Korean journal of medical education最新文献

{"title":"Longitudinal interprofessional education in health profession education: a scoping review.","authors":"Bulan Kakanita Hermasari, Gandes Retno Rahayu, Eti Poncorini Pamungkasari","doi":"10.3946/kjme.2025.095","DOIUrl":"10.3946/kjme.2025.095","url":null,"abstract":"<p><p>Longitudinal interprofessional education (IPE) is vital for developing collaborative practice-ready health professionals, yet its implementation and impact remain underexplored. This scoping review maps the current evidence on longitudinal IPE, examining implementation models, evaluated outcomes, and key facilitators and barriers. Following the Joanna Briggs Institute and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines, a systematic search of five databases from 2016 to March 2024 was conducted. Data from 45 included studies were thematically analyzed. Findings reveal that most longitudinal IPE programs are short-term and partially integrated, constrained primarily by meso-level administrative barriers such as scheduling conflicts and time constraints, rather than being truly longitudinal. Based on the interprofessional socialization framework, a significant \"measurement gap\" exists; evaluations predominantly focus on self-assessed interprofessional competencies and readiness for interprofessional learning, while largely overlooking interprofessional identity development and behavioral readiness for collaborative practice. Furthermore, an \"interprofessional socialization paradox\" suggests that longitudinal IPE must be intentionally designed to provide high-quality, repeated, and meaningful interprofessional experiences across the entire curriculum. This review also advocates the use of spiral curriculum equipped with authenticity of the learning context, particularly clinical exposure, to support dual identity development. The current longitudinal IPE landscape is fragmented, revealing a chasm between pedagogical goals and implementation reality. Progress requires a deliberate shift towards evidence-based models like spiral curricula grounded in authentic clinical contexts, supported by robust faculty development, the alignment of macro-level accreditation standards, and a research agenda focused on dual identity development and higher-level behavioral outcomes.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"38 2","pages":"190-203"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13236411/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148057417","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":"Mapping the path to physician leadership: lessons from a comprehensive content analysis of Korean medical school curricula.","authors":"Yoolwon Jeong, Suwan Go, Young-Hee Lee, Yoomi Chae","doi":"10.3946/kjme.2025.142","DOIUrl":"10.3946/kjme.2025.142","url":null,"abstract":"<p><strong>Purpose: </strong>Despite growing recognition of the critical importance of physician leadership in delivering safe healthcare, especially in light of the 2023 medical crisis and professional resistance in Korea, existing studies on leadership education have focused predominantly on countries with long-established leadership curricula. This study aims to assess the curricular content of Korean medical schools to provide a quantitative and qualitative baseline of medical leadership training in the undergraduate curriculum.</p><p><strong>Methods: </strong>We conducted a content analysis of undergraduate medical curricula from 19 Korean medical schools using the Medical Leadership Competency Framework (MLCF) as a guiding framework. Survey questionnaires were distributed to designated faculty at each institution, and 270 courses were analyzed, yielding 504 leadership-related codes that were categorized thematically across the five MLCF domains and by academic year.</p><p><strong>Results: </strong>Our analysis revealed that 228 codes (45.2%) fell within \"Demonstrating personal qualities\" and 75 codes (14.8%) within \"Setting direction,\" with predominant emphasis on medical ethics and law. Training in systems-based practice, self-awareness, emotional intelligence, and team-based approaches was relatively limited. Substantial institutional variation existed, with only eight of 19 schools offering curricula covering all five MLCF domains. Most leadership content was delivered through isolated, single- semester courses rather than longitudinally integrated programs.</p><p><strong>Conclusion: </strong>While Korean medical schools recognize certain leadership competencies, there is a need for more comprehensive and consistent integration of leadership development, particularly in teamwork and systems-based practice. We recommend longitudinal integration of leadership education across pre-clinical and clinical years to address evolving competencies at different training stages.