Korean Journal of Medical Education

"Perception"

Review Article

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

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

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Factors associated with attainment of ad hoc entrustability among Taiwan otolaryngology resident physicians: a nationwide cross-sectional study
Chia-Pei Lin, Wei-Chung Hsu, Guan-Ling Wang, Hui-Chen Su, Han-Chi Chung, Sheng-Hui Hung, Mingchih Chen, Jeng-Wen Chen, Pa-Chun Wang
BMC Medical Education.2025;[Epub] CrossRef
When supervision works: Analysis of supervisors' and residents' perceptions of ‘good supervision’ using video-stimulated interviews
Martine C. Keuning, Bart Lambert, Paul C. Jutte, Patrick Nieboer, Agnes D. Diemers
The American Journal of Surgery.2025; : 116774. CrossRef

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Original Research

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

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

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Attitude Toward Research in Nursing Interns and Medical Specialty Residents in a Pediatric Hospital in Mexico
Erika Egleontina Barrios-González, Angélica Saraí Jiménez-Osorio, Tania Flores-Bazán, Karina Isabel Casco-Gallardo, Sheila Adriana Mendoza-Mojica, José Antonio Guerrero-Solano, Foroozan Atashzadeh-Shoorideh
Nursing Forum.2025;[Epub] CrossRef
Exploring the meta-motivational strategies utilized by medical students in Jordan: an exploratory study
Rand Murshidi, Mahmoud Abdallat, Muhammad Hammouri, Rand Al-Huneidy, Khaled Alenezi, Abdulhadi Alrajehi, Nawal Al-Mutairi, Waleed Alkanderi, Abdulwahab Alkandari, Abdulrahman Aldousari, Sara Alenezi, Ahmad Taleb, Sayed Alzalzaleh, Adnan Alkayal, Hana Taha
BMC Medical Education.2025;[Epub] CrossRef

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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.

Citations

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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

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Summative program evaluation of a Student-Led Seminar Series in the subject of physiology: an outcome-based study: Vinu Vij, Pallavi Chitnis, Sadhana Mendhurwar; Korean J Med Educ 2022;34(1):41-48.
Published online March 1, 2022; DOI: https://doi.org/10.3946/kjme.2022.218

Abstract
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Purpose
Active involvement of students in their learning process is a recommended andragogical approach to increase student engagement. Many new teaching-learning strategies based on active learning have been implemented, but their efficacies to achieve the proposed benefits of attaining knowledge, skills, and attitude have not been evaluated, especially in the field of medical education. We substituted passive learning in the conventional tutorial classes with an active-learning strategy of Student-Led Seminar Series (SLSS) in the subject of physiology over 4 months and performed program evaluation for the SLSS.
Methods
Sixty-four first-year medical undergraduate students volunteered to participate, who were divided into groups to present seminars on the allocated topics under the guidance of a mentor. At the end of 4 months, program evaluation was done using Kirkpatrick’s model of evaluation—levels 1 and 2, which correspond to reaction and learning, respectively.
Results
Statistically significant improvement was observed in students’ satisfaction, and the self-perceived increase was observed in knowledge, skills, and attitude.
Conclusion
Program evaluation of SLSS not only established the significant impact of SLSS as an andragogical approach but also helped us in the improvisation of the program for the next cycle.

Citations

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Development of contextual learning models through collaboration between lecturers, students, and village governments in nursing education
Nikmatur Rohmah, Awatiful Azza, Ilanka Cahya Dewi
Korean Journal of Medical Education.2023; 35(1): 71. CrossRef
The Impact of Patient-Centric Interactive E-Module in Pathology Among Medical Undergraduates
Jayaprakash Venkatesan, Niraimathi Manickam, Balamurugan Madasamy, Meyyappa Devan Rajagopal, Arun Kumar Karthikeyan
Medical Science Educator.2023; 33(6): 1347. CrossRef

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2 Scopus

Short Communication

Analysis and suggestions on medical educators’ roles: Meeran Joo, Yoo-mi Chae, Man-Sup Lim, Seok-gun Park; Korean J Med Educ 2021;33(4):411-417.
Published online November 30, 2021; DOI: https://doi.org/10.3946/kjme.2021.209

Abstract
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Purpose
This study aimed to investigate the differences in the perception between professors and students regarding medical educators’ roles and discuss their desirable roles.
Methods
A survey was administered to 116 professors and 379 students of the medical colleges from Dankook University and Hallym University. The subjects were given a self-created questionnaire designed to measure their perception of medical educators’ roles.
Results
First, “student performance management” for professors and “teaching skill development” for students were recognized as the most essential medical educators’ role. Second, females students perceived the roles to be more important than males in eight of 10 roles.
Conclusion
First, “student performance management” for professors and “teaching skill development” for students were recognized as the most essential medical educators’ role. Second, females students perceived the roles to be more important than males in eight of 10 roles.

