Previous Issue   Volume 26(2); Jun 2014
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Issues
Restoring force of medical school
Eun Kyung Chung
Korean J Med Educ. 2014;26(2):81-82.
How to apply small group teaching method
Sun Kim
Korean J Med Educ. 2014;26(2):83-86.
How different are premedical freshmen who enter after introducing a multiple mini-interview in a medical school?
Do-Hwan Kim, Jinyoung Hwang, Eun Jeong Kim, Hyun Bae Yoon, Jwa-Seop Shin, Seunghee Lee
Korean J Med Educ. 2014;26(2):87-98.
Changes in medical students' patient-centeredness attitudes by implementation of clinical performance examination
Yera Hur, Sun Kim, Joo Hyun Park, A-Ra Cho, Chang Jin Choi
Korean J Med Educ. 2014;26(2):99-106.
Necessity of introducing postencounter note describing history and physical examination at clinical performance examination in Korea
Jonghoon Kim
Korean J Med Educ. 2014;26(2):107-115.
Educational effect of intraosseous access for medical students
Oh Young Kwon, So Youn Park, Tai Young Yoon
Korean J Med Educ. 2014;26(2):117-124.
The perceptual differences in learning outcomes between education and achievement levels between faculty and students in medical schools
Kwi Hwa Park, Sun Kim, Jung Ae Rhee, Yera Hur, Young Hwan Lee, Joo Hyun Park
Korean J Med Educ. 2014;26(2):125-136.
What do faculties need most in a faculty development program?
Beag Ju Na, Jaegu Kang, Jong-Yeup Kim, Jungmin Yun, Seungyeon Han, Wonmin Hwang, Yera Hur
Korean J Med Educ. 2014;26(2):137-141.
The mentoring pocketbook
A-Ra Cho
Korean J Med Educ. 2014;26(2):143-144.