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":" ","pages":"158-167"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13236406/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147989302","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 mediating effect of trust in the physician on the impact of the physician's open communication on patients' adherence to treatment: a cross-sectional study from Turkey.","authors":"Ramazan Rüçhan Kaya, İbrahim Türkmen, Hale Ersan Ada","doi":"10.3946/kjme.2025.078","DOIUrl":"10.3946/kjme.2025.078","url":null,"abstract":"<p><strong>Purpose: </strong>This study aims to determine the mediating role of trust in the physician in the effect of the physician's open communication on patients' adherence to treatment.</p><p><strong>Methods: </strong>This cross-sectional study included 594 patients who applied to a public hospital in Turkey for healthcare services. Participants completed scales for physicians' open communication, trust in physicians, and treatment adherence. Data were analyzed using descriptive statistics, Pearson correlation, and structural equation modeling. SPSS and AMOS programs were used to analyze the research data.</p><p><strong>Results: </strong>Open communication of physicians was significantly associated with trust in physicians (r=0.752, p<0.01) and treatment adherence (r=0.612, p<0.01). Trust in physicians and treatment adherence were also significantly associated (r=0.671, p<0.01). Structural Equation Model and bootstrap analysis showed that trust in physicians fully mediated the relationship between open communication and treatment adherence (β=0.529; 95% confidence interval, 0.390-0.712).</p><p><strong>Conclusion: </strong>This study found that open communication and trust increased patient adherence to treatment and confirmed that trust fully mediated adherence to treatment. Physicians' open communication with patients increases patients' trust in their physicians, thereby improving their treatment adherence. These findings demonstrate the importance of both physicians and medical students gaining competence beyond their technical competence to communicate effectively and build trust. In medical education, students should be given importance in acquiring behavioral skills.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":" ","pages":"121-129"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13236410/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976117","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":"Integrating AI and digital medicine into undergraduate medical education.","authors":"Permphan Dharmasaroja","doi":"10.3946/kjme.2026.193","DOIUrl":"10.3946/kjme.2026.193","url":null,"abstract":"","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":" ","pages":"204-206"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13236408/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976036","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":"Bedside skills as context engineering: reframing history taking and physical examination for the AI era.","authors":"Sanghyun Ahn, Eunbae B Yang","doi":"10.3946/kjme.2026.188","DOIUrl":"10.3946/kjme.2026.188","url":null,"abstract":"","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":" ","pages":"207-211"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13236409/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976093","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":"Social media engagement and professional identity among Indonesian medical students: a cross-sectional analysis of patterns, intensity, and correlation.","authors":"Natalia Puspadewi, Amelia Thiopelus, Daniel Ardian Soeselo, Dwi Jani Juliawati, Gisella Anastasia, Christian Ardianto","doi":"10.3946/kjme.2025.129","DOIUrl":"10.3946/kjme.2025.129","url":null,"abstract":"<p><strong>Purpose: </strong>Professional identity (PI) formation occurs over time through immersive social-digital and in-person-interactions. While digital social interactions may support the PI formation of medical students, their influence remains underexplored. This study aimed to describe the patterns and intensity of social media use and analyze its association with PI.</p><p><strong>Methods: </strong>This quantitative cross-sectional study was conducted at a private medical school in Jakarta, Indonesia. All undergraduate medical students were invited to participate in this study. Data were collected using the Social Networking Activity Intensity Scale (SNAIS) and the MacLeod Clark Professional Identity Scale (MCPIS-9) questionnaire. Data were analyzed descriptively and statistically.</p><p><strong>Results: </strong>A total of 451 students participated in this study. Participants reported moderate overall social media use intensity (mean SNAIS=2.96±0.51), with higher use for entertainment than social interaction. The mean MCPIS-9 score was 3.76±0.44. Content engagement, measured using a content engagement index (CEI) reflecting the intensity of engagement with educational and informational content across selected social media activities, was generally low and driven mainly by browsing behaviors (CEI=0.51±0.64). Weak but significant correlations were observed between CEI and MCPIS-9 (ρ=0.139, p=0.003) and between SNAIS and MCPIS-9 (r=0.102, p=0.030). One-way analysis of variance revealed significant differences in MCPIS-9 scores by duration of use for WhatsApp and X, but not for other platforms.