Citations

Citations to this article as recorded by

Medical students’ perspectives on effective and ineffective teaching behaviors in lectures
KwangHo Mun, Hye Jin Park
Korean Journal of Medical Education.2025; 37(2): 219. CrossRef
Instructor factors associated with medical students’ lecture evaluation: a longitudinal analysis
Jeongbae Rhie, Yoo Mi Chae, Seok-gun Park, Jae-hyun Kim, Hong Ja Kim
Korean Journal of Medical Education.2023; 35(2): 165. CrossRef
Formation of intercultural communication among medical university students
И.П. Введенская
Management of Education.2021; (6(46)): 207. CrossRef

4,362 View
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2 Scopus

Original Research

Effects of medical communication curriculum on perceptions of Korean medical school students: Hyo Hyun Yoo, Sein Shin, Jun-Ki Lee; Korean J Med Educ 2018;30(4):317-326.
Published online December 1, 2018; DOI: https://doi.org/10.3946/kjme.2018.106

Abstract
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Purpose
The study examines changes in students’ self-assessment of their general communication (GC) and medical communication (MC) competencies, as well as perceptions of MC concepts.
Methods
Participants included 108 second year medical students enrolled at a Korean medical school studying an MC curriculum. It was divided into three sections, and participants responded to questionnaires before and after completing each section. To assess perceived GC and MC competency, items based on a 7-point Likert scale were employed; a single open-ended item was used to examine students’ perceptions of MC. Statistical analysis was conducted to gauge GC and MC competency, whereas semantic network analysis was used to investigate students’ perceptions of MC.
Results
Students perceived their GC competency to be higher than MC. Perceived MC competency differed significantly across the three sections, whereas no differences were found for GC. There were no statistically significant differences after completing the curriculum’s second and third sections; however, the vocabulary students used to describe MC concepts became more scholarly and professional. In the semantic networks, the link structure between MC-related words decreased in linearity and looseness, becoming more complex and clustered. The words ‘information’ and ‘transfer’ proved integral to students’ perceptions; likewise, ‘empathy’ and ‘communication’ became closely connected in a single community from two independent communities.
Conclusion
This study differed from prior research by conducting an in-depth analysis of changes in students’ perceptions of MC, and its findings can be used to guide curriculum development.

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1 Scopus

Original Article

Students’ perception of the educational environment in medical college: a study based on DREEM questionnaire: Asmita Ashok Patil, Vijaya Laxman Chaudhari; Korean J Med Educ 2016;28(3):281-288.
Published online June 30, 2016; DOI: https://doi.org/10.3946/kjme.2016.32

Abstract
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Purpose
The educational environment (EE) plays a very important role in effective student learning. The Dundee Ready Education Environment Measure (DREEM) is a validated tool to assess the EE. This study aimed to collect baseline information about our medical student’s perception of the EE, and to identify areas of strengths and weaknesses as well as scope for improvements in the current EE.
Methods
Medical students and interns were included in this cross-sectional study. The DREEM questionnaire was used to measure students’ perceptions about the EE, which has five domains: students’ perceptions of learning; students’ perceptions of teachers; students’ academic self-perceptions; students’ perceptions of atmosphere; and students’ social self-perceptions. Students were asked to respond using a 5-point Likert-type scale. Data was analyzed using suitable tests and statistical significance was set at p<0.05.
Results
The mean global DREEM score was 123/200. All students had more positive than negative academic self-perception (21.24/32), perception of atmosphere (29.21/48), and perception of learning (28.99/48), while their social self-perception (17.48/28) was not too bad and perception of teachers (26.71/44) moved in the right direction. The fifth semester students perceived EE more positively than other semester students.
Conclusion
The present study revealed that all students perceived their EE positively. The positive points were that teachers were knowledgeable, that students had good friends, and they were confident about passing their exams. Problem areas observed were authoritarian teachers, overemphasis on factual learning, overly teacher-centered teaching, teachers getting angry, and the need for a support system for stressed students.

