Korean journal of medical education最新文献

{"title":"Brain-based medical education model for expert's clinical decision making.","authors":"Young-A Ji,&nbsp;HyeKyung Woo","doi":"10.3946/kjme.2023.265","DOIUrl":"https://doi.org/10.3946/kjme.2023.265","url":null,"abstract":"<p><strong>Purpose: </strong>The expertise of medicians in clinical decision-making is very important since it improves the quality of medical services provided to patients. This study analyzed the characteristics of the decision-making process and confirmed clinicians' electroencephalography (EEG) characteristics by measuring their cerebral activity during clinical decision-making. This study aims to present learning directions for brain-based clinical decision-making to develop medical experts.</p><p><strong>Methods: </strong>This study was performed in the following two projects: (1) a qualitative study of clinical decision-making in a clinical scenario and (2) an analysis of differences in cortical activity of experts and novices through EEG.</p><p><strong>Results: </strong>In the 1st study, this study found that \"confirmation of the patient's chief complaints,\" \"physical examination,\" and \"radiography reading\" steps, which showed the most prominent differences in the experts' and novices' decision making, were set as the significant steps of dentists' clinical decision making. In the 2nd study, the experts' and novices' cortical activities were measured through a 32-channel EEG. In task 6, which had the lowest accuracy of diagnoses made by the experts, the brain activities in both groups were higher than in other tasks.</p><p><strong>Conclusion: </strong>This study developed and suggested a model of the decision-making process for experts and novices and suggested the basic directions for brain-based learning needed to raise experts based on brain activity.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 3","pages":"275-283"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/d0/7a/kjme-2023-265.PMC10493407.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10220730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing professionalism of first-year medical students through early nursing practice training and attitude education.","authors":"Ryoko Igarashi","doi":"10.3946/kjme.2023.258","DOIUrl":"https://doi.org/10.3946/kjme.2023.258","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to clarify the attitudes, behaviors, and learning experiences of first-year medical students participating in a nursing practice training aimed at enhancing their professionalism.</p><p><strong>Methods: </strong>A questionnaire survey was conducted among first-year medical students after their nursing practical training to understand their learning experiences. Descriptive statistics was performed for each questionnaire item. For free-text responses, descriptions were grouped by input data with similar content and meaning, and analyzed qualitatively. Others' evaluation and self-evaluation were analyzed quantitatively.</p><p><strong>Results: </strong>Most students were actively engaged and fulfilled in the training. The free comments generated these categories: \"nursing care,\" \"roles of nurses,\" \"patient impressions,\" \"multidisciplinary cooperation,\" \"communication,\" and \"what is required of physicians. On the first day, all items evaluated had higher mean scores in the others' evaluation than in the self-evaluation. On the second day, for \"maintains standards of personal appearance (including uniform, hair, and name tag),\" the others' evaluation means were higher than the self-evaluation means. T-tests showed a significant difference in \"maintains standards of personal appearance (including uniform, hair, and name tag)\" (t=-2.103, degrees of freedom [df]=71.104, p<0.05) and \"attends to patients with a polite manner\" (t=-2.087, df=74, p<0.05) for both the high and low groups.</p><p><strong>Conclusion: </strong>Greeting, appearance, communication skills, and attitude were found to be the important bases of attitude education in the nursing training ideally involving multidisciplinary professionals. The medical students were able to grasp what is required of doctors and objectively view such position from the viewpoints of nurses and patients.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 2","pages":"175-185"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/fe/6f/kjme-2023-258.PMC10258354.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9998642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical education program implementation experience in an elective course: a case study in South Korea.","authors":"Yu-Ra Kim,&nbsp;Seung-Min Yoo,&nbsp;Hye-Jin Park","doi":"10.3946/kjme.2023.260","DOIUrl":"https://doi.org/10.3946/kjme.2023.260","url":null,"abstract":"<p><strong>Purpose: </strong>This study was conducted to examine the results of designing and implementing a teaching program for medical education as the elective course for 4th-year students of medical course.