Korean journal of medical education最新文献_第2页

Needs analysis of leadership education based on the medical leadership competency framework in Korean medical schools. 基于韩国医学院医学领导能力框架的领导力教育需求分析。

Korean journal of medical education Pub Date : 2025-09-01 Epub Date: 2025-08-28 DOI: 10.3946/kjme.2025.344

Ji Hyun Im, Hyoseon Choi, Wha Sun Kang, Eun Key Kim, Dong Hyeon Lee

{"title":"Needs analysis of leadership education based on the medical leadership competency framework in Korean medical schools.","authors":"Ji Hyun Im, Hyoseon Choi, Wha Sun Kang, Eun Key Kim, Dong Hyeon Lee","doi":"10.3946/kjme.2025.344","DOIUrl":"10.3946/kjme.2025.344","url":null,"abstract":"Purpose: Leadership in healthcare is vital, but it remains fragmented within medical school curricula. It is often confined to isolated courses lacking cohesive integration. Using the Medical Leadership Competency Framework (MLCF), this study examines leadership curricula and competencies in Korean medical schools, providing a foundation for educational strategies that enhance leadership development.Methods: We conducted survey among professors responsible for leadership education in medical schools. Our questionnaire assessed leadership competencies and curriculum content. We analyzed responses from 34 medical schools using frequency and content analysis.Results: Leadership-related content in institutional missions, educational objectives, and graduation competencies predominantly aligned with MLCF domains 1 and 2. Leadership courses were primarily offered at the premedical and medical stages, with a strong emphasis on these domains. However, perceptions of the necessity of leadership subcompetencies varied by educational stage, with most considered essential during clinical clerkships. High priority competencies included domains 1 and 2, particularly 2.2 (building and maintaining relationships), 2.4 (working within teams) and 1.4 (acting with integrity). While 61.8% of respondents intended to develop leadership curricula, they emphasized the need to define medical leadership within the Korean context, specify leadership competencies, and design tailored curricula.Conclusion: This study underscores the need for medical leadership education and the development of competency-based curricula that reflect Korea's healthcare landscape. A well-integrated leadership curriculum can better equip medical students to become future healthcare leaders.","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"37 3","pages":"319-330"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12415396/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145016410","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}

引用次数: 0

Gender perception of physician candidates: a cross-sectional study from Turkey. 医师候选人的性别认知：来自土耳其的横断面研究。

Korean journal of medical education Pub Date : 2025-09-01 Epub Date: 2025-08-28 DOI: 10.3946/kjme.2025.340

Nefise Betül Ercan, Nazan Karaoğlu

{"title":"Gender perception of physician candidates: a cross-sectional study from Turkey.","authors":"Nefise Betül Ercan, Nazan Karaoğlu","doi":"10.3946/kjme.2025.340","DOIUrl":"10.3946/kjme.2025.340","url":null,"abstract":"Purpose: This study investigated how socio-cultural characteristics, including gender, age, socioeconomic status, religiosity, and parental education, influence the gender perceptions of medical students and how these perceptions are influenced by medical education.Methods: This cross-sectional study enrolled 380 volunteer medical students who completed a questionnaire comprising sociodemographic items, the validated Nijmegen Gender Awareness in Medical Scale, and the Perception of Gender Scale (PGS). Statistical significance was set at p<0.05.Results: Mean PGS scores were significantly higher among first-semester students compared to sixth-semester students (101.94±19.40 vs. 95.52±19.83, p=0.013) and among female compared to male participants (106.51±13.28 vs. 87.71±19.94, p<0.001). Self-reported \"very religious\" participants demonstrated significantly lower PGS scores compared to other religious categories in both female (p<0.001) and male (p=0.002) subgroups. Gender Role Ideology towards Doctors scores showed a moderate negative correlation with PGS scores (r=-0.459, p<0.001).Conclusion: Female gender, younger age, urban living, higher income, and higher levels of maternal and paternal education supported a positive gender perspective. Towards the end of medical education, gender perceptions tend to become less egalitarian. These findings highlight the potential for medical education to negatively impact gender perceptions and underscore the need for integrating gender awareness training into medical curricula to promote more equitable attitudes among future physicians.","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"37 3","pages":"269-280"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12415393/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145016336","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}

