Korean Journal of Medical Education

"Teaching"

Short Communication

Enacted practices and developmental experiences of senior medical student tutors in a structured peer tutoring program: Dong Mi Yoo, A Ra Cho, Sun Kim; Korean J Med Educ 2026;38(1):95-101.
Published online February 24, 2026; DOI: https://doi.org/10.3946/kjme.2025.111

Purpose
This study examined tutors’ practices, challenges, and developmental experiences within a structured senior–junior tutoring program implemented at a Korean medical school.
Methods
Fourteen tutors participated across two one-semester cycles—seven tutors in 2022 and seven in 2023. Each cycle included standardized tutor orientation, weekly one-on-one tutoring sessions, and faculty oversight. Data sources consisted of 24 tutor activity reports and semi-structured tutor interviews, and a survey of tutees was additionally conducted to contextualize the tutoring environment. Qualitative data were analyzed thematically.
Results
Tutors engaged in five major domains of tutoring practice: diagnostic assessment of learning routines, structured academic coaching, lifestyle and behavioral stabilization, management of communication and relational challenges, and iterative adjustment of goals and strategies. They reported that peer tutoring required substantial emotional and relational work, often addressing broader behavioral patterns rather than isolated content gaps. Consistent with tutors’ accounts, tutees’ survey responses indicated improvements in learning motivation, study strategies, time management, and satisfaction with communication.
Conclusion
Structured peer tutoring extended beyond academic assistance to encompass academic, behavioral, and emotional guidance. Participation also contributed to tutors’ metacognitive awareness, communication skills, and emerging professional identity. These findings offer implications for developing sustainable peer-led support programs in medical education.

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Review Article

Pecha Kucha in medical education: a narrative literature review: Stevan Oluic, Stefan Milutinovic, Strahinja Gligorevic, Nebojsa Brezic, Bernardo Henrique Mendes Correa, Mohamed Hassan, Brian Bartlett, Mohamad El Labban, Waclaw Wedzina, Maja Delibasic, Jelena Oluic, Magdy El-Din; Korean J Med Educ 2025;37(4):491-502.
Published online November 27, 2025; DOI: https://doi.org/10.3946/kjme.2025.358

Abstract
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This review aims to explore the use and educational impact of the Pecha Kucha presentation format in medical education, as well as its integration with active learning methodologies. A comprehensive literature search was conducted in Medline, Embase, ScienceDirect, and Scopus to identify studies that assessed Pecha Kucha in undergraduate, postgraduate, or patient education. Fourteen English-language studies published up to September 2024 were included. Studies were evaluated for design, participant population, learning outcomes, and pedagogical integration. The selected studies employed quantitative, qualitative, and mixed-method approaches. Most studies reported positive educational outcomes, including improved knowledge retention, clearer communication, and enhanced learner engagement. Pecha Kucha was particularly effective when integrated with self-directed, problem-based, case-based, or team-based learning strategies. Participants, including students, residents, and patients, highlighted the format’s value in promoting concise, visually engaging presentations, although some noted difficulties adapting to its strict timing constraints. Pecha Kucha is a promising educational tool that incites active learning, efficient communication, and engagement in medical education. When combined with other pedagogical strategies, it contributes to a more dynamic and student-centered learning environment.

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Innovative Education in Palliative Care: Enhancing Caregiver Knowledge and Reducing Anxiety Through the Pecha Kucha Method for PEG Tube Feeding
Yasemin Erden, Nurgul Karakurt, Gülcan Bahçecioğlu Turan
Scandinavian Journal of Caring Sciences.2026;[Epub] CrossRef
An Innovative Approach in Cultural Competence Education: Use of the Pecha Kucha Method
Betül Özen, Cansu Yaşar, Zeliha Kaya Erten, Hülya Uçar
Journal of Transcultural Nursing.2026;[Epub] CrossRef

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2 Scopus

Original Research

Medical student needs for e-learning: perspectives of the generation Z: Kyong-Jee Kim; Korean J Med Educ 2024;36(4):389-399.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.312

Abstract
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Purpose
To understand medical students’ perceptions and needs for e-learning to provide e-learning tailored to the needs of the generation Z students.
Methods
A focus group interview was conducted of 30 students in various years of study from five medical schools in South Korea. Subsequently, participants were also surveyed on their perceived importance of and satisfaction with e-learning. Finally, log data from the e-learning portal were analyzed to investigate medical students’ actual use of e-learning.
Results
Participants favored multimedia learning resources and found them useful for studying subjects that could not be easily grasped by reading textbooks alone. Participants preferred video resources, and the most popular resources at the portal were also videos, where the most frequent search or browsing were on those that demonstrated physical examinations and clinical procedures. Participants particularly preferred resources recommended or created by medical faculty as credible sources of information. Participants favored short video clips and preferred them to be segmented into detailed topics. Participants also suggested more detailed categorization of resources for easier access to the contents that are highly relevant to their learning needs.
Conclusion
This study highlights the needs for an e-learning environment closely aligned with the practices and preferences of today’s students and the importance of medical teachers’ role as resource developers. Suggestions for the design and development of e-learning for more convenient browsing and searching of resources highly relevant to student’s learning needs are discussed.

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Medical students’ perceptions of anatomy teaching resources and their impact on learning outcomes: Insights from a private medical university in Malaysia
Sambhram Samdeshi, Krishna Chaitanya Reddy Dandala, Thirupathirao Vishnumukkala, Prarthana Kalerammana Gopalakrishna, Gandrakota Ravindranadh, Mohammad Yusuf Bin Abdul Latif, Sowmya Ramakrishnappa, Saravanan Jagadeesan, Che Mohd Nasril Che Mohd Nassir, Sr
Translational Research in Anatomy.2026; 42: 100454. CrossRef
Artificial Intelligence in Neurology and Stroke Education: Current Applications and Future Directions
Braydon Dymm, Abdullah Khalid
Seminars in Neurology.2026; 46(01): 049. CrossRef
Adapting Pediatric Anesthesia Education to Generation Z Learners: A Narrative Review
Barkha D Agrawal, Revanth B. Challa, Nand Kishore Joshi, Mangesh Mulaokar, Ashutosh Kumar
Cureus.2026;[Epub] CrossRef
Technology-enhanced learning in medical education in the age of artificial intelligence
Kyong-Jee Kim
Forum for Education Studies.2025; 3(2): 2730. CrossRef
Short and Sweet: Reducing Extrinsic Cognitive Load When Authoring Self-Study Materials for Medical Students
Thomas McNamara, Roey Ringel, Luke S. Scheuer, Cameron Hill, Gwynneth D. Offner, Caitlin M. Neri, Molly B. Cohen-Osher, Priya S. Garg, Jonathan J. Wisco
Medical Science Educator.2025; 36(1): 185. CrossRef
Teaching Machine Learning to Undergraduate Electrical Engineering Students
Gerald Fudge, Anika Rimu, William Zorn, July Ringle, Cody Barnett
Computers.2025; 14(11): 465. CrossRef

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6 Scopus

Review Article

Teaching clinical reasoning: principles from the literature to help improve instruction from the classroom to the bedside: Steven J. Durning, Eulho Jung, Do-Hwan Kim, Young-Mee Lee; Korean J Med Educ 2024;36(2):145-155.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.292

Abstract
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Clinical reasoning has been characterized as being an essential aspect of being a physician. Despite this, clinical reasoning has a variety of definitions and medical error, which is often attributed to clinical reasoning, has been reported to be a leading cause of death in the United States and abroad. Further, instructors struggle with teaching this essential ability which often does not play a significant role in the curriculum. In this article, we begin with defining clinical reasoning and then discuss four principles from the literature as well as a variety of techniques for teaching these principles to help ground an instructors’ understanding in clinical reasoning. We also tackle contemporary challenges in teaching clinical reasoning such as the integration of artificial intelligence and strategies to help with transitions in instruction (e.g., from the classroom to the clinic or from medical school to residency/registrar training) and suggest next steps for research and innovation in clinical reasoning.

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Reconsidering the Linearity of Cause and Effect Thinking in Teaching Clinical Reasoning
Zara Aayat Adil, Vinay Saini
The Clinical Teacher.2026;[Epub] CrossRef
Script concordance test issues, the trail of expert calibration
Yannick Perdrix, Nicolas Pinsault, Eric Dionne
BMC Medical Education.2026;[Epub] CrossRef
Developing and Validating a Coding Scheme for Clinical Reasoning in History Taking Using Generative AI–Based Virtual Patients: Systematic Text Condensation Approach
Naping Chen, Luzhen Tang, Yang Liu, Changmin Lin, Zijian Li, Chujun Shi, Mengyu Xia, Dragan Gasevic, Danijela Gasevic, Jinbin Zheng, Yizhou Fan, Xinyu Li
JMIR Medical Education.2026; 12: e84347. CrossRef
AI Use for Medical Students: Impact on Clinical Skill Acquisition and Retention. A Systematic Review
Jonathan Turney, Tim Young, Dhyana Chauhan, Roshni Beeharry, Mohammad Mahmud
Advances in Medical Education and Practice.2026; Volume 17: 1. CrossRef
Pattern Disruption in GP speciality training: a practical intervention to enhance cognitive flexibility and diagnostic reasoning
Waseem Jerjes, Azeem Majeed
Education for Primary Care.2026; 37(3-4): 180. CrossRef
Enhancing diagnostic logic in high-acuity care: evidence from an online flipped classroom intervention in emergency medicine
Ali Delirrooyfard, Mehdi Sayyah, Soleiman Ahmady, Noushin Kohan
BMC Medical Education.2026;[Epub] CrossRef
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Bogdan Orestovych Migenko, Oksana Ivanivna Khlibovska, Anna Zakharivna Mykolenko, Yana Vyacheslavivna Rohalska, Ihor Horishnyi, Iryna Olehivna Stakhurska
Academic Visions.2026;[Epub] CrossRef
The PAPER heuristic: a structured cognitive aid to reduce intrinsic cognitive load in early clinical reasoning training
Marius Gebauer, Frank Herbstreit, Thorsten Brenner, Sven Benson, Cynthia Szalai
BMC Medical Education.2026;[Epub] CrossRef
A Luddite bemoans the death of bedside education
Jeffrey H Lipton
Canadian Journal of General Internal Medicine.2026; 21(2): 164. CrossRef
Artificial intelligence in the Otorhinolaryngology class
Alejandro Carías, Jhossmar Cristians Auza-Santivañez, Pablo Carías, Vilma Díaz Bonilla, Freddy Ednildon Bautista-Vanegas, Daniel Ramiro Elías Vallejos-Rejas, Jorge Márquez-Molina
Seminars in Medical Writing and Education.2025; 4: 160. CrossRef
Undergraduate medical students’ perceptions and perspectives on their clinical reasoning learning experiences
Mohamed Hesham Sayed, Moustafa Abdelaal Hegazi, Nadeem Alam Zubairi, Turki Saad Alahmadi, Fajr Adel Saeedi
Scientific Reports.2025;[Epub] CrossRef
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Birger Moëll, Fredrik Sand Aronsson, Sanian Akbar
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Clinical Reasoning Profiles in Nursing Students: Associations With Academic Performance, Encouragement for Questioning, and Access to Relevant Literature
Nannan Li, Lin Wang, Qiong Fang, Lili Hou
Nurse Educator.2025; 50(6): E390. CrossRef
Concept mapping to promote clinical reasoning in multimorbidity: a mixed methods study in undergraduate family medicine
Marta Fonseca, Paula Broeiro-Gonçalves, Mariana Barosa, Pedro Marvão, Marta Carreira, Sofia Azeredo-Lopes, Joana Pires, António Rendas, Patrícia Rosado-Pinto, Bruno Heleno
BMC Medical Education.2024;[Epub] CrossRef

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12 Scopus

Original Research

Identifying teaching competencies for medical residents using a modified Delphi method: Tadayuki Hashimoto, Makoto Kikukawa; Korean J Med Educ 2024;36(1):51-63.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.284

Abstract
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Purpose
This study aimed to identify the teaching competencies of medical residents.
Methods
A modified Delphi study was conducted from January to March 2017. Twenty-four panelists (six medical educators, program directors, chief residents, and residents each) from various facilities in Japan participated in the study. The consensus criterion for this study was that more than 80% of the panelists gave a rating of 6 or higher on the 7-point Likert scale (“not at all important” to “extremely important”) without any comments. The modified Delphi approach resulted in a list of 27 resident teaching competencies after three rounds. These competencies were categorized based on Harden and Crosby’s 12 roles of medical teachers.
Results
Our study revealed that, of the 12 roles, residents were primarily viewed as “clinical or practical teachers,” “teaching role models,” “on-the-job role models,” “learning facilitators,” and “student assessors.”
Conclusion
The 27 resident teaching competencies indicate the importance of educational proximity for residents as teachers. It is expected that this finding will contribute to competency-based resident-as-teacher education.