</p><p><strong>Conclusion: </strong>Participants mainly used social media for entertainment purposes. Social media use intensity and content engagement showed weak but significant associations with PI.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":" ","pages":"130-138"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13236413/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976079","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":"Latent class analysis of medical students by admission type in Korea: effects on academic performance and career paths.","authors":"Soongu Kim, Ilseon Hwang, Cheon-Woo Han","doi":"10.3946/kjme.2025.093","DOIUrl":"10.3946/kjme.2025.093","url":null,"abstract":"<p><strong>Purpose: </strong>This study employed latent class analysis (LCA) to classify medical students based on their pre-admission characteristics and examine differences in academic performance, mental health, and post-graduation career paths.</p><p><strong>Methods: </strong>A total of 314 medical students who matriculated from 2015-2018 at a Korean medical school participated for this study. LCA was performed with their gender, region of origin, admission type, and gap years (i.e., a period for retaking the college entrance examination) as classification variables. Mental health was assessed using BDI-II (Beck Depression Inventory-II), SSI-Beck (Scale for Suicidal Ideation-Beck), and K-Scale (Korean Internet Addiction Scale). Academic outcomes and career paths were compared across latent classes through analysis of variance and regression analyses.</p><p><strong>Results: </strong>Three distinct latent classes were identified in the total sample (n=314): the rolling admission-regional talent group (25.0% of the total sample), the regular admission-male retaker group (57.3%), and the non-local female group (17.7%). The regular admission-male retaker group showed significantly higher internet over- dependency levels (p<0.001), lower academic performance (p<0.001), and higher grade repetition rates (p<0.05) than the others. The rolling admission-regional talent group had the highest proportion of students working at their alma mater-affiliated hospitals (p<0.05).</p><p><strong>Conclusion: </strong>The research findings could present practical implications to the medical school systems because this research analyzed the mental health status, academic performance, and career paths based on the admission types of medical school students. Furthermore, the results imply that a specific policy and/or a student support system should be required for medical students' achievement and their successful transition to career.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":" ","pages":"149-157"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13236412/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976075","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":"An analysis of educational needs to enhance the response competency of infectious disease control personnel to emerging infectious diseases.","authors":"Sun Young Jeong, Sungae Choi, Jaeyeun Kim, Sojin Lee, Young-Soon Park, Kyunghee Chun","doi":"10.3946/kjme.2025.115","DOIUrl":"10.3946/kjme.2025.115","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to explore the training experiences and educational needs of personnel working at nationally designated infectious disease control institutions in South Korea. Specifically, it sought to identify the barriers encountered in infectious disease response, assess the perceived effectiveness of current training programs, and determine key competencies and tailored educational needs across occupational groups.</p><p><strong>Methods: </strong>A qualitative study was conducted using focus group interviews with 34 participants, including healthcare and nonhealthcare personnel engaged in infectious disease control. Participants were recruited through snowball sampling. Data was collected over 5 weeks via online interviews, transcribed verbatim, and analyzed using qualitative content analysis. Investigator triangulation and member checking were used to enhance the analytical rigor.</p><p><strong>Results: </strong>The participants reported that the current training program contributed to improved confidence, role clarity, and interdepartmental collaboration. However, multiple barriers were identified, including a lack of standardized scenarios, insufficient hands-on training, unclear guidelines, and low accessibility across roles. Key educational needs included scenario-based simulations, job-specific content, advanced clinical skills, psychological support, and interorganizational collaboration. Training preferences varied by job category, underscoring the need for differentiated role-based training modules.