引用次数: 0

Validation of criteria for evaluating competency-based curriculum in medical schools using the Delphi hierarchy process method. 用德尔菲层次法评价医学院校能力本位课程标准的验证。

Korean journal of medical education Pub Date : 2025-09-01 Epub Date: 2025-08-28 DOI: 10.3946/kjme.2025.339

So-Young Lee, Seung-Hee Lee

{"title":"Validation of criteria for evaluating competency-based curriculum in medical schools using the Delphi hierarchy process method.","authors":"So-Young Lee, Seung-Hee Lee","doi":"10.3946/kjme.2025.339","DOIUrl":"10.3946/kjme.2025.339","url":null,"abstract":"Purpose: This study examines the implementation of the competency-based curriculum (CBC), which has become the primary educational model in Korean medical schools. It also presents valid evaluation criteria developed through expert consensus to support ongoing improvements in curriculum quality.Methods: This study examines the implementation of the CBC, which has become the primary educational model in Korean medical schools. It also presents valid evaluation criteria developed through expert consensus to support ongoing improvements in curriculum quality.Results: Three rounds of Delphi surveys were completed to validate the valid evaluation criteria. Criteria with lower content validity ratios were revised and supplemented based on expert feedback. Ultimately, the process resulted in the identification of five evaluation areas, 16 evaluation items, and 51 evaluation indicators. Among these, the indicators focusing on learner achievement were found to be the most significant.Conclusion: This study developed an evaluation model and valid evaluation criteria specifically designed for the curricula of Korean medical schools. These were created based on expert consensus, which adds to the strength and relevance of the proposed framework. The establishment of valid evaluation criteria is expected to enhance evaluation practices, promote educational quality, and support the continuous improvement of medical education.","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"37 3","pages":"247-267"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12415401/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145016486","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}

引用次数: 0

Issues with using part-task models in clinical skills assessment and preparation. 在临床技能评估和准备中使用部分任务模型的问题。

Korean journal of medical education Pub Date : 2025-09-01 Epub Date: 2025-08-28 DOI: 10.3946/kjme.2025.348

Hyunjun Kang, Eunyoung Lee, Yu-Jung Cha

引用次数: 0

Career paths and career choice factors of medical school graduates working in the Daejeon, Sejong, and Chungcheongnam-do region: a retrospective observational study. 在大田、世宗、忠清南道地区工作的医学院毕业生的职业道路和职业选择因素：回顾性观察研究

Korean journal of medical education Pub Date : 2025-06-01 Epub Date: 2025-05-29 DOI: 10.3946/kjme.2025.328

So-Young Lee, Jeong Lan Kim

{"title":"Career paths and career choice factors of medical school graduates working in the Daejeon, Sejong, and Chungcheongnam-do region: a retrospective observational study.","authors":"So-Young Lee, Jeong Lan Kim","doi":"10.3946/kjme.2025.328","DOIUrl":"10.3946/kjme.2025.328","url":null,"abstract":"Purpose: This study analyzed the career paths of medical school graduates in the Daejeon, Sejong, and Chungcheongnam-do (DSC) region of South Korea, focusing on career choice factors at each career path. The ultimate goal was to derive practical insights to improve career guidance in the medical field and enhance professionalism.Methods: Data were collected through in-depth interviews with 10 medical school graduates working in the DSC region. A semi-structured questionnaire was used to explore their career paths, and factors influencing their career decisions. The collected qualitative data were analyzed using the constant comparative method to identify themes and categories.Results: The study results categorized career stages into three phases: \"entering medical school,\" \"choosing a specialty after graduation,\" and \"choosing a workplace after training.\" Career choice factors were classified into \"personal factors,\" \"social factors,\" and \"job and work environment factors.\" The factors influencing career choices differed across each career path.Conclusion: This study holds significance in its in-depth analysis of career choice factors across different career paths from a long-term perspective. The findings suggest that effective support for career decision-making in the medical field requires a tailored approach that considers the distinct needs and influencing factors at each career path.","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"37 2","pages":"105-118"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12149750/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227036","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}

引用次数: 0

Enhancing cultural sensitivity in medical education: a central pillar for patient-centered care. 提高医学教育中的文化敏感性：以病人为中心的护理的核心支柱。

