Korean journal of medical education最新文献

{"title":"Proposal for a faculty cohort system for sustainable medical education in Korea.","authors":"Min Ji Kim, Claire Junga Kim","doi":"10.3946/kjme.2025.361","DOIUrl":"10.3946/kjme.2025.361","url":null,"abstract":"","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"37 4","pages":"525-530"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12683268/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145702293","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":"A satisfaction-focused CIPP evaluation of Mongolia's undergraduate occupational therapy program: a cross-sectional study.","authors":"Bulganchimeg Sanjmyatav, Erdenetsetseg Myagmar, Karen P Y Liu, Janet Lok Chun Lee, Munkh-Erdene Bayartai, Batgerel Oidov, Solongo Bandi, Oyungoo Badamdorj","doi":"10.3946/kjme.2025.352","DOIUrl":"10.3946/kjme.2025.352","url":null,"abstract":"<p><strong>Purpose: </strong>This study evaluated Mongolia's undergraduate occupational therapy program using the CIPP (Context, Input, Process, Product) model, drawing on feedback from students, alumni, faculty, and program managers to understand its current state and identify areas for improvement.</p><p><strong>Methods: </strong>We conducted a cross-sectional survey using the CIPP evaluation model. The model-based questionnaire requested responses using a Likert scale from 1 to 5. Responses were collected from 34 students, 19 alumni, 24 faculty members, and five program management team members. They were analyzed quantitatively using descriptive and inferential statistics.</p><p><strong>Results: </strong>All participants expressed satisfaction with the context, process, and product components of the occupational therapy program, with scores of 3.4 or higher. For the input component, the faculty members and program managers gave satisfactory ratings, while the students and alumni gave neutral ratings, on average. There was a significant difference between the average input scores of the first-year and third-year students, and between the first-year and fourth-year students (p<0.05). Lecturers teaching basic professional subjects rated the program's inputs higher than those teaching general subjects. On average, the students rated the program's \"context\" higher than alumni, while faculty members rated \"input\" higher than both students and alumni. Additionally, the program's managers rated \"input\" higher than the students (p<0.05).</p><p><strong>Conclusion: </strong>The occupational therapy program in Mongolia has been improving annually. While it is generally rated as \"satisfactory,\" there is a need for enhanced resources to better support the program.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"37 4","pages":"391-400"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12683269/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145701983","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 validation of a culturally adapted clinical teacher evaluation form in Thailand.","authors":"Chanisra Suebbook, Raiwada Sanguantrakul Teeracharoensub, Pongtong Puranitee, Sutida Sumrithe, Busaba Supawattanabodee, Nintita Sripaiboonkij Thokanit, Samart Pakakasama","doi":"10.3946/kjme.2025.356","DOIUrl":"10.3946/kjme.2025.356","url":null,"abstract":"<p><strong>Purpose: </strong>To develop a culturally and locally validated and reliable questionnaire for clinical teacher evaluation containing constructs specific to the Thai resident learning context.</p><p><strong>Methods: </strong>We followed seven steps for developing questionnaires for educational research. We generated a list of good clinical teacher attributes from a literature review and focus groups. The Delphi procedure was employed to identify the desirable characteristics for residents, involving three stakeholder groups. The content validity index (CVI) of each item was calculated. The average CVI across the items was greater than 0.8, indicating an acceptable level of reliability. Residents then underwent cognitive interviews before pilot testing of the questionnaire. Construct validity was examined using exploratory factor analysis. Reliability was measured using Cronbach's alpha analysis.</p><p><strong>Results: </strong>We identified 44 key clinical teacher characteristics through a literature review and focus groups. After two rounds of the Delphi procedure (35 panelists), 23 characteristics were selected. An initial 23-item questionnaire was developed with a high CVI score. A total of 216 completed questionnaires evaluating 36 clinical teachers were analyzed. Exploratory factor analysis yielded a two-factor model within a 20-item questionnaire. The clinical facilitator domain contained 14 items. The professional identity support domain included six items. Cronbach's alpha of the model was 0.976.</p><p><strong>Conclusion: </strong>A clinical teacher evaluation questionnaire for Thai residents was developed with robust validity and reliability. This validated tool not only allows systematic assessment and improvement of clinical teaching but also provides a replicable framework for developing culturally adapted teacher evaluation instruments in other settings.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"37 4","pages":"453-476"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12683270/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145702121","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":"Competency gaps in respiratory therapy: evidence from a global survey.","authors":"Tisha Ann Skariah, Udaya Kumar Rao, Manjush Karthika","doi":"10.3946/kjme.2025.355","DOIUrl":"10.3946/kjme.2025.355","url":null,"abstract":"<p><strong>Purpose: </strong>Respiratory therapy (RT) has become a vital component of modern healthcare, particularly in managing acute and chronic pulmonary conditions. The rising global burden of respiratory diseases has amplified the demand for skilled RT professionals capable of performing high-risk, low-frequency procedures with precision. Despite the shift toward competency-based education in healthcare, RT training remains fragmented. Disparities in training quality, assessment methodologies, and simulation access result in inconsistent clinical competencies among RT graduates. The absence of a standardized, globally recognized competency framework further compounds these challenges, affecting workforce readiness and patient safety. To date, no global study has systematically quantified competency disparities across RT programs using a standardized framework, leaving a critical gap in comparative evidence needed to guide educational policy and global accreditation.