Korean journal of medical education最新文献

{"title":"Improving process aspect of oral examination as assessment tool in undergraduate biochemistry by introducing structured oral examination: an observational study in India based on a survey among stakeholders.","authors":"Rinchu Loomba, Nandita Maini Jindal","doi":"10.3946/kjme.2024.310","DOIUrl":"10.3946/kjme.2024.310","url":null,"abstract":"<p><strong>Purpose: </strong>The traditional method of oral examination, though a good tool for assessing the depth and breadth of student's knowledge, has its shortcomings. A variable number of questions with variable difficulty levels by different examiners with different expectations can introduce bias in scores. The process aspect of oral examinations of first-year undergraduate medical students was improved by structuring them and by creating uniformity in the number, time, and difficulty level of questions for assessment, and feedback was taken regarding its acceptance as an improved tool of assessment.</p><p><strong>Methods: </strong>After finalizing the topics, questions from a viva viewpoint were structured and categorized into three difficulty levels covering all aspects of chosen topics validated by subject experts. The number of questions asked per difficulty level, time, and marks given to each question was pre-decided. After briefing the students, the structured viva was conducted, and feedback was taken from students and examiners.</p><p><strong>Results: </strong>The majority (87%) of first-year undergraduate students undertook the structured viva and filled in the feedback form. Nearly all students felt that the structured oral examination was a fair and unbiased assessment tool with less subjectivity compared to traditional viva. Most students (83.9%) felt that the topics were comprehensively covered, and 96.4% of students felt less stressed. Among examiners, there was 100% agreement on the uniformity of questions asked, topics covered, less subjectivity, and no carryover effect.</p><p><strong>Conclusion: </strong>The examiners have accepted it as one of the formative assessment tools for future batches of students and are ready to explore its utility as a summative assessment tool.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"36 4","pages":"367-377"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11625900/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142786810","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":"Current status and challenges of faculty development in Korean medical education and strategies for advancement.","authors":"Dong Hyeon Lee","doi":"10.3946/kjme.2024.314","DOIUrl":"10.3946/kjme.2024.314","url":null,"abstract":"<p><p>Medical school professors take on many roles, including teaching, research, service, and practice, and are expected to evolve through their work and activities both on and off campus. At the same time, they are expected to gradually develop essential competencies as educators through faculty development (FD). However, FD does not yet cover the entire spectrum of faculty roles and does not adequately address the diverse characteristics of medical school faculty. In light of the recent interest in FD in Korean medical schools and an increasing number of articles on FD, I here review the history of and recent articles about FD in Korea. I also suggest seven short- and long-term strategies to overcome the major challenges facing FD, with the aim of helping to revitalize and advance FD in Korean medical schools and FD institutions.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"36 4","pages":"415-427"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11625904/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142786361","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":"From crisis to opportunity: enhancing anatomy education in a post-COVID world: the Universiti Sains Malaysia experience.","authors":"Sofiah Hanis Ahmad Hisham, Siti Nurma Hanim Hadie, Fazlina Kasim, Shamsi Amalina Shamsuddin","doi":"10.3946/kjme.2024.315","DOIUrl":"10.3946/kjme.2024.315","url":null,"abstract":"<p><p>The coronavirus disease 2019 pandemic has fundamentally reshaped anatomy education, offering invaluable insights to guide the future of anatomy pedagogy. As we transition into a post-pandemic era, it is crucial to integrate the lessons learned to create a more resilient, flexible, and effective educational environment. This paper examines the transformative strategies implemented at Universiti Sains Malaysia during the pandemic, focusing on the empowerment of blended learning, technology-enhanced tools, student-centered learning practical sessions, and enhancement of formative assessment. These strategies include integrating digital learning resources, such as the Virtual Anatomy Museum and online histology quizzes, with in-person instruction, fostering a supportive and interactive learning environment. Additionally, practical sessions were redesigned to emphasize collaborative learning, peer teaching, and developing critical thinking and communication skills. Formative assessments were integrated to provide continuous feedback and support ongoing learning. This comprehensive approach not only enhanced students' understanding of anatomical concepts but also improved their emotional well-being and overall learning experience. The lessons learned from the pandemic have paved the way for a more innovative and adaptive anatomy education that is well-prepared for future challenges.