Korean journal of medical education Pub Date : 2025-06-01 Epub Date: 2025-05-29 DOI: 10.3946/kjme.2025.337

Yilin Jiang, Narina A Samah

引用次数: 0

Project-based learning in teaching health equity: a qualitative study. 健康公平教学中的项目学习：质性研究。

Korean journal of medical education Pub Date : 2025-06-01 Epub Date: 2025-05-29 DOI: 10.3946/kjme.2025.329

Natalia Puspadewi, Elisabeth Rukmini, Gisella Anastasia, Christopher David Kurniawan, Gracia Amanta

{"title":"Project-based learning in teaching health equity: a qualitative study.","authors":"Natalia Puspadewi, Elisabeth Rukmini, Gisella Anastasia, Christopher David Kurniawan, Gracia Amanta","doi":"10.3946/kjme.2025.329","DOIUrl":"10.3946/kjme.2025.329","url":null,"abstract":"Purpose: Addressing health inequities is an integral part of contemporary medical education (ME), yet traditional lecture-based formats often fail to develop students' deeper understanding and engagement. This study examined how a project-based learning (PjBL) approach influenced students' learning experiences related to health equity.Methods: This was a qualitative phenomenology study. We designed an elective course on health equity using the PjBL approach and active learning methods. All participating students were asked to complete a group project aimed at addressing a specific health inequity issue from the surrounding community. Data were collected through reflective writing at the end of the course and analyzed using deductive thematic analysis. Twenty-seven codings were identified from 259 meaningful quotes (interrater agreement 99.62%) and grouped into four categories: character, role, competence, and learning experience.Results: Three major themes emerged from data analysis: (1) key learning experiences during the ME course (active learning, role-modeling, collaborative learning, comprehensive learning, and affective learning); (2) topics that facilitated students' understanding of health inequities and physicians' roles, particularly in addressing health inequities in Indonesia; and (3) the influence of the ME course on students' outlook and beliefs.Conclusion: Although this study did not introduce a novel method of instruction, it underscores the value of PjBL in enhancing students' capacity to understand and tackle health inequities.","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"37 2","pages":"119-131"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12149749/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227043","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}

引用次数: 0

The impact of simulation on the development of critical thinking and reflection among nursing and medical students: a systematic review. 模拟对护理和医学生批判性思维和反思发展的影响：系统回顾。

Korean journal of medical education Pub Date : 2025-06-01 Epub Date: 2025-05-29 DOI: 10.3946/kjme.2025.334

Sana Loubbairi, Laila Lahlou, Abdelkader Amechghal, Hicham Nassik

{"title":"The impact of simulation on the development of critical thinking and reflection among nursing and medical students: a systematic review.","authors":"Sana Loubbairi, Laila Lahlou, Abdelkader Amechghal, Hicham Nassik","doi":"10.3946/kjme.2025.334","DOIUrl":"10.3946/kjme.2025.334","url":null,"abstract":"Simulation is an educational approach that promotes the mastery of technical skills while advancing the development of non-technical competencies, both of which are widely acknowledged as essential in clinical practice. This review aimed to synthesize findings on the impact of simulation in enhancing critical thinking and reflection among nursing and medical students. Following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a systematic review was conducted by searching the following databases: PubMed, Science Direct, and Scopus. The quality of the included studies was assessed using Joanna Briggs Institute critical appraisal tools. The protocol was previously registered in the PROSPERO registry (CRD42022371971). From 1,323 studies identified in primary research, 16 were included in this review, involving a total of 1,283 students. Of the 16 studies, seven investigated the impact of simulation on critical thinking and reported a positive effect compared to traditional teaching methods. For student reflection, only one study addressed this theme and reported a positive effect on nursing students. This review demonstrated that simulation has a positive impact on critical thinking; however, its impact on reflection remains inconclusive. Further research is essential to explore its effects across diverse populations, including those in developing countries, to maximize its educational potential in health professions education.","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"37 2","pages":"187-202"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12149755/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227044","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}

引用次数: 0

Enhancing medical student training during psychiatry clerkship through a school-based mental health approach: a qualitative study. 通过校本心理健康方法加强医学生在精神病学见习期间的培训：一项定性研究。