</p><p><strong>Methods: </strong>In order to design the teaching program for medical education as an elective course, we conducted literature review, five medical education experts were interviewed, and the literature required in the design process was reviewed. A developing teaching program was implemented as an elective course in a medical school of Korea, and 4th-year students of medical course participated in the program.</p><p><strong>Results: </strong>In the elective course, the medical education program process competencies were derived into three categories: theoretical educational knowledge, teaching competency, and research competency for education. Moreover, instructional materials were developed to help students achieve these competencies. And project-based learning strategy was selected and implemented for 4th-year students in medical course, and positive satisfaction was confirmed.</p><p><strong>Conclusion: </strong>As a study designed and implemented in a medical education program in a medical school in Korea, it is expected to be helpful when introducing medical education to undergraduate students or developing a medical education program to strengthen the teaching capacity of residents.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 2","pages":"199-205"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/55/5a/kjme-2023-260.PMC10258357.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9998646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validation of the Korean version of the Reflective Practice Questionnaire in clinical clerkship of Korean medical students.","authors":"Yei Jin Lee,&nbsp;Yu Ra Kim,&nbsp;Hwan Ho Lee,&nbsp;Sun Young Kyung,&nbsp;Seung Ryeol Jung,&nbsp;Kwi Hwa Park,&nbsp;So Jung Yune","doi":"10.3946/kjme.2023.256","DOIUrl":"https://doi.org/10.3946/kjme.2023.256","url":null,"abstract":"<p><strong>Purpose: </strong>This study aims to verify whether the Reflective Practice Questionnaire (RPQ) developed by Priddis and Rogers is valid in the Korean context to identify the level of reflection of medical students in clinical practice.</p><p><strong>Methods: </strong>A total of 202 third- and fourth-year medical students from seven universities participated in the study. After receiving approval for use from the authors, a survey was conducted on the students through an adaptation process. The original scale consists of 10 factors with 40 items. The Self-efficacy in Clinical Performance Scale (SECP), Korean Self-reflection and Insight Scale (K-SRIS), and Reflection-in-Learning Scale (RinLS) were used to validate the scale. Exploratory factor, confirmatory factor, correlation, and reliability analyses were used for data analysis.</p><p><strong>Results: </strong>As a result of exploratory factor analysis, 10 subfactors were extracted (Kaiser-Meyer-Olkin=0.856, Bartlett's test: χ 2 =5,044.337, degrees of freedom=780, p<0.001). Among the 40 items, one that showed a high overlapping load for other factors was excluded. As a result of confirmatory factor analysis, the 10-factor structure model was found suitable (χ 2 =1.980, comparative fit index=0.859, Tucker-Lewis index=0.841, root mean square error of approximation=0.070). As a result of the criterion validity test, most of the subfactors of the Korean version of the RPQ (K-RPQ) showed a positive correlation with K-SRIS, RinLS, and SECP. The reliability of 10 subfactors was satisfactory, ranging from 0.666 to 0.919.</p><p><strong>Conclusion: </strong>The K-RPQ was confirmed to be a reliable and valid tool to evaluate the level of reflection among Korean medical students in clinical clerkship. This scale can be used as a tool to provide feedback on each student's level of reflection in clinical clerkship.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 2","pages":"153-163"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/22/df/kjme-2023-256.PMC10258360.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9625511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Instructor factors associated with medical students' lecture evaluation: a longitudinal analysis.","authors":"Jeongbae Rhie,&nbsp;Yoo Mi Chae,&nbsp;Seok-Gun Park,&nbsp;Jae-Hyun Kim,&nbsp;Hong Ja Kim","doi":"10.3946/kjme.2023.257","DOIUrl":"https://doi.org/10.3946/kjme.2023.257","url":null,"abstract":"<p><strong>Purpose: </strong>This study identified factors that affect lecture evaluation by analyzing sophomores from Dankook University, examining each cluster's characteristics, and comparing differences among trajectories.