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Faculty perceptions and use of e-learning resources for medical education and future predictions: Kyong-Jee Kim, Giwoon Kim, Youngjoon Kang; Korean J Med Educ 2023;35(4):325-334.
Published online December 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.270

Abstract
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Purpose
This study aims to investigate medical faculties’ perceptions and current practice of using e-learning resources, needs and suggestions for more effective use of such resources, and future directions of e-learning in medical education.
Methods
This descriptive study was conducted on full-time faculty members who were registered users of the e-learning portal of the consortium of Korean medical schools. Participants were invited to an online survey containing 45 items that addressed their perceptions and use of e-learning resources, and their predictions of future use. Descriptive analysis and reliability analysis were conducted as well as a thematic analysis of qualitative data.
Results
Ninety faculty members from 31 medical schools returned the questionnaires. Participants positively perceived e-learning resources and that they predicted their use would become increasingly popular. Still, only half of the respondents were using e-learning resources for teaching and agreed that they were willing to share their e-learning resources. Our study illustrates several barriers inhibit faculty use and sharing of e-learning resources, and a need for a more comprehensive, better-organized resource repository. Participants also pointed out the needs for more resources on multimedia assessment items, clinical videos, and virtual patients.
Conclusion
Our study sheds light on medical faculty needs for institutional support and faculty development programs on e-learning, and institutional policies that address faculty concerns regarding ownership, intellectual property rights, and so forth on creating and sharing such resources. Collaborations among medical schools are suggested for creating a better organized around learning outcomes and more comprehensive repository of resources.

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Implementation and Evaluation of a Cancer Immunotherapy Elective for Medical Students: Mixed Methods Descriptive Study
Mark Raynor, Rivers Hock, Brandon Godinich, Satish Maharaj, Houriya Ayoubieh, Cynthia Perry, Jessica Chacon
JMIR Medical Education.2026; 12: e71628. CrossRef
Harnessing “Vibe Coding” to Rapidly Develop Tailored Educational Apps: A Generative AI-Driven ECG Interpretation Tool in Medical Education
Ibrahim Al Janabi, Tyler Bland
AI.2026; 7(6): 223. CrossRef
Comparing the impact of online and in-person active learning in preclinical medical education
Kiana Malta, Cynthia Glickman, Krystal Hunter, Amanda McBride
BMC Medical Education.2025;[Epub] CrossRef

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5 Scopus

Medical Education in an Asian Context

On improving the English language ability of Science Citation Index papers for medical postgraduates through flipped classroom teaching: Changyou Wang; Korean J Med Educ 2023;35(1):85-91.
Published online February 28, 2023; DOI: https://doi.org/10.3946/kjme.2023.251

Abstract
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Medical postgraduates are the new force of scientific research groups in China. However, the limitation of their English language ability restricts their publication of high-level Science Citation Index (SCI) papers to a large extent. Measures to improve students’ SCI language ability from macro, intermediate and micro aspects were discussed through flipped classroom teaching mode, such as students’ reading papers before class, students’ practicing paper writing after class, and teacher’s making comments in class. The feedback from the questionnaire showed that 96.65% of the students were satisfied with the teaching mode and 93.57% of them had improved their confidence in SCI writing. For the problems mentioned in the feedback, it was suggested that colleges and universities should formulate policies to encourage teachers to engage in medical English teaching, meanwhile teachers should constantly improve their professional quality, so as to help students improve their SCI language ability rapidly.

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A systematic review of flipped classroom approaches in language learning
Pan Qi, Nurul Farhana Binti Jumaat, Hassan Abuhassna, Li Ting
Contemporary Educational Technology.2024; 16(4): ep529. CrossRef

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93 Download
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4 Scopus

Review Article

Effective online large-group teaching in health professions education: Jie Ming Nigel Fong, Li Ping Marianne Tsang, Nigel Choon Kiat Tan, Daniel Salcedo, Kevin Tan; Korean J Med Educ 2022;34(2):155-166.
Published online May 31, 2022; DOI: https://doi.org/10.3946/kjme.2022.227

Abstract
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Online large-group teaching (OLGT), employed to reach a large group of learners in separate physical locations, allows asynchronous learning and facilitates social distancing. While online large-groups can be a powerful and resource-lean means of health professions education, it has challenges and potential pitfalls that may affect the learning process and outcomes. Through a sociomateriality framework, this article describes strategies for effective online large-group teaching in health professions education in three key strands. Firstly, to optimize learning, OLGT sessions should match learning needs with appropriate OLGT platforms, incorporate strategies to sustain learner attention, and accommodate learners of different abilities. Secondly, to develop a learning culture, OLGT must not only focus on cognitive aspects of learning but also build a community of practice, nurture digital professionalism and professional identity. Thirdly, we discuss the avoidance of pitfalls such as cognitive overload of both tutors and learners, technical issues and security risks, mitigating inequities in access to online learning, and the use of program evaluation to plan for sustained improvements. We conclude with a case vignette that discusses the challenges of OLGT and the application of the above strategies in a teaching scenario.

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The fundamental determinants and challenges of education in geriatrics
Arnela Redžović
Liječnički vjesnik.2026; : 423. CrossRef
Bridging the digital divide: Promoting equal access to online learning for health professions in an unequal world
Siew Ping Han, Ben Kumwenda
Medical Education.2025; 59(1): 56. CrossRef
Application effect of BOPPPS teaching model on fundamentals of nursing education: a meta-analysis of randomized controlled studies
Yue Li, Xiao Li, Yan Liu, Yang Li
Frontiers in Medicine.2024;[Epub] CrossRef
Future Online Radiology Education: The Importance of Curriculum
Mohammad Taufik Bin Mohamed Shah, Lim Chee Yeong, Lionel Tim-Ee Cheng, Jessica Ang, Yang Lishan, Kevin Tan, Choie Cheio Tchoyoson Lim
Korean Journal of Radiology.2023; 24(3): 173. CrossRef

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6 Scopus

Strategies for developing pre-clinical medical students’ clinical reasoning based on illness script formation: a systematic review: Jihyun Si; Korean J Med Educ 2022;34(1):49-61.
Published online March 1, 2022; DOI: https://doi.org/10.3946/kjme.2022.219

Abstract
PDF

Clinical reasoning training in the pre-clinical phase has recently been considered important; however, when it comes to specific instructional methods for pre-clinical students, much is unknown. Thus, the aim of this review is to explore learning and teaching methods for pre-clinical students’ clinical reasoning development based on illness script formation, their results, and strategies. A systematic review was conducted in accordance with the guidelines of the Association for Medical Education in Europe. The literature search was performed using the Cochrane Library, PubMed, EMBASE, Web of Science, and ERIC databases based on keywords, including “illness script*” AND (“medical student*” OR pre-clinical OR undergraduate). Then, 10 studies among the 91 studies were included in the final analysis. The quality of the selected studies was also appraised using the Medical Education Research Study Quality Instrument. Diverse teaching and learning methods were used to support the integration of biomedical and clinical knowledge working with patient cases, and their effects were assessed through diverse methods, including illness script richness and maturity, to learner responses. The effects of these interventions were effective in terms of the clinical reasoning development of pre-clinical students. Learning and teaching strategies were synthesized and described. This review found that explicit attempts to promote illness script formation with a structured program rather than informal training lead to positive results, and such formal clinical reasoning programs can provide smooth transition from pre-clinical to clinical experience.

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Optimizing use of illness script builder templates in medical education
Erin H. Yang, Joseph Rencic, Alec B. Rezigh, Prathit A. Kulkarni
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Kelvin Le, Charlotte Deng, Khang Duy Ricky Le
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PENSAMENTO CRÍTICO E RACIOCÍNIO CLÍNICO ENTRE ESTUDANTES DE MEDICINA: REVISÃO DE LITERATURA
Abrão José Jr Melhem, Gustavo Bianchini Porfírio, Danielle Soraya da Silva Figueiredo, Felipe Dunin dos Santos, David Livingstone Alves Figueiredo
Arquivos Catarinenses de Medicina.2025; 53(4): 31. CrossRef
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15 Scopus

Original Research

Mobile learning in clinical settings: unveiling the paradox: Shuh Shing Lee, Sook Muay Tay, Ashokka Balakrishnan, Su Ping Yeo, Dujeepa D. Samarasekera; Korean J Med Educ 2021;33(4):349-367.
Published online November 30, 2021; DOI: https://doi.org/10.3946/kjme.2021.204

Abstract
PDF

Purpose
The use of mobile devices among medical students and residents to access online material in real-time has become more prevalent. Most literature focused on the technical/functional aspects of mobile use. This study, on the other hands, explored students, doctors and patients’ preferences and reasons towards the use of mobile devices in clinical settings underpinned by the Technology Acceptance Model 2 (TAM 2).
Methods
This research employs an exploratory research design using survey and semi-structured interviews. An online survey was administered to clinical year medical students, followed by semi-structured interviews with the doctors and patients. Questions for the online survey and semi-structured interviews were derived from previous literature and was then reviewed by authors and an expert panel. A convenience sampling was used to invite voluntary participants.
Results
Survey findings showed that most medical students used their devices to find drug information and practice guidelines. The majority of the students accessed UpToDate followed by Google to access medical resources. Key barriers that students often encountered during the use of mobile devices were internet connectivity in the clinical settings, reliability of the information, and technical issues. Thematic analysis of the interviews revealed four themes: general usage by students, receptivity of the use of mobile devices by students, features in selecting resources for mobile learning, and limitation in the current use of mobile devices for learning.
Conclusion
The findings from this study assist in recommending suitable material using mobile devices to enhance learning in the clinical environment and expand the TAM 2.

