Korean Medical Education Review最新文献_第2页

Personality and Learning Behavioral Characteristics as Predictors of Academic Achievement of Medical Students 预测医学生学业成绩的人格和学习行为特征

Korean Medical Education Review Pub Date : 2024-02-28 DOI: 10.17496/kmer.23.039

Jang-Rak Kim, Young-A Ji, Mi-Ji Kim, Jong Ryeal Hahm

{"title":"Personality and Learning Behavioral Characteristics as Predictors of Academic Achievement of Medical Students","authors":"Jang-Rak Kim, Young-A Ji, Mi-Ji Kim, Jong Ryeal Hahm","doi":"10.17496/kmer.23.039","DOIUrl":"https://doi.org/10.17496/kmer.23.039","url":null,"abstract":"This study investigates whether personality characteristics and learning behaviors can predict medical students’ academic achievement in Korea, specifically in terms of successfully completing medical school without delays or achieving a high grade point average (GPA) in their final year. In May 2018, 316 medical students took the Multi-Dimensional Learning Strategy Test, 2nd edition, which provided data on their personality and learning behavioral characteristics. Their final year’s GPA and any delays in completing medical school were ascertained by reviewing all electronic academic records of each semester they had been enrolled. The combination of personality and learning behavioral characteristics was significantly associated with completing medical school without delays, even after adjusting for sex and admission path. A multiple logistic regression analysis showed that the adjusted odds ratios and 95% confidence intervals for completing medical school without delays were 1.52 (95% confidence interval [CI], 0.83–2.78) and 3.64 (95% CI, 1.70–7.82) for “others” and “both high” categories, respectively, when compared with the “both low” category. For 235 students who completed medical school without delays, their learning behavioral characteristics (scores) were significantly associated with their final year’s GPA even after adjusting for sex, admission path, and personality characteristics (scores) as determined by the multiple linear regression analysis. This study suggests that individual personality and learning behavior characteristics are predictors of medical students’ academic achievement. Therefore, interventions such as personalized counseling programs should be provided in consideration of such student characteristics.","PeriodicalId":200174,"journal":{"name":"Korean Medical Education Review","volume":"28 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140418476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social Cognitive Theory and Medical Education: How Social Interactions Give Rise to Learning 社会认知理论与医学教育：社会互动如何促进学习

Korean Medical Education Review Pub Date : 2024-01-31 DOI: 10.17496/kmer.24.001

Hae Won Kim

{"title":"Social Cognitive Theory and Medical Education: How Social Interactions Give Rise to Learning","authors":"Hae Won Kim","doi":"10.17496/kmer.24.001","DOIUrl":"https://doi.org/10.17496/kmer.24.001","url":null,"abstract":"The structures and processes of medical education have changed little since the publication of Flexner’s report, which stressed the scientific orientation of medical education and the curricular structure of two years of formal knowledge education and two years of clinical experience. However, the previous perspectives on medical education are facing challenges, and these call for new pedagogy and theories on which to base medical education practice. Considering that social dimensions of learning have been emphasized in educational practice, perspectives that integrate these aspects are needed. Among the various learning theories, social cognitive theory refers to the theoretical framework that contends that learning occurs within interactions with others and environments. From a social cognitive standpoint, learning through observation is critical to human functioning. Indeed, observational learning has particular significance in medical education in that it provides the context for which the importance and meaning of role models can be understood. In addition, as theoretical constructs such as self-efficacy and outcome expectancies allow us to establish an effective learning environment, exploring the concepts of the theory could be beneficial to medical education practice. In this context, the present review article aims to provide a glimpse of the fundamental assumptions and theoretical concepts of social cognitive theory and discusses the implications the theory has on teaching and learning. Further, a review of previous studies could help explain how the theory has informed medical education practice. Finally, the author will conclude with the implications and limitations of applying social cognitive theory in medical education.","PeriodicalId":200174,"journal":{"name":"Korean Medical Education Review","volume":"403 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140473023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of a New Framework for Doctor’s Competencies in Korea 制定韩国医生能力新框架

