Purpose This study aimed to explore the training experiences and educational needs of personnel working at nationally designated infectious disease control institutions in South Korea. Specifically, it sought to identify the barriers encountered in infectious disease response, assess the perceived effectiveness of current training programs, and determine key competencies and tailored educational needs across occupational groups.
Methods A qualitative study was conducted using focus group interviews with 34 participants, including healthcare and nonhealthcare personnel engaged in infectious disease control. Participants were recruited through snowball sampling. Data was collected over 5 weeks via online interviews, transcribed verbatim, and analyzed using qualitative content analysis. Investigator triangulation and member checking were used to enhance the analytical rigor.
Results The participants reported that the current training program contributed to improved confidence, role clarity, and interdepartmental collaboration. However, multiple barriers were identified, including a lack of standardized scenarios, insufficient hands-on training, unclear guidelines, and low accessibility across roles. Key educational needs included scenario-based simulations, job-specific content, advanced clinical skills, psychological support, and interorganizational collaboration. Training preferences varied by job category, underscoring the need for differentiated role-based training modules.
Conclusion These findings highlight the importance of shifting from theory-based to practice-oriented education on infectious disease responses. To build sustainable preparedness systems, training programs should be scenario-driven, repetitive, and psychologically supportive. Institutional policies must ensure flexibility, equity of access, and proper incentives for participation. Future efforts should prioritize the development of standardized competency-based curricula tailored to diverse occupational roles within infectious disease response systems.
Purpose This study examined the current status, perceptions, and educational needs of primary care education in medical and nursing schools to provide foundational data that can inform effective curriculum development.
Methods In total, 40 medical and 64 nursing schools were eligible for this study. Data were collected through an online survey using Google Forms, developed by the research team, from November 2024 to January 2025. Frequency analysis and independent t-tests were performed to compare perceptions on primary care education between the two schools types. Borich Needs Assessment and Locus-for-Focus model were used to identify and prioritize educational needs.
Results Responses from 21 medical and 24 nursing schools were analyzed. All medical schools primarily offered education in primary care clinics (100%), whereas most nursing schools offered it in community healthcare institutions (87.5%). Visits and observations were the most common educational methods (>80%). Reports, presentations, and discussions were the most used assessment methods (>60%). Multidisciplinary team-based practicums were limited in both medical (9.5%) and nursing (25.0%) schools. Both groups rated the need to expand primary care education and multidisciplinary team approach highly (>4.4/5). “Longitudinality” and “generalism” were educational priority needs across both groups, whereas other elements showed variations.
Conclusion This study identified the shared and distinct aspects of primary care education across schools. The findings highlight the importance of enhancing and tailoring primary care education to each school’s specific context and needs, while fostering interprofessional collaboration to strengthen community-based healthcare.
Purpose Current faculty development (FD) programs are mostly limited to medical education and often lack a comprehensive and systematic structure. Therefore, the present study aimed to explore the current status and needs of FD programs in medical schools to provide a basis for establishing FD strategies.
Methods We conducted an online survey of medical school FD staff and professors regarding FD. Frequency, regression, and qualitative content analyses were conducted. FD programs were categorized into the classification frameworks.
Results A total of 17 FD staff and 256 professors at 37 medical schools participated. There are gaps between the internal and external FD programs offered by medical schools and their needs, and there are gaps between the programs the professors participated in and their needs. Recent internal and external FD programs in medical schools have focused on educational methods, student assessment, and education in general. Medical schools have a high need for leadership and self-development, and student assessment. Furthermore, professors have a high need for leadership and self-development, and research. The number of participants, topics, and needs of FD programs varied depending on the characteristics of individual professors.
Conclusion Medical schools should expand their FD programs to meet the needs of individuals and the changing demands of modern medical education. The focus should be on comprehensive and responsive programs that cover various topics, levels, and methods. Tailored programs that consider professors’ professional roles, career stages, and personal interests are essential for effective FD.