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Short Communication

Is it feasible and effective to provide faculty development programs online for clinical teachers?: Ji Hyun Im, Ju Whi Kim, Wan Beom Park, Ilkyu Han, Seung Hee Lee, Jwa Seop Shin, Hyun Bae Yoon; Korean J Med Educ 2021;33(2):139-145.
Published online May 26, 2021; DOI: https://doi.org/10.3946/kjme.2021.195

Abstract
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Purpose
Seoul National University College of Medicine operates a faculty development program for clinical teachers at multiple affiliated teaching hospitals. In 2020, the program was moved online due to coronavirus disease 2019. The purpose of this study was to determine whether it is feasible and effective to provide faculty development programs online in terms of clinical teachers’ participation and satisfaction in comparison with offline programs.
Methods
Clinical teachers participated in the clinical teaching methods programs offline in 2019 and online in 2020. We analyzed participation rate and satisfaction level. All surveys items were rated on a 5-point Likert scale. We also interviewed instructors about the advantages and drawbacks of the online program.
Results
The participation rate of the online program (89.5%) was significantly higher than that of the offline program (67.8%). The overall satisfaction level for the online program (4.37) was similar to that for the offline program (4.50).
Conclusion
Faculty development programs online are feasible and effective in medical education. We need to design training content that fits online programs, consider various online training methods to reinforce the strengths of online programs, and support participants to make good use of these programs.

Citations

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Needs and gaps of faculty development for medical schools
Ji Hyun Im, Wha Sun Kang, Seung Hee Lee, Dae Chul Jeong, Dae Hyun Kim, Man-Sup Lim, Miran Kim, Ji-Hyun Seo, Dong Hyeon Lee
Korean Journal of Medical Education.2024; 36(2): 189. CrossRef
Current status and challenges of faculty development in Korean medical education and strategies for advancement
Dong Hyeon Lee
Korean Journal of Medical Education.2024; 36(4): 415. CrossRef
Current Status and Tasks of Faculty Development Programs for Medical Education in Korea
Kwi Hwa Park, Kyung Hye Park
Korean Medical Education Review.2023; 25(1): 17. CrossRef
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5,345 View
132 Download
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7 Scopus

Exploring medical educators’ readiness and the priority of their educational needs for online teaching: Jihyun Si, Hyun-Hee Kong, Sang-Hwa Lee; Korean J Med Educ 2021;33(1):37-44.
Published online March 2, 2021; DOI: https://doi.org/10.3946/kjme.2021.185

Abstract
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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.

Citations

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Review Article

Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: a narrative review: Mohammad Reza Ghasemi, Hossein Karimi Moonaghi, Abbas Heydari; Korean J Med Educ 2020;32(2):103-117.
Published online May 28, 2020; DOI: https://doi.org/10.3946/kjme.2020.159

Abstract
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Students’ engagement in academic-related learning activities is one of the important determinants of students’ success. Identifying the best teaching strategies to sustain and promote nursing students’ engagement in academic and clinical settings has always been a challenge for nurse educators. Hence, it is essential to provide a set of strategies for maintaining and enhancing the academic engagement of nursing students. The purpose of this review was to explore and summarize the strategies that nurse educators use to sustain and promote nursing students’ engagement in academic and clinical settings. A narrative literature review was conducted. CINAHL (nursing content), ProQuest, Medline, the Cochrane, Google Scholar, and Scopus were searched. Of 1,185 retrieved articles, 32 teaching strategies were identified and extracted from the nursing literature. We used thematic analysis approach to organize these strategies into five main categories as follows: technology-based strategies (15 articles), collaborative strategies (10 articles), simulation-based strategies (two articles), research-based strategies (two articles), and miscellanea learning strategies (three articles). As a general comment, these strategies have the potential to promote nursing students’ engagement. Among the strategies discussed in this review, the use of technology, particularly the response system and online learning, was more common among nursing educators, which is in line with today’s advances in smart technologies. The collection presented in this review can be used as a starting point for future research to evaluate the effectiveness of an educational intervention on the academic engagement of nursing students. Nevertheless, due to the lack of experimental studies, the optimal strategies remain to be elucidated through future high-quality experimental study.

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Original Research

The flipped classroom model for an undergraduate epidemiology course: Sangho Sohn, Young-Mee Lee, Jaehun Jung, Eun Shil Cha, Byung Chul Chun; Korean J Med Educ 2019;31(2):103-113.
Published online May 30, 2019; DOI: https://doi.org/10.3946/kjme.2019.122

Purpose
The flipped classroom has been suggested as a method for efficient teaching in medical education. However, its feasibility and effectiveness in the educational environment are often overlooked. The authors redesigned an epidemiology course applying the flipped classroom method under a traditional curriculum consisting of heavily scheduled classroom hours and explored its feasibility and effectiveness.
Methods
In the fall semester of 2017, we flipped the ‘practice of epidemiology’ course for third-year medical students at Korea University College of Medicine. We provided online lectures and assigned readings as pre-class materials, and substituted group discussions and communicative activities for traditional lectures. We conducted pre- and post-course surveys to review students’ perceptions. We also analyzed the pre-test results and final exam scores for quantitative comparison.
Results
Ninety-seven students out of 120 completed the course. Most students made use of the online lectures, but not the reading materials. Lack of time was the most frequently cited reason for under-preparedness. We observed improvements in preparedness, participation, and effectiveness at the end of the course, while changes in satisfaction were unclear. Students’ perceptions of course relevance and difficulty were predictive of pre-test outcomes, but the effects of preparedness and length of materials were insignificant. The authors found no evidence of differing test scores before and after the course.
Conclusion
This study supports the feasibility of the flipped classroom model even under a traditional, heavily scheduled medical curriculum. To encourage self-directed learning and achieve better learning outcomes, restructuring pre-existing curricular components should also be considered in parallel with new instructional methods.

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Enhancing students’ active learning and self-efficacy using mobile technology in medical English classes: Kyong-Jee Kim; Korean J Med Educ 2019;31(1):51-60.
Published online March 1, 2019; DOI: https://doi.org/10.3946/kjme.2019.118

Abstract
PDF

Purpose
This study investigated student experiences of mobile technology in a medical English course using a free mobile classroom application, Socrative and its impact on student learning to help them achieve the competency expected in the course.
Methods
Questionnaires were administered of year 2 medical students enrolled in a medical English course between 2016 and 2017 to investigate their experience in using Socrative. Learning outcomes were assessed by comparing students’ academic performance with that of the 2015 cohort, who had taken the same course without using mobile technology, and also by measuring changes in their self-efficacy in English over time during the course.
Results
This study found students’ positive perceptions of and overall satisfaction with their experience in using mobile technology in the medical English course. There were no differences in the academic performance between the study cohort and the comparison group. The ratio of students who were in the remediation program after the mid-term examination was 11%, whereas the remediation ratio of the 2015 cohort was 21%. Students’ self-efficacy in English improved significantly in the writing and reading domains (p<0.05).
Conclusion
This study found several benefits of using Socrative in the medical English course. Socrative fostered the classroom interaction by encouraging input from every student and sharing it instantly with the whole class. There was also learning improvement with the use of Socrative. Furthermore, it has the potential to enhance assessment by offering more various forms of assessment than that of conventional audience response systems.

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Complex motivations of Japanese medical students to an online medical English course during the COVID-19 pandemic
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Improving a newly adapted teaching and learning approach: Collaborative Learning Cases using an action research: Shuh Shing Lee, Shing Chuan Hooi, Terry Pan, Chong Hui Ann Fong, Dujeepa D. Samarasekera; Korean J Med Educ 2018;30(4):295-308.
Published online December 1, 2018; DOI: https://doi.org/10.3946/kjme.2018.104

Abstract
PDF

Purpose
Although medical curricula are now better structured for integration of biomedical sciences and clinical training, most teaching and learning activities still follow the older teacher-centric discipline-specific formats. A newer pedagogical approach, known as Collaborative Learning Cases (CLCs), was adopted in the medical school to facilitate integration and collaborative learning. Before incorporating CLCs into the curriculum of year 1 students, two pilot runs using the action research method was carried out to improve the design of CLCs.
Methods
We employed the four-phase Kemmis and McTaggart‘s action research spiral in two cycles to improve the design of CLCs. A class of 300 first-year medical students (for both cycles), 11 tutors (first cycle), and 16 tutors (second cycle) were involved in this research. Data was collected using the 5-points Likert scale survey, open-ended questionnaire, and observation.
Results
From the data collected, we learned that more effort was required to train the tutors to understand the principles of CLCs and their role in the CLCs sessions. Although action research enables the faculty to improve the design of CLCs, finding the right technology tools to support collaboration and enhance learning during the CLCs remains a challenge.
Conclusion
The two cycles of action research was effective in helping us design a better learning environment during the CLCs by clarifying tutors’ roles, improving group and time management, and meaningful use of technology.

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Course quality management based on monitoring by students at a medical school: Sanghee Yeo; Korean J Med Educ 2018;30(2):141-152.
Published online May 30, 2018; DOI: https://doi.org/10.3946/kjme.2018.89

Abstract
PDF

Purpose
This study aims to develop a system of course monitoring by students and evaluate the course quality management system (CQMS) implemented as an educational assessment tool.
Methods
This research was conducted in accordance with the ADDIE model which is a well-known instructional design model. The ADDIE process includes needs analysis, design of the course monitoring and course evaluation, development of evaluation forms, implementation of course monitoring, and evaluation of the program.
Results
To meet the need for a system that can replace the traditional lecture evaluation approach, this study developed and implemented a new course evaluation system. In comparison with the quantitative evaluation method, course monitoring by students provided more qualitative information on classes and courses from the students’ perspective. The students' realistic description helped know how student felt the atmosphere of class and what kinds of teaching style students preferred. However, some view that the evaluation by the four monitoring members was less reliable.
Conclusion
This study proposed a course quality management based on students’ monitoring which emphasized the narrative evaluation to help to identify the strengths and weaknesses of the classes and gather qualitative information from the students’ perspective that can be used to improve the courses. It is expected that providing the monitoring members with better orientation could help manage the quality of the courses using the monitoring system.

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Special Issue: Original Research

Analysis of satisfaction and academic achievement of medical students in a flipped class: Han Jung, Jungsuk An, Kwi Hwa Park; Korean J Med Educ 2018;30(2):101-107.
Published online May 30, 2018; DOI: https://doi.org/10.3946/kjme.2018.85

Abstract
PDF

Purpose
The purpose of this study was to examine the satisfaction of medical students in flipped learning and analyzed academic achievement in comparison with lecture class.
Methods
The subjects were 40 students who participated in flipped learning during neurology course in the second year. After performing flipped learning, formative assessment was conducted and the degree of satisfaction was examined. Questionnaires of satisfaction were developed to identify the perceptions of students on flipped learning. To compare the academic achievement of students, formative assessments were conducted at the end of the flipped learning class and the lecture class. The data was analyzed by frequency and paired t-test method.
Results
The students showed a high level of frequency in using lecture notes (80.6%) and lecture slides (74.2%) among the pre-class learning resources. The average score (3.89) was higher for the factor of interaction and collaboration in the classroom than for the factor of improving learning (3.62). The average score of the students in the formative assessment was 4.28 points (out of 10 points) in the lecture class, while it was 5.56 points (out of 10 points) in the flipped learning class thus showing a statistically significant difference (t=-4.203, p<0.001).
Conclusion
It was observed from the responses of the students that flipped learning is helpful for the interaction and collaboration in the classroom. It is expect that this result will be useful as basic data for medical school to try flipped learning in the future.