</p><p><strong>Conclusion: </strong>These findings highlight the importance of shifting from theory-based to practice-oriented education on infectious disease responses. To build sustainable preparedness systems, training programs should be scenario-driven, repetitive, and psychologically supportive. Institutional policies must ensure flexibility, equity of access, and proper incentives for participation. Future efforts should prioritize the development of standardized competency-based curricula tailored to diverse occupational roles within infectious disease response systems.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":" ","pages":"168-180"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13236404/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148036201","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":"Metaverse-based objective structured clinical examinations: an exploratory approach to advancing clinical competency assessment.","authors":"Yeon-Ju Huh, Joon Sung Shin, Narae Yoon, Ju Whi Kim, Do Hoon Kim, Chanwoong Kim, Seoi Jeong, Yejin Yoon, Soyeon Shin, Hyoun-Joong Kong, Sun Jung Myung","doi":"10.3946/kjme.2025.151","DOIUrl":"10.3946/kjme.2025.151","url":null,"abstract":"<p><strong>Purpose: </strong>This developmental study explored the conceptual feasibility and applicability of a metaverse-based clinical assessment platform as a complementary tool to conventional objective structured clinical examinations in undergraduate medical education.</p><p><strong>Methods: </strong>A targeted literature review and expert consensus process were conducted to identify domains of clinical competence in which metaverse technologies could provide added value. Based on these findings, prototype virtual patient simulations were developed within a metaverse environment. Large language models (LLMs) were integrated to support dynamic, interactive history-taking simulations, and pilot modules for physical examination were also created.</p><p><strong>Results: </strong>Integration of LLMs into virtual patient scenarios enabled realistic, context-sensitive medical interviews, facilitating interactive dialogue between examinees and simulated patients. In contrast, physical examination modules faced technical limitations, particularly in replicating procedures requiring tactile or haptic feedback, such as palpation and percussion. Nevertheless, the metaverse environment enabled delivery of consistent and reproducible scenarios, supporting objective assessment of communication and diagnostic reasoning skills.</p><p><strong>Conclusion: </strong>Metaverse-based simulations augmented by LLMs offer a promising approach to scalable and standardized clinical assessment, particularly within cognitive and interpersonal competency domains. Although current technological constraints limit the fidelity of physical examination simulations, rapid advancements in immersive and haptic technologies may help overcome these barriers in the near future. Further research is needed to evaluate the educational efficacy, validity, and feasibility of deploying such platforms in summative, high-stakes assessment contexts.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":" ","pages":"139-148"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13236407/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976092","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":"Analysis of academic stress factors in basic medical science courses among medical students: suggestions for curriculum improvement.","authors":"Gwanwook Bang, So-Youn Park","doi":"10.3946/kjme.2025.072","DOIUrl":"10.3946/kjme.2025.072","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to identify the academic stress experienced by medical students in basic medical science courses and analyze its underlying factors.</p><p><strong>Methods: </strong>A survey was conducted among 228 students from a medical school in Seoul, South Korea, of whom 204 who had completed at least one basic science course were included in the final analysis. A modified stress scale for medical students and a newly developed subject-specific academic stress scale, validated through literature review, student feedback, and expert review, were employed. Data were analyzed using IBM SPSS ver. 25.0 with descriptive statistics, t-tests, chi-square tests, and one-way analysis of variance.</p><p><strong>Results: </strong>The overall academic stress among students was relatively high. The highest stress levels were observed in cell biology (mean=7.15), followed by bioinformatics (mean=5.97), molecular biology (mean=5.47), and organic chemistry (mean=5.20). Key stress factors included a lack of connectivity with clinical subjects, excessive learning volume, and inappropriate difficulty levels.</p><p><strong>Conclusion: </strong>Academic stress varied significantly across courses, underscoring the need for curriculum improvements in basic medical science education. Faculty should consider adjusting course difficulty, enhancing clinical integration, motivating students, and managing workloads to reduce stress and support learning outcomes.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"38 1","pages":"54-63"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12971140/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147390765","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}