Korean Journal of Medical Education

"Medical student"

Original Research

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

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

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Short Communication

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

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

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Review Article

The impact of simulation on the development of critical thinking and reflection among nursing and medical students: a systematic review: Sana Loubbairi, Laila Lahlou, Abdelkader Amechghal, Hicham Nassik; Korean J Med Educ 2025;37(2):187-202.
Published online May 29, 2025; DOI: https://doi.org/10.3946/kjme.2025.334

Abstract
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Simulation is an educational approach that promotes the mastery of technical skills while advancing the development of non-technical competencies, both of which are widely acknowledged as essential in clinical practice. This review aimed to synthesize findings on the impact of simulation in enhancing critical thinking and reflection among nursing and medical students. Following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a systematic review was conducted by searching the following databases: PubMed, Science Direct, and Scopus. The quality of the included studies was assessed using Joanna Briggs Institute critical appraisal tools. The protocol was previously registered in the PROSPERO registry (CRD42022371971). From 1,323 studies identified in primary research, 16 were included in this review, involving a total of 1,283 students. Of the 16 studies, seven investigated the impact of simulation on critical thinking and reported a positive effect compared to traditional teaching methods. For student reflection, only one study addressed this theme and reported a positive effect on nursing students. This review demonstrated that simulation has a positive impact on critical thinking; however, its impact on reflection remains inconclusive. Further research is essential to explore its effects across diverse populations, including those in developing countries, to maximize its educational potential in health professions education.

Citations

Citations to this article as recorded by

Pedagogical mediation with ICT for the development of critical thinking in primary education: A systematic review
León-Díaz Fredy, Boude Oscar, Vargas-Sanchez Ana
Thinking Skills and Creativity.2026; 60: 102085. CrossRef
The Effect of High-Fidelity Simulation vs. Simulation with Standardized Patients on the Development of Reflective Practice Among Medical Students
Sana Loubbairi, Laila Lahlou, Yassmine El Moussaoui, Abdelkader Amechghal, Hicham Nassik
International Medical Education.2026; 5(1): 19. CrossRef
Design and Effect Evaluation of High-Simulation Scenario Simulation Teaching for Comprehensive Experiment in Health Assessment
璋琳王
Creative Education Studies.2025; 13(08): 112. CrossRef
The influence of final-year undergraduate nursing students’ participation in simulation on their critical thinking: A mixed methods systematic review
Kate Harry, Beth Pierce, Elizabeth Forster
Nurse Education in Practice.2025; 89: 104617. CrossRef

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2 Scopus

Facilitating clinical reasoning for medical students in clinical settings: a scoping review: Yeny Dyah Cahyaningrum, Yoyo Suhoyo, Gandes Retno Rahayu; Korean J Med Educ 2025;37(2):163-186.
Published online May 29, 2025; DOI: https://doi.org/10.3946/kjme.2025.333

Abstract
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This scoping review describes the responsibilities of facilitators, especially clinical teachers, in facilitating clinical reasoning and factors affecting the implementation of the strategies. This review was conducted by collecting and identifying original data in peer-reviewed full English journals published between 2004 and 2021. It followed Arksey and O’Malley’s framework and adhered to the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews guidelines. The process included formulating review questions, developing a comprehensive search strategy, selecting relevant studies, extracting data, and presenting findings. Initial searches were conducted on PubMed, EBSCO, Scopus, and EMBASE, with a research librarian ensuring the efficiency and comprehensiveness of the search. The search based on the PCC approach (population, concept, context approach) encompassed “clinical reasoning,” “facilitation,” and “clinical teachers.” Out of the initial 2,004 records retrieved from the four databases, a thorough screening process led to the 30 studies included in the review, revealing three primary themes and multiple strategies related to clinical reasoning facilitation in clinical settings. These themes involved the responsibilities of clinical teachers, strategies utilized, and factors influencing clinical reasoning learning in clinical settings. In the clinical settings, clinical teachers have crucial responsibilities in facilitating clinical reasoning learning, including creating a safe environment, demonstrating effective practices, using appropriate strategies, and assessing students’ abilities. While this review has explored the responsibilities of clinical teachers, specific strategies that enhance clinical reasoning abilities need further investigation. Additionally, the impacts of identified factors on strengthening clinical reasoning abilities require more analysis.

Citations

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Helpful strategies identified and utilized by physiotherapy students from culturally and linguistically diverse backgrounds during clinical placements in Australia
Stephen West-Newman, Martin Sale, Roma Forbes, Stacie Attrill
Physiotherapy Theory and Practice.2025; 41(12): 2654. CrossRef
Improving Large Language Model Applications in the Medical and Nursing Domains With Retrieval-Augmented Generation: Scoping Review
Yiqun Miao, Yuhan Zhao, Yuan Luo, Huiying Wang, Ying Wu
Journal of Medical Internet Research.2025; 27: e80557. CrossRef

1,425 View
78 Download
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2 Scopus

Original Research

Impact of the COVID-19 pandemic on the clinical performance of medical students: a retrospective study in Korea: Jihye Yu, Sukyung Lee, Janghoon Lee, Inwhee Park; Korean J Med Educ 2025;37(2):143-152.
Published online May 29, 2025; DOI: https://doi.org/10.3946/kjme.2025.331

Abstract
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Purpose
The COVID-19 (coronavirus disease 2019) pandemic led to significant changes in clinical clerkships, including reduced ward rounds. We aimed to determine how the pandemic–induced changes in the clinical practice environment affect the clinical performance of medical students.
Methods
We analyzed
objective
structured clinical examination scores of third- and fourth-year medical students from 2019–2020 and 2020–2021 across six stations by the Seoul–Gyeonggi Consortium. Clinical, communication, and ability scores were measured and analyzed using repeated-measures multivariate analysis of variance.
Results
The interaction between clinical practice progress and pandemic-induced changes significantly affected physical examination and medical history scores, though the differences were not substantial. Patient-physician interaction significance varied by measurement period. Clinical communication ability also showed significant differences based on the measurement period and practical experience.
Conclusion
During the pandemic, alternative learning methods, including self–learning, simulation/practice, and peer role–play, helped improve medical competency in areas such as history–taking and physical examination. However, these were less effective in improving patient–physician interactions or clinical communication efficacy. Alternative learning methods have limitations, and they cannot replace direct patient encounters in clinical practice.

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

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

Citations

Citations to this article as recorded by

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

1,315 View
48 Download
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1 Scopus

Short Communication

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

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

Citations

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Calidad de sueño percibida y su asociación con el estrés en estudiantes del área de la salud en México: estudio longitudinal
Alberto Fouilloux Morales, Mariana Fouilloux Morales, Ileana Petra Micu, Beatriz Zamora López, Silvia Aracely Tafoya
South Florida Journal of Development.2025; 6(7): e5549. CrossRef

1,942 View
80 Download
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Review Article

Medical students’ unprofessional behavior and educators’ support: Ryoko Igarashi; Korean J Med Educ 2025;37(1):47-58.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.322

Abstract
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In recent years, professionalism education has been incorporated into medical education as an important part of the curriculum. Through receiving professionalism education, most medical students gradually acquire professionalism, including a professional attitude. However, some medical students demonstrate unprofessional behavior that raises concerns among faculty and other students. There are various stages to dealing with unprofessional behavior, as follows: definition, prevention, detection, evaluation, correction, and follow-up. However, it is often difficult to identify unprofessional behavior and respond appropriately. In this study, overview of medical students’ unprofessional behavior from previous studies on medical students’ unprofessionalism behavior, and how to identify and evaluate medical students’ unprofessional behavior, and effective education that can correct medical students’ unprofessional behavior was analyzed by reviewing 52 articles. Medical students’ unprofessional behavior is classified into the following four categories: “lack of involvement,” “lack of integrity,” “lack of interaction,” and “lack of introspection.” The occurrence of unprofessional behavior was found to be attributed to personal problems, interpersonal problems, external factors, and environmental factors. Educators analyzed unprofessional behavior and its causes from four categories. Medical students should perform reflective writing to help them reflect on their unprofessional behavior. Educators should use this reflective writing to interact with medical students, and to investigate and analyze the students’ unprofessional behavior. Furthermore, educators will need to assess unprofessional behavior using a roadmap to address unprofessionalism, and to respond appropriately to each stage of the roadmap. Individualized educational interventions should be provided to help students correct their unprofessional behavior.

