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.
Purpose Team-based learning in medical education facilitates the formation of interpersonal relationships, enhances academic achievement, and establishes future clinical connections. Despite medical schools’ distinct educational environments and curricula, research investigating students’ learning and behavioral characteristics within this context remains limited. This study aimed to investigate the specific characteristics of interpersonal relationship formation among freshmen medical students in team-based learning activities.
Methods Focus group interviews were conducted with 11 students who participated in a team-based class held during the first semester of the premedical year.
Results Medical students passively expressed their thoughts and feelings, such as active sympathy for the team’s opinions and self-censorship of SNS (social networking service) conversations. When performing team activities, students were excessively conscious of others and focused on evenly dividing their work, minimizing their opinions, and fulfilling their share to prevent potential interpersonal conflicts. Interpersonal activities were only superficial, as students intentionally maintained a certain distance from team members or used team activities as an opportunity to accumulate relational capital.
Conclusion The results of this study are expected to provide a useful basis for designing and conducting team activity classes to enhance interpersonal relationship formation.
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Purpose Premedical education is one stage in which various educational approaches are used to promote critical thinking. Given that critical thinking ability could be regarded as one of the intended outcomes of social science and humanities education, this study explored the effectiveness of a course to promote critical thinking in a premedical curriculum using both literature and film.
Methods Fifty-one 2nd year premedical students enrolled in a ‘Critical Thinking for Premeds’ course. Students were required to read or watch a selected material, submit group discussion agendas, attend five group discussion sessions, and write critical essays. Five tutors facilitated the group discussions, observed and assessed the students’ performance and critical essay. Students’ critical thinking disposition and opinion on assigned reading materials were examined before and after the course. A program evaluation survey was conducted to investigate the students’ reaction after the course.
Results On average, students appreciated 78.6% of the total assigned materials. The students indicated that group discussions and the narrative comments of facilitators contributed the most to develop critical thinking. After the course, the students’ tendency preferring cheaper price books, as well as medicine-related books decreased significantly. Students who had critical essay scores greater than or equal to the median demonstrated a significant improvement in critical thinking disposition scores.
Conclusion The course was well-accepted by premedical students and had several positive outcomes. A more effective use of the course could be anticipated with a clearer explanation of the purpose, the consideration of previous reading experience, and use of complementary learning activities.
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Can Distance Communication Skills Training Increase the Empathy Levels in Medical Students? An Application During the Pandemic Period Sema OZAN, Esin ERGÖNÜL, Özlem MİMAN, Servet KIZILDAĞ, Gulsah ZEYBEK, Ayşe YAZICI, Cemal Hüseyin GÜVERCİN, Meliha DİRİÖZ, İlkay AKSU, Cem BEDİZ, Songül BAYRAM DELİBAŞ, Nergiz DURMUŞ SÜTPİDELER, Balahan MAKAY Journal of Basic and Clinical Health Sciences.2022; 6(3): 775. CrossRef
Purpose We tested the effect of team-based learning (TBL) on medical education through the second-year premedical students’ TBL scores in biochemistry classes over 5 years.
Methods We analyzed the results based on test scores before and after the students’ debate. The groups of students for statistical analysis were divided as follows: group 1 comprised the top-ranked students, group 3 comprised the low-ranked students, and group 2 comprised the medium-ranked students. Therefore, group T comprised 382 students (the total number of students in group 1, 2, and 3). To calibrate the difficulty of the test, original scores were converted into standardized scores. We determined the differences of the tests using Student t-test, and the relationship between scores before, and after the TBL using linear regression tests.
Results Although there was a decrease in the lowest score, group T and 3 showed a significant increase in both original and standardized scores; there was also an increase in the standardized score of group 3. There was a positive correlation between the pre- and the post-debate scores in group T, and 2. And the beta values of the pre-debate scores and “the changes between the pre- and post-debate scores” were statistically significant in both original and standardized scores.
Conclusion TBL is one of the educational methods for helping students improve their grades, particularly those of low-ranked students.
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Purpose The purpose of this study was to develop criteria to evaluate a premedical curriculum to ultimately improve the quality of premedical education.
Methods The first draft of the evaluation criteria was developed through a literature review and expert consultation. The Delphi survey was conducted to ensure the validity of the draft.
