001 were analyzed. RESULTS: A total of 57 students were admitted to this program over the past 7-year period, 54.8% of them from natural science major and 36.8% from engineering. Students admitted with BS degree were performing above average in the class by % rank. There was no significant difference in academic performance between the natural science and the engineering major. Of 20 graduated, only one took career in basic medical science (physiology). The students thought undergraduate education was helpful in maturing personal characters than in knowledge or skill attainment. CONCLUSION: The achievement of medical students admitted after baccalaureate level was comparable to that of students with two years of premedical education.

Citations

Citations to this article as recorded by

Student selection factors of admission and academic performance in one medical school
Keunmi Lee, Taeyoon Hwang, So young Park, Hyoungchul Choi, Wanseok Seo, Philhyun Song
Yeungnam University Journal of Medicine.2017; 34(1): 62. CrossRef
Examining How Structures Shape Teacher and Student Agency in Science Classrooms in an Innovative Middle School: Implications for Policy and Practice
Jisun Park, Sonya N. Martin, Hye-Eun Chu
Journal of The Korean Association For Science Education.2015; 35(4): 773. CrossRef
Correlation of Academic Achievements with Cognitive Admission Variables and Demographics at Chungbuk National University Graduate Medical School
Sang-Jin Lee, Woong Choi, Seok Yong Kim, Jae-Woon Choi
Korean Journal of Medical Education.2009; 21(1): 59. CrossRef
Comparison of the First Year Curricular Achievements between Students of the Medical College and the Professional Graduate Medical School in Chungbuk National University
Sang-Jin Lee, Jong Won Kang, Heon Kim, Seung Ryul Kim, Sang Ick Lee, Sang-Jeon Lee
Korean Journal of Medical Education.2007; 19(1): 73. CrossRef

6,070 View
35 Download
Crossref

Facilitating and Impeding Factors for Promotion of Educational Planning in Young Medical Schools: Yong Il Kim; Korean J Med Educ 2002;14(2):227-243.; DOI: https://doi.org/10.3946/kjme.2002.14.2.227

Abstract
PDF

PURPOSE
This study aims to identify the impeding and facilitating factors in educational planning of the young Korean medical schools and to develop the rationales for recommendation.
METHODS
The young medical school was defined as the one established during the last ten years producing the graduates no more than 5 consecutive years. The force field analysis technic was applied to collect the factors influencing to the desirable direction of the educational planning in areas of the organization, students, faculty members, physical setup, and educational planning of such young medical schools.
RESULTS
A total of ten medical schools were categorized as the young school, comprising 24% of all 41 medical schools in Korea. These ten schools included 2 national and 8 private schools, and the latter has run 3 non-university-based MD programs. With a few exceptions, their MD programs did not show any crucial diversities or justifiable differences from another 12 schools which were established one decade ahead the study schools. Although most of fundamental controversies seemed derived from loss of active faculty participation in educational planning aside from a weak perception on faculty's academic roles/identity in the university community, the worst educational confusion was related to copying of the curricular format from the traditional medical schools, mostly the alma maters of the first deans at the time of school establishment. Further to the above were wide dissociation of school's curricular design from their long term goals or community's medical practice, no intimate integration between the curricular designs and dean's limited leadership, and shortage of faculty members in basic medical sciences. On the other hand, a unique advantage among ten young schools was the enrollment of 40~50 students per year with a relatively high proportion of young faculty members who were more renovation-minded against the traditional curricular barrier.
CONCLUSION
Regardless of administrative system of university or solely medical school program setting, the followings were stressed for further effective educational renovation in the following priorities; (1) strengthening of educational unit to meet faculty's pedagogical upgrading, (2) recognition of individual learners with activation of small group learning, (3) application of strict evaluation criteria for faculty recruitment and promotion, (4) dean's leadership expressed by appropriate appointment policy of department chairs, and (5) arrangement of intercollegiate collaboration among young medical schools. It is also recommended that seeding and harvest policy would not be necessarily monopolized by the same dean, and instead it should be consecutively succeeded for better renovative outcomes.