</p><p><strong>Methods: </strong>This study identified factors that affect lecture evaluation by analyzing sophomores from Dankook University, examining each cluster's characteristics, and comparing differences among trajectories.</p><p><strong>Results: </strong>The lecture evaluation score decreased as the teaching hours per instructor in a year increased by an hour, and the number of instructors per lecture increased by one individual. During trajectory analysis, the first trajectory had lower lecture evaluation scores overall but relatively high appropriateness of the textbook and punctuality of class, whereas the second trajectory had higher lecture evaluation scores overall for all four items.</p><p><strong>Conclusion: </strong>The two trajectories showed differences in teaching methods (understanding of lecture content and usefulness of the lecture) rather than in external factors (appropriateness of the textbook and punctuality of class). Therefore, to improve lecture satisfaction, enhancing instructors' instructional competencies through lectures and adjusting the teaching hours by assigning an adequate number of instructors per lecture are recommended.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 2","pages":"165-174"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/36/38/kjme-2023-257.PMC10258359.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9998644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The most influence factor of the medical competence achievement regarding patient management ability on medical school graduates.","authors":"Mia Kusmiati,&nbsp;Rizky Suganda Prawiradilaga,&nbsp;Alya Tursina","doi":"10.3946/kjme.2023.255","DOIUrl":"https://doi.org/10.3946/kjme.2023.255","url":null,"abstract":"<p><strong>Purpose: </strong>A doctor's professional behavior and clinical competency reflect a range of personal and interpersonal qualities, attributes, commitments, and values. This study aimed to identify the most influential factor of medical competence regarding patient management ability.</p><p><strong>Methods: </strong>We used an analytic observational design with a cross-sectional approach, and gathered the perceptions of medical school graduates of Bandung Islamic University via an online questionnaire scored on a Likert scale. Two hundred and six medical graduates who graduated at least 3 years prior to survey were included in the study. The factors evaluated included humanism, cognitive competence, clinical skill competence, professional behavior, patient management ability, and interpersonal skill. IBM AMOS ver. 26.0 (IBM Corp., Armonk, USA) was used for structural equation modelling of the six variables latent and 35 indicator variables.</p><p><strong>Results: </strong>We found that graduates have highly positive perceptions of the humanism (95.67%). Followed by interpersonal skills (91.26%), patient management (89.53%), professional behavior (88.47%), and cognitive competence (87.12%). They rated clinical skill competence the lowest (81.7%). Regarding factors that contribute to patient management ability, the aspects of humanism, interpersonal skill, and professional behavior were found to significantly affect patient management ability (p-value=0.035, 0.00, and 0.00, respectively) with a critical rate of 2.11, 4.31, and 4.26 consecutively.</p><p><strong>Conclusion: </strong>Humanism and interpersonal skill are two important factors that medical graduates assessed very positively. According to surveyed medical graduates, their expectations of the institution were met regarding humanism. However, there is a need to strengthen medical students' clinical skills and improve their cognitive abilities through educational programs.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 2","pages":"143-152"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/f7/e2/kjme-2023-255.PMC10258355.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9998641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The mental health of medical students in Daegu during the 2020 COVID-19 pandemic.","authors":"Sanghee Yeo,&nbsp;Eunkyung Choi,&nbsp;Jungmin Kim,&nbsp;Seunghee Won","doi":"10.3946/kjme.2023.254","DOIUrl":"https://doi.org/10.3946/kjme.2023.254","url":null,"abstract":"<p><strong>Purpose: </strong>In February 2020, the first outbreak of coronavirus disease 2019 (COVID-19) occurred in Daegu, South Korea, and confirmed cases increased sharply, sparking intense anxiety among residents. This study analyzed the data of a mental health survey on students enrolled at a medical school located in Daegu in 2020.