Results The final premedical curriculum criteria consisted of three evaluation areas (curriculum development, curriculum implementation, and curriculum outcome), five evaluation items (educational objective , organization of curriculum, instructional method, class management,
and educational outcome), and 18 evaluation indicators.
Conclusion There should be further discussion on the evaluation questionnaire and the content for each evaluation indicator with regard to its practical application. Also, a concrete evaluation system, including evaluation standards and rating scales, should be developed.
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Purpose Seoul National University College of Medicine (SNUMC) introduced a multiple mini-interview (MMI) to assess the noncognitive ability of applicants in 2013. This study aims to examine whether students differ with regard to their personal career values and academic achievements by admission type.
Methods We administered a survey about career values and self-perception of competencies. We then compared the survey results and academic achievements by admission type. Finally, the correlation coefficient between MMI score and academic achievement was calculated in the MMI group. The data were analyzed by t-test and correlation analysis.
Results There was no statistically significant difference in career values between groups. For self-perception of competency, only the ‘interact in heterogeneous groups’ domain was higher for those who entered through the MMI. The MMI group had a higher and broader level of academic achievement. Within the MMI group, there was a significant correlation between grade point average and MMI station scores.
Conclusion The characteristics of students who entered through the MMI were more in accordance with the goals of SNUMC and the competency of future doctors. Considering the unique feature of premedical academic achievement, this result implies that such students have superior noncognitive abilities, such as self-development and internal motivation. How these differences change subsequently remains to be seen.
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PURPOSE The aim of this study was to examine the background and improvement of the reformed premedical curriculum in Seoul National University and to analyze in which it corresponds with its intentions. It gives implications to premedical curriculum through its development model.
METHODS The background and improvement of the reformed premedical curriculum was analyzed through several reports from those of associated committees. The development model of the reformed curriculum was made in order to examine correspondence with the intentions of its reformation.
RESULTS The graduate credit increased while compulsory credit was in decrease which leads to the elimination of standardized education based on the natural sciences. The requirements in compulsory liberal arts and elective major subjects were suggested in order to develop students' perspectives in humanities.
CONCLUSION As premed is a preliminary course before studying medicine, premedical curriculum should reflect the needs of those parties concerned-society, professors, students, etc.- and be based on core values and educational philosophy of the school in order to derive its competences.
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PURPOSE Medical students must be taught community medicine to understand common community-wide health problems and develop the skills that are needed to solve them. In this study, community-oriented primary care (COPC) projects were undertaken by premedical students in a community medicine course, and their experience was assessed.
METHODS We analyzed the final reports of 570 premedical students who completed their community group projects from 2000 to 2012.
RESULTS Eighty-nine community projects were completed by the students. The average number of students per project was 6.3 (range, 3-9). The total number of project themes was 39.
Sex education for high school students, guidance on learning for low socioeconomic children, and education on smoking cessation for high school students were the most frequently selected topics. The most common subjects in the projects were high school students, preschool children, elderly people, and hospice patients. With regard to methodology, the students administered questionnaires in 58 cases and held health education programs in 48 cases. In 42 cases, students used social welfare-related community resources. In their final reports, many students felt that an understanding of their identities as future physicians and of the health care and social welfare systems was meaningful.
CONCLUSION Premedical students' experiences in COPC projects varied and were positive. Teaching community medicine in a premedical course increased students' confidence with their future role as compassionate, socially responsible physicians and their understanding of community resources in a health care network.
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There has been a recent tendency to attach special importance to writing education. Books on 'writing to heal' are being written in or translated into Korean. According to these texts, writing is a valuable tool for internal healing, depending on the mode of application. Writing can have positive effects and give hope to an individual or group, but it can also be a source of frustration and despair. Based on the distinct effects of writing, we cannot overemphasize the significance of writing education. Writing is generally taught during a premedical course that targets students who will eventually practice medicine. Many reports have examined immorality in medical students and health care providers, which is a reason that writing education is important for medical systems. 'Writing for Healing' is open to freshmen at Yonsei University Wonju College of Medicine.