Citations

Citations to this article as recorded by

Perceptions of organization, job attitudes, challenges, and solutions among medical school administrative staff
Ji Hyun Im, Jun Moo Ahn, Seung Hee Lee
Korean Journal of Medical Education.2024; 36(3): 287. CrossRef
Analysis on the Performance and Tasks of Accreditation System for Medical Colleges
Eun Bae Yang
Journal of the Korean Medical Association.2008; 51(6): 586. CrossRef

4,829 View
28 Download
Crossref

Current Situation of Medical Ethics Education in the United States of America: Ock Joo Kim; Korean J Med Educ 2002;14(2):195-202.; DOI: https://doi.org/10.3946/kjme.2002.14.2.195

Abstract
PDF

PURPOSE
This paper examines current situation of medical ethics education in the United States of America to have an overview on contents, learning methods and educational strategies for medical ethics education.
METHODS
The author analyzes medical ethics courses, related integrated courses and their teaching methods published in Curriculum Directory Association of American Medical Colleges (2000) and reviewed literature relevant to the subject.
RESULTS
The statistical data show that 125 medical schools in America provided 679 medical ethics classes, which were 5.4 classes per school. More than 90% of formal classes were conducted in preclinical years: 67.3% of all ethics-related classes were opened in the first academic year; 24.8 % in the second academic year. Lectures were most prevalent teaching methods, following small group discussion, case-based study, tutorial, and so on. Medical educators have hardly reached consensus over details of medical ethics, although they agree on the necessity of medical ethics education. In spite of incomplete information, this study shows a general tendency of medical ethics education in U.S.A.

Citations

Citations to this article as recorded by

A Comparison of Moral Intuitions about Professional Ethics between the Medical Students and Residents in a University Hospital*
So Youn PARK, Ivo KWON, Oh Young KWON, Tai Young YOON
Korean Journal of Medical Ethics.2014; 17(2): 159. CrossRef
Assessing the Effectiveness of Medical Ethics Education
Sung Soo Kim, Byung Kyu Park, Chulhun L. Chang, Hae Kyu Kim, Shin Young Kang, Seong Wan Baik
Korean Journal of Medical Education.2008; 20(1): 73. CrossRef

5,375 View
37 Download
Crossref

A Study for Improvement of Faculty Mentoring Program in Gachon Medical School: Sun Ju Chung, Ji Young Kim, Young Ha Oh, Dong Hyuck Suh, Yong Il Kim; Korean J Med Educ 2001;13(1):79-90.; DOI: https://doi.org/10.3946/kjme.2001.13.1.79

Abstract
PDF

To foster humanistic physician, and to support medical students with the many adjustment problems which they commonly encounter in medical school, more personal and closer relationships between faculty members and students are warranted. This study was carried out to investigate faculties' and student's perceptions of the mentoring program in Gachon medical school. A total of 90 faculty members and 131 students responded to questionnaires. Most of the faculties and students believe this program to hold an important role in medical education. While majority of faculty members thought that the most important purpose of the program is to develop student attitudes by being a positive role model, most students perceived the development of personal relationships with faculties as being the most important. In addition, both faculty members and students listed an interest in education, as well as compassion for students as being important characteristics of a good mentor. With regard to perceived or anticipated problems of this program, many faculty members pointed to a lack of time and experience, while students indicated faculty members' passive attitudes and lack of interest in cultivating relationships with students. Findings from this study suggest several directions for improvement. First, to encourage active participation, students and faculties must understand the purpose of this program. Second, a training program to develop mentoring abilities should be provided for faculty. Third, a network among cooperating services should be introduced to keep this program running more effectively. Further, mentors and students should have regular meetings to promote closer relationships between them. This improved faculty mentoring program can serve as a continuing basis to facilitate personal and professional development of medical students.

Citations

Citations to this article as recorded by

Design and Implementation of a Career Planning Program at Chonnam National University Medical School
Eui-Ryoung Han, Eun-Kyung Chung
Korean Medical Education Review.2024; 26(1): 36. CrossRef
Career Guidance to Help Medical School Students Choose a Specialty after Graduation
Sun Woo Lee
Korean Medical Education Review.2024; 26(1): 5. CrossRef
Are medical students being properly cared for? A question for the current student advisory program
Yera Hur, Keumho Lee
Korean Journal of Medical Education.2013; 25(3): 221. CrossRef
What Kind of Mentoring Do We Need? A Review of Mentoring Program Studies for Medical Students
Yera Hur, Sun Kim, Keumho Lee
Korean Journal of Medical Education.2013; 25(1): 5. CrossRef
The Effects of Attribution Tendencies, Academic Stress, and Coping Efficacy on Academic Adjustment of Medical Students
So-Joung Yune, Kwi Hwa Park, Wook-Jin Chung, Sang-Yeoup Lee
Korean Journal of Medical Education.2011; 23(3): 167. CrossRef