Citations

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A Qualitative Study of Students’, Teachers’, and Administrators’ Perspectives on Educational Ethics in Medical Education in Türkiye
Sukru Keles, Meral Demiroren, Sevgi Turan
Teaching and Learning in Medicine.2025; : 1. CrossRef

1,774 View
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1 Scopus

Original Research

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
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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.

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Association between non-academic activities and professional identity formation of Indonesian medical students: a nationwide cross-sectional study: Sydney Tjandra, Arnold Keane, Defin Allevia Yumnanisha, Mukhlis Akmal Taher, Hansel Andita Kristiandi, Anyta Pinasthika, Nadia Greviana; Korean J Med Educ 2025;37(1):1-12.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.318

Purpose
This study explores the association between student involvement in non-academic activities (NAA) and the stages of professional identity formation (PIF) among Indonesian medical students.
Methods
This cross-sectional survey was distributed to students in 50 medical schools, across both preclinical and clinical students in years 2-6. Respondents completed a Developmental Scale (DS) questionnaire to assess PIF and self-reported the number of hours spent on different NAA. Descriptive and bivariate analyses were performed; multiple linear regression was utilized to predict PIF.
Results
Indonesian medical students reported a median of 13 NAA hours and a median DS score of 5.07 on a scale of 7. NAA hours were significantly different across sex groups, years of study, university regions, and institution types. Female participants spent significantly more hours on NAA than male students and PIF was predicted by the number of hours spent on research and competition-related activities. Shifts between the types of NAA were also observed among year groups.
Conclusion
NAA are positively associated with the PIF process, with students’ active involvement in research and competitionrelated activities as predictors in this area. Supporting these activities becomes imperative for medical schools in order to optimize students’ potential, motivation, and PIF.

1,895 View
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Personality traits and academic attitudes of medical students in the COVID-19 pandemic: a person-centered approach, empirical research, Korea: Jaesang Hwang, Ji Hye Yu, Janghoon Lee, Ikhan Kim, Su Jin Chae, Mijin Lee, Janghee Park; Korean J Med Educ 2024;36(4):379-387.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.311

Abstract
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Purpose
Since the coronavirus disease 2019 (COVID-19) pandemic, the educational environment has moved toward online-based education, which may significantly impact medical students’ educational experiences. However, the same events may be understood differently by different individuals depending on their personalities. Therefore, the changing educational environment during the COVID-19 pandemic may not have been perceived equally by all students. This study aimed to investigate medical students’ personality profiles and the difference between academic burnout and engagement according to their personality profiles.
Methods
During the 2021–2022 academic year, when online-based education was implemented due to the pandemic, a survey was conducted among medical students in Korea (N=325). First, we used latent profile analysis to identify the sub-types of the Big Five personalities. Second, we used analysis of variance and post hoc comparisons to study the difference between academic burnout and engagement among these sub-types.
Results
The Big Five personality traits of medical students in our sample were classified into three profiles. Profiles with relatively high neuroticism, while other personality traits were low, had both the highest academic burnout and academic engagement. Alternatively, the profiles showing relatively low neuroticism, while other personality traits were high, had the lowest academic burnout and the highest academic engagement.
Conclusion
Personality is a stable trait that affects an individual’s behavior and response to the environment. Thus, individuals with specific personalities differ in their reactions to their environment. This may provide an advantage to some medical students’ careers.

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

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

Citations

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

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Short Communication

Enhancing medical students’ documentation skills: the impact of an assessment and feedback program: Young-A Ji, Jung Je Park, Ji-hyun Seo; Korean J Med Educ 2024;36(3):335-340.
Published online August 29, 2024; DOI: https://doi.org/10.3946/kjme.2024.307

Abstract
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Purpose
We not only developed a clinical practice program for the assessment and feedback vis-à-vis medical students’ medical records but also evaluated the effectiveness of this program via a self-assessment of medical students’ competence in writing medical records pre- and post-program.
Methods
In 2022, 74 third-year medical students were divided into four groups and participated in a 2-week program. The students’ medical records were graded on a scale ranging from 1 to 3 daily, and the mean scores for 2 weeks were compared. Pre- and post-program, the students’ self-assessment survey was conducted.
Results
The mean scores increased from 1.30 in the first week to 2.14 in the second week. The mean score of self-assessment showed significant improvements, increasing from 2.43 to 4.00 for medical record, 2.64 to 4.08 for write present illness, 2.08 to 3.89 for initial orders, 2.35 to 4.34 for signature, and 2.38 to 3.97 for consent (all p<0.001).
Conclusion
We found that providing students with real-time assessment and feedback on their medical records increased their skills and confidence in medical records writing.

Citations

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Effect of directly observed procedural skills amongst interns in documentation and certification of trauma
Anupam Datta, Anamika Nath
Medical Journal Armed Forces India.2025;[Epub] CrossRef
Teaching professional writing in prelicensure health professional education programs: a scoping review
Patricia Morris, Rose McCloskey, Alexis McGill, Lisa Keeping-Burke, Alex Goudreau, Holly Knight, Sarah Buckley, David Mazerolle, Courtney Jones
JBI Evidence Synthesis.2025; 23(10): 1938. CrossRef

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2 Scopus

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

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

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Development of an E-Portfolio Assessment Tool for Competency-Based Assessment of Family Medicine Residents
Danbi Lee, Miryoung Song, Yonghwan Kim, Yon Chul Park
Korean Journal of Family Practice.2025; 15(2): 102. CrossRef
Self-Coded Digital Portfolios as an Authentic Project-Based Learning Assessment in Computing Education: Evidence from a Web Design and Development Course
Manuel B. Garcia
Education Sciences.2025; 15(9): 1150. CrossRef
Enhancing Neurology Clerkship Training With Problem-Based Learning and the Mini-Clinical Evaluation Exercise (Mini-CEX)
Yingfang She
Cureus.2025;[Epub] CrossRef

1,976 View
68 Download
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1 Scopus

Original Research

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
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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.

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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

2,891 View
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1 Scopus

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

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

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Design, development and validation of the “START CBME” module: a foundational program to acquaint first-year medical students with competency-based medical education
Krishna Mohan Surapaneni
Journal of Medical Education Development.2025; 18(3): 145. CrossRef
A Quasi-Experimental Assessment of Student Self-Efficacy in Professional Skills Following a Competency-Based Graduate Program Redesign
Monideepa B. Becerra, Salome K. Mshigeni, Marwa Ahmad, Robert M. Avina
Pedagogy in Health Promotion.2025;[Epub] CrossRef

2,916 View
120 Download
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2 Scopus

Short Communication

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

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

2,902 View
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Original Research

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
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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.

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Medical students’ professionalism attributes, knowledge, practices, and attitudes toward COVID-19 and attitudes toward care provision during pandemic amidst the COVID-19 outbreak according to their demographics and mental health: Eun Kyung Choi, Sanghee Yeo; Korean J Med Educ 2024;36(2):157-174.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.293

Abstract
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Purpose
This study examines various aspects related to medical professionalism in medical students during coronavirus disease 2019 (COVID-19) pandemic, focusing on their medical professionalism attributes, KPA (knowledge, practices, and attitudes) toward COVID-19 and attitudes toward provision of care in pandemic. We assessed whether these aspects related to medical professionalism were varied by their demographics and mental health level.
Methods
Six questionnaires related to medical professionalism were distributed online to medical students in six grades at a single medical school. A one-way analysis of variance was used to examine differences in scores related to medical professionalism based on their demographics, for examples, gender, grade, residence, religion, as well as their mental health levels. Pearson correlation analysis was used to examine correlations between each variable.
Results
Female students scored higher on medical professionalism attributes and attitudes toward duty-to-care than male students. Medical professionalism attribute scores were higher with higher relationship satisfaction and resilience levels but lower with higher anxiety levels. Furthermore, these scores were significantly associated with attitudes toward COVID-19 preparedness. However, COVID-19 knowledge and practice scores were negatively associated with attitudes toward COVID-19 preparedness and careers after graduation. Meanwhile, students who took the leave of absence related to 2020 doctors’ strike had significantly lower scores on attitudes toward COVID-19 preparedness and duty to care than those who did not.
Conclusion
Our findings suggest that mental health of medical students is strongly related to their various aspects related to medical professionalism, especially their attitudes toward COVID-19 preparedness. Good mental health was positively linked to medical professionalism attributes and attitudes toward COVID-19 preparedness. However, knowledge and practice of COVID-19 were negatively associated with willingness to participate in the pandemic response. Additionally, the experience of the 2020 leave of absence impacted the attitudes of medical students toward COVID-19 preparedness (p=0.015) and their duty to care (p=0.012) negatively.