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Original Research

Impact of faculty development programs for positive behavioural changes among teachers: a case study: Shuh Shing Lee, Chaoyan Dong, Su Ping Yeo, Matthew CE Gwee, Dujeepa D. Samarasekera; Korean J Med Educ 2018;30(1):11-22.
Published online February 28, 2018; DOI: https://doi.org/10.3946/kjme.2018.77

Abstract
PDF

Purpose
Faculty development (FD) is essential to prepare faculty members to become effective teachers to meet the challenges in medical education. Despite the growth of FD programmes, most evaluations were often conducted using short questionnaires to assess participants’ satisfaction immediately after they attended a programme. Consequently, there were calls for more rigorous evaluations based on observed changes in participants’ behaviours. Hence, this study aims to explore how the FD workshops run by the Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore have impacted behavioural changes in the educators.
Methods
We followed up with the educators at least half a year after they have attended the workshops. With limited literature as reference, we initiated a small-scale case-study research design involving semi-structured interviews with six educators which was triangulated with three focus group discussions with their students. This allowed us to explore behavioural changes among the educators as well as evaluate the feasibility of this research methodology.
Results
We identified three emerging categories among the educators: ignorance to awareness, from intuition to confirmation and expansion, and from individualism to community of practice.
Conclusion
Although FD have placed much emphasis on teaching and learning approaches, we found that the teacher-student interaction or human character components (passionate, willing to sacrifice, are open to feedback) in becoming a good educator are lacking in our FD workshops.

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Abhinandan Kulal, Abhishek Nanjundaswamy, Sahana Dinesh, Neethu Suraj, N. Mallika
Journal of Applied Research in Higher Education.2024; 16(4): 1301. CrossRef
Seeing Yourself Through the Learner's Eyes: Incorporating Smart Glasses Into Objective Structured Teaching Exercises for Faculty Development
Trent Reed, Sarah Wagner, Gregory Ozark, Cynthia Chaidez, Mary Boyle, Gregory Gruener
Journal of Continuing Education in the Health Professions.2023; 43(1): 60. CrossRef
Current Status and Tasks of Faculty Development Programs for Medical Education in Korea
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Mahla Salajegheh, Roghayeh Gandomkar, Azim Mirzazadeh, John Sandars
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Verification of learner’s differences by team-based learning in biochemistry classes: Kwang Ho Mun, Kyo Cheol Mun; Korean J Med Educ 2017;29(4):263-269.
Published online November 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.72

Abstract
PDF

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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Biochemistry Learning in Higher Education: A Systematic Review on Methodologies and Teaching Resources
Micaela Jardim e Silva, Mariana Silva Cecilio, Maurícius Selvero Pazinato
Biochemistry and Molecular Biology Education.2026; 54(1): 29. CrossRef

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Short Communication

Characteristics of medical teachers using student-centered teaching methods: Kyong-Jee Kim, Jee-Young Hwang; Korean J Med Educ 2017;29(3):187-191.
Published online August 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.64

Abstract
PDF

Purpose
This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. Methods: A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school’s educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles. Results: Overall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school’s educational objectives and curricular principles. Conclusion: Our study indicates differences in medical faculty’s practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school’s educational objectives curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches.

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Original Article

Digital lectures for learning gross anatomy: a study of their efficacy: Anudeep Singh, Aung Ko Ko Min; Korean J Med Educ 2017;29(1):27-32.
Published online February 28, 2017; DOI: https://doi.org/10.3946/kjme.2017.50

Abstract
PDF

Purpose
The current study investigates the level of students’ learning and attitudes towards the teaching and learning process when using digital lectures to teach gross anatomy to year 1 medical students.
Methods
The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software.
Results
The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further.
Conclusion
The results of the study provide strong evidence that the digital teaching and learning process was well received by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery learning.

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Comparison between digital and physical anatomical specimens in a formative near‐peer OSPE: Performance and perceptions in first‐year medical students
Andreas Grøndalen, Hanne Dahl Vonen, Sabina Sagredo‐Thackwell, Melanie Rae Simpson, Claudia Krebs, Michel van Schaardenburgh
Anatomical Sciences Education.2026; 19(4): 573. CrossRef
Impact of COVID-19 on anatomy education: a student-based survey and future perspectives
Kapil Kumar Malviya
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Laleh Khojasteh, Zahra Karimian, Elham Nasiri, Sedigheh Sharifzadeh, Majid Reza Farrokhi
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Recorded Lectures as Supplementary Learning Resources in Clinical Training: An Evaluation Study
Hamidou Diallo, Mamadou Barry, Ibrahima Camara
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Comparison of online to face-to-face instruction for anatomy review in a third-year clinical course
Jocelyn Faydenko, Thomas Grieve, Dana Madigan, Judith D. Pocius, Christopher Olsen, Gregory D. Cramer
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Constantin Aurelian Ionescu, Liliana Paschia, Nicoleta Luminita Gudanescu Nicolau, Sorina Geanina Stanescu, Veronica Maria Neacsu Stancescu, Mihaela Denisa Coman, Marilena Carmen Uzlau
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Nicole M. Zipay, Christopher B. Roecker, Dustin C. Derby, Lia M. Nightingale
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Timothy R. Fleagle, Nicholas C. Borcherding, Jennie Harris, Darren S. Hoffmann
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44 Scopus

Identifying weaknesses in undergraduate programs within the context input process product model framework in view of faculty and library staff in 2014: Narges Neyazi, Mohammad Arab, Freshteh Farzianpour, Mahmood Mahmoudi; Korean J Med Educ 2016;28(2):185-194.
Published online May 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.29

Abstract
PDF

Purpose
Objective of this research is to find out weaknesses of undergraduate programs in terms of personnel and financial, organizational management and facilities in view of faculty and library staff, and determining factors that may facilitate program quality–improvement.
Methods
This is a descriptive analytical survey research and from purpose aspect is an application evaluation study that undergraduate groups of selected faculties (Public Health, Nursing and Midwifery, Allied Medical Sciences and Rehabilitation) at Tehran University of Medical Sciences (TUMS) have been surveyed using context input process product model in 2014. Statistical population were consist of three subgroups including department head (n=10), faculty members (n=61), and library staff (n=10) with total population of 81 people. Data collected through three researcher-made questionnaires which were based on Likert scale. The data were then analyzed using descriptive and inferential statistics.
Results
Results showed desirable and relatively desirable situation for factors in context, input, process, and product fields except for factors of administration and financial; and research and educational spaces and equipment which were in undesirable situation.
Conclusion
Based on results, researcher highlighted weaknesses in the undergraduate programs of TUMS in terms of research and educational spaces and facilities, educational curriculum, administration and financial; and recommended some steps in terms of financial, organizational management and communication with graduates in order to improve the quality of this system.

Citations

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Development of a blended teaching quality evaluation scale (BTQES) for undergraduate nursing based on the Context, Input, Process and Product (CIPP) evaluation model: A cross-sectional survey
Yue Zhao, Weijuan Li, Hong Jiang, Mohedesi Siyiti, Meng Zhao, Shuping You, Yinglan Li, Ping Yan
Nurse Education in Practice.2024; 77: 103976. CrossRef
Evaluation of Medical Humanities Course in College of Medicine Using the Context, Input, Process, and Product Evaluation Model
So Young Lee, Seung-Hee Lee, Jwa-Seop Shin
Journal of Korean Medical Science.2019;[Epub] CrossRef
How to execute Context, Input, Process, and Product evaluation model in medical health education
So young Lee, Jwa-Seop Shin, Seung-Hee Lee
Journal of Educational Evaluation for Health Professions.2019; 16: 40. CrossRef

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3 Scopus

Needs assessment for developing teaching competencies of medical educators: Jihyun Si; Korean J Med Educ 2015;27(3):177-186.
Published online August 26, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.3.177

Abstract
PDF

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.

Citations

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Mapping faculty development needs in medical education: a bibliometric analysis
Afaf Sulaiman Alblooshi, Farida Almarzooqi, Saif Al-Shamsi, Gamila Ahmed, Mona Hmoud Al-Sheikh
Frontiers in Medicine.2026;[Epub] CrossRef
A State-of-the-Art Review of the Historical Evolution of the Graduate Medical Educator Role
Morgan Congdon, Katherine Schultz, Jerusalem Merkebu, Lara Varpio
Academic Medicine.2025; 100(11): 1345. CrossRef
Needs and gaps of faculty development for medical schools
Ji Hyun Im, Wha Sun Kang, Seung Hee Lee, Dae Chul Jeong, Dae Hyun Kim, Man-Sup Lim, Miran Kim, Ji-Hyun Seo, Dong Hyeon Lee
Korean Journal of Medical Education.2024; 36(2): 189. CrossRef
Current status and challenges of faculty development in Korean medical education and strategies for advancement
Dong Hyeon Lee
Korean Journal of Medical Education.2024; 36(4): 415. CrossRef
Current Status and Tasks of Faculty Development Programs for Medical Education in Korea
Kwi Hwa Park, Kyung Hye Park
Korean Medical Education Review.2023; 25(1): 17. CrossRef
Surgical portfolios: A systematic scoping review
Eleanor Jia Xin Chong, Ming Jia Wang, Jia Yin Lim, Grace Shen Shen, Misha Jing Yi Chow, Kai Kee Koh, Annabelle Jia Sing Lim, Daniel Zhihao Hong, Jacquelin Jia Qi Ting, Anushka Pisupati, Betrand Kai Yang Lam, Yun Ting Ong, Min Chiam, Stephen Mason, Lalit K
Surgery in Practice and Science.2022; 10: 100107. CrossRef
A Systematic Scoping Review on Portfolios of Medical Educators
Daniel Zhihao Hong, Annabelle Jia Sing Lim, Rei Tan, Yun Ting Ong, Anushka Pisupati, Eleanor Jia Xin Chong, Chrystie Wan Ning Quek, Jia Yin Lim, Jacquelin Jia Qi Ting, Min Chiam, Annelissa Mien Chew Chin, Alexia Sze Inn Lee, Limin Wijaya, Sandy Cook, Lali
Journal of Medical Education and Curricular Development.2021;[Epub] CrossRef
Evidence of validity for a Health Teaching Skills Scale
Fernanda Drummond Ruas Gaspar, Gardênia da Silva Abbad, Carlos Manoel Lopes Rodrigues
Psico-USF.2021; 26(3): 403. CrossRef
Use of a Needs Assessment in the Development of an Interprofessional Faculty Development Program
Jeri L. Bigbee, Julie Rainwater, Lavjay Butani
Nurse Educator.2016; 41(6): 324. CrossRef
Hopes for the new challenges in <i>Korean Journal of Medical Education</i>
Young Hwan Lee
Korean Journal of Medical Education.2015; 27(3): 159. CrossRef

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9 Scopus

Factors that influence student ratings of instruction: Su Jin Chae, Yun Hoon Choung, Yoon Sok Chung; Korean J Med Educ 2015;27(1):19-25.
Published online March 31, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.1.19

Abstract
PDF

Purpose
The purpose of this study was to examine the validity of student ratings of instruction by analyzing their relationships with several variables, including gender, academic rank, specialty, teaching time, and teaching method, at a medical school.
Methods
This study analyzed the student ratings of 297 courses at Ajou University School of Medicine in 2013. SPSS version 12.0 was used to analyze the data and statistics by t-test, analysis of variance, and Scheffe test.
Results
There were no statistically significant differences in student ratings between gender, rank, and specialty. However, student ratings were significantly influenced by teaching times and methods (p<0.05). Student ratings were high for teaching times of 10 hours or more and small-group learning, compared with lectures. There was relatively mean differences in students ratings by teaching times, specialty and rank, although the difference in ratings was not statistically significant.
Conclusion
Student ratings can be classified by teaching time and method for summative purposes. To apply student ratings to the evaluation of the performance of faculty, further studies are needed to analyze the variables that influence student ratings.