</p><p><strong>Methods: </strong>An online survey was administered to 654 medical school students (pre-medical course: 220 students, medical course: 434 students) from August to October 2020, with 61.16% (n=400) valid responses. The questionnaire included items about COVID-19-related experiences, stress, stress resilience, anxiety, and depression.</p><p><strong>Results: </strong>Of the survey participants, 15.5% had experienced unbearable stress, with the most significant stress factors (in descending order) being limited leisure activities, unusual experiences related to COVID-19, and limited social activities. Approximately 28.8% reported psychological distress, and their most experienced negative emotions were helplessness, depression, and anxiety (in descending order). The mean Beck Anxiety Inventory and Beck Depression Inventory-II scores were 2.44 and 6.08, respectively, both within normal ranges. Approximately 8.3% had mild or greater anxiety, and 15% had mild or greater depression. For students under psychological distress, the experience of unbearable stress before COVID-19 affected anxiety (odds ratio [OR], 0.198; p<0.05), and having an underlying condition affected depression (OR, 0.190; p<0.05). With respect to their psychological distress during August-October 2020 compared with that during February-March 2020 (2 months from the initial outbreak), anxiety stayed the same while depression increased and resilience decreased at a statistically significant level.</p><p><strong>Conclusion: </strong>It was found that some medical students were suffering from psychological difficulties related to COVID-19, and there were several risk factors for them. This finding suggests that medical schools need to not only develop academic management systems but also provide programs that can help students manage their mental health and emotions in preparation for an infectious disease pandemic.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 2","pages":"125-141"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/8f/ee/kjme-2023-254.PMC10258356.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9625509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting medical student's clinical reasoning during COVID-19 pandemic.","authors":"Bulan Kakanita Hermasari,&nbsp;Dian Nugroho,&nbsp;Atik Maftuhah,&nbsp;Eti Poncorini Pamungkasari,&nbsp;Veronika Ika Budiastuti,&nbsp;Adaninggar Angesti Laras","doi":"10.3946/kjme.2023.259","DOIUrl":"https://doi.org/10.3946/kjme.2023.259","url":null,"abstract":"<p><strong>Purpose: </strong>The development of students' clinical reasoning skills should be a consideration in the design of instruction and evaluation in medical education. In response to the coronavirus disease 2019 (COVID-19) pandemic, several changes in the medical curriculum have been implemented in promoting clinical reasoning. This study aims to explore medical students' perceptions and experiences with the clinical reasoning curriculum during the COVID-19 pandemic and determine their skills development.</p><p><strong>Methods: </strong>The study used a mixed-method design with a concurrent approach. A cross-sectional study was conducted to compare and examine the relationship between the outcomes of the structured oral examination (SOE) and the Diagnostic Thinking Inventory (DTI). Then, the qualitative method was used. A focus group discussion using a semi-structured interview guide with open-ended questions was conducted, then the verbatim transcript was subjected to thematic analysis.</p><p><strong>Results: </strong>There is an increase in SOE and DTI scores between second-year to fourth-year students. The diagnostic thinking domains and SOE are significantly correlated (r=0.302, 0.313, and 0.241 with p<0.05). The three primary themes from the qualitative analysis are perceptions regarding clinical reasoning, clinical reasoning activities, and the learning component.</p><p><strong>Conclusion: </strong>Even if students are still studying throughout the COVID-19 pandemic, their clinical reasoning skills can improve. The clinical reasoning and diagnostic thinking skills of medical students increase as the length of the school year increases. Online case-based learning and assessment support the development of clinical reasoning skills. The skills are supported in their development by positive attitudes toward faculty, peers, case type, and prior knowledge.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 2","pages":"187-198"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/e6/41/kjme-2023-259.PMC10258358.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9998643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of contextual learning models through collaboration between lecturers, students, and village governments in nursing education.","authors":"Nikmatur Rohmah,&nbsp;Awatiful Azza,&nbsp;Ilanka Cahya Dewi","doi":"10.3946/kjme.2023.250","DOIUrl":"https://doi.org/10.3946/kjme.2023.250","url":null,"abstract":"<p><strong>Purpose: </strong>This study aims to develop a contextual learning model through a collaboration between lecturers, students, and the village government for nursing education.