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Perceptions of preparedness for doctor roles and the medical profession in Korean graduating medical students: A 13-year trend analysis
Hyorim Ha, Hae Won Kim
Medical Teacher.2026; 48(2): 310. CrossRef

2,942 View
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1 Scopus

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

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

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

3,808 View
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3 Scopus

Consensus on global health competencies for Korean medical students using a modified Delphi method: Songrim Kim, Sun Young Kyung, Ie Byung Park, Kwi Hwa Park; Korean J Med Educ 2023;35(4):389-405.
Published online December 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.275

Abstract
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Purpose
This study aimed to reach a consensus among experts on the global health competencies for medical students in Korea.
Methods
A global health competency model was developed to identify domains and competencies for medical education, and a three-round modified Delphi method was used to reach consensus among 21 experts on the essential global health competencies. The degree of convergence, degree of consensus, and content validity ratio of the model were used to reach a consensus.
Results
A list of 52 competencies in 12 domains were identified according to a literature review. In the first-round Delphi survey, the global health competencies were refined to 30 competencies in eight domains. In the second round, the competencies were reduced to 24. In the final round, consensus was reached among the expert panel members, and the competencies were finalized. The global health competency domains for medical students include global burden of disease (three items), globalization of health and healthcare (five items), determinants of health (two items), healthcare in low-resource settings (two items), global health governance (three items), health as a human right (four items), cultural diversity and health (three items), and participation in global health activities (two items).
Conclusion
The group of experts in global health achieved a consensus that 24 global health competencies in eight domains were essential for undergraduate medical education in Korea. The domains and competencies identified herein can be used to develop an undergraduate medical education curriculum in global health.

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Beyond Borders: Exploring the Clinical Journeys of Multicultural Nursing Students
Lee Jiyoung
Asian Nursing Research.2025; 19(2): 120. CrossRef
Analysis of the perceptions, competencies, and educational needs for global health among Korean medical students
Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park
Korean Journal of Medical Education.2024; 36(1): 1. CrossRef
The effectiveness of competency-based global health education programs for medical students
Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park
Korean Journal of Medical Education.2024; 36(3): 243. CrossRef

3,525 View
82 Download
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3 Scopus

Short Communication

Perceptions of medical students toward assessors in interprofessional education: Kyung Hye Park; Korean J Med Educ 2023;35(3):297-301.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.268

Abstract
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Purpose
This study aims to establish if medical students think it is fair to be assessed by nursing professors in interprofessional education (IPE) and why.
Methods
Eighty-seven third-year medical students who participated in the IPE in 2022 submitted self-reflection essays. They were asked how they perceived the assessors, and 86 medical students responded to content analyses.
Results
Sixty-seven students (77.9%) agreed to be assessed by nursing professors. They believed that interprofessional assessment is possible because it is an IPE. They also believed that this was an opportunity to be assessed from various perspectives. Nineteen students (22.1%) objected because the assessment criteria may be different and nursing professors would not understand the learning experiences of medical students.
Conclusion
Regarding the reasons medical students oppose it, IPE developers should supplement the development of assessment criteria and understand learners’ experiences during planning assessment.

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Research on the application effect of inter-professional training program for newly enrolled medical staff in operating room based on digital information technology
Manhong Zhang, Wenjun Wang
BMC Medical Education.2024;[Epub] CrossRef

2,534 View
110 Download
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1 Scopus

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

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

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

3,032 View
98 Download
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1 Scopus

Original Research

Faculty perceptions regarding an individually tailored, flexible length, outcomes-based curriculum for undergraduate medical students: Pathiyil Ravi Shankar, Tayyaba Azhar, Vishna Devi Nadarajah, Hui Meng Er, Mahwish Arooj, Ian G. Wilson; Korean J Med Educ 2023;35(3):235-247.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.262

Abstract
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Purpose
The perception of faculty members about an individually tailored, flexible-length, outcomes-based curriculum for undergraduate medical students was studied. Their opinion about the advantages, disadvantages, and challenges was also noted. This study was done to help educational institutions identify academic and social support and resources required to ensure that graduate competencies are not compromised by a flexible education pathway.
Methods
The study was done at the International Medical University, Malaysia, and the University of Lahore, Pakistan. Semi-structured interviews were conducted from 1st August 2021 to 17th March 2022. Demographic information was noted. Themes were identified, and a summary of the information under each theme was created.
Results
A total of 24 (14 from Malaysia and 10 from Pakistan) faculty participated. Most agreed that undergraduate medical students can progress (at a differential rate) if they attain the required competencies. Among the major advantages mentioned were that students may graduate faster, learn at a pace comfortable to them, and develop an individualized learning pathway. Several logistical challenges must be overcome. Providing assessments on demand will be difficult. Significant regulatory hurdles were anticipated. Artificial intelligence (AI) can play an important role in creating an individualized learning pathway and supporting time-independent progression. The course may be (slightly) cheaper than a traditional one.
Conclusion
This study provides a foundation to further develop and strengthen flexible-length competency-based medical education modules. Further studies are required among educators at other medical schools and in other countries. Online learning and AI will play an important role.

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A two-step structural equation modeling and explainable machine learning framework for understanding university students’ adoption of generative AI: balancing intrinsic motivations and perceived risks
Daixing Zeng, Xiaoqin Xu, Tianxing Zhu, Yong Li, Qiumin Li
Frontiers in Psychology.2026;[Epub] CrossRef
Faculty acceptance and use of generative artificial intelligence in their practice
Julián Nevárez Montes, Josemaria Elizondo-Garcia
Frontiers in Education.2025;[Epub] CrossRef
Trends and applications of artificial intelligence in competency-based education in medical programs: a soping review
Sang Thanh Do, Cuong Ly To, Quoc Kha Vo Huynh, Duy Thanh Huynh, Song Thi-Thu Nguyen, Phuong Thi – Lan Le
MedPharmRes.2025; 9(s1): s89. CrossRef

3,711 View
103 Download
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3 Scopus

Promoting medical student’s clinical reasoning during COVID-19 pandemic: Bulan Kakanita Hermasari, Dian Nugroho, Atik Maftuhah, Eti Poncorini Pamungkasari, Veronika Ika Budiastuti, Adaninggar Angesti Laras; Korean J Med Educ 2023;35(2):187-198.
Published online June 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.259

Abstract
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Purpose
The development of students’ clinical reasoning skills should be a consideration in the design of instruction and evaluation in medical education. In response to the coronavirus disease 2019 (COVID-19) pandemic, several changes in the medical curriculum have been implemented in promoting clinical reasoning. This study aims to explore medical students’ perceptions and experiences with the clinical reasoning curriculum during the COVID-19 pandemic and determine their skills development.
Methods
The study used a mixed-method design with a concurrent approach. A cross-sectional study was conducted to compare and examine the relationship between the outcomes of the structured oral examination (SOE) and the Diagnostic Thinking Inventory (DTI). Then, the qualitative method was used. A focus group discussion using a semi-structured interview guide with open-ended questions was conducted, then the verbatim transcript was subjected to thematic analysis.
Results
There is an increase in SOE and DTI scores between second-year to fourth-year students. The diagnostic thinking domains and SOE are significantly correlated (r=0.302, 0.313, and 0.241 with p<0.05). The three primary themes from the qualitative analysis are perceptions regarding clinical reasoning, clinical reasoning activities, and the learning component.
Conclusion
Even if students are still studying throughout the COVID-19 pandemic, their clinical reasoning skills can improve. The clinical reasoning and diagnostic thinking skills of medical students increase as the length of the school year increases. Online case-based learning and assessment support the development of clinical reasoning skills. The skills are supported in their development by positive attitudes toward faculty, peers, case type, and prior knowledge.

