Purpose This study analyzed the current status of and correlations between Korean medical students’ experiences and perspectives surrounding patient-centered medical education (PCME).
Methods A structured PCME questionnaire composed of three categories, understanding patients within social and cultural contexts, understanding patients’ individual health contexts through communication, and placement of patients at the center of medical education, was used. The students were stratified into pre-medical (Pre-med), medical (Med), and policlinic (PK) groups because of curriculum differences by grade. The χ2 test was applied to analyze the association between students’ experiences with and perspectives on PCME. A Cramer’s V of 0.200 was considered a large effect size for any association between experiences with and perspectives on PCME.
Results Among the respondents, 50.6% answered that they did not know about patient-centered medicine before the survey. With increasing school years went up from Pre-med to PK, fewer students agreed that PCME should be added to pre-clinical medicine curricula (p<0.001), that patients should be in the center throughout medical education (p=0.011), and that patients’ personal histories, values, and objectives are important PCME (p=0.001). Students who said they learned PCME for each category were more likely to consider PCME important (Cramer’s V was 0.219 and 0.271 for “with,” and “for the patients” respectively, p<0.001 for “about/with/for the patients”). Students in all groups chose clinical practice as the best method for PCME (p=0.021). Med group chose the lectures as the most effective tool to learn about the importance of communication (p<0.001).
Conclusion Students who experienced PCME were likely to perceive PCME as important and it showed that experiences of PCME had positive effects on PCME perceptions. Despite students’ preferences for clinical practice as the best method for PCME, PK reported that they did not learn PCME, and regarded PCME as less important compared to students at earlier stages of their medical education. Therefore, more intensive and holistic PCME curricula rather than only clinical practice exposure may be necessary.
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Patients’ Perceptions of Physicians’ Health Literacy Competencies and “Good” Communication in Family Medicine: A Q Methodology Study Pei-Ling Tseng, Hui-Fang Yang, Shao-Yi Cheng, Hsiang-Ru Lai, Chiu-Mieh Huang, Jia-Yi Chen, Chen-Yin Tung INQUIRY: The Journal of Health Care Organization, Provision, and Financing.2026;[Epub] CrossRef
The Capacity of the Associative Experiment with Keyword Stimuli to Explicate the Doctors’ Communicative Intentions in the Doctor-Patient Relationship N. V. Potapova, A. A. Rumyantseva, V. A. Kameneva NSU Vestnik. Series: Linguistics and Intercultural Communication.2023; 21(3): 118. CrossRef
PURPOSE Patient-centered care is one of the most important factors of high-quality medical care. Medical educators have been increasingly interested in education for patient-centered care. This study was conducted to guide such education by assessing the patient-centeredness of medical students in a real patient encounter and a standardized patient encounter on the clinical performance examination (CPX).
METHODS During the first semester of 2010 and 2011, fourth-year medical students in a clinical clerkship interviewed outpatients who visited the Department of Family Medicine. The interviews were videotaped, 25 of which were selected for study. We searched the 25 students' CPX videotapes that were recorded in the same year for comparison. The patient-centeredness of the students was assessed by measure of patient-centered communication (MPCC).
RESULTS The inter-rater reliability of the MPCC was 0.89 when measuring real patient encounters. MPCC scores of 25 students were very low for both real patients (mean, 28.8; range, 8.2~53.1) and for standardized patients (mean, 27.5; range, 8.2~52.7), and there was no significant difference between two groups. The component 1 MPCC scores were significantly higher for real patient encounters compared with those of CPX encounters (0.28 vs 0.18, p=0.0001). The component 2, 3 MPCC scores of two groups were not different each other.
CONCLUSION Medical educators must emphasize the importance of exploring a patient's illness and social background and involving them in making a diagnosis and treatment plan for patient-centered care. They should give students more opportunities to interview real patients and diversify scenarios for standardized patients.
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Improved detection of patient centeredness in objective structured clinical examinations through authentic scenario design Kye-Yeung Park, Hoon-Ki Park, Hwan-Sik Hwang, Sang-Ho Yoo, Jae-Sook Ryu, Jong-Hoon Kim Patient Education and Counseling.2021; 104(5): 1094. CrossRef
The Relationship between Medical Students’ Assessment of Standardized Patients and Patient‐Physician Interaction Score Eui-Ryoung Han, Sun Kim, Eun-Kyung Chung Korean Medical Education Review.2019; 21(3): 150. CrossRef
Effects of Module Development and Role Play Course on Clinical Practice Examination Scores during a 4th Year Clerkship Kyong-Min Park, Kye-Yeung Park, Nam-Eun Kim, Bong-Kyung Seo, Hoon-Ki Park, Hwan-Sik Hwang Korean Journal of Family Medicine.2018; 39(1): 23. CrossRef
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PURPOSE The aim of this study was to compare patient-centeredness changes between medical school graduates and medical students after a psychiatric clinical clerkship.
METHODS We focused on 40 medical school graduates. We received permission to use data from a 2006 study on patient-centeredness of 94 medical students. The following was repeated before and after clerkship: Minnesota Multiphasic Personality Inventory (MMPI), Meyers-Briggs type indicator (MBTI), Patient-practitioner Orientation Scale (PPOS) and Authoritarian Personality (AP) scale.
RESULTS In the 2006 study on patient-centeredness of medical students, the AP scores were significantly lower than before clerkship and the PPOS scores were significantly higher than before clerkship. AP score changes were related to MBTI, correlated with MMPI subscales, but inversely correlated with PPOS changes. In this study, the change in PPOS scores was not significant after clerkship in case of medical school graduates. AP score changes inversely correlated with PPOS changes, but neither correlated with MMPI subscales or MBTI.
CONCLUSION Considering previous findings, medical school graduates tend to be more patient-centered than medical students, but medical students can adopt a more patient-centered attitude than graduates through a psychiatric clinical clerkship.
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Psychiatry curriculum: How does it affect medical students’ attitude toward psychiatry? Hye Jeong Lee, Hyeok Jun Jang, Seoyoung Jang, Su Hyun Bong, Geun Hui Won, Seoyoung Yoon, Tae Young Choi Asian Journal of Psychiatry.2022; 67: 102919. CrossRef
Healthcare students’ attitudes towards patient centred care: a systematic review with meta-analysis Geronimo Bejarano, Ben Csiernik, James J. Young, Kent Stuber, Joshua R. Zadro BMC Medical Education.2022;[Epub] CrossRef
Perception and Performance about Patients' Medical Information Protection in Allied Health College Students Seon Young Choi, Do Yeon Lim, Il Sun Ko, In Oh Moon The Journal of Korean Academic Society of Nursing Education.2016; 22(1): 83. CrossRef
Differences in Factors Affecting Medical Specialty Choices between Medical College Students and Graduate Medical School Students Ji Hye Lee, Gun Il Kim, Kwi Hwa Park, So-Joung Yune Korean Journal of Medical Education.1970; 21(4): 393. CrossRef
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