Citations

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Course quality management based on monitoring by students at a medical school
Sanghee Yeo
Korean Journal of Medical Education.2018; 30(2): 141. CrossRef
Potential bias factors that affect the course evaluation of students in preclinical courses
Su Jin Chae, Miran Kim, Ki Hong Chang, Yoon-Sok Chung
Korean Journal of Medical Education.2017; 29(2): 73. CrossRef
Investigating the Requirements of Good Teaching from Medical Students’ Perspectives
Son-Hwan Choi, Hyo-Jin Ahn
Korean Medical Education Review.2016; 18(3): 156. CrossRef
Evaluation in medical education
Tai Young Yoon
Korean Journal of Medical Education.2015; 27(1): 1. CrossRef

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154 Download
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4 Scopus

Peer assessment of small-group presentations by medical students and its implications: Sunmi Yoo, Kayoung Lee, Sang Heon Lee, Hyerin Roh, Jong Tae Lee, Byoung Doo Rhee, Ikseon Choi; Korean J Med Educ 2014;26(1):31-40.
Published online March 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.1.31

Abstract
PDF

PURPOSE
The purpose of this study was to explore the relationships among medical students' assessments on peers' group presentations, instructors' assessments of those presentations, and students' educational achievements in other assignments and tests.
METHODS
A total of 101 first-year students from a medical school participated in the study. The students' educational achievements in a 4-week long integrated curriculum were analyzed. Student's final grades were comprised of the following education criteria: two written tests (60%), 15 group reports (25%), one individual report (7%), and four group presentations (15%). We compared scores of the group presentation assessed by the peers and the two instructors. Furthermore, we compared peers' assessment scores with each component of the evaluation criteria.
RESULTS
Pearson correlation analysis showed significant correlaton for the assessments between peers and instructors (r=0.775, p<0.001). Peer assessment scores also correlated significantly with scores for the group assignments (r=0.777, p<0.001), final grades on the curriculum (r=0.345, p<0.001), and scores for individual assignments (r=0.334, p<0.001); however, no significant correlation was observed between the peer-assessed group presentation scores and the two written test scores.
CONCLUSION
Peer assessments may be a reliable and valid method for evaluating medical students' performances in an integrated curriculum, especially if the assessments are used to academic processes, such as presentations, with explicit evaluation and judgment criteria. Peer assessments on group presentations might assess different learning domains compared to written tests that primarily evaluate limited medical knowledge and clinical reasoning.

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Improving Peer Assessment Validity and Reliability Through a Fuzzy Coherence Measure
Mohamed El Alaoui
IEEE Transactions on Learning Technologies.2023; 16(6): 892. CrossRef
Validity and reliability assessment of a peer evaluation method in team-based learning classes
Hyun Bae Yoon, Wan Beom Park, Sun-Jung Myung, Sang Hui Moon, Jun-Bean Park
Korean Journal of Medical Education.2018; 30(1): 23. CrossRef
The Effect of Teaching Strategies and Students’ Cognitive Style on the Online Discussion Environment
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Educating medical students in a more optimized way
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Opinion

Using the SPICES model to develop innovative teaching opportunities in ambulatory care venues: John A Dent; Korean J Med Educ 2014;26(1):3-7.
Published online March 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.1.3

Abstract
PDF

It is possible to begin new teaching opportunities in a variety of ambulatory care venues and design these teaching and learning programmes using the SPICES approach to curriculum reform. In an ambulatory care teaching programme it is possible to stimulate more student-centred learning and to move away from clinician-focused teaching. Opportunities for integrated learning and problem solving can be provided and an inter-professional approach fostered. Learning in the clinical context can be structured to meet both students' needs and curriculum requirements. Finally, opportunities for elective studies can be taken by students with a particular interest in a topic encountered. Developing a new teaching programme in an ambulatory care venue provides an opportunity to introduce elements of the SPICES approach to learning. The new programme created can be a model of innovative teaching in a medical school wishing to develop a revised undergraduate curriculum.

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Review

Review on the administration and effectiveness of team-based learning in medical education: Yera Hur, A Ra Cho, Sun Kim; Korean J Med Educ 2013;25(4):271-277.
Published online December 31, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.4.271

Abstract
PDF

Team-based learning (TBL) is an active learning approach. In recent years, medical educators have been increasingly using TBL in their classes. We reviewed the concepts of TBL and discuss examples of international cases. Two types of TBL are administered: classic TBL and adapted TBL. Combining TBL and problem-based learning (PBL) might be a useful strategy for medical schools. TBL is an attainable and efficient educational approach in preparing large classes with regard to PBL. TBL improves student performance, team communication skills, leadership skills, problem solving skills, and cognitive conceptual structures and increases student engagement and satisfaction. This study suggests recommendations for administering TBL effectively in medical education.

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Soon-Ok Kim, Mi-sook Kim
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Original Article

A Study on the Characteristics of Excellent Lecturers in Medical School: Haebum Lee, Eunbae B Yang; Korean J Med Educ 2013;25(1):47-53.
Published online March 31, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.1.47

Abstract
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PURPOSE
This study analyzed the characteristics of excellent lecturers, as perceived by medical students, and identified the teaching competency that lecturers should possess to enhance the quality of medical education in medical school.
METHODS
To examine the characteristics of excellent lecturers and teaching competency, we administered open-ended questionnaires to a sample of 128 Year 2 medical students in May 2011.
RESULTS
The students placed high value on the ability to organize and summarize the lecture as the most significant competence of lecturers, due to the massive amounts of information that is disseminated in medical college. Further, they chose lecturers who communicated to students actively and used real clinical cases properly with regard to how medical knowledge applied. They also considered generating an interest in learning by linking knowledge and its application as an important priority of excellent lecturers.
CONCLUSION
We conclude that there are differences in the characteristics and competencies of excellent lecturers, as perceived by medical students and others. To increase the quality of teaching, it might be necessary to offer the opportunity to observe excellent lecturers, develop faculty development programs, and create educational culture.

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Joseph Ngonzi, Timothy Mwanje Kintu, David Jolly Muganzi, Tonny Kyagambiddwa, Lorna Atimango, Raymond Bernard Kihumuro, Francis Bajunirwe, António Raposo
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The analysis and research of STEAM education based on the TAM algorithm model to improve the learning effectiveness of higher vocational engineering students
Yuanzhen Huang, Xiaohui Liu
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Good Teaching and Desirable Teaching Behaviors Perceived by Nursing Students
Ilsun Ko, Jinsook Kim, Jungmin Lee
Journal of Korean Academic Society of Nursing Education.2019; 25(4): 496. CrossRef
Individual class evaluation and effective teaching characteristics in integrated curricula
Jung Eun Hwang, Na Jin Kim, Meiying Song, Yinji Cui, Eun Ju Kim, In Ae Park, Hye In Lee, Hye Jin Gong, Su Young Kim
BMC Medical Education.2017;[Epub] CrossRef
Evaluation of Process and Satisfaction for Selective Courses in a Medical School
Do-Hwan Kim, Young-Hyu Choi, Sang Yun Han, Jwa-Seop Shin, Seunghee Lee
Korean Medical Education Review.2017; 19(2): 90. CrossRef
Investigating the Requirements of Good Teaching from Medical Students’ Perspectives
Son-Hwan Choi, Hyo-Jin Ahn
Korean Medical Education Review.2016; 18(3): 156. CrossRef
The Predictors of Lecturers’ Teaching Effectiveness for Public and Private Universities in Malaysia
Syahrina Hayati Md. Jani, Siti Asiah Md. Shahid, Mary Thomas, Peter Francis
International Journal of Social Science and Humanity.2015; 5(4): 384. CrossRef
The Relationship between Emotional Intelligence and Teaching Effectiveness among Lecturers at Universiti Teknologi MARA, Puncak Alam, Malaysia
Narehan Hassan, Syahrina Hayati Md. Jani, Rohana Mat Som, Nur Zainie Abd Hamid, Nor Azmaniza Azizam
International Journal of Social Science and Humanity.2015; 5(1): 1. CrossRef
Peer review analysis of lectures using video recordings in an integrated curriculum
Dong-Mi Yoo, HyunBae Yoon, Seunghee Lee
Korean Journal of Medical Education.2015; 27(1): 11. CrossRef
Needs assessment for developing teaching competencies of medical educators
Jihyun Si
Korean Journal of Medical Education.2015; 27(3): 177. CrossRef
Can Year of the Snake Be an Innovational Period of Medical Education?
Sun Huh
Korean Journal of Medical Education.2013; 25(1): 1. CrossRef

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An Effective Method of Teaching Advanced Cardiac Life Support (ACLS) Skills in Simulation-Based Training: Hyo Bin Yoo, Jae Hyun Park, Jin Kyung Ko; Korean J Med Educ 2012;24(1):7-14.
Published online March 31, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.1.7

Abstract
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PURPOSE
In this study, we compared the effects of constructivist and traditional teaching strategies in teaching advanced cardiac life support (ACLS) skills during simulation-based training (SBT).
METHODS
A randomized, pre- and post-test control group study was designed to examine this issue in 29 third-year emergency medical technician (EMT) students. Participants received SBT through constructivist SBT (CSBT) or traditional lecture-based SBT (TSBT) teaching strategies. We evaluated the effects of the simulation training on ACLS knowledge, and performance immediately after practice and at retention.
RESULTS
The knowledge and performance of the CSBT group were higher than compared with the TSBT group (mean knowledge 33.3+/-5.03 vs. 29.5+/-5.33, p=0.36; and mean performance 12.20+/-1.85 vs. 8.85+/-3.54, p=0.010). However, there was no difference between two groups in retention between groups 1 month later (mean knowledge 31.86+/-4.45 vs. 31.50+/-4.65, p=0.825; and mean performance 12.13+/-0.99 vs. 12.57+/-1.78, p=0.283).
CONCLUSION
CSBT is more effective with regard to knowledge acquisition and performance than TSBT. Further studies are needed to explore ways of improving retention and transfer of knowledge from simulated to real situations with SBT.