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Perceptions on item disclosure for the Korean medical licensing examination: Eunbae B. Yang; Korean J Med Educ 2015;27(3):167-175.
Published online August 26, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.3.167

Abstract
PDF

Purpose
This study analyzed the perceptions of medical students and faculty regarding disclosure of test items on the Korean medical licensing examination.
Methods
I conducted a survey of medical students from medical colleges and professional medical schools nationwide. Responses were analyzed from 718 participants as well as 69 faculty members who participated in creating the medical licensing examination item sets. Data were analyzed using descriptive statistics and the chi-square test.
Results
It is important to maintain test quality and to keep the test items unavailable to the public. There are also concerns among students that disclosure of test items would prompt increasing difficulty of test items (48.3%). Further, few students found it desirable to disclose test items regardless of any considerations (28.5%). The professors, who had experience in designing the test items, also expressed their opposition to test item disclosure (60.9%).
Conclusion
It is desirable not to disclose the test items of the Korean medical licensing examination to the public on the condition that students are provided with a sufficient amount of information regarding the examination. This is so that the exam can appropriately identify candidates with the required qualifications.

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4 Scopus

Returning students’ perspectives on adjusting to medical graduate school in Korea: an interview study: So Youn Park, Oh Young Kwon, Tai Young Yoon; Korean J Med Educ 2015;27(1):37-44.
Published online March 31, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.1.37

Abstract
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Purpose
The recent trend of switching from medical graduate school to medical school in Korea raises questions about the adjustments that students must make in medical education. We examined the perceptions of medical graduate students with regard to their adaptation in medical education.
Methods
Sixteen semistructured, in-depth interviews were administered to medical graduate students who received their first degrees in foreign countries. The interviews addressed their perceptions of their experience in medical graduate school and on how well they adjusted to medical education.
Results
Students perceived their adaptation to medical graduate school in two dimensions: academic achievement and cultural adjustment. In academic achievement, a limited student-teacher relationship was recognized by students. Students tended to be passive in the classroom due to an uncomfortable atmosphere. They also reported witnessing culture shock in relation to the paucity of information on entrance into medical graduate school. Freshmen voiced many difficulties in adjusting to the unique culture in medical graduate school, in contrast to upper classmen. However, only 32% of students experienced helpful mentoring for their problems.
Conclusion
Students’ perspectives should guide all decisions made about medical education in an altered educational system.Self-regulated learning and a good mentoring program can help prepare students for medical education and professional life.

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Dear admission committee…: Which moves in application essays predict student master grades?
Timon de Boer, Frank Van Rijnsoever, Hans de Bresser, Yasir Ahmad
PLOS ONE.2024; 19(6): e0304394. CrossRef
Research trends in studies of medical students’ characteristics: a scoping review
Sung Soo Jung, Kwi Hwa Park, HyeRin Roh, So Jung Yune, Geon Ho Lee, Kyunghee Chun
Korean Journal of Medical Education.2017; 29(3): 137. CrossRef

12,206 View
124 Download
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2 Scopus

Medical Students' Perception and Satisfaction with Medical Communication Teaching Using Electronic Modules: Eal Whan Park; Korean J Med Educ 2012;24(3):197-211.
Published online September 30, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.3.197

Abstract
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PURPOSE
To teach communication skills to medical students, a variety of instructional text and video materials are used. The purpose of this study was to investigate medical students' perception and satisfaction with medical communication teaching using electronic modules.
METHODS
Medical communication subjects were developed for freshmen of the medical department. Each lesson was configured for the use of educational electronic modules. The modules were composed of a database of instructional materials and a program file that could link the materials. After the 2nd and 12th week of classes, the 8th and 14th practice interviews with simulated patients, and the end of the course, medical students' perception and satisfaction were assessed.
RESULTS
Forty-five students participated in the survey. Students' satisfaction after the 2nd and 12th week of class was 16.2 (standard deviation [SD], 2.0) and 16.2 (SD, 2.1), respectively. The correlation between class satisfaction and awareness of the usefulness of the electronic modules was significant (p<0.05). After the end of the course, the students' average satisfaction score was 6.7 of 10 points (SD, 1.4). Satisfaction with the practice interview and evaluation using simulated patients was 7.5 (SD, 2.3). For the practice interview, empathy, building a relationship, effective questioning, and active listening could be applied.
CONCLUSION
Medical student satisfaction with medical communication teaching using electronic modules was high. Students who were aware of the usefulness of the electronic modules had higher satisfaction with their classes. Many interview skills of the initial and middle phase of interviewing could be applied for the practice interview.