Korean journal of medical education Pub Date : 2025-06-01 Epub Date: 2025-05-29 DOI: 10.3946/kjme.2025.330

Sylas Sebastian Neela Sekhar, Tan Ming Gui, Nicholas Pang Tze Ping, Koh Yunn Min

{"title":"Enhancing medical student training during psychiatry clerkship through a school-based mental health approach: a qualitative study.","authors":"Sylas Sebastian Neela Sekhar, Tan Ming Gui, Nicholas Pang Tze Ping, Koh Yunn Min","doi":"10.3946/kjme.2025.330","DOIUrl":"10.3946/kjme.2025.330","url":null,"abstract":"Purpose: This study evaluated a school-based mental health program within a psychiatry clerkship to enhance medical students' competencies in mental health literacy, empathy, communication, and adaptability. The program aimed to bridge theoretical knowledge with practical skills through experiential learning in a real-world, community-based setting.Methods: The study utilized convenience sampling to select 32 medical students from the 2023-2024 psychiatry clerkship cohort. Four focus group discussions, each lasting 60-90 minutes, provided qualitative data, which were analyzed using reflexive thematic analysis in Atlas.ti (ATLAS.ti GmbH, Germany) to identify themes related to professional development.Results: Five key themes emerged, highlighting significant gains in context-sensitive communication, empathy, and mental health literacy specific to adolescent issues. The students reported increased clinical confidence, enhanced resilience through psychological techniques such mindfulness and motivational interviewing, and benefited from sustained engagement and peer support, fostering collaboration and stress management.Conclusion: The school-based mental health program enhanced essential competencies in mental health literacy, empathy, communication, and practical skills for medical students. By integrating experiential learning into medical education, the program addressed training gaps, equipping future healthcare providers with the skills necessary for holistic and patient-centered mental healthcare across diverse clinical settings. The approach showed potential for broader applications in medical education to prepare students for comprehensive mental health support skills.","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"37 2","pages":"133-142"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12149748/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227038","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}

引用次数: 0

Facilitating clinical reasoning for medical students in clinical settings: a scoping review. 促进医学生在临床环境中的临床推理：范围审查。

Korean journal of medical education Pub Date : 2025-06-01 Epub Date: 2025-05-29 DOI: 10.3946/kjme.2025.333

Yeny Dyah Cahyaningrum, Yoyo Suhoyo, Gandes Retno Rahayu

{"title":"Facilitating clinical reasoning for medical students in clinical settings: a scoping review.","authors":"Yeny Dyah Cahyaningrum, Yoyo Suhoyo, Gandes Retno Rahayu","doi":"10.3946/kjme.2025.333","DOIUrl":"10.3946/kjme.2025.333","url":null,"abstract":"This scoping review describes the responsibilities of facilitators, especially clinical teachers, in facilitating clinical reasoning and factors affecting the implementation of the strategies. This review was conducted by collecting and identifying original data in peer-reviewed full English journals published between 2004 and 2021. It followed Arksey and O'Malley's framework and adhered to the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews guidelines. The process included formulating review questions, developing a comprehensive search strategy, selecting relevant studies, extracting data, and presenting findings. Initial searches were conducted on PubMed, EBSCO, Scopus, and EMBASE, with a research librarian ensuring the efficiency and comprehensiveness of the search. The search based on the PCC approach (population, concept, context approach) encompassed \"clinical reasoning,\" \"facilitation,\" and \"clinical teachers.\" Out of the initial 2,004 records retrieved from the four databases, a thorough screening process led to the 30 studies included in the review, revealing three primary themes and multiple strategies related to clinical reasoning facilitation in clinical settings. These themes involved the responsibilities of clinical teachers, strategies utilized, and factors influencing clinical reasoning learning in clinical settings. In the clinical settings, clinical teachers have crucial responsibilities in facilitating clinical reasoning learning, including creating a safe environment, demonstrating effective practices, using appropriate strategies, and assessing students' abilities. While this review has explored the responsibilities of clinical teachers, specific strategies that enhance clinical reasoning abilities need further investigation. Additionally, the impacts of identified factors on strengthening clinical reasoning abilities require more analysis.","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"37 2","pages":"163-186"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12149753/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227039","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}

引用次数: 0