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"36 4","pages":"435-443"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11625897/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142786717","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 student needs for e-learning: perspectives of the generation Z.","authors":"Kyong-Jee Kim","doi":"10.3946/kjme.2024.312","DOIUrl":"10.3946/kjme.2024.312","url":null,"abstract":"<p><strong>Purpose: </strong>To understand medical students' perceptions and needs for e-learning to provide e-learning tailored to the needs of the generation Z students.</p><p><strong>Methods: </strong>A focus group interview was conducted of 30 students in various years of study from five medical schools in South Korea. Subsequently, participants were also surveyed on their perceived importance of and satisfaction with e-learning. Finally, log data from the e-learning portal were analyzed to investigate medical students' actual use of e-learning.</p><p><strong>Results: </strong>Participants favored multimedia learning resources and found them useful for studying subjects that could not be easily grasped by reading textbooks alone. Participants preferred video resources, and the most popular resources at the portal were also videos, where the most frequent search or browsing were on those that demonstrated physical examinations and clinical procedures. Participants particularly preferred resources recommended or created by medical faculty as credible sources of information. Participants favored short video clips and preferred them to be segmented into detailed topics. Participants also suggested more detailed categorization of resources for easier access to the contents that are highly relevant to their learning needs.</p><p><strong>Conclusion: </strong>This study highlights the needs for an e-learning environment closely aligned with the practices and preferences of today's students and the importance of medical teachers' role as resource developers. Suggestions for the design and development of e-learning for more convenient browsing and searching of resources highly relevant to student's learning needs are discussed.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"36 4","pages":"389-399"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11625905/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142786874","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":"Challenges and recommendations in the implementation of audiovisual telemedicine communication: a systematic review.","authors":"Imelda Ritunga, Mora Claramita, Sandra Widaty, Hardyanto Soebono","doi":"10.3946/kjme.2024.305","DOIUrl":"10.3946/kjme.2024.305","url":null,"abstract":"<p><p>This systematic review aims to identify the elements of doctor-patient communication in telemedicine, emerging challenges, and proposed recommendations. Four databases, including Science Direct, PubMed, Cochrane, and ProQuest, were searched using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The inclusion criteria consisted of original research papers, availability of free full text, and publications during the past 10 years. A total of 13 articles completed the selection process and satisfied the established criteria. The issues and recommendations of telemedicine communication were categorized into three distinct groups: pre-consultation, during-consultation, and post-consultation. Preparation encompasses the arranging of visual elements, safeguarding patient privacy and confidentiality, and addressing any technical challenges that may arise. The consultation encompasses nonverbal behavior, empathy, the doctor-patient connection, and a physical examination. Post-telemedicine consultations refer to medical appointments that occur after a telemedicine session, typically involving follow-up medical interactions. Telemedicine presents unique challenges in doctor-patient consultations that differ from face-to-face interactions. Therefore, clinicians must acquire communication skills specific to telemedicine to ensure effective consultations and achieve optimal health results.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"36 3","pages":"315-326"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11456682/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142156178","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 status of interprofessional education for healthcare students in South Korea: a scoping review focusing on simulation-based education.","authors":"Sunmin Lee, Myung Chun Kim, Jongyoon Kim","doi":"10.3946/kjme.2024.304","DOIUrl":"10.3946/kjme.2024.304","url":null,"abstract":"<p><p>Simulation-based education is gaining attention worldwide as it is recognized as effective in fostering collaborative skills in healthcare students. We conducted a comprehensive review of simulation-based interprofessional education (IPE) to examine the current state of simulation-based IPE. This scoping review systematically analyzed studies on simulation-based IPE in South Korean healthcare education, following established guidelines. Relevant articles were comprehensively searched, and key data on simulation methods, implementations, and educational effectiveness were extracted for analysis. The present study included nine quantitative studies and one