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Clinical prediction methods as a learning tool in medical education
Tetiana Sviatenko, Inna Gogunska, Kostyantyn Prockopets, Olga Moroziuk, Natalia Dub
Perspectivas em Diálogo: Revista de Educação e Sociedade.2026; 13(34): 79. CrossRef
Empowering undergraduate medical students with clinical reasoning skills
Saurabh RamBihariLal Shrivastava, Prateek Sudhakar Bobhate, Jagadish Makade
Journal of Clinical Sciences.2025; 22(3): 199. CrossRef
Lost in translation: Unveiling medical students' untold errors of medical history documentation
Silvan Lange, Nils Krüger, Maximilian Warm, Johanna Buechel, Orsolya Genzel‐Boroviczény, Martin R. Fischer, Konstantinos Dimitriadis
The Clinical Teacher.2024;[Epub] CrossRef
Clinical reasoning skills of German and Dutch manual therapists: a cross-sectional study
Myrthe Veenstra, Riccarda Klemm, Tibor M Szikszay, Kerstin Luedtke, Andres Jung
Journal of Manual & Manipulative Therapy.2024; 32(5): 531. CrossRef

3,764 View
114 Download
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2 Scopus

Enhancing professionalism of first-year medical students through early nursing practice training and attitude education: Ryoko Igarashi; Korean J Med Educ 2023;35(2):175-185.
Published online June 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.258

Abstract
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Purpose
This study aimed to clarify the attitudes, behaviors, and learning experiences of first-year medical students participating in a nursing practice training aimed at enhancing their professionalism.
Methods
A questionnaire survey was conducted among first-year medical students after their nursing practical training to understand their learning experiences. Descriptive statistics was performed for each questionnaire item. For free-text responses, descriptions were grouped by input data with similar content and meaning, and analyzed qualitatively. Others’ evaluation and self-evaluation were analyzed quantitatively.
Results
Most students were actively engaged and fulfilled in the training. The free comments generated these categories: “nursing care,” “roles of nurses,” “patient impressions,” “multidisciplinary cooperation,” “communication,” and “what is required of physicians. On the first day, all items evaluated had higher mean scores in the others’ evaluation than in the self-evaluation. On the second day, for “maintains standards of personal appearance (including uniform, hair, and name tag),” the others’ evaluation means were higher than the self-evaluation means. T-tests showed a significant difference in “maintains standards of personal appearance (including uniform, hair, and name tag)” (t=-2.103, degrees of freedom [df]=71.104, p<0.05) and “attends to patients with a polite manner” (t=-2.087, df=74, p<0.05) for both the high and low groups.
Conclusion
Greeting, appearance, communication skills, and attitude were found to be the important bases of attitude education in the nursing training ideally involving multidisciplinary professionals. The medical students were able to grasp what is required of doctors and
objective
ly view such position from the viewpoints of nurses and patients.

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Perceived Professionalism among Student Nurses: What They Learning and Encountering in the Operating Room?
Yuha SHON, Heejung JEON, Sanghee KIM
Korean Journal of Medical Ethics.2023; 26(3): 209. CrossRef

3,176 View
108 Download
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Validation of the Korean version of the Reflective Practice Questionnaire in clinical clerkship of Korean medical students: Yei Jin Lee, Yu Ra Kim, Hwan Ho Lee, Sun Young Kyung, Seung Ryeol Jung, Kwi Hwa Park, So Jung Yune; Korean J Med Educ 2023;35(2):153-163.
Published online June 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.256

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

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

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99 Download
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5 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
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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.

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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

4,685 View
127 Download
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2 Scopus

Differences in perception of online anesthesiology between Thai medical students and teachers during the COVID-19 pandemic: Darunee Sripadungkul, Suwitcha Sripadungkul, Suhattaya Boonmak, Polpun Boonmak; Korean J Med Educ 2023;35(1):45-53.
Published online February 28, 2023; DOI: https://doi.org/10.3946/kjme.2023.248

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

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

3,568 View
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1 Scopus

Investigating medical students’ satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience: Omar Ashour, Ahmad Muneer Alkhatib, Qusai Al Zureikat, Mustafa Al-Shaikhli, Basel Bani Ata, Talal Massad, Leen Al-Huneidy, Mohammed Qussay Al-Sabbagh, Abdallah Al-Ani; Korean J Med Educ 2023;35(1):21-32.
Published online February 28, 2023; DOI: https://doi.org/10.3946/kjme.2023.246

Abstract
PDF

Purpose
We aimed to evaluate the disparity between video-based learning and lecture-based learning on Jordanian medical students’ satisfaction.
Methods
We conducted this cross-sectional study using a web-based questionnaire adapted from Student Evaluation of Educational Quality survey. Using convenience sampling, medical students studying at the University of Jordan and Jordan University Hospital were recruited. Participants in either clinical or basic-science years that have completed the entire survey were included in the final analysis.
Results
We surveyed a total 487 participants among which male to female ratio was 1.19:1. Participants perceived greater benefit in terms of learning, instructor enthusiasm, content organization, breadth of teaching, and quality and number of assignments when using video-based learning (all p<0.01). In contrast, face-to-face learning was associated with significantly higher benefits in terms of group interactions (p<0.01) and capacity for rapport building (p<0.01). There was no significant difference in perceived examination performance between the two learning modalities (p=0.11).
Conclusion
Video-based learning is the preferred learning modality among Jordanian medical students. Despite its dominance across multiple domains, it should be implemented as an adjunct to traditional classroom teaching for it is vital in the development of good communication skills and building rapport in medical students.

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The effect of segmented-interactive video demonstration on student performance in procedural skills among healthcare students
Nurul Rimadhayanti Hamzah, Mohd Fadzil Abdul Hanid, Mohamad Ikram Zakaria
Advances in Health Sciences Education.2025;[Epub] CrossRef
Comparative effectiveness of integrated video-based learning vs. conventional didactic lectures among Indian medical graduates: a multicentric study
Saumya Singh, Aditya Pratap Singh, Anuj Singh, Harendra Kumar, Monika Sharma, Neha Singh Chauhan
BMC Medical Education.2025;[Epub] CrossRef
Exploring the meta-motivational strategies utilized by medical students in Jordan: an exploratory study
Rand Murshidi, Mahmoud Abdallat, Muhammad Hammouri, Rand Al-Huneidy, Khaled Alenezi, Abdulhadi Alrajehi, Nawal Al-Mutairi, Waleed Alkanderi, Abdulwahab Alkandari, Abdulrahman Aldousari, Sara Alenezi, Ahmad Taleb, Sayed Alzalzaleh, Adnan Alkayal, Hana Taha
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Personality traits and emotional status affecting academic achievements of medical students: testifying mediating effect of learning strategies: Ji-Hyun Seo, Jong Ryeal Hahm, Jung Je Park, Hwa-ok Bae; Korean J Med Educ 2022;34(4):299-308.
Published online November 29, 2022; DOI: https://doi.org/10.3946/kjme.2022.238

Abstract
PDF

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

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Self-Regulated Learning and Learning Outcomes in Undergraduate and Graduate Medical Education: A Meta-Analysis
Binbin Zheng, Ting Sun
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The significance of emotional intelligence in academic stress, resilience, and safe transition from high school to university: An SEM analysis among Northern Emirati university students
Mona Gamal Mohamed, Taliaa Mohsen Al-Yafeai, Shukri Adam, Md Moyazzem Hossain, Ramya Kundayi Ravi, Fatima Mohamed Jalo, Aamna Eltayeb Osman
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Muhammad Younas, Dina Abdel Salam El-Dakhs, Yicun Jiang
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Personality and Learning Behavioral Characteristics as Predictors of Academic Achievement of Medical Students
Jang-Rak Kim, Young-A Ji, Mi-Ji Kim, Jong Ryeal Hahm
Korean Medical Education Review.2024; 26(1): 70. CrossRef