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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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Due to the short history of dental education in Laos, the educational system is still incomplete, with only a few faculty development (FD) programs. This study aims to identify the needs assessment for FD, in Lao dental education. A survey was conducted, with dentists from the Faculty of Dentistry, in 2022. Data on demographics, perceived importance, and ability, on the 13 roles and competencies of teachers, as well as the 26 FD items’ needs assessment were collected. Data were compared between the two groups (lecturers and assistant teachers), and analyzed to identify different needs. Sixty-seven responses were included, after excluding inappropriate ones. Lecturers and assistant teachers expressed their needs for developing a syllabus, and teaching using simulation. Lecturers revealed the need to improve their roles as resource developers, followed by learning facilitators and lecturer in a classroom setting. Assistant teachers reported their prioritized needs for improving their role as on-the-job role models, followed by lecturer in a classroom setting, and mentor, personal adviser, or tutor. Assistant teachers showed higher educational needs scores than lecturers, in most questionnaire items. Although the needs assessment of FD indicates different needs, based on the differing roles and responsibilities, assistant teachers’ needs scores are generally higher. An FD program could prioritize the most common needs of both groups at an early stage, but the topics most needed by each group should also be considered. This study can inform a future FD program, to improve Lao dental education.
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Purpose Due to the shortage in the healthcare workforce, insufficient qualifications, a lack of infrastructure and limited resources in Mongolia, it is not always possible for healthcare workers in rural areas who wish to attend continuous training and retraining courses to do so. However, in order to provide high-quality care, the demand for distance learning and the upgrading of knowledge and practice of many medical topics (especially related to morbidity and mortality) are necessary for the rural population. This study aimed to assess the needs of e-learning medical education, of graduates in Mongolia.
Methods A cross-sectional research design was implemented. We collected data from 1,221 healthcare professionals (nursing professionals, physicians, midwives, and feldshers) who were randomly selected from 69 government hospitals in Mongolia. Data were collected using self-assessment questionnaires which captured the needs assessment in a survey for online continuous medical education in Mongolia. Data were analyzed using descriptive statistics and Kruskal-Wallis statistical test.
Results Ninety percent of the respondents reported that they plan on attending online continuous medical education with the most preferred specialty area being emergency medicine. Results using the Kruskal-Wallis statistical technique suggested the preferred specialty area, educational content, appropriate time schedule, available devices, and tools were statistically significant and were different between the nursing professionals, physicians, midwives, and feldshers (p<0.05).
Conclusion Findings provide important evidence for the implementation of measures and strategies which can assist healthcare professionals in low and middle-income areas/countries to constructively address their need for enhanced knowledge and practice through distance learning.
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Purpose This study investigated medical educators’ readiness for online teaching by exploring their perceived ability and importance of online teaching competencies and identified the highest priority of their educational needs.
Methods In this study, 144 medical education faculty members from a university were invited to participate. The faculty online teaching readiness scale was virtually distributed at the end of the spring semester of 2020 and 38 faculty members responded for 2 weeks. The collected data were analyzed with descriptive statistics, paired t-tests, Borich Needs Assessment, and the Locus for Focus model.
Results The overall average perceived ability was 2.76, while the overall average perceived importance was 3.36. The course design and the technical competency categories showed the highest and lowest educational needs, respectively. Five competencies were given the highest priority of educational needs.
Conclusion The results revealed that the medical educators are not ready for online teaching; thus, urgent educational needs for online teaching competencies exist.
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Purpose This study will compare differences in perception of interprofessional education (IPE) in the faculty of medicine, nursing, and pharmacy. It will also analyze differences in the level of importance of IPE competences and the present competence levels of their students perceived by the faculty.
Methods The study included 115 participants from the faculty of medicine, 31 from nursing, and 23 from pharmacy. The surveys contained 21 questions on their perceptions of IPE, and perception on the nine competences of IPE. The results were analyzed using analysis of variance and χ2 analysis, and the Borich coefficient was calculated to identify the educational order of priority from the competence levels of their student of IPE.