mixed-methods study. The majority of participants were undergraduate nursing and medical students. The duration of IPE interventions ranged from 2 hours to 2 weeks. Education methods included standardized patients, high-fidelity simulators, and role-playing. Educational outcomes focused on measuring IPE competencies and satisfaction levels, concentrating on Kirkpatrick levels 1 and 2. While most studies reported high satisfaction levels, there is a need for objective evaluation of educational effectiveness. As simulation-based IPE in Korean healthcare education evolves, there is a need for greater inclusivity of diverse roles, multidisciplinary respect, and scenario development allowing active participation across professions. Establishing institutional frameworks, community linkages, and a deep understanding of IPE's purpose and essence among practitioners is crucial for its academic maturation.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"36 3","pages":"303-314"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11456679/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142156184","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":"E-portfolio utilization in medical school clinical practice: assessing satisfaction and learning advantages.","authors":"Mi Ryoung Song, Ji Hye Yu, Su Kyung Lee, So Yong Moon, Mi Ran Kim, Jang Hoon Lee","doi":"10.3946/kjme.2024.306","DOIUrl":"10.3946/kjme.2024.306","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to investigate the difference in satisfaction and learning benefits between e-portfolios compared to paper portfolios during clinical practice in medical schools.</p><p><strong>Methods: </strong>Utilization of and satisfaction with e-portfolios among 40 third-year medical students in the medicine department of Ajou University School of Medicine was collected using an online survey in December 2020. The collected data were analyzed using descriptive statistics and an analysis of variance.</p><p><strong>Results: </strong>Students perceived that e-portfolios were highly beneficial for consistently documenting activities during clinical practice, when compared to paper-based portfolios (mean±standard deviation [SD]=2.60±1.22). However, the least rated aspect was that e-portfolios require less time than paper-based portfolios (mean±SD=1.80±1.14). Additionally, among the various clinical practice courses using e-portfolios, the highest satisfaction was observed with the fewest content items in the e-portfolio.</p><p><strong>Conclusion: </strong>To maximize the potential benefits of e-portfolios, improvements in implementation and usability are essential. Additionally, for effective utilization of e-portfolios in clinical practice, it is necessary to clearly define students' required competencies and ultimate goals, and structure content accordingly.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"36 3","pages":"327-333"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11456683/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142156181","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":"Perceptions of organization, job attitudes, challenges, and solutions among medical school administrative staff.","authors":"Ji Hyun Im, Jun Moo Ahn, Seung Hee Lee","doi":"10.3946/kjme.2024.303","DOIUrl":"10.3946/kjme.2024.303","url":null,"abstract":"<p><strong>Purpose: </strong>Staff is essential to the university's efficient administrative operations, which are critical for education, research, and service. Medical schools, often independent, need specialized administrative elements. This study explores how medical school staff perceives the organization using the Six-Box model and evaluates their perceived organizational support, job satisfaction, and organizational commitment based on the concept of job attitudes.</p><p><strong>Methods: </strong>This study employs a mixed-methods approach, integrating quantitative and qualitative data via a convergent parallel design. It simultaneously collects and analyzes data from a survey and consensus workshop for medical school staff. The survey data were statistically analyzed (IBM SPSS ver. 25.0; IBM Corp., USA), and the workshop discussions were subjected to content analysis. The findings combined provide a comprehensive understanding of the medical school administrative system.</p><p><strong>Results: </strong>Quantitative analysis revealed purpose (3.80) as the highest-rated organizational perception and rewards (2.72) as the lowest. Similarly, job satisfaction was highest (3.63) in job attitudes, while perceived organizational support (2.96) was the lowest. Group differences were observed by gender, enrollment capacity, and contract type (p&lt;0.05). In qualitative research, keywords appeared in relation to their experiences within the medical school organization, encompassing doctor training, emotional responses, administrative features, personal attributes, and cultural influences. Overload, faculty issues, and communication gaps are obstacles. Strategies for overcoming these challenges focus on improving staff treatment, resource allocation, training, and communication channels.</p><p><strong>Conclusion: </strong>This study was conducted to explore a broad understanding of the administration of medical schools. Findings suggest challenges with workload, communication, and organizational support. We propose a dedicated medical school administrative system, improved work conditions, and enhanced communication.