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 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 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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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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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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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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