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Physicians' perspectives on social competency education in academic medicine
Yun-Jung Heo, Ivo Kwon, Ok-Jin Rhee, Duck-sun Ahn
Korean Journal of Medical Education.2013; 25(4): 289. CrossRef
Survival Games at Medical Schools
Young-Mee Lee
Korean Journal of Medical Education.2012; 24(3): 185. CrossRef

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Analysis of the Relationship between Students' Seating Preferences and Academic Achievement in Medical School: Hyo Hyun Yoo, Ji Hae Park, Jung Su Kim, Hyoung Tae Kim, Young Jon Kim, Dong Chan Kim; Korean J Med Educ 2012;24(2):117-125.
Published online June 30, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.2.117

Abstract
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PURPOSE
This study aimed to explore the relationship between students' seating preferences and academic achievement in medical school.
METHODS
The subjects of this study were 109 second-year students in C medical school. The pattern of seat selection of 109 students was surveyed by participant observation for 48 days, and a questionnaire was administered to determine the factors that were considered by students. Using SPSS version 12.0, we analyzed the factors that students considered with regard to seat selection and seat preference and the frequency of seat movements between areas. We performed one-way ANOVA to analyze the differences in academic achievement between students who moved seats versus those who did not.
RESULTS
The most common reasons for seat selection were to focus better on the lecture (60 students), to focus better on lecture, and to feel familiar with the same seat (60 students). Students' preferred seats were in rows A4, A7, A5, and A3 (in descending order), which are primarily the central sections, and columns B15, B1, B14, B19 (in descending order), which are primarily both ends of the division. The difference in academic achievement between students who moved seats and those who did not was not significant (p>0.05). Among students who did not move seats, the difference in academic achievement between 9 seating areas was not significant in 6 subjects (p>0.05).
CONCLUSION
The results of this study suggest that we should reconsider a professor's general perception regarding academic achievement according to seat location.

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Kyung-Il Chin
KIEAE Journal.2020; 20(1): 87. CrossRef
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Junhwan Jang, Seonhwan Bae, Gyungjae Kim, Doyoung Kim, Junseong Park, Seunghyeon Lee, Mira Park, Do-Hwan Kim
Korean Medical Education Review.2019; 21(2): 100. CrossRef
Research trends in studies of medical students’ characteristics: a scoping review
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Reactions of First-Year Medical Students to Cadaver Dissection and Their Perception on Learning Methods in Anatomy: Young Hee Lee, Young-Mee Lee, Soonwook Kwon, Sun-Hwa Park; Korean J Med Educ 2011;23(4):275-283.
Published online December 31, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.4.275

Abstract
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PURPOSE
The purpose of this study was to investigate the reactions of medical students to cadaver dissection and their preferred learning methods in studying anatomy.
METHODS
Participants were 110 first-year medical students 57 from a pre-medical course and 53 from the graduate entry level. A self-reported questionnaire survey was used to assess students' emotional and physical reactions to their encounters with cadavers in the dissecting room and their preferred teaching and learning methods and materials. Frequency, paired t-test, and cross-sectional analyses were conducted.
RESULTS
Most students experienced negative physical symptoms, such as eye soreness (72%), mile headache or dizziness (40%), headache (18%), decrease in appetite (17%), nausea (15%), and disgust (10%), in the first encounter with a cadaver in the dissection room. They also experienced adverse emotional responses, such as surprise (38%), depression (37%), sadness (23%), fear (23%) and feelings of guilt (19%), anxiety (17%), and crying (2.7%). However, most of these reactions decreased significantly 8 weeks later, except for nausea. Regarding teaching and learning methods, students reported that lectures and cadaver dissections were the most helpful methods in studying anatomy.
CONCLUSION
The results shows that initial encounters with a cadaver in the dissecting room caused emotional and physical distress to first-year medical students, but most students adapted gradually to the stressful learning environment. In addition, students regarded cadaver dissection as one of the most helpful learning experiences in studying anatomy.

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Jacob Madgwick, Lynley Anderson, Jon Cornwall
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Mange Manyama, Matthew A. Carey, Padmakumari Sarada, Rachid Bendriss
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Juan Jose Criado‐Álvarez, Jaime González González, Carmen Romo Barrientos, Isabel Ubeda‐Bañon, Daniel Saiz‐Sanchez, Alicia Flores‐Cuadrado, Juan Carlos Albertos‐Marco, Alino Martinez‐Marcos, Alicia Mohedano‐Moriano
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Are There Gaps in the Perception of Medical Students' Professionalism Between Medical Students and Professors?: Yera Hur; Korean J Med Educ 2008;20(3):209-217.
Published online September 30, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.3.209