The aim of this subject is to help students identify and acknowledge internal diseases to lead a healthier life and eventually become positive and responsible health care providers. However, in addition to the vague definition of what 'healing' is, the concept of 'writing for healing' has not been defined. This paper attempts to define the concept of 'writing for healing' and considers what influences it can have on a humanities curriculum in medical colleges.
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Teaching Medical Humanities through an Illness Narrative Im-Kyung Hwang Korean Journal of Medical Education.2013; 25(2): 81. CrossRef
PURPOSE We investigated the relationship between cognitive and learning style by comparing the Cognitive Styles Analysis (CSA) with the Index of Learning Styles (ILS). We assessed whether cognitive styles correlated with learning styles with regard to their corresponding dimensions.
METHODS One hundred two second-year premedical students participated, and data from ninety-four students were analyzed. One student's data file was lost during data collection, and six students were excluded because their correct response rates on the CSA were lower than 50%. Both scales were presented on a computer item by item, and the assessment was conducted in the computer lab as a group. For analysis, responses and reaction times were recorded.
RESULTS Distributions of the styles were generated. We correlated the verbal-imagery dimension of the CSA with the visual-verbal dimension of the ILS and found no correlation.
There was no correlation between the wholist-analytic dimension of the CSA with the sequential-global dimension of the ILS. Excluding intermediate students in the verbal-imagery dimension of the CSA, however, there appeared to be a marginally significant correlation between the verbal-imagery dimension of the CSA and the visual-verbal dimension of the ILS.
CONCLUSION In the visual (imagery)-verbal dimension, there was some correlation between cognitive and learning styles.
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Mapping the learning styles of medical students in Brazil Marcel Fernando Inácio Cardozo, Gilmar Cardozo de Jesus, Maria Helena de Sousa, Amilton Iatecola, Fernanda Latorre Melgaço Maia, Gisele Massarani Alexandre de Carvalho, Vinícius Rodrigues Silva, Daniela Vieira Buchaim, Adriane Gonçalves Moura Cardozo, Ron BMC Medical Education.2024;[Epub] CrossRef
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PURPOSE The purpose of this study was to explore the relationship between the personality types of premedical students and their self-assessed communication skills and attitudes toward a communication skills course.
METHODS The participants were 59 second-year premedical students from Korea University College of Medicine. The Myers-Briggs type indicator (MBTI), which was validated in Korea, was used for evaluating personality types.
Self-reported competency in communication and attitudes toward a communication skills course were measured by questionnaire.
RESULTS Sensing (S) and thinking (T) personality types were predominant in this study group (76%). The relationship between the personality indicator 'Extraversion (E)-Introversion (I)' and the selfreported communication skills was statistically significant for four items of communication skills. Also, the personality indicator 'Thinking (T)-Feeling (F)' significantly correlated with one item: ask if the person has any further suggestions.
Personality 'I' students showed more concern with regard to their communication skills than 'E' types. 'Sensing (S)'-type students had a more positive attitude toward the communication skills course than "iNtuition (N)" types.
CONCLUSION Students' self-assessed competence in communication and attitudes toward the communication skills course varied between personality types. These results suggest that the personality types of students should be considered in developing a communication skills course.
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PURPOSE To establish a medical informatics curriculum for premedical students. METHODS: The author conducted a questionnaire survey on 202 second year premedical students from two medical schools, one in Seoul and one in Asan. The chi-square test was used to do a statistical analysis comparison of the results from these two school groups. In addition, the reliability test was used for the questionnaire' s reliability. RESULTS: The results of the survey show that computer skills in second year premedical students differ by gender. The results also indicate that differences exist between the two schools, as the curriculums of the freshman year differ between the schools.
Moreover, it is observed that more than 60 percent of the subjects have difficulties dealing with complicated problems such as fixing or replacing hardware. CONCLUSION: The survey was conducted to assess the level of computer skills in premedical students at two medical schools. Through careful analysis of this survey, we were able to define the necessary level of computer skills required in premedical students in the Medical Informatics curriculum.
This study was conducted to examine the specialty preference of premedical students and evaluate it's associated factors.
The self-administered questionnaire survey was conducted covering 208 premedical students(127 national university students and 81 private university students) and the respondents were 164(response rate 78.8%).
Among 164 students, 33(20.1%) didn't decide the specialty yet.