5,474 View
27 Download
Crossref

Review

Faculty Evaluation in Korean Medical Schools: Part I. Designing of Basic Guideline for Assessment of Faculty Activities: Yong Il Kim, Ji Young Kim; Korean J Med Educ 2000;12(2):153-162.; DOI: https://doi.org/10.3946/kjme.2000.12.2.153

Abstract
PDF

Faculty evaluation in medical schools is a necessary procedure to improve the quality of the faculty and ultimately of the educational program. This article emphasizes an establishment of baseline strategies on designing the faculty evaluation programs prior to the development of basic guidelines to evaluate individual faculty activities. We propose, in this article, three baseline strategies in developing a faculty evaluation program. First, all of elements of faculty activities should be closely assessed, equally measured and balanced in light of the medical school's needs. From this point of view, clinical services should be assessed separately from the public service category because clinical services are special duties of clinical faculties in medical schools. Faculty track system including clinical track is one of the effective strategy to evaluate the activities of clinical faculties. Second, determining criteria should be developed with the understanding that they will clearly define the concepts of minimum requirements Third, for a more pertinent and effective faculty evaluation, various qualitative as well as quantitative methods must be used.

Citations

Citations to this article as recorded by

Faculty Development for Medical Faculty: Importance and Strategies
Do-Hwan Kim
Korean Medical Education Review.2023; 25(1): 3. CrossRef
Current Status and Performance Evaluation Systems of Faculty in Korean Medical Schools
Eunbae B. Yang, Tae Seon Lee, Myung Ja Cho
Korean Medical Education Review.2019; 21(1): 41. CrossRef
Influences of faculty evaluating system on educational performance of medical school faculty
Hong Bin Kim, Sun Jung Myung, Hyeong Gon Yu, Ji Young Chang, Chan Soo Shin
Korean Journal of Medical Education.2016; 28(3): 289. CrossRef

4,821 View
29 Download
Crossref

Original Article

Survey on Behavioral Science Education in Korean Medical Schools and Development of a Standard Syllabus: Jung Han Park, Ju Young Lee, Pock Soo Kang; Korean J Med Educ 1999;11(2):323-337.; DOI: https://doi.org/10.3946/kjme.1999.11.2.323

Abstract
PDF

OBJECTIVES: To survey the behavioral science education in Korean medical schools and to develop a standard syllabus for behavioral science course. SUBJECTS: Professors who are in charge of behavioral science course in 32 medical schools in 1996.
METHODS
To develop a standard syllabus of behavioral science course for medical school Delphi technique was used. A questionnaire was mailed to each professor who was in charge of the behavioral science course in 32 medical schools to ask about the course objectives and contents and educational method in January 1996 and 27 questionnaires were completed and returned. The course objectives and syllabi of 27 medical schools were listed and mailed to the same professors to check his/her opinion on the necessity of each item for the behavioral science course. Twenty-three questionnaires were returned and analyzed. The opinion of 23 respondents on each objective and syllabus were listed again and mailed back to the respondents and asked to check if he/she agree with the other respondents' opinion. Nineteen questionnaires were collected. From this results a standard syllabus was developed.
RESULTS
We recommend that educational objectives of behavioral science course for medical students include understanding of human behavior in biologic, psychologic and sociocultural contexts, understanding of the relationship between body and mind (stress and diseases), acquiring techniques for establishing doctor-patient relationship, and acquiring knowledge and skill for holistic approach to patient care. Recommendable syllabi for behavioral science course are medicine and behavioral science (basic principles of human behavior), body and mind, growth and development, family and health, medical care and society and culture, illness behavior, physician's identity, doctor-patient relationship, communication (clinical interview), and psychologic aspects of human behavior. We recommend that the behavioral science course be offered in the first and second grades of medical students, be integrated into the medical curriculum to link better with clinical courses. Duration of course needs to be expanded from 25.2 hours on the average at present to at least 48 hours. To improve the effectiveness of behavioral science education, it is necessary to develop various teaching methods such as small group discussion, panel discussion, case study, role play and clinical practicum. It is recommended that behavioral science be taught by a team consisted of behavioral scientists and physicians with behavioral science background including psychiatrists instead of by psychiatrist alone.