Abstract
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PURPOSE
The implementation of medical professionalism education and evaluation is a recent trend in medical education. Although many studies on this subject have been performed, they have focused specifically on the level of medical student professionalism the perception gaps between medical students and professors on this topic are unresolved. This study attempts to determine whether such gaps exist. METHODS: Three hundred ninety fourth-year medical students and 250 professors who were randomly selected from 41 medical schools were asked to complete a survey on the level of the professionalism of medical students. Using the 31 core professionalism elements that are required for Korean medical students, students self-assessed their level of professionalism, and the professors evaluated the professionalism level of medical students who were graduating. RESULTS: Of the 31 core elements, significant perception gaps were found in 28 elements. The three domains into which the 31 core elements were divided-professional knowledge, professional skills, and professional attitude-all contained perception gaps, and professors' ratings generally were higher than those of the students, a noteworthy observation CONCLUSION: Medical professors need to encourage their students in elevating their professionalism, and what the faculty think they have taught regarding professionalism may not be fully assimilated by students. Further research is necessary to investigate why such gaps exist.

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Definition of character for medical education based on expert opinions in Korea
Yera Hur
Journal of Educational Evaluation for Health Professions.2021; 18: 26. CrossRef
Analysis and suggestions on medical educators’ roles
Meeran Joo, Yoo-mi Chae, Man-Sup Lim, Seok-gun Park
Korean Journal of Medical Education.2021; 33(4): 411. CrossRef
Korean Medical Students' Cognitive, Emotional, and Social Characteristics
Sook Hee Ryue, Hae Bum Lee
Korean Journal of Medical Education.2012; 24(2): 103. CrossRef

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An Evaluation of Integrated Curriculum Based on Students' Perspective: Sun A Oh, Eun Kyung Chung, Jung Ae Rhee, Yung Hong Baik; Korean J Med Educ 2007;19(4):305-311.
Published online December 31, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.4.305

Abstract
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PURPOSE
For medical students to have a meaningful learning experience, the curriculum must integrate what students are learning in class with the skills and knowledge required in the clinicalsetting. To satisfy these needs, an integrated curriculum (IC) has been operating at Chonnam National University Medical School since 1999. The purpose of this study was to evaluate the changes in IC students during two implementation periods, the first in 2001 and the second in 2004. This study focused on the student viewpointin order to create an authentic IC program.
METHODS
Questionnaires were used to evaluate the differences in the student perception of IC. The content of the questionnaire dealt with the appropriateness of time management, coherence of the content, teachinglearning method, and IC evaluation.
RESULTS
There were positive responses from the second implementation period than from the first, for almost all sub-items. However, the results showed that IC has to be reinforced by instructors teaching a coherentcontent, by using a variety of teaching-learning methods, by having the students participate actively, and by offering holistic and integrated assessments.
CONCLUSION
The following three steps are recommended for the improvement of IC: facilitate an IC committee, develop teaching-learning methods, and guide student participation.

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Academic Motivation, Academic Stress, and Perceptions of Academic Performance in Medical Students: Doehee Ahn, Gwihwa Park, Kwang Jin Baek, Sang-In Chung; Korean J Med Educ 2007;19(1):59-71.
Published online March 31, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.1.59

Abstract
PDF

PURPOSE
This study was to examine whether medical students' academic motivation, general academic stress influence their perceived academic performance.
METHODS
Of the 606 medical students surveyed from two universities in Seoul and Incheon, 308 completed and returned the questionnaires yielding a total response rate of 50.8%. The final sample consisted of 129 premedical students (41.9%) and 179 medical students (58.1%). Of these, 189 were male (61.4%), 94 were female (30.5%), and 25 did not identify their gender (8.1%). Their average age was 22.43 years. Measures of students' academic motivation, general academic stress, medical stress, and their perceptions of academic performance were obtained.
RESULTS
Pearson's correlations indicated that students' perceptions of academic performance were associated with academic motivation, general academic stress, and medical stress. It was observed that there were gender differences in 'perceptions of academic performance,' 'intrinsic academic motivation,' and 'extrinsic academic motivation.' Females scored themselves higher in 'perceptions of academic performance,'and 'ntrinsic academic motivation,'but lower in 'xtrinsic academic motivation'than did the males. Moreover, premedical students had higher 'perceptions of academic performance' and 'extrinsic academic motivation' scores, but lower 'eneral academic stress'and 'edical stress'scores than medical students. Hierarchical multiple regression analyses showed that the 'motivation'subscale from the academic motivation measure and 'social-psychological' subscale from the general academic stress measure predicted the perceptions of academic performances of the medical students after controlling for gender and education level.
CONCLUSION
Medical educators need to be aware that medical students' perceived stress and their academic motivation affects their academic performance which can have a tremendous impact on their quality of life and psychological well-being. Perhaps an academic adjustment program needs to be developed to reduce students' perceived stress in medical training.

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