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Stimulating ambulance specialist nurse students’ ethical reflections by high-fidelity simulation
Jonas Wihlborg, Ulf Andersson, Anders Sterner, Lars Sandman, Anna Kängström, Gabriella N. Boysen
Nursing Ethics.2025; 32(4): 1197. CrossRef
Effectiveness of Student Learning with a Simulation Program focusing on Cardiac Arrest in Knowledge, Self-confidence, Critical Thinking, and Clinical Performance Ability
Min-Jeong Chae, Soon-Hee Choi
Korean Journal of Adult Nursing.2016; 28(4): 447. CrossRef
Research in Medical Education: Transforming Ideas into Action
Eun Kyung Chung
Korean Journal of Medical Education.2012; 24(1): 1. CrossRef

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Teaching Clinical Performance Examination Using Action Learning Techniques: Kyung Hye Park, Woo Jeong Kim; Korean J Med Educ 2012;24(1):23-30.
Published online March 31, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.1.23

Abstract
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PURPOSE
Action learning is an educational method, whereby participants study their own actions and experiences to improve performance. We aimed to study the effects and share the experiences with action learning to teach clinical performance examination (CPX).
METHODS
Twenty-eight fourth-year medical students participated in this study in 2010. This course consisted of three mini-lectures, three CPX practice sessions, and an evaluation. Satisfaction and improved and deficient elements in the CPX practice session were investigated. Internal consistencies of peer evaluation and CPX scores were also investigated using Cronbach's alpha.
RESULTS
Average satisfaction was 4.5 on a 5-point scale. Low Cronbach's alpha was noted for the consistencies of peer evaluation and patient-physician interaction. The most common improved element was self-confidence, followed by accustoming themselves to conversation with the standard patient. Seven students stated that they were deficient in self-confidence; other deficiencies were sympathy expression, conversation, and physical examination.
CONCLUSION
CPX education using action learning by peer evaluation, generating CPX cases by themselves, repeated practices, and feedback, effected self-active learning. However, the educator and educatee must invest much time and effort. Allotting specific, scheduled times for this type of education would be more effective.

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Nursing Students’ Experience of Action Learning in Clinical Practice of Nursing Management
Yong Sook EO, Hae Ok KIM
JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION.2021; 33(5): 1114. 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
Gender Differences in Health-Related Quality of Life of Korean Patients with Chronic Obstructive Lung Disease
Jisu Kim, Kisook Kim
Public Health Nursing.2014;[Epub] CrossRef
Research in Medical Education: Transforming Ideas into Action
Eun Kyung Chung
Korean Journal of Medical Education.2012; 24(1): 1. CrossRef
Validity and Reliability of a Clinical Performance Examination using Standardized Patients
Ja Yun Choi, Keum Seong Jang, Soon Hee Choi, Mi Soon Hong
Journal of Korean Academy of Nursing.2008; 38(1): 83. CrossRef

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Analysis on Teaching Evaluation of Clinical Clerkship at Korean Medical Schools: Eun Jung Im, Bong-Hyun Chang; Korean J Med Educ 2011;23(2):119-126.
Published online June 30, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.2.119

Abstract
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PURPOSE
The purpose of this study was to investigate the teaching evaluation of clinical clerkship at Korean medical schools, and to suggest a desirable improvement for the clinical teaching evaluation in the future.
METHODS
A questionnaire survey was conducted with a total of 9 multiple-choice questions and 1 essay-type question. The multiple-choice questions were analyzed by the frequency analysis using SPSS 17.0, and the essay-type question was coded by the content analysis.
RESULTS
Survey results were as follows: First, clinical teaching evaluations via online (51.35%) were implemented once a year (94.59%) in most medical schools. Second, the self-made questionnaires by medical school (64.86%) rather than borrowing or adaptation (35.14%) were being used more often as teaching evaluation tool. Third, 37.84% medical schools used the specific form by class type, whereas 62.16% medical schools took the general form regardless of class type. Finally, evaluation tool (n=8), lack of concern and attention to teaching evaluation (n=4), formalities of evaluation (n=4), etc. were exposed as problems of clinical teaching evaluation. With regard to evaluation items, the development of specific questions was required.
CONCLUSION
Teaching evaluation can be used as effective educational tools to improve the clinical clerkship program. To this end, clinical teaching evaluation tools reflecting the characteristics of clinical practice need to be developed.

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Validation of criteria for evaluating competency-based curriculum in medical schools using the Delphi hierarchy process method
So-Young Lee, Seung-Hee Lee
Korean Journal of Medical Education.2025; 37(3): 247. CrossRef
Evaluation of Medical Humanities Course in College of Medicine Using the Context, Input, Process, and Product Evaluation Model
So Young Lee, Seung-Hee Lee, Jwa-Seop Shin
Journal of Korean Medical Science.2019;[Epub] CrossRef
Structured Assessment to Evaluate a Family Medicine Clerkship Program
Eun Ju Park, Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Beesung Kam, Sun Yong Baek, Yun-Jin Kim, Jae Seok Woo, Jeong-Gyu Lee, Dong-Wook Jeong, Young-Hye Cho, Yu-Hyeon Yi, Young Jin Tak
Korean Medical Education Review.2017; 19(1): 47. CrossRef
Factors that influence student ratings of instruction
Su Jin Chae, Yun Hoon Choung, Yoon Sok Chung
Korean Journal of Medical Education.2015; 27(1): 19. CrossRef
Medical Education: Where are We Going?
Eunbae B. Yang
Korean Journal of Medical Education.2011; 23(2): 77. CrossRef

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Crossref

Developing and Testing an Evaluation Tool to Measure Clinical Teaching: Eun-Jung Im; Korean J Med Educ 2011;23(1):49-59.
Published online March 31, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.1.49

Abstract
PDF

PURPOSE
Teaching evaluation tools can be used to provide feedback to medical educators and help them improve their teaching skills. The purpose of this study was to develop a clinical teaching evaluation tool and test its efficacy.
METHODS
The draft tool was developed based on clinical education literature and was modified by the stakeholder groups. To examine the quality of the instrument, content and construct validity, as well as reliability and fitness were analyzed. Content validity was tested by the stakeholder groups using a survey, and construct validity was verified by confirmatory factor analysis using LISREL 8.8. Internal consistency of items was assessed thorough Cronbach alpha estimation. Rasch analysis using Winstep 3.65 was performed to estimate the fitness of the tool.
RESULTS
The resulting tool consisted of 4 large categories, 25 small categories, and 43 items. According to the test results, the average importance of all 43 items was 4.03 (3.63 to 4.29). Cronbach alpha was 0.9689, and the correlation coefficients between the items were high. With regard to construct validity, 10 items needed minor modifications in the category setting. As the infit (0.76 to 1.23) and outfit (0.75 to 1.40) indices show, 42 items were fit to the item response theory.
CONCLUSION
The clinical teaching evaluation tool that has been developed in this study is valid and reliable and fits the item response theory. It can be used as an evaluation method in a variety of clinical teaching settings.

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Development and Psychometric Testing of the Clinical Nursing Competency Scale for Clinical Preceptor Use (CNCS-CP)
Eunmi Kwak, Heeyoung Oh
Journal of Korean Academy of Nursing.2018; 48(4): 419. CrossRef
Structured Assessment to Evaluate a Family Medicine Clerkship Program
Eun Ju Park, Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Beesung Kam, Sun Yong Baek, Yun-Jin Kim, Jae Seok Woo, Jeong-Gyu Lee, Dong-Wook Jeong, Young-Hye Cho, Yu-Hyeon Yi, Young Jin Tak
Korean Medical Education Review.2017; 19(1): 47. CrossRef
Can Medical Students Study Happily?
Sun Huh
Korean Journal of Medical Education.2011; 23(1): 1. CrossRef

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Experience of Bedside Teaching during Clerkship in Pulmonary Medicine for Improving Clinical Performance: Sung Soo Jung, Sun Young Kim; Korean J Med Educ 2011;23(1):41-47.
Published online March 31, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.1.41

Abstract
PDF

PURPOSE
Although the importance of bedside teaching is generally recognized, there is no published report on the actual experience or effects of bedside teaching in Korea. We aimed to study the effects and share the experience of bedside teaching during a clerkship in pulmonary medicine.
METHODS
Bedside teaching was administered to 120 students through Year 3. To evaluate the improvement in clinical performance as a result of bedside teaching, students took the clinical performance examination (CPX) pre- and post-clerkship. They also completed a questionnaire about their perception of self-competence with regard to clinical performance. We analyzed the CPX scores and questionnaires.
RESULTS
After introducing bedside teaching, CPX score on the pulmonary case increased from 48.9 to 60.1 between pre- and post-clerkship, respectively (p<0.001). Students had higher self-assessments of competency on the CPX, and their satisfaction with the clerkship increased.
CONCLUSION
This study demonstrates that bedside teaching is effective in improving the clinical performance of medical students.

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E-learning during the COVID-19 pandemic: the impact on medical students’ perceived academic progress
Bogdan-Viorel Vîlceleanu, Ana Maria Bălan, Elena Jugănaru, Elena Merlușcă, Agripina Rașcu, Marina Ruxandra Oțelea
Romanian Journal of Occupational Medicine.2021; 72(1): 31. CrossRef
Bedside Education Will Be More Important than Now in the Age of Artificial Intelligence
Byung-Il Yeh
Korean Medical Education Review.2016; 18(2): 58. CrossRef
Characteristics and Limitations of Bedside Teaching Instructional Models
Young Jon Kim, Cheol Il Lim
Korean Medical Education Review.2014; 16(1): 25. CrossRef
Teaching Clinical Performance Examination Using Action Learning Techniques
Kyung Hye Park, Woo Jeong Kim
Korean Journal of Medical Education.2012; 24(1): 23. CrossRef

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86 Download
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Breast Examination Instruction by a Standardized Patient Instructor: Joo Hyun Park, Ji Young Son, Sun Kim, Sung A Lee, Soo Jung Lee; Korean J Med Educ 2010;22(4):283-289.
Published online December 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.4.283

Abstract
PDF

PURPOSE
The purpose of this research was to identify the effectiveness of a standardized patient (SP) instructor. The study was performed to compare the effects of two types of instruction on breast examination skills by an SP instructor and a professor.
METHODS
Fifty-four medical students in the third year and 4 SPs participated in the study. In a pretest, each student was judged by the SP individually in performing a breast examination and completed a questionnaire about perception. Next, students were randomly assigned to 2 experimental groups (small-group instruction by an SP instructor or professor). A posttest of performance and perception was administered using the same procedures as in the pretest. To identify the effectiveness of the SP instructor, differences in student scores between the groups were analyzed by t-test.
RESULTS
In the posttest of student performance on the breast examination, there was no significant difference between the groups (p=0.270). With regard to student perception, scores on self-confidence in the breast examination were significantly different (p=0.026) between the groups, of which students who received instruction from the professor showed a higher level. Additionally, there was a significant effect on students' perceived reliability of instruction by the SP instructor (p=0.011), and students who were instructed by the SP demonstrated higher reliability compared with professor-taught students.
CONCLUSION
Instruction by an SP instructor has the same effectiveness as instruction by a professor. SP instructors have very powerful effects on student performance and perception.

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YoungJoon Ahn
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Medical Teacher.2011; 33(12): 1005. CrossRef
How to Make a ‘Good Doctor’
Young-Mee Lee
Korean Journal of Medical Education.2010; 22(4): 247. CrossRef

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Review

A Systematic Review of Training That Use an Integrated Patient Simulator: Hyo Bin Yoo, Jae Hyun Park, Jin Kyung Ko, Tai Young Yoon; Korean J Med Educ 2010;22(4):257-268.
Published online December 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.4.257

Abstract
PDF

The purpose of this article is to systematically review the literature that describes training and assessment that use an integrated patient simulator (IPS). We also tried to determine how to train learners with simulators, plan, and perform research on simulator-based education. Literature searches were conducted to identify articles from PubMed, EMBASE, and KMbase that were related to training and assessment that use an IPS, published from January 1999 to September 2008. Forty articles met the criteria and were analyzed. The results were as follows: Studies on IPS are the most common in graduate medical education (GME). The impact of IPS-based education is relatively greater in GME versus undergraduate medical education (UME) or continuing medical education (CME). IPS research in GME is characterized by addressing the effectiveness of clinical application, the training of procedures, and algorithms, rather than knowledge or simple skills. And research design is more elaborate in GME than UME or CME. IPS training in CME focuses mostly on specific clinical skills. Most training sessions in UME are offered to groups, but assessment is performed for a single student. Also, inter-rater reliability is checked unsatisfactorily in UME. IPS research in UME is characterized by limitations in design due to connections to the regular curriculum. According to findings above, we propose that: more detailed research design should be performed to overcome the limitations of UME research. For GME, increasing simulator-based training opportunities is desired, because its effectiveness and adaptability are relatively high.