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3 Scopus

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

Abstract
PDF

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

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Helayni Cristina de Oliveira da Cunha Hartuique, Caroline Lima Garcia, Ather Barbosa Figueiredo, Valdo Souza Araújo, Mariana de Araújo Rocha, Lygia Miranda de Carvalho, Gisele da Silva Pereira Gusso, Higson Rodrigues Coelho
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The effects of medical students’ self-oriented perfectionism on academic procrastination: the mediating effect of fear of failure: Mina Cho, Yoon-Seon Lee; Korean J Med Educ 2022;34(2):121-129.
Published online May 31, 2022; DOI: https://doi.org/10.3946/kjme.2022.224

Abstract
PDF

Purpose
Based on the logic that self-oriented perfectionism (SOP) is one of the most well-established predictors of academic procrastination (AP), we predicted that fear of failure (FF) would mediate the association between SOP and AP. The purpose of this study is to investigate the mediating effect of FF on the influence of SOP on AP in medical students.
Methods
A total of 156 undergraduate medical students completed a battery of questionnaires. This study is an analysis of cross-sectional data obtained through an offline survey. The self-report questionnaires assessed demographics and psychological scales, including the Multidimensional Perfectionism Scale, Performance Failure Appraisal Inventory, and Aitken Procrastination Inventory. The data were analyzed by descriptive statistics, correlations analysis, and multiple regression analyses using IBM SPSS ver. 22.0 (IBM Corp., Armonk, USA).
Results
SOP had a direct negative influence on AP (β=-0.420, p<0.001). Also, SOP had a significant indirect effect on AP through FF (β=0.0393; 95% confidence interval, 0.040–0.0936). These results indicated that the FF partially mediates the relationship between SOP and AP.
Conclusion
Although SOP among medical students might play an adaptive role to lessen AP, in cases FF gets higher, SOP could have opposing effects via the mediating effect of FF, leading to an actual increase in AP. Attempts to deal with the FF among medical students should be made for better academic achievements.

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13 Scopus

An exploratory study on the challenges faced and coping strategies used by preclinical medical students during the COVID-19 crisis: Chong Pek Sam, Norul Hidayah Mamat, Vishna Devi Nadarajah; Korean J Med Educ 2022;34(2):95-106.
Published online May 31, 2022; DOI: https://doi.org/10.3946/kjme.2022.222

Abstract
PDF

Purpose
The impact of the coronavirus disease 2019 crisis on medical education includes reduced clinical training, a significant loss of learning time and a probable decline in confidence of being a doctor. These recent changes will have significant effect on the well-being of medical students and interventional support needs to be given early. This study explores the challenges faced and coping strategies used by preclinical medical students during the crisis.
Methods
A qualitative study involving 13 preclinical medical students was conducted between August and September 2020 at a medical school in Malaysia. An in-depth individual interview via Microsoft Teams (Microsoft Corp.) with semi-structured questions was conducted. The recorded interview data were thematically analyzed using the six phases of Braun and Clarke’s Thematic Analysis.
Results
The challenges faced were identified under three themes: psychosocial impact of lockdown, significant lifestyle changes, and impact on professional progression. Meanwhile, four themes emerged in coping strategies that include behavioral strategies, re-appraisal of the uncertainties of situation, active coping mechanisms, and regulation of emotion with coping reserve. There are indications that personality traits determine strategies to cope with challenges faced during the crisis which may either lead to resilience building or experiencing burnout.
Conclusion
The findings of the study highlighted the urgent need to develop early preventive and intervention strategies to address the mental health of medical students to mitigate stress and promote positive well-being in times of crisis.

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Philippa Waterhouse, Rajvinder Samra
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Anahita Ali, Santosh Kumar
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Nikmatur Rohmah, Awatiful Azza, Ilanka Cahya Dewi
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Divya I. Vythilingam, Amog Prakash, Milad Nourianpour, William U. Atiomo
BMC Medical Education.2022;[Epub] CrossRef

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Short Communication

Mixed reality-based online interprofessional education: a case study in South Korea: Yong Joon Kang, Yun Kang; Korean J Med Educ 2022;34(1):63-69.
Published online March 1, 2022; DOI: https://doi.org/10.3946/kjme.2022.220

Abstract
PDF

Purpose
The purpose of this study was to explore undergraduate medical and nursing students’ satisfaction with their mixed reality (MR)-based online interprofessional learning experience in South Korea.
Methods
This study used a case study design. A convenience sample of 30 participants (i.e., 15 third-year medical students and 15 fourth-year nursing students) participated in a 120-minute MR-based online interprofessional education (IPE) that consisted of visualization of holographic standardized patient with ischemic stroke, online interprofessional activity, and debriefing and reflection sessions. Following the MR-based online IPE, data were collected through Modified Satisfaction with Simulation Experience Scale survey and were analyzed using descriptive analyses and independent t-tests.
Results
Although medical and nursing students were highly satisfied with MR-based online interprofessional learning experience, nursing students were significantly more satisfied with it compared with medical students.
Conclusion
These results suggest that the integration of MR and online approach through the structured clinical reasoning process in undergraduate health professions programs can be used as an educational strategy to improve clinical reasoning and critical thinking and to promote interprofessional understanding.

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Adam Graham, Minna Hökkä, Sari Pramila-Savukoski, Miina-Liisa Flinkkilä, Marco Tomietto, Kristina Mikkonen
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Rui Zhang, Wei Xiang, Lu Xia, Haixia Qi, Wenbao Liu
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Healthcare.2022; 10(8): 1539. CrossRef

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15 Scopus

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

Abstract
PDF

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

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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
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Manish Taywade, Debkumar Pal, Ranjana Kalra, Kumbha Gopi, Shampa Maji
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5 Scopus

The effect of the COVID-19 pandemic on the patient safety attitude of medical students: Jisoo Lee, Kyung Hye Park; Korean J Med Educ 2021;33(3):227-232.
Published online August 27, 2021; DOI: https://doi.org/10.3946/kjme.2021.202

Abstract
PDF

Purpose
This study aimed to examine the differences in scores of the Attitude to Patient Safety Questionnaire (APSQ) by medical students before and after the outbreak of COVID-19.
Methods
In total, 97 and 118 medical students completed patient safety courses at Yonsei University Wonju College of Medicine in 2019 and 2020, respectively. In 2019, the course was conducted using traditional learning in the classroom, whereas, in 2020, most of the classes were conducted using non-face-to-face learning methods.
Results
In 2019 and 2020, 49 and 53 students responded to the APSQ. Only one item “Patients are not really aware of how safe their care is” had a lower score in 2020 than in 2019.
Conclusion
Although the total APSQ score did not differ between 2019 and 2020, the students in 2020 might have a poor understanding of the role of patients in medical errors.