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"36 3","pages":"287-302"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11456687/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142156182","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 and implementation of the Capstone Program on integrating career exploration and medical humanities at a medical school in Korea.","authors":"Dong-Mi Yoo, Wha Sun Kang","doi":"10.3946/kjme.2024.300","DOIUrl":"10.3946/kjme.2024.300","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to implement and evaluate the outcomes, perceptions, and satisfaction of the Capstone Program developed at the Catholic University of Korea, which integrates career exploration and medical humanities.</p><p><strong>Methods: </strong>This study was conducted with fourth-year medical students from 2017 to 2019. First, the study analyzed the trends in the results of Capstone Projects conducted by students as part of their career exploration, where they independently explored areas of interest and selected topics. Second, it qualitatively analyzed the content of individual reports in which students reflected on their experiences from a \"medical humanities perspective\" through the Capstone Program. Third, it examined students' perceptions and satisfaction with the Capstone Program.</p><p><strong>Results: </strong>The analysis revealed that students chose research topics from a wide range of fields, including basic medicine, clinical medicine, global healthcare, and integrated healthcare systems and innovation. The students reported positive perceptions of their career exploration and research experiences through the Capstone Program, particularly valuing sessions like \"Meetings with Seniors\" within the conference framework. Students indicated that the Capstone Program enhanced their ability to think introspectively from a humanities perspective, deepening their understanding of their roles and responsibilities as medical professionals.</p><p><strong>Conclusion: </strong>The Capstone Program provides a significant opportunity for medical students to explore their career paths and engage in introspective reflection from the viewpoint of medical humanities and social sciences. Thus, the integration of programs like capstone into the broader medical curriculum, focusing on career guidance and the reinforcement of medical humanities education, is imperative.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"36 3","pages":"255-265"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11456680/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142156179","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 the current status of interview evaluations in Korean medical schools and professors' perceptions of the interview evaluations process.","authors":"Chungwon Ha, Ye Ji Kang, Seung-Hee Lee, Dong Hyeon Lee, Keunho Kim","doi":"10.3946/kjme.2024.302","DOIUrl":"10.3946/kjme.2024.302","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to investigate the overall operational status of medical school admission interview evaluations in South Korea and explore the operational experience of universities conducting interview evaluations.</p><p><strong>Methods: </strong>This study used a mixed-methods approach, combining quantitative and qualitative methods. Through a nationwide survey and data collection from 39 medical schools, the quantitative analysis explored interview evaluations procedures, the purpose of the interview evaluations, and the competencies expected of medical school freshmen. Concurrently, qualitative data were obtained through focus group discussions with 12 professors from 10 medical schools, providing in-depth insights into the operational experiences and challenges faced during interview evaluations.</p><p><strong>Results: </strong>In the quantitative data, interview evaluations were most prevalent in the \"comprehensive school records screening\" for rolling admissions (85.5%), but less common in regular admissions (18.6%). Private schools (64.2%) showed a statistically significant higher proportion of interview admissions than public schools (11.1%) in the \"high school grades focused admission\" (p&lt;0.01). Metropolitan areas (50.0%) conducted interview evaluations more frequently than non-metropolitan areas (11.1%) in the \"College Scholastic Ability Test-focused admissions\" (p&lt;0.05). In the qualitative data, professors recognize the dominant role of \"negative selection\" in filtering out unsuitable candidates. Challenges in maintaining a consistent evaluator pool and team-based question development were acknowledged. Strategies, such as seeking student feedback for question improvement and conducting study meetings for interviewer preparation are essential.</p><p><strong>Conclusion: </strong>This study illuminates the operation of admissions interview evaluations in South Korea, revealing variations across regions and admissions types. These findings offer insights for enhancing medical school admission processes, guiding future research and policy.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"36 3","pages":"275-285"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11456686/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142156252","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}