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Comparison of Standardized Patient and Faculty Agreement in Evaluating Nursing Students’ Assessment and Communication Skills
Young Ju Kim
Journal of Korean Academy of Fundamentals of Nursing.2017; 24(3): 189. CrossRef
How to Make a ‘Good Doctor’
Young-Mee Lee
Korean Journal of Medical Education.2010; 22(4): 247. CrossRef

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Original Article

Investigation of the Requirements of 'Good Teaching' to Improve Teaching Professionalism in Medical Education: Eun-Jung Im, Yoo-Chul Lee, Bong-Hyun Chang, Sung-Kwang Chung; Korean J Med Educ 2010;22(2):101-111.
Published online June 30, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.2.101

Abstract
PDF

PURPOSE
The purpose of this study is to survey the awareness of faculty (F) and students (S) on 'good teaching' and to analyze an example of good lesson, finally to identify the requirements of 'good teaching' in medical education.
METHODS
Quantitative and qualitative methods were applied simultaneously. First, survey using a questionnaire was analyzed by frequency analysis and verified using chi-square-test, Mann-Whitney test. Second, the case of good teaching and qualitative data were analyzed by 'priori codes coding' and 'open coding'.
RESULTS
The results of survey are as follows: Both faculty and students regarded lessons that taught important content easy to understand (F: 50%; S: 69.1%); Lessons that allow students make sure important information (F: 48.6%; S: 51.4%); Lessons that prepare and plan considering the student's level and interest (F: m=3.78; S: m=3.76) were good lessons. Faculty wanted lessons that improve student's academic achievement (35.7%), while students choose lessons that deliver curriculum effectively using appropriate teaching method (47.1%). According to the results of case analysis, it turned out that characteristics of good teaching were as follows: Thorough plan and preparation of content, various teaching methods and materials, encouragement of intellectual inquiry and curiosity, active interaction between faculty and students, clear feedback and reasonable evaluation.
CONCLUSION
Requirements of good teaching are open to faculty at school of medicine and are to be utilized as guidelines to monitor and improve their instruction.

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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
Good Teaching and Desirable Teaching Behaviors Perceived by Nursing Students
Ilsun Ko, Jinsook Kim, Jungmin Lee
Journal of Korean Academic Society of Nursing Education.2019; 25(4): 496. CrossRef
Individual class evaluation and effective teaching characteristics in integrated curricula
Jung Eun Hwang, Na Jin Kim, Meiying Song, Yinji Cui, Eun Ju Kim, In Ae Park, Hye In Lee, Hye Jin Gong, Su Young Kim
BMC Medical Education.2017;[Epub] CrossRef
Investigating the Requirements of Good Teaching from Medical Students’ Perspectives
Son-Hwan Choi, Hyo-Jin Ahn
Korean Medical Education Review.2016; 18(3): 156. CrossRef
Peer review analysis of lectures using video recordings in an integrated curriculum
Dong-Mi Yoo, HyunBae Yoon, Seunghee Lee
Korean Journal of Medical Education.2015; 27(1): 11. CrossRef
Needs assessment for developing teaching competencies of medical educators
Jihyun Si
Korean Journal of Medical Education.2015; 27(3): 177. CrossRef
What kind of feedback do medical students want?
Jong-Yeup Kim, Baeg Ju Na, Jungmin Yun, Jaegu Kang, Seungyeon Han, Wonmin Hwang, Yera Hur
Korean Journal of Medical Education.2014; 26(3): 231. CrossRef
A Study on the Characteristics of Excellent Lecturers in Medical School
Haebum Lee, Eunbae B Yang
Korean Journal of Medical Education.2013; 25(1): 47. CrossRef
Developing and Testing an Evaluation Tool to Measure Clinical Teaching
Eun-Jung Im
Korean Journal of Medical Education.2011; 23(1): 49. CrossRef

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Crossref

Methods of Effective Team-Based Learning Administration and Expected Effects on Medical Education: A Ra Cho, Sang Ick Han, Sang Heon Yoon, Joo Hyun Park, Nam Jin Yoo, Sun Kim; Korean J Med Educ 2010;22(1):47-55.
Published online March 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.1.47

Abstract
PDF

PURPOSE
The aim of this study was to analyze the results of quantitative and qualitative student evaluations of team-based learning (TBL) and student achievement evaluations during TBL.
METHODS
Questionnaires that evaluated medical student perception and self-assessment of the TBL experience included 38 questions on the TBL process. Also, we used scores from the TBL session to investigate student academic achievement.
RESULTS
Our results showed that the more proper the educational environments were, the more focused students were on team learning. According to the distribution period for preliminary assignments, there was a difference in self-directed learning. In addition, team members had the opportunity to learn new knowledge by interacting with each other, and when they had the experience of feedback, they understood the instruction topics through team learning better. With regard to peer evaluation, the students who recognized the importance of assessment studied more sincerely and honestly. By experiencing the TBL process, every team showed a high significance in the group readiness assurance test score compared with the individual readiness assurance test score, and student satisfaction with the TBL and expectation levels about capacity strengthening increased as well.
CONCLUSION
TBL is an effective teaching and learning method and has positive impacts on student academic achievement. A study on student academic achievement and perception of TBL is expected to provide medical educators with suggestions on planning teaching strategies for effective TBL administration.

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Review

Teaching Medical Professionalism in Korean Medical Schools: Tasks and Prospect: Kwang-ho Meng; Korean J Med Educ 2008;20(1):3-10.
Published online March 31, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.1.3

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The Medical Student Objectives Project of the American Association of Medical Colleges states that physicians must demonstrate "a commitment to advocate at all times the interests of one's patients over one's own interests," as well as "an understanding of the threats to medical professionalism posed by the conflicts of interest inherent in various financial and organizational arrangements for the practice of medicine." Due to these concerns, for the last some 30 years, there have been many attempts to improve medical professionalism curriculum in medical education such as altruistic attitudes and professional behaviors that those pursuing careers in medicine should possess. However, physicians today are not infrequently confronting conflicts of interest, such as those arising between the health system that employs them and the individual patient seeking care. This paper briefly reviews current status of teaching medical professionalism in Korean medical schools, and discusses tasks to be coped with to further improve the medical professionalism curriculum in Korea including development of effective teaching and evaluation methods. This paper also emphasizes the importance of the role of the medical education systems such as National Licensing Medical Examination and the Medical School Accreditation System in improving the teaching of medical professionalism in Korean medical schools.

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Teaching Medical Humanities in Korean Medical Schools: Tasks and Prospect: Kwang-ho Meng; Korean J Med Educ 2007;19(1):5-11.
Published online March 31, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.1.5

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Scientific and humanistic aspects are integral to medicine and they must be bounded and integrated, not to suggest that one is more important than the other, or that they operate separately.In fact, the symbol of the physician, 'Caduceus' properly represents the bonding and intertwining between two forces of knowledge and wisdom or science and humanities, and as seen in the Hippocratic Oath, the humanities and the humanistic aspect of medical profession were important parts of practice thousands of years before medicine learned to use science as a new approach to acquire knowledge. However, the advances in science and technology in the early twenty century have fostered an emphasis on knowledge and technical skills in medical education with a neglect of the traditional humane and interpersonal aspects of the practice of medicine. Due to these concerns, for the last some 30years, there have been many attempts to improve general professional education and promote humanities curricula in medical education such as atruistic attitudes and professional behaviors that those pursuing careers in medicine should possess. This paper briefly reviews current status of teaching medical humanities and social sciences in Korean medical schools, and discusses tasks to be coped with to further improve the medical humanities curriculum in Korea including development of effective teaching and evaluation methods. This paper also emphasizes the importance of the role of the medical education systems such as National Licensing Medical Examination and the Medical School Accreditation System in improving the teaching of medical humanities and social sciences in Korean medical schools.

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Exploratory and Confirmatory Factor Analysis of Medical Professionalism Core Attributes Scale
Keumho Lee, Yera Hur
Korean Journal of Medical Education.2012; 24(4): 339. CrossRef
Analysis of the Characteristics of Discussion Materials that Promote Group Discussion in the Medical Humanities
Jae-Hee Ahn, Woo Taek Jeon
Korean Journal of Medical Education.2011; 23(4): 253. CrossRef
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Original Article

Multicampus Medical Education in Korea: Issues and Strategies for Emphasizing the Advantages: Yong Il Kim, Ji Young Kim, Gwi Hwa Park; Korean J Med Educ 2005;17(2):135-150.
Published online August 31, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.2.135

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PURPOSE
This study was designed to analyze the current status of multicampus medical education in Korea, to identify its educational significance, and to develop strategies for overcoming such disadvantages. METHODS: The logistic data were collected from 41 medical schools, and the educational impacts based on the location of campuses and clinical teaching hospitals, types of education, major functions, and collaboration system between campuses were analyzed. RESULTS: 35 from 41 medical schools ran various forms of multicampus education, and only 8 claimed a system that bridged the school campus and teaching hospital (s). However, none were equipped with any form of meaningful liaison accommodating a distant learning system between learning centers. Regardless, the advantages of multicampus school system aimed to provide a wide range of learning experiences, serious disadvantages remained without the system developing an effective method for overcoming difficulties of communication or establishing an achievement to reach a common educational consensus. CONCLUSION: Various advantages of multicampus system in terms of producing pleuripotential physicians have been rationalized, but any measures for their effective collaboration remains limited. This paper stresses the development of a responsible unit for better support between school campus and clinical teaching centers in multicampus curriculum planning. It is also crucial to design an educational communication channel between them.

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Ji Hyun Im, Jun Moo Ahn, Seung Hee Lee
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Evaluating Clinical Clerkship in Medical School: Joo Hyun Park, Sun Kim; Korean J Med Educ 2004;16(2):157-167.
Published online August 31, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.2.157

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PURPOSE
The purpose of this study was to present the results of a clerkship evaluation done through a student questionnaire, to provide appropriate feedback to faculty, and to make constructive suggestions for improving the educational experience during clerkship. METHODS: The evaluation was conducted in 2003 at The College of Medicine at Catholic University. 61 fourth-year medical students who had finished their clerkship rotations completed the given questionnaire. This questionnaire was composed of items covering 8 dimensions related to: overall assessment of the clerkship, problems in clerkship contents and methods, the evaluation process, the best preceptor and the characteristics of the vest clinical faculty, the most useful educational activities and constraining activities, and areas th be improved. RESULTS: Most of the students gave a negative evaluation to the overall clerkship. The most serious problem were the high number of activities irrelevant to the clerkship and the lack of opportunity for direct participation. The most useful educational activities were: 1) case presentation on for assigned patients, 2) 'mini lectures' provided during ward rounds, 3) assigned patient care as a team, and 4) performing clinical skills under faculty supervision. The most constraining activities were: 1) difficulty interacting with patients as a student, 2) inefficient time management, and 3) unsystematic clinical clerkship schedule. CONCLUSION: In conclusion, the most fundamental problem in clinical teaching was the lack of support and incentives for clinical teachers. Not only training sessions for faculty and residents but also financial rewards or promotion opportunities need to be provided for a better quality clinical clerkship.