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Patient Safety Education for Clinical Students: A Systematic Literature Review
Santi Anugrahsari, Uwes Anis Chaeruman, Hafid Abbas, Suryadi Suryadi
Open Access Macedonian Journal of Medical Sciences.2022; 10(F): 208. CrossRef

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112 Download
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1 Scopus

Original Research

Stress and associated factors with received and needed support in medical students during COVID-19 pandemic: a multicenter study: Tidarat Puranachaikere, Somboon Hataiyusuk, Rungarun Anupansupsai, Supinya In-iw, Nattha Saisavoey, Tanawat Techapanuwat, Fasinee Arunrodpanya, Chanchai Charonpongsuntorn, Pakawat Wiwattanaworaset, Areerat Siripongpan, Wisarat Pruttithavorn, Chayut Wonglertwisawakorn, Pichaya Pojanapotha, Butsayanart Rueangrong, Nalinee Pattrakornkul, Nontaphon Piyawattanametha, Siriwan Piyawattanametha, Dheeravut Ratanapichayachai; Korean J Med Educ 2021;33(3):203-213.
Published online August 27, 2021; DOI: https://doi.org/10.3946/kjme.2021.200

Abstract
PDF

Purpose
The coronavirus disease 2019 (COVID-19) pandemic is a global health crisis that has impacted daily life due to the policies created to contain the outbreak. Recent studies showed that medical students, a high-stress population, experienced deteriorated mental well-being during the pandemic. The aim of the present study was to assess stress and the need for support among Thai medical students during the COVID-19 pandemic, as a multicenter study.
Methods
The present study was a cross-sectional questionnaire-based study which collected data from second through sixth year medical students. Data was collected during the pandemic from multiple medical schools spanning all six regions of Thailand. Questionnaires included: demographic data; the Thai version of the Perceived Stress Scale-10 (T-PSS-10) assessing stress level and the sources of stress; and the received supports from medical schools, the satisfaction with the supports, and the further necessary needs.
Results
There were 1,395 medical students who responded to the questionnaires. Mean T-PSS-10 score was 17.8. Most of the sources of stress were related to the changing of teaching and evaluation system. Students residing in larger medical schools were significantly more satisfied with received support and tended to gain greater support than those in medium and small sized schools. Stress-relieving activities arrangement was considered the most sought after additional support by students.
Conclusion
Medical student stress levels were higher during the pandemic compared to pre-pandemic levels. Stress relieving activities, availability and access to mental health resources, and other strategies to reduce stress among medical students are urgently needed.

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18 Scopus

Voluntary peer-mentoring program for undergraduate medical students: exploring the experiences of mentors and mentees: Mina Cho, Yoon-Seon Lee; Korean J Med Educ 2021;33(3):175-190.
Published online August 27, 2021; DOI: https://doi.org/10.3946/kjme.2021.198

Abstract
PDF

Purpose
We aimed to examine the participants’ satisfaction and evaluation of the program’s appropriateness, outcomes and benefits from participants’ perspectives and gather suggestions from students to improve peer mentor programs.
Methods
From 2016 to 2018, 67 mentees and mentors participated in the peer mentoring program. All program participants were asked to participate in the survey, and the respondents were invited to focus group interview (FGI). Quantitative data was collected from the survey questionnaire. Qualitative data was gathered from the open-end questions in the survey and supplemented from additional semi-structured FGIs. The interview data were analyzed using qualitative content analysis.
Results
Nineteen responded to the survey, and six participated in the further FGI. Qualitative data contained outcomes and mutual benefits, factors for mentoring success, negative experiences, and suggestions for improvement. Especially factors for mentoring success consisted of various methods of studying assistance, motivation, autonomy, responsibility, emotional support, and relational bonding as important topics concerning mentor-mentee experiences. The satisfaction scores about the program appropriateness, others’ attitudes, program implementation, ranged from 3.5 to 3.9 (5-point Likert scores) without significant difference between mentors and mentees. The only negative experience reported by a mentee was feeling the pressure. Specific guidelines on program implementation, pre-education for mentees, appropriate matching, and mentees’ clear purpose and spontaneity were suggested to improve the program.
Conclusion
Participants were generally satisfied with the peer mentoring program, gaining academic and non-academic achievements, including emotional support and improved relationships. Furthermore, we expect that this program can be improved with participants’ suggestions in the future.

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Building academic confidence through peer mentoring and motivational modules
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20 Scopus

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

Abstract
PDF

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

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Self-regulation of motivation in university students – a longitudinal study of interindividual differences and intraindividual trajectories
Olena Kryshko, Michael Becker, Jens Fleischer, Detlev Leutner
Learning and Individual Differences.2026; 125: 102817. CrossRef
Self-Regulated Learning and Learning Outcomes in Undergraduate and Graduate Medical Education: A Meta-Analysis
Binbin Zheng, Ting Sun
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A Meta-Analysis of the Correlation Between Self-Regulated Learning Strategies and Academic Performance in Online and Blended Learning Environments
Yingying Zhao, Yixun Li, Shuai Ma, Zhihong Xu, Bingsheng Zhang
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Relations Between Medical Students’ Motivational Persistence Skills and Their Acceptance of Specific Blended Learning Tools
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Emotional intelligence weakly predicts academic success in medical programs: a multilevel meta-analysis and systematic review
Ahmed M. Abdulla Alabbasi, Fatema A. Alabbasi, Aseel AlSaleh, Ahmed M. Alansari, Reginald P. Sequeira
BMC Medical Education.2023;[Epub] CrossRef
Academic Performance in Medical Education During the COVID-19 Pandemic: A Scoping Review
Yani Istadi, Tri Joko Raharjo, Mahalul Azam, Sungkowo Edy Mulyono
Advances in Medical Education and Practice.2022; Volume 13: 1423. CrossRef

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10 Scopus

Does the hospitalization immersion experience improve medical students’ understanding of patients’ perspectives? A qualitative study: Makoto Kikukawa, Kikuko Taketomi, Motofumi Yoshida; Korean J Med Educ 2021;33(2):97-106.
Published online May 26, 2021; DOI: https://doi.org/10.3946/kjme.2021.191

Abstract
PDF

Purpose
Although many studies have assessed the impact of interventions to increase medical students’ empathy by improving their understanding of patients’ perspectives and feelings, the impact of hospitalization experiences remains unclear.
Methods
Fifth-year medical students at Kyushu University from 2009–2013 participated in a 2-day/1-night course to provide a hospitalization experience. After the course, participants answered an online, anonymous, open-ended questionnaire created by the authors.
Results
Of 488 participants, 462 provided responses (95% response rate), which were evaluated by thematic analysis. Students understood inpatients not only through their own hospitalization experience, but also through observations of and conversations with the inpatients they encountered, from a shared perspective of both. Students experienced the realities of hospital life, stress and psychological states of being an inpatient, and psychological pressure from physicians. In addition, students observed the distress of other inpatients and dedication of medical staff. Furthermore, through communication with these inpatients, students understood other inpatients’ anxiety about illness and empathy as one of the requirements of health care providers from the patients’ perspective.
Conclusion
This qualitative study investigated the effectiveness of a course on the hospitalization experience. Results showed that medical students understood the perspectives, distress, and anxiety of being an inpatient, not only from their own experiences but also from observation and communication with other inpatients they encountered during their hospitalization. This experience appeared to be an effective teaching strategy for enhancing medical students’ empathy by improving their understanding of patients’ perspectives and feelings.

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Enhancing emotional intelligence in medical education: a systematic review of interventions
Sabyasachi Maity, Samantha Michelle De Filippis, Alexander Aldanese, Melissa A. McCulloch, Alexis P. Sandor, Jan E. Perez Cajigas, Yiorgos Antoniadis, Te-keila D. T. Rochester, Lauren Elizabeth Carter, Alexander M. Preisig, Julia Ali Kobeissi, Narendra Na
Frontiers in Medicine.2025;[Epub] CrossRef

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115 Download
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1 Scopus

Impact of COVID-19 pandemic on happiness and stress: comparison of preclinical and clinical medical students: Suwicha Kaewsiri Isaradisaikul, Pichcha Thansuwonnont, Phatsaworn Sangthongluan; Korean J Med Educ 2021;33(2):75-85.
Published online May 26, 2021; DOI: https://doi.org/10.3946/kjme.2021.189

Abstract
PDF

Purpose
To compare differences in happiness and stress and related factors between pre-clinical and clinical year medical students during the coronavirus disease 2019 (COVID-19) pandemic.
Methods
A cross-sectional study was conducted in the Faculty of Medicine, Chiang Mai University, Thailand. All undergraduate medical students were requested to voluntarily respond to an electronic survey. Demographic data, related factors of happiness and stress, scores from the Thai version of the Oxford Happiness Questionnaire (Thai-OHQ), and Thai Stress Questionnaire (Thai-ST5) were collected.
Results
There were 369 responses, 64.8% from preclinical students and 35.2% responses from clinical students, and 53.9% were women. The mean age of the participants was 20.62±1.81 years. The most frequent platforms that the students used to track COVID-19 information were Facebook 43.9% and Twitter 43.4%. Both groups had a low level of stress. No difference was found in the Thai-OHQ score (p=0.323) and the Thai-ST5 score (p=0.278). With multivariable analysis, two factors significantly related to the happier students included higher health satisfaction scores (p<0.001) and maintaining an exercise program during the COVID-19 pandemic (p=0.015).
Conclusion
There was no difference in the happiness and stress levels between the two groups during the first outbreak of COVID-19 in Thailand. To increase happiness, promoting awareness of health satisfaction and regularity of exercise for the medical students should be initiated. To direct the information during a disease outbreak such as the COVID-19 pandemic, Facebook, and Twitter are the primary platforms to use.