Korean Medical Education Review Pub Date : 2024-01-31 DOI: 10.17496/kmer.23.040

Woo Taek Jeon

引用次数: 0

The Patient-Centered Doctor’s Competency Framework in Korea 韩国以患者为中心的医生能力框架

Korean Medical Education Review Pub Date : 2024-01-31 DOI: 10.17496/kmer.24.003

Woo Taek Jeon, Hanna Jung, Youngjon Kim, Chanwoong Kim, S. Yune, G. Lee, Sunju Im, Sun-Woo Lee

{"title":"The Patient-Centered Doctor’s Competency Framework in Korea","authors":"Woo Taek Jeon, Hanna Jung, Youngjon Kim, Chanwoong Kim, S. Yune, G. Lee, Sunju Im, Sun-Woo Lee","doi":"10.17496/kmer.24.003","DOIUrl":"https://doi.org/10.17496/kmer.24.003","url":null,"abstract":"With increasing demands for medical care by society, the medical system, and general citizens and rapid changes in doctor’s awareness, the competencies required of doctors are also changing. The goal of this study was to develop a doctor’s competency framework from the patient’s perspective, and to make it the basis for the development of milestones and entrustable professional activities for each period of medical student education and resident training. To this end, a big data analysis using topic modeling was performed on domestic and international research papers (2011–2020), domestic newspaper articles (2016–2020), and domestic social networking service data (2016–2020) related to doctor’s competencies. Delphi surveys were conducted twice with 28 medical education experts. In addition, a survey was conducted on doctor’s competencies among 1,000 citizens, 407 nurses, 237 medical students, 361 majors, and 200 specialists. Through the above process, six core competencies, 16 sub-competencies, and 47 competencies were derived as subject-oriented doctor’s competencies. The core competencies were: (1) competency related to disease and health as an expert; (2) competency related to patients as a communicator; (3) competency related to colleagues as a collaborator; (4) competency related to society as a health care leader (5) competency related to oneself as a professional, and (6) competency related to academics as a scholar who contributes to the development of medicine.","PeriodicalId":200174,"journal":{"name":"Korean Medical Education Review","volume":"528 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140479879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Research Trends on Doctors’ Competencies in Korea Using Text Network Analysis 利用文本网络分析研究韩国医生能力的趋势

Korean Medical Education Review Pub Date : 2024-01-31 DOI: 10.17496/kmer.23.043

Youngjon Kim, Jea Woog Lee, S. Yune

{"title":"Research Trends on Doctors’ Competencies in Korea Using Text Network Analysis","authors":"Youngjon Kim, Jea Woog Lee, S. Yune","doi":"10.17496/kmer.23.043","DOIUrl":"https://doi.org/10.17496/kmer.23.043","url":null,"abstract":"We use the concept of the “doctor’s role” as a guideline for developing medical education programs for medical students, residents, and doctors. Therefore, we should regularly reflect on the times and social needs to develop a clear sense of that role. The objective of the present study was to understand the knowledge structure related to doctors’ job competencies in Korea. We analyzed research trends related to doctors’ job competencies in Korea Citation Index journals using text network analysis through an integrative approach focusing on identifying social issues. We finally selected 1,354 research papers related to doctors’ job competencies from 2011 to 2020, and we analyzed 2,627 words through data pre-processing with the NetMiner ver. 4.2 program (Cyram Inc., Seongnam, Korea). We conducted keyword centrality analysis, topic modeling, frequency analysis, and linear regression analysis using NetMiner ver. 4.2 (Cyram Inc.) and IBM SPSS ver. 23.0 (IBM Corp., Armonk, NY, USA). As a result of the study, words such as “family,” “revision,” and “rejection” appeared frequently. In topic modeling, we extracted five potential topics: “topic 1: Life and death in medical situations,” “topic 2: Medical practice under the Medical Act,” “topic 3: Medical malpractice and litigation,” “topic 4: Medical professionalism,” and “topic 5: Competency development education for medical students.” Although there were no statistically significant changes in the research trends for each topic over time, it is nonetheless known that social changes could affect the demand for doctors’ job competencies.","PeriodicalId":200174,"journal":{"name":"Korean Medical Education Review","volume":"440 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140471971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding and Application of Experiential Learning Theory in Medical Education 在医学教育中理解和应用体验式学习理论