Citations

Citations to this article as recorded by

How to Set an Educational Goal
Sun Huh
Korean Journal of Medical Education.2011; 23(4): 241. CrossRef

4,829 View
21 Download
Crossref

A Study of Validity Used Quantitative Indices on the Evaluation of Korean Medical Schools in 1996: Soung Hoon Chang, Kun Sei Lee, Won Jin Lee, Cheong Sik Kim, Sang Yoon Kim; Korean J Med Educ 1999;11(2):313-322.; DOI: https://doi.org/10.3946/kjme.1999.11.2.313

Abstract
PDF

The purpose of this study is to review the validity of quantitative indices on the Evaluation of Korean Medical Schools in 1996. The data required for the indices were obtained from the 1996's edition of the Directory of Korea Medical Education and compared to the results of the evaluation. Among the quantitative indices of the evaluation the number of professors and assistants of basic medical science was the most valuable index to differentiate the better group from lesser groups of medical schools in Korea.

3,830 View
18 Download

Renewal of Medical School Graduate Courses: Mun Gan Rhyu, Jin Kim, Won Chul Lee, Choun Ki Joo, Cho Hyun Park, Oh Joo Kwon, Myung Suk Kim; Korean J Med Educ 1999;11(2):233-260.; DOI: https://doi.org/10.3946/kjme.1999.11.2.233

Abstract
PDF

Over the past years, university administrators have known how hard it is to transform into the modern university. Rigid in-bred research system, narrow interest, unworkable graduate programs are complicatedly woven into a network of academic fraction. Cronyism and protectionism flood various laboratories and research institutes affiliated with the university. Until recently, the department structure of medical school has steadfastly guarded its territory and refused to allow non-medical undergraduate students to apply for the graduate schools of medical science. The graduate schools in medical science are considered just extra appendages because most of graduate students should be engaged in hard work position such as junior faculty or residentship training course of university hospital. In the present environment of graduate program, medical schools are consequently not able to bring in full-time young researchers, but only recently has its door been open for others. It should be time to reorganize the medical school graduate course into large multidisciplinary research group by expanding graduate programs.

4,335 View
16 Download

Potential for Integrated Medical School and Oriental Medical School Curriculum: Tae Yong Sohn, Heechoul Ohrr; Korean J Med Educ 1998;10(2):337-349.; DOI: https://doi.org/10.3946/kjme.1998.10.2.337

Abstract
PDF

This study aims to suggest potential steps required for the integration of medical and oriental medical school by comparing the curriculum and its content between the two. The analysis was based on the specific behavioral objectives(SBOS) of the Korean Medical Association and Oriental Medical School Association. We used the school's catalog as well to get information on courses that are offered, hours, and credits. Major findings were as follows. 1. Clinical courses that are taught in oriental medical schools cover about 75% of the courses offered in medical schools on the basis of SBOS. This suggests that western medical knowledge is required for training oriental medical doctors in Korea. 2. If the SBOS of clinical medicine is taught for another 1 year at the oriental medical school, it will cover the entire content of the medical school. Also if 1.5 years of oriental medicine content is taught at medical school, it will include the whole SBOS offered in orienta medical school. Including a 1 year of clinical practicum, the extra years of required education would be 2 years for oriental medical students and 2.5 years for the medical students. Planning for an integrated for medical and oriental medicine requires close cooperation between all parties in practice and academics. A newly developed level of medicine will emerge from this if the plan takes into account the establishment of medical and oriental medical graduate schools and KMA's movement to reduce the number of SBOS to be taught in medical schools.

Citations

Citations to this article as recorded by

Comparative Analysis of the Role of Beliefs in the Causes of Illness and Attitudes toward Medical Services in University Students from Disparate Specialties
Sunhee Lee, Juhye Kim, Juhyun Seo, Junga Lee, Gwiyeom Ha
Korean Journal of Medical Education.2009; 21(3): 229. CrossRef