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María Bedoya-Gonzales, Yudi Yucra-Mamani, Walker Aragón-Cruz, Katia Barrientos-Paredes, Percy Gómez-Bailón, Sonia Laura-Chauca, José Fuentes-López, Claudia Flores-Gutiérrez, Marco Cossio-Bolaños, Rossana Gomez-Campos
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Stephen Esguerra, Fiona Thuy Chiu, Alyssa Espinoza, Dan Williams, Amy Clithero-Eridon
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Stress, anxiety and depression among medical students during COVID-19 pandemic: A systematic review and meta-analysis
Erfan Ayubi, Saeid Bashirian, Ensiyeh Jenabi, Majid Barati, Salman Khazaei
Personalized Medicine in Psychiatry.2023; 41-42: 100108. CrossRef
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Rajath Rao, Bijaya Nanda Naik, Saket Shekhar, Santosh Kumar Nirala, C. M. Singh, Manisha Verma, Anuvarshini Ramalingam
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Yanyan Lin, Ye Ji Kang, Hyo jeong Lee, Do-Hwan Kim
BMC Medical Education.2021;[Epub] CrossRef

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15 Scopus

Interprofessional education program for medical and nursing students: interprofessional versus uniprofessional: Yon Chul Park, Kyung Hye Park; Korean J Med Educ 2021;33(1):1-10.
Published online March 2, 2021; DOI: https://doi.org/10.3946/kjme.2021.182

Abstract
PDF

Purpose
This study determined the effects of interprofessional education (IPE) on self-efficacy and attitude by comparing an interprofessional (IP) group of medical students (MSs) and nursing students (NSs) and a uniprofessional (UP) group of MSs.
Methods
An experimental IP group consisting of 49 MSs and 62 NSs was selected, alongside a UP control group of 48 other MSs. The groups participated in a class titled “Team Communication and Interprofessional Collaboration.” A sub-analysis of the two groups’ professions was also conducted. The groups participated in the same lesson separately, with a week’s interval. The Interprofessional Attitudes Scale (IPAS) and the Self-Efficacy Perception for Interprofessional Experiential Learning (SEIEL) scale were used before and after the class to compare changes in reports of self-efficacy and attitudes in both groups. Students’ responses to learning experiences and satisfaction were also evaluated.
Results
IPAS and SEIEL values increased after the class for MSs in both groups; there were no differences between the groups. IPAS and SEIEL values increased after the class in MSs and NSs in the IP group, and the effect size for IPAS was larger for IP-group NSs than for IP-group MSs. Satisfaction scores exceeded 3.70 in both groups.
Conclusion
The UP group showed similar IPE effects as the IP group, as measured by SEIEL and IPAS, in a single IPE program that used role-play and case-based discussion. However, it would be desirable for the UP group to interact with other professions to improve understanding and experience.

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Nursing and medical students’ perceptions of an interprofessional simulation-based education: a qualitative descriptive study: Woosuck Lee, Miran Kim, Yun Kang, Yu-Jin Lee, So Myeong Kim, Janghoon Lee, Soo-Jin Hyun, Jihye Yu, Young-Suk Park; Korean J Med Educ 2020;32(4):317-327.
Published online November 30, 2020; DOI: https://doi.org/10.3946/kjme.2020.179

Abstract
PDF

Purpose
The purposes of this study were to describe the development and implementation of an interprofessional simulation-based education (IPSE) for undergraduate nursing and medical students, their perceptions of the impact of IPSE, and identify their changes in attitudes toward each other’s health professions after participating in IPSE in South Korea.
Methods
This study used a qualitative descriptive design. A purposive sample of 43 third-year medical students and a convenient sample of 44 fourth-year nursing students participated in a 2-day IPSE program that consisted of ice-breaking and patient safety activities, and 4-hour three interprofessional team-based high-fidelity simulation education sessions. Data were collected through reflective journal after the IPSE program and keywords before and after the IPSE program, and were analyzed using the content analysis and word cloud analysis.
Results
Three themes emerged: “positive experience” with understanding roles and responsibilities and learning by doing in simulation environments being reported. In the second theme, “positive learning outcomes” participants reported enhancing collaboration and confidence in communication skills. The final theme “benefits to patients of interprofessional collaborative practice” included high quality of care and patient safety. Before the IPSE experience, most medical students perceived the nurse as nightingale and syringe, and nursing students perceived the doctor as order, expert, and knowledge. After their IPSE experience, both nursing and medical students viewed each other as colleagues.
Conclusion
These results suggest that the use of high-fidelity team-based simulation in IPE is effective in practicing and developing undergraduate nursing and medical students’ interprofessional collaboration through hands-on experience.

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23 Scopus

Evaluation of usefulness of smart device-based testing: a survey study of Korean medical students: Youngsup Christopher Lee, Oh Young Kwon, Ho Jin Hwang, Seok Hoon Ko; Korean J Med Educ 2020;32(3):213-221.
Published online September 1, 2020; DOI: https://doi.org/10.3946/kjme.2020.172

Abstract
PDF

Purpose
This study aims to understand the characteristics of smart device-based testing (SBT) by comparing the typical characteristics of students’ satisfaction with SBT, its usefulness, advantages, and disadvantages when compared with existing testing methods.
Methods
A total of 250 students from the first to third year were selected as the final targets of the study and the questionnaire was developed by faculty members who participated in the survey from the start of the SBT. The total number of questions is 12, and the questionnaire used a 4-point scale. The data obtained were analyzed using the IBM SPSS ver. 23.0 (IBM Corp., Armonk, USA).
Results
Answers to the “satisfaction with SBT” were generally negative, while answers to the “usefulness of SBT” were generally positive. There was no difference in satisfaction across gender and smart device ownership, whereas there were significant differences across years. With reference to the usefulness of SBT, students responded positively, while about the overall configuration and completeness of SBT, students responded negatively. Students also seemed to show a greater preference toward the pencil-paper test.
Conclusion
On the other hand, students generally thought that SBT helped to assess medical knowledge better and was a more
objective
method of knowledge assessment than a pencil-paper test. We believe that students preferred the traditional paper-pencil test due to their unfamiliarity with SBT. We believe that an appropriate and careful remedy for drawbacks of the SBT will have a significant impact in the accumulation of actual clinical knowledge and in the improvement of practical skills for medical students.

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Medical Education in an Asian Context

Admission policies and methods at crossroads: a review of medical school admission policies and methods in seven Asian countries: Diantha Soemantri, Indika Karunathilake, Jen-Hung Yang, Shan-Chwen Chang, Chyi-Her Lin, Vishna D. Nadarajah, Hiroshi Nishigori, Dujeepa D. Samarasekera, Shuh Shing Lee, Lilybeth R. Tanchoco, Gominda Ponnamperuma; Korean J Med Educ 2020;32(3):243-256.
Published online July 21, 2020; DOI: https://doi.org/10.3946/kjme.2020.169

Abstract
PDF

Selecting the right applicants is an important part of medical student admission. While one universally accepted selection criterion is academic capacity, there are other criteria such as communication skills and local criteria (e.g., socio-cultural values) that are no less important. This article reviews the policies and methods of selection to medical schools in seven countries with varying socio-economic conditions and healthcare systems. Senior academics involved in medical education in Indonesia, Japan, Malaysia, the Philippines, Singapore, Sri Lanka, and Taiwan completed a pre-agreed pro-forma per each country to describe the country’s admission policies and methods. The details were then compared and contrasted. This review identifies tension between many of the policies and methods used in medical school admissions, such as between the need to assess non-cognitive abilities and widen access, and between the need for more medical professionals and the requirement to set high entry standards. Finding the right balance requires careful consideration of all variables, including the country’s human resource needs; socio-economic status; graduates’ expected competencies; and the school’s vision, mission, and availability of resources.