Korean Medical Education Review Pub Date : 2024-01-31 DOI: 10.17496/kmer.23.042

S. Chae

{"title":"Understanding and Application of Experiential Learning Theory in Medical Education","authors":"S. Chae","doi":"10.17496/kmer.23.042","DOIUrl":"https://doi.org/10.17496/kmer.23.042","url":null,"abstract":"Experiential learning varies greatly depending on how the meaning of experience is construed. In the context of education, experiential learning generally refers to educational activities that are based on the learners’ active participation and implementation of their knowledge, corresponding to the so-called “learning by doing” emphasized by progressive educational philosophy, in contrast to traditional teaching methods where learners passively receive knowledge. This paper examines the principles of experiential learning theory that are relevant to learning from experience, introducing examples applied to medical education to provide a theoretical perspective. Experiential learning theory is explicated on the basis of the theories of Dewey, Kolb, and Schön. Their key ideas are continuity of experience and the interaction between experience and reflection. According to experiential learning theory, growth is education, and education is a reconstruction of experience. Experiential learning is a way of thinking about the educational process, wherein meaningful learning is constructed through reflection-in-action. Medical education is changing rapidly. Medical schools have the mission of preparing physicians who can compete in an unpredictable future and fulfill their roles as professionals. The implications of experiential learning theory for medical education need to be considered and applied to student education. This paper is meaningful in that it suggests the theoretical possibility that experiential learning theory can be used to achieve the educational goals of medical schools.","PeriodicalId":200174,"journal":{"name":"Korean Medical Education Review","volume":"276 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140472245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Designing a Longitudinal Database for Cohort Construction in Medical Education 面向医学教育队列建设的纵向数据库设计

Korean Medical Education Review Pub Date : 2023-06-30 DOI: 10.17496/kmer.23.012

정한나, Hanna Jung, H. Kim, R. Lee, S. An

{"title":"Designing a Longitudinal Database for Cohort Construction in Medical Education","authors":"정한나, Hanna Jung, H. Kim, R. Lee, S. An","doi":"10.17496/kmer.23.012","DOIUrl":"https://doi.org/10.17496/kmer.23.012","url":null,"abstract":"Longitudinal data can provide important evidence with the potential to stimulate innovation and affect policies in medical education and can serve as a driving force for further developments in medical education through evidence-based decisions. Tracking and observing cohorts of students and graduates using longitudinal data can be a way to link the past, present, and future of medical education. This study reviewed practical methods and technical, administrative, and ethical considerations for the establishment and operation of a longitudinal database and presented examples of longitudinal databases. Cohort study design methods and previous examples of research using longitudinal databases to explore major topics in medical education were also reviewed. The implications of this study are as follows: (1) a systematic design process is required to establish longitudinal data, and each university should engage in ongoing deliberation about this issue; (2) efforts are needed to alleviate “survey fatigue” among respondents and reduce the administrative burden of those conducting data collection and analysis; (3) it is necessary to regularly review issues of personal information protection, data security, and ethics regarding the survey respondents; and (4) a system should be established that integrates and manages a longitudinal database of medical education at the national level. The hope is that establishing longitudinal data and cohorts at individual medical schools will not be a temporary phenomenon, but rather that they will be well utilized at the national level to innovate and implement ongoing changes in medical education.","PeriodicalId":200174,"journal":{"name":"Korean Medical Education Review","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114429336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Establishment of a Cohort at Chosun University College of Medicine for Social Accountability 朝鲜大学医学院社会责任研修班的设立