The students preferred psychiatry most at 12.2%, and pediatrics, internal medicine and neurosurgery in order.
Male students preferred general surgery, thoracic surgery, neurosurgery, orthopedic surgery, and ophthalmology and ENT, on the other hand, female students preferred psychiatry, pediatrics, and internal medicine.
Most important factor which influenced on the selection of specialty was student's character and others are acquisition of high quality medical technology, opportunities of service to the public and chances for getting a job, in order.
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The educational goal of premedical education is to provide a desired college-level training in liberal arts as well as sciences, and to provide a basis for future medical studies.
However, there has been concern that the current premedical education at Korea University has been unproductive and has not met the educational goals.
The objective s of this study were to evaluate the current premedical academic curriculum at Korea University and to provide baseline data for developing an improved premedical curriculum. A survey involving faculty, residents, and students from Korea University Medical School was conducted.
The results of the study suggested that the current premedical curriculum was not relevant to future medical studies and the General Studies Program as a source for learning liberal arts and humanities, were not appropriate.
There was a growing need for structural and functional integration between premedical and medical studies and in addition to requirement of reinforcing the social and human sciences into the premedical curriculum.
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There is a trial to increase as four years of the premedical course to make doctors with better humanities and variable educational backgrounds and good researchers in basic medicines. We studied the trial in the present situation of the Korean in scvcral vicwpoints There will be a confusion between doctor in a origanization and there are many problems expected with two different educational system in a countury Moreover, two years of premedical course and four years of medical course are enough to a clinician, especially a primary care doctor and there will be increased costs and late age to be a doctor if premedical course are increased as four years. It is not real reason for the lack of applicants to be good researchers in basic medicines that shot premedical course and lack of non-medical educational backgrouds. Also situation of medical school in Korea is not suffice to extend their facilities and faculties. Finally advantages from the extension of the premedical course can be gained with introductions of the limeted bachelor`s admission and or dual major system. The most important things is the single educational system to be a doctor and leaving the system to the discretion of the medical schools or universities
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To find the factors associated with the teaching evaluation by the students, data were collected through a questionnaire from 106 students in a premedical course at a medical college at November, 1994 after a series of lecture for a semester. The results are as follows : 1. Chronbach's alpha coefficients by part of evaluation were 0.8544 for teacher part, 0.7405 for the learner part and 0.7468 for the environment of the teaching. 2. Students gave low score of the evaluation for the items of questionnaire like contribution to creative thinking by lecture, good communication with the teacher, speed and amount of lecture, the appropriateness of textbook. Students gave high score of evaluation for the items of questionnaire like the scrutiny of the lecture hours, the appropriateness of test and homework assignments, composition and progress of the teaching schedule and preference and expression of the lecture. 3. The evaluation scores were significantly high among the student who were satisfied with the lecture, expected high score for the test, low number of absence, the high perception of the necessity about the subject to medical students. The sex of students, the difficulty of the subjects and the burden of learning were not associated with the point of evaluation. 4. Among the learner's attitude, positive and sincere learning attitude, scrutiny of pressure to the lecture, diligent homework assignment, and good preparation for the lecture were associated significantly with the point of evaluation. 5. The correlation coefficients between evaluation result and associated factors were 0.476 for the learner's attitude, 0.312 for the environmental factor of lecture, 0.296 for the expected score and 0.628 for the degree of satisfaction. Negative correlation were shown between the evaluation point and the number of absence(r=-0.248) and the backside preferred seat at lecture room(r=-0.274). In conclusion teaching evaluation by the students kept relatively high reliability in measurements and the evaluation results were associated with the several factors, so for the effective methods of implementation of teaching evaluation and utilization of the results, systematic of the results, systematic and deeper study must be made.
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The motivation and timing of the decision to be a physician were examined for premedical students of three universities in Taegu. The primary motivation for seeking a career in medicine was the spirit of service to mankind, but the economic reward was also important value. A number of students could not make a decision to enter a medical school just before admission test. There was a correlation between the motivation, timing and autonomy of decision to be a physician with the academic satisfaction of premedical students. The students who motivated by a spirit of service, made a decision earlier or got a autonomy in decision-making to enter a medical performed a better premedical preparation.
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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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