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Madeline Abrams, Doreen M Olvet, Lisa Ellenbogen, Jeffrey B Bird, Christopher Fazio, Lauren Caprioglio, Samara Ginzburg, Lawrence Smith, Rona Woldenberg
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15 Scopus

Short Communication

Comparison of students' performance of objective structured clinical examination during clinical practice: Jihye Yu, Sukyung Lee, Miran Kim, Janghoon Lee; Korean J Med Educ 2020;32(3):231-235.
Published online July 21, 2020; DOI: https://doi.org/10.3946/kjme.2020.168

Abstract
PDF

Purpose
Clinical practice for medical students aims to improve their clinical competency. Since students gain experience in clinical practice, it is assumed that their capacity for care is strengthened. This study aimed to verify whether there is a change in the competency of medical students after clinical practice.
Methods
We assessed the clinical performance of 120 medical students who were enrolled in the fifth year over the academic years 2016–2018.
Objective
structured clinical examination (OSCE) was used to measure the clinical competency.
Results
The OSCE scores for November fifth grade improved significantly compared to May fifth grade. The scores in September of sixth grade were slightly lower than those of November of fifth grade, but there was no statistically significant difference.
Conclusion
It was confirmed that the clinical practice of fifth-year students improved their clinical competency, but it did not show any significant shift in the clinical competency of sixth-year students. The results of this study suggest that it is very important to organize the curriculum so that students can continue to experience patient-facing care throughout the entire clinical practice course to produce highly qualified physicians.

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Isabelle Tiburcio Pecin Ferreira, Ana Karênina Dias de Almeida Sabela, Adriana Junqueira, João Pedro Prette Honório, Carlos Eduardo Assumpção de Freitas, Ana Paula Coelho Figueira Freire, Francis Lopes Pacagnelli
Fisioterapia em Movimento.2024;[Epub] CrossRef
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Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava
Journal of the Scientific Society.2021; 48(3): 145. CrossRef

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131 Download
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4 Scopus

Original Research

The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students: Han Jung, Kwi Hwa Park, Yul Ha Min, Eunhee Ji; Korean J Med Educ 2020;32(2):131-142.
Published online May 28, 2020; DOI: https://doi.org/10.3946/kjme.2020.161

Abstract
PDF

Purpose
This study is to develop an interprofessional education (IPE) program for medical, nursing, and pharmacy students and to analyze the effectiveness.
Methods
Subjects consisted of 116 students (41 medical, 46 nursing, and 29 pharmacy students) enrolled in their final year. Subjects were randomly assigned to either the intervention group or the control group, with 58 in each group. A pretest-posttest control group design was used. The program was operated for a single day, and consisted of small-group activities and role-play. We utilized the following tools: Perceptions towards Interprofessional Education (PIPE), Self-Efficacy for Interprofessional Experiential Learning (SEIEL), and Perception towards Interprofessional Competency (PIC). We used t-test and analysis of covariance for analysis.
Results
The PIPE tool revealed that the scores of the intervention group were significantly higher than those of the control group (p=0.000). The result was the same when the scores were categorized into the groups medical students (p=0.001), nursing students (p=0.000), and pharmacy students (p=0.005). The SEIEL study also indicated the intervention group scored significantly higher than the control group (p=0.000). However, pharmacy students did not reveal significant (p=0.983). The intervention group scored significantly higher than the control group in the PIC. A concluding survey of the intervention group indicated that most students were satisfied with the IPE program.
Conclusion
We hope this study will provide useful information for designing and improving IPE programs in other universities.

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Short Communication

The efficacy of peer assessment in objective structured clinical examinations for formative feedback: a preliminary study: Kyong-Jee Kim, Giwoon Kim; Korean J Med Educ 2020;32(1):59-65.
Published online March 1, 2020; DOI: https://doi.org/10.3946/kjme.2020.153

Abstract
PDF

Purpose
We sought to determine the impact of medical students’ prior experience of assessing peers in the
objective
structured clinical examination (OSCE) on their clinical performance.
Methods
Forty-two year 4 medical students participated in an OSCE comprised of three 10-minute stations (syncope, hemoptysis, and back pain). Each student took part in two iterations of the three‐station OSCE as either the examiner or examinee, and student performance was assessed using a checklist by a medical faculty member and a student simultaneously. Students were randomly assigned to two groups and their OSCE scores were compared. Students in the control group were tested at a station first and then participated at the same station as a peer examiner, and those in the intervention group participated as a peer examiner first and then as an examinee. Moreover, student OSCE scores rated by peer examiners were compared with those awarded by faculty to evaluate the accuracy of peer assessment. Following the test, students completed surveys on their perceptions of the usefulness of this formative OSCE.
Results
Student overall OSCE scores did not differ between groups. Students in the study group performed better at the hemoptysis station (p<0.001), but poorer at the syncope station (p<0.01). Student performances at the back-pain station were similar in these two groups (p=0.48). OSCE scores rated by faculty and peer examiners were moderately negatively associated at the hemoptysis station (p<0.05), but no such association was observed at the other two stations. This trend was similar in peer examiners who were high-achievers and low-achievers in OSCEs. Students showed positive perceptions of their experience with this OSCE.
Conclusion
Student experience as peer assessor offers a feasible means of providing them greater access to OSCEs without consuming more resources, although its impact on enhancing performance in the OSCE is likely to differ across stations.

Citations

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Original Research

The mediating effect of resilience on the relationship between the academic burnout and psychological well-being of medical students: Jihye Yu, Sujin Chae; Korean J Med Educ 2020;32(1):13-21.
Published online March 1, 2020; DOI: https://doi.org/10.3946/kjme.2020.149

Abstract
PDF

Purpose
This study aimed to examine the medicating effect of resilience on the relationship between academic burnout and psychological well-being of medical students.
Methods
The participants were a group of 97 medical students. Scales measuring Maslach Burnout Inventory-Student Survey, Ryff’s Psychological Well-Being, and Korean Resilience Quotient-53 were utilized. The data were analyzed by descriptive statistics, correlation analysis, t-test, and multiple regression analyses using IBM SPSS ver. 22.0 (IBM Corp., Armonk, USA).
Results
According to the study results, the medical students’ psychological well-being was negatively correlated with their academic burnout and positively correlated with their resilience; the degree of academic burnout experienced by the first and second year preclinical students was greater than that experienced by the third and fourth year clinical students; the male students’ average score for cynicism was higher than that of the female students; and the significant effects of academic burnout on the medical students’ psychological well-being were mediated by resilience.
Conclusion
It was confirmed that medical students’ academic burnout and resilience are significant factors that explain their psychological well-being; resilience is also an important variable in improving psychological well-being. This suggests that education and counseling support are needed to increase medical students’ resilience in order to increase their psychological well-being.

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Frontiers in Psychology.2021;[Epub] CrossRef
Schoolteachers' Resilience Does but Self-Efficacy Does Not Mediate the Influence of Stress and Anxiety Due to the COVID-19 Pandemic on Depression and Subjective Well-Being
Inn-Kyu Cho, Jihoon Lee, Kyumin Kim, Joohee Lee, Sangha Lee, Soyoung Yoo, Sooyeon Suh, Seockhoon Chung
Frontiers in Psychiatry.2021;[Epub] CrossRef
KARİYER KARARLILIĞIN PSİKOLOJİK İYİ OLUŞ ÜZERİNE ETKİSİNDE PSİKOLOJİK SAĞLAMLIĞIN ARACILIK ROLÜ
Tuğba ERHAN, Şerife KARAGÖZ, Hasan Hüseyin UZUNBACAK
Yönetim ve Ekonomi Araştırmaları Dergisi.2021; 19(4): 171. CrossRef
Resilience amongst medical students: a student’s perspective
Sanketh Rampes, Anvarjon Mukhammadaminov, Kitt Dokal, Samineh Yousefi, Yasmin Amy Divecha
Korean Journal of Medical Education.2020; 32(3): 261. CrossRef