</p><p><strong>Methods: </strong>This study used a qualitative design. The process of collecting the data was done through focus group discussions with 12 informants representing four stakeholders. There were four focus groups, namely universities, village governments, community health centers, and students. The discussion used open-ended questions that were developed through two parameters, the learning outcomes and learning activities. The data analysis undertaken used thematic analysis specifically.</p><p><strong>Results: </strong>There were 11 grouped concepts found in this study which were able to be divided into three categories. The learning outcome category was formed of four concepts, including attitudes, mastery of knowledge, skills, and values. The learning process category was formed of five concepts, namely learning resources, learning methods and forms, learning media, learning time, and learning subjects. The main sources of contextual learning were found to be programs and maternal and child health (MCH) issues in the village. Techniques and instruments were the two concepts in the assessment category. A collaboration between lecturers and the village government to help students and to provide learning resources in the village integrates the program (MCH) with the learning outcomes.</p><p><strong>Conclusion: </strong>These concepts are the initial framework to help the head of the study program to integrate the MCH programs and cases in the curriculum and to facilitate the contextualization of the knowledge from the nursing students.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 1","pages":"71-83"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/89/dd/kjme-2023-250.PMC10020062.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9134116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-determined motivation and associated factors among health professions students in distance learning: a cross-sectional study in Morocco.","authors":"Aziz Naciri,&nbsp;Mohamed Radid,&nbsp;Hasnaa Sine,&nbsp;Ahmed Kharbach,&nbsp;Ghizlane Chemsi","doi":"10.3946/kjme.2023.247","DOIUrl":"https://doi.org/10.3946/kjme.2023.247","url":null,"abstract":"<p><strong>Purpose: </strong>Learning motivation is an important factor in the teaching learning process in a digital environment. This study aims to examine self-determined motivation levels and associated factors among health professions students in distance learning activities.</p><p><strong>Methods: </strong>A cross-sectional, analytical, quantitative, multicenter study was conducted among health professions students from February 15, 2022, to July 31, 2022. Students' self-determined motivation was assessed using a self-administered instrument. It consisted of 16 items categorized into four dimensions: intrinsic motivation, external regulation, identified regulation, and amotivation. It was based on 7-point Likert scale, ranging from 1 (strongly disagree) to 7 (strongly agree). Student engagement was examined using 15 items classified into the following subscales: behavioral, emotional, and cognitive engagement. A correlation between student motivation and engagement was performed. Univariate and multivariate logistic regression analyses were used to identify factors associated with students' self-determined motivation in distance learning activities.</p><p><strong>Results: </strong>Of 1,121 students invited to the study, 1,061 valid questionnaires were received, giving a response rate of 94.6%; 595 participants (56.1%) were self-determined in distance pedagogical activities. Multiple regression analysis showed that ethnicity (adjusted odds ratio [aOR], 0.25; 95% confidence interval [CI], 0.08-0.73; p=0.012), educational level (aOR, 1.65; 95% CI, 1.16-2.34; p=0.005), distance learning environment (aOR, 1.65; 95% CI, 1.19-2.29; p=0.003), and student engagement: (aOR, 2.9; 95% CI, 2.21-3.80; p<0.001) were the significant factors associated with students' self-determined motivation in distance learning.</p><p><strong>Conclusion: </strong>This study predicted some factors influencing students' self-determined motivation. Health professions teachers need to be encouraged to adopt effective pedagogical practices in order to maintain and develop student motivation.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 1","pages":"33-43"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/21/fd/kjme-2023-247.PMC10020061.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9134113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}