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Na Young Kim, Youn Joo Jung, So Young Baek, Soo Jung Yoon, Kyung Sook Yeon
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Evaluation of Medical Humanities Course in College of Medicine Using the Context, Input, Process, and Product Evaluation Model
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Assessment of Medical Students in Clinical Clerkships
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Status of Clerkship Education and Its Evaluation in Korean Medical Schools
Eunbae Yang, Duk-Joon Suh, Yunseong Lee, Sookon Lee, Seokhwa Kim, Eunil Lee, Guetae Chae, Yeonju Jo, Ducksun Ahn
Korean Journal of Medical Education.2007; 19(2): 111. CrossRef
Using Problem-based Learning to Teach Antibiotics use during a Clerkship in Internal Medicine
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Korean Journal of Medical Education.2007; 19(1): 13. CrossRef
Integrating Problem-Based Learning into Clinical Clerkship: A Pilot Study
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Korean Journal of Medical Education.1970; 21(4): 385. CrossRef

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Class Assessment in Graduate School of Medicine: Flanders Interaction Analysis: Sun Kim, Dong Min Park, Yera Hur; Korean J Med Educ 2003;15(3):249-256.
Published online December 31, 2003; DOI: https://doi.org/10.3946/kjme.2003.15.3.249

Abstract
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PURPOSE
The aim of this study is to analyze the interaction system between instructor and learners and strive for class improvement based on the evaluation. METHODS: Flanders Interaction Analysis System classifies instructor and learner's speaking into ten items. Observer analyzed every verbal interaction in class and filled out classified table recording the number of adequate category every three seconds. RESULTS: In this study, observed class spent 94.3% of time on teaching and learning activities. So it could be said that the class used time effectively without any waste. The instructor showed indirect teaching method and as a result, the students showed more initiative statements than simply answering questions. The major pattern was question--> answering questions, and incidental pattern was lecture--> initiative statement--> silence or disorder--> initiative statement--> lecture. CONCLUSION: In medical education, small group lesson is one of the popular teaching methods where Flanders interaction can be analyzed effectively. Using such evaluation, we can promote better teaching and learning.

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Classroom Learning Status Assessment Based on Deep Learning
Jie Zhou, Feng Ran, Guang Li, Jun Peng, Kun Li, Zheng Wang, Naeem Jan
Mathematical Problems in Engineering.2022; 2022: 1. CrossRef
Course quality management based on monitoring by students at a medical school
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Korean Journal of Medical Education.2018; 30(2): 141. CrossRef

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'Global Citizenship' Course in Premedical Year Development and Outcome of Manner Program for Future Physicians: Chung Ah Kim, Bok Kyu Kwon, Gwi Hwa Park, Yoon Myung Yim, Yong Il Kim; Korean J Med Educ 2002;14(2):185-194.; DOI: https://doi.org/10.3946/kjme.2002.14.2.185

Abstract
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PURPOSE
This study aims to introduce a one semester 'Global Citizenship' program, being offered as a part of the premedical course at Gachon Medical School. The program was designed to meet the community needs in terms of etiquette and manner education for the future physicians and also to review the outcome of short-term experience.
METHODS
The program was offered to M1(premedical students year-1) students from the first semester after entrance to the school with following objectives: to understand the anthropological aspect of culture, to motivate students in relation to medical scientific foundation, and to develop the appropriate human relations, including international etiquette and manners, prior to the subinternship in M5(medical student year-3).
RESULTS
The program consisted of 12 sessions of lectures and/or practice-based learning such as etiquette for dormitory life, Korean traditional culture, gender role in the 21st century, dining etiquette in various cultural programs, netiquette(for computer usage), Korean housing and its architectural beauty, etiquette for alcoholic beverage drinking, dressing, and the respect and understanding of other cultures, services and manners. They were all instructed with presentations combined with site-visits or hands-on experience followed by a reflection paper and group discussion. Although the program was costly and time-consuming compared to the traditional theory-based natural science and humanity subjects, students expressed their strong motivation and concerns on their future responsibilities.
CONCLUSION
We conclude that "Global Citizenship" course is a useful program to provide a meaningful motivation to the newly enrolled students, Further, it encourages students to understand human relations as a global citizen equipped with the appropriate etiquette and manners.

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Teaching and Learning Strategies of PBL: Yera Hur, Sun Kim; Korean J Med Educ 2002;14(2):145-156.; DOI: https://doi.org/10.3946/kjme.2002.14.2.145

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PURPOSE
Problem-Based Learning is an effective teaching and learning method enabling the students to achieve problem solving skills, use information effectively, carry productive intelligence, think creatively, learn teamwork and responsibility. Also, students take the initiative of the class and by learning the method of self-directed learning, it will eventually lead to life time education. The purpose of this study was to develop effective teaching and learning strategy of Problem-Based Learning.
METHODS
The study is a case study using investigative method and questionnaires, class observation check list, and teachers' evaluation sheets of the students. The subject of this study was 83 students and 19 tutors of Yonsei University College of Medicine.
RESULTS
The characteristics of positive module in Problem-Based Learning are; students show good teamwork during the class, students are motivated and find interest in the subject, the data and materials given to the students is very useful in solving the problem. Most important element of Problem-Based Learning interaction is the number of questions asked by the students and the difficulty of the modules has no relation to the interaction of tutors and students. Students heavily rely on using textbooks during their self-regulated learning. And the elements greatly effecting the learning environment are physical environment and the use of humor in class.
CONCLUSION
Tutors and students should use the teaching strategy('C-O-I-Q') and the learning strategy('M-R-I-Q') to facilitate the interaction of tutors and students, activate students' discussion and foster class climate.

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Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea
Sanghee Yeo, Bong Hyun Chang
Korean Journal of Medical Education.2016; 28(1): 9. CrossRef
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Different outcomes of active and reflective students in problem-based learning
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Development of Teaching Model for Medical Statistics in Medical School Students: Eunhee Ha, Hyesook Park, Heuisug Jo, Boeun Lee, Jeoungyoun Kim, Yoomi Chae, Sunhee Lee; Korean J Med Educ 2001;13(1):15-25.; DOI: https://doi.org/10.3946/kjme.2001.13.1.15

Abstract
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In order to solve the problems of traditional teaching model for medical statistics based on theoretical lecture, we developed new teaching model for medical statistics. The model was consisted of theoretical and practical lecture for 2nd grade of premedical students, Ewha Womans University. For theoretical lecture, we introduced basic concepts of medical statistics, data description and social survey method with questionnaire development. For practical lecture, we introduced the whole process from the selection for research topic to sampling, survey, data analysis, and report writing. Although students participated this class pointed out some trivial problems, they gave positive evaluation, particularly on practical lecture. We think this new model will be a good model and let medical students have ability to do medical research through basic knowledge and practical skill.

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Current status of liver diseases in Korea: Liver cirrhosis
Jeong Won Jang
The Korean Journal of Hepatology.2009; 15(Suppl 6): S40. CrossRef

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Self-Evaluation Check Point for Good Educational Practice in Medical Colleges: Development of a Simplified Faculty Evaluation Model: Yong Il Kim; Korean J Med Educ 2000;12(1):15-20.; DOI: https://doi.org/10.3946/kjme.2000.12.1.15

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The author developed a simplified self-evaluation rating scale with 10 check points to assist the individual faculty members in medical colleges in assessment of their educational competence with ease and to strengthen their teaching ability for better pedagogical practice. Number of the developed items were minimized to 10 points to meet the simplicity and comparative weighing of individual components, with which they can be easily implemented.

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A Study on Improvement of Teaching and Learning in Yonsei University College of Medicine: Sun Kim; Korean J Med Educ 1998;10(2):293-307.; DOI: https://doi.org/10.3946/kjme.1998.10.2.293

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The purposes of this study were to survey the present state and problems related to teaching and learning and to find out alternatives for improvement of teaching and learning method in Yonsei University College of Medicine. The findings of this study was following ; 1. Many professors made out in advance a lecture plan, which was composed of object, contents and plan, by textbook, and used expository method and teaching materials in class. In class they affirmatively responded that the evaluation of teaching was completed by quiz conducive to learning, that the object and evaluation of teaching presented by professor concurred and that homework, quantitaive of test and difficulty was appropriate. 2. We verified difference between success and failure of teaching method, which was used by professor of medical school, by x2-test. It was found a significant difference according to class readiness, passion, contents, fitness of textbook, teaching method etc. 3. In survey asking improvement on teaching-learning situation, professor requested the improvement of the method of evaluation and the skill involving in class as a insufficiency in teaching activities and the evaluation by students took advantage of class improvement. Otherwise, students responded it was lacking motivation, delivery of key-point and teaching on the same level with them.

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Variation in Professors’ Teaching Efficacy and Their Satisfaction with Faculty Development Programs
Soo Koung Jun, Kyung Hee Chun, Young Hwan Lee, Sae Yoon Kim, Wu Kyung Kim, Seong Yong Kim
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A survey on the education, medical practice, research, and fringe benefits of Korean medical school faculty
Kyung Hwa Seo, Sun Mi Lim, Byung In Lee, Choong Hak Park, Yoon Hyung Park
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Factors Associated with the Teaching Evaluation toward a Subject for a Premedical Course: Jong Park, Ki Soon Kim, Yang Ok Kim; Korean J Med Educ 1995;6(2):68-77.; DOI: https://doi.org/10.3946/kjme.1995.6.2.68

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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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Course quality management based on monitoring by students at a medical school
Sanghee Yeo
Korean Journal of Medical Education.2018; 30(2): 141. CrossRef

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Contents of Clinical Preceptorship and Evaluation of Clinical Teaching Behavior: Yoon Mi Song, Chang Yup Kim, Tai Woo You, Bong Yul Huh; Korean J Med Educ 1993;5(1):41-52.; DOI: https://doi.org/10.3946/kjme.1993.5.1.41

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In an effort to evaluate the usage of preceptorship in a department of family medicine, we analyzed the data which gathered during 10 months, from July 1990 to April 1991. The analyzed results were as follows ; 1. The number of precepting per preceptor was 3.5 during one day. 2. In the clinical learning, the residents needed instruction most frequently in the process for diagnosing the problems of their patients. 3. For the purpose of evaluating the teaching behavior of preceptors, we asked to 21 residents and 8 preceptors of the department who experienced the preceptorship for responding a questionnaire, which contained 30 questions. Residents perceived that the most contributable teaching behavior was "deals with students in a friendly, outgoing manner". Preceptors answered that behavior as "emphasizes problem solving approaches rather than solution per se". About the least contributable teaching behavior, residents and preceptors agreed that it was "emphasis on his/her personal research". For further improvement in clinical instruction and its evaluation, it would be necessary to develop a collaborative methodology for clinical instruction and to organize an ongoing professional communication.