Results Participants of 14.8% responded that they were aware of IPE, 95.8% responded that they did not have experience in IPE, and 95.8% responded that IPE was necessary. Among the subfactors of perception of IPE, the faculty of medicine had significantly lower perceptions of the importance, effectiveness, and support of IPE (p<0.001). The present competence levels of their students were significantly lower (p<0.001) than the level of importance of IPE competences perceived by the faculty, and its perception was at its lowest in the faculty of medicine. The needs assessment of the IPE program was in the order of communication skills (10.210), conflict-solving skills (10.114), problem-solving skills (9.319), empathy skills (9.110), and collaborative leadership (8.624) among the nine competences.
Conclusion This study will contribute to providing basic data needed to develop faculty development programs on IPE and IPE programs for their students.
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Purpose Continuing professional development is essential for improving health care services, especially in developing countries. Most of the training programs in Mongolia were not based on a targeted needs assessment. Therefore, we aimed to apply a mixed methods design to assess the training needs of Mongolian health professions.
Methods We conducted a needs assessment using a convergent parallel mixed methods design in two steps. The survey and interview questions were developed to identify priority areas, targeted trainees, and effective training methods. A survey on 60 respondents, 15 individual interviews, and a focus group interview with 14 participants were conducted in the first step. In the second step, 12 representatives of key stakeholders were invited to a second focus group interview.
Results Current health policy areas, areas related to future national plans, and areas not currently receiving governmental or international support were suggested as the main priorities. The stakeholder suggested that trainees should be selected based on their professional experience and language level, as well as each hospital’s needs. Building teams including various professions, such as nurses, technicians, and biomedical engineers, was recommended as a way to exchange ideas with each other and to build teamwork for future collaboration.
Conclusion Medical training needs are dynamic and complex; therefore, a deep understanding of the context and setting is necessary. In this study, we assessed the targeted training needs of Mongolian health professions through a mixed methods design, which could be an effective way to conduct needs assessments for training programs.
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Purpose This study conducted a needs assessment for developing teaching competencies of medical educators by assessing their perceived ability to perform teaching competencies as well as their perceived importance of these competencies. Additionally, this study examined whether there were any differences in needs assessments scores among three faculty groups.
Methods Hundred and eighteen professors from Dong-A University College of Medicine were surveyed, and the data from 44 professors who answered all the questions were analyzed using IBM SPSS 21. The needs assessment tool measured participants’ perceived ability to perform teaching competencies and perceived importance of these competencies. The Borich formula was used to calculate needs assessment scores.
Results The most urgent needs for faculty development were identified for the teaching competencies of “diagnosis and reflection,” followed by “test and feedback,” and “facilitation.” Additionally, two, out of 51, items with the highest needs assessment scores were “developing a thorough course syllabus” and “introducing students to the course syllabus on the first day of class.” The assistant professor group scored significantly higher on educational needs related to “facilitation,” “affection and concern for students,” and “respect for diversity” competencies than the professor group. Furthermore, the educational needs scores for all the teaching competencies except “diagnosis and reflection,” “global mindset,” and “instructional management” were higher for the assistant professor group than the other two faculty groups.
Conclusion Thus, the educational needs assessment scores obtained in this study can be used as criteria for designing and developing faculty development programs for medical educators.
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Purpose This study examined two overarching topics: to what extent do faculties acknowledge class readiness, execution of lessons, and evaluation of the session; and what core content should be strengthened in a medical school faculty development program?
Methods In November 2012, 37 faculties completed a detailed survey on the needs of medical school faculty development programs. The 14-item survey assessed the importance, operational frequency, difficulty in accomplishment, class readiness, execution of teaching, and evaluation of the session.
Results Faculties were aware of the importance of class readiness, execution of teaching, and evaluation of the session but had a low level of accomplishment with regard to execution of the instruction and evaluation of the session. Four subitems of session evaluation were considered very important but showed low operational frequency, high difficulty in accomplishment, and low accomplishment ability. The successful discussion class item had the lowest operational frequency and accomplishment ability. The core contents that should be strengthened in medical school faculty development programs are diagnose students' class readiness (prior knowledge) (35.5%) and providing class session with suitable level/content (32.3%).
Conclusion Before designing faculty development programs, a needs assessment is useful in providing more tailored content for the faculty.
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