Korean Medical Education Review Pub Date : 2023-06-30 DOI: 10.17496/kmer.23.015

Hyoseon Choi, Youngjong Kim, H. Yoo

{"title":"Establishment of a Cohort at Chosun University College of Medicine for Social Accountability","authors":"Hyoseon Choi, Youngjong Kim, H. Yoo","doi":"10.17496/kmer.23.015","DOIUrl":"https://doi.org/10.17496/kmer.23.015","url":null,"abstract":"Cohorts are established and operated at medical schools as part of efforts to improve the quality of education. Chosun University College of Medicine clarified the purpose of establishing three cohorts in light of its core values and developed criteria and indicators for each purpose. An organization focusing on cohort construction and operation was established as the Cohort Committee under the Quality Improvement Committee, and guidelines were proposed. In addition, a database and system were developed to handle primary data efficiently, and tools for measuring psychological variables were created. The data collected by establishing a cohort, regions, and admission types of graduates were first analyzed for the following projects: (1) an analysis of the educational process and quality improvement to educate medical professionals who contribute to the community after graduation, and (2) an analysis of the educational process and quality improvement to secure excellence in the medical field (e.g., knowledge and clinical reasoning), using information on the academic achievements of students and graduates as primary data. Chosun University College of Medicine is conducting cohorts and longitudinal studies gradually, starting with a simple, practically feasible system to solve the difficulties faced in cohort establishment and operation. Medical educators hope that future data collection and analysis will improve the quality of medical school education and have practical implications.","PeriodicalId":200174,"journal":{"name":"Korean Medical Education Review","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126576547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What Is Medical Humanities? 什么是医学人文?

Korean Medical Education Review Pub Date : 2023-06-30 DOI: 10.17496/kmer.23.018

J. Huh

引用次数: 0

Student Engagement in Student Support System Reform: A Case Study 学生支持制度改革中的学生参与:个案研究

Korean Medical Education Review Pub Date : 2023-06-30 DOI: 10.17496/kmer.23.007

Yena Jang, Seo Yoon Kim, J. Kang, Donghwa Kang, Na Hyeon Kweon, Ga Yeon Kim, N. Kim, Sang Hun Kim, S. Kim, Juhee Kim, Chaeeun Kim, Shinyoung Park, Ju Yeon Park, Ji Su Park, G. Lee, Bora Im, B. Yoon

{"title":"Student Engagement in Student Support System Reform: A Case Study","authors":"Yena Jang, Seo Yoon Kim, J. Kang, Donghwa Kang, Na Hyeon Kweon, Ga Yeon Kim, N. Kim, Sang Hun Kim, S. Kim, Juhee Kim, Chaeeun Kim, Shinyoung Park, Ju Yeon Park, Ji Su Park, G. Lee, Bora Im, B. Yoon","doi":"10.17496/kmer.23.007","DOIUrl":"https://doi.org/10.17496/kmer.23.007","url":null,"abstract":"Educational evaluation involves data collection and the analysis of various education-related factors to make decisions that improve educational quality. Systematic educational evaluation is essential for enhancing the quality of education. This study reports a case of student-conducted process evaluation of a medical school’s student support system and the procedure for devising improvement plans. Sixteen Inje University College of Medicine students participated in the Education Evaluation Committee (IUCM-EEC) to understand the educational improvement process as learners and actively achieve improvement. The Quality Improvement Committee of the Inje University College of Medicine (IUCM-QIC) decided to reform its student support system based on a previous educational evaluation in 2019. The evaluation of the student support system was conducted for 10 months in 2021 by the student subcommittee, under the guidance of the IUCM-EEC. The CIPP (context-input-process-product) evaluation model was used for a systematic evaluation. Accordingly, the subcommittee developed evaluation criteria and indicators, and analyzed relevant data collected from surveys and the previous literature. For further recommendations and revision ideas, the student subcommittee members interviewed faculty members from six other medical schools and also conducted a focus group interview with the dean and vice deans of IUCM. Finally, the student subcommittee submitted a report to the IUCM-QIC. Communication with various stakeholders is essential for a successful evaluation process. In this case, students, as key stakeholders in education, evaluated the student support system. Their active participation helped improve their understanding of the evaluation process.","PeriodicalId":200174,"journal":{"name":"Korean Medical Education Review","volume":"20 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114059847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0