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted targeting RT professionals, educators, and institutional leaders across multiple countries. Quantitative data were analyzed using descriptive statistics, chi-square tests, and gap percentage analysis to identify variations in training practices, competency expectations, and observed deficiencies.</p><p><strong>Results: </strong>Findings revealed significant competency gaps, especially in advanced interventions like extracorporeal membrane oxygenation and lung ultrasound. Inconsistencies in assessment tools, simulation integration, and remediation protocols were noted across institutions. The majority of respondents emphasized the need for competency standardization.</p><p><strong>Conclusion: </strong>The study confirms a pressing global need for a structured, evidence-based competency framework in RT education. Standardization will improve clinical consistency, facilitate workforce mobility, and enhance patient care outcomes worldwide.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"37 4","pages":"437-451"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12683264/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145702159","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":"Barriers to communication about complementary and alternative medicine between oncology patients and healthcare professionals in Croatia: a cross-sectional study.","authors":"Aleksandar Racz, Vanja Vasiljev, Tomislav Rukavina, Andrea Armano, Aneta Perak, Martina Trncevic, Ana Marija Hošnjak, Ljerka Armano","doi":"10.3946/kjme.2025.353","DOIUrl":"10.3946/kjme.2025.353","url":null,"abstract":"<p><strong>Purpose: </strong>Complementary and alternative medicine (CAM) is increasingly integrated into oncology care, yet significant communication gaps persist between patients and healthcare professionals concerning its use. This study aimed to identify the barriers that hinder the exchange of information between oncology patients and healthcare professionals.</p><p><strong>Methods: </strong>A cross-sectional study was conducted from November 2022 to May 2023. The sample consisted of 832 respondents, comprising 411 oncology patients and 421 healthcare professionals, including 100 physicians and 321 nurses. Data was collected using a survey questionnaire based on modified CAM Health Belief Questionnaire and Integrative Medicine Attitude Questionnaire instruments. Descriptive and inferential statistics methods were applied, including one-way analysis of variance and Tukey's test to identify differences among groups.</p><p><strong>Results: </strong>Only 23.5% of respondents reported discussing or planning to discuss CAM with a healthcare professional. Primary communication barriers included a lack of initiative from healthcare professionals (70.2%), perceived insufficient knowledge about CAM (37%), and patients' fear of adverse effects from medical staff (15.1%). Statistically significant differences in attitudes were identified between patients and healthcare professionals regarding information sources, trust in CAM, and willingness to discuss the topic (p<0.05).</p><p><strong>Conclusion: </strong>The findings underscore the need to improve healthcare professionals' education on alternative medicine and promote open communication with patients. Integrating CAM into medical education and development guidelines for its incorporation into clinical practice could enhance patient awareness and safety.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"37 4","pages":"401-418"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12683262/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145702162","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":"Developing the HEART framework: a qualitative study on faculty engagement in service-learning in Malaysia.","authors":"Chew-Fei Sow, Lay Khim Goh, Pek Sam Chong","doi":"10.3946/kjme.2025.357","DOIUrl":"10.3946/kjme.2025.357","url":null,"abstract":"<p><strong>Purpose: </strong>Most research on service-learning in health professions education has concentrated on student experiences, with little emphasis on staff engagement. Understanding faculty motivations, challenges, and institutional support in service-learning remains an underexplored area. This study addresses this gap by exploring faculty experiences in an immunisation initiative for the displaced community and identifying factors influencing their participation and engagement.</p><p><strong>Methods: </strong>Using a qualitative research approach, focus group discussions were conducted with sixteen participants involved in the initiative.</p><p><strong>Results: </strong>Findings revealed that faculty engagement was driven by hands-on skill development, emotional connection, awareness of community needs, structured project goals, and institutional support. Balancing academic workloads and managing emotional demands hampered sustainable faculty involvement. An unexpected outcome was the depth of faculty members' personal reflection, with many reviewing their privileges and developing a stronger sense of social responsibility.</p><p><strong>Conclusion: </strong>To enhance faculty engagement, this study introduces the HEART framework, which emphasises \"hands-on experience, empathy, awareness of community needs, reflection, and teamwork.\" While the framework provides a structured approach to supporting faculty involvement, further validation is necessary to evaluate its effectiveness across diverse educational settings. Future research should refine its components and explore long-term faculty engagement in service-learning.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"37 4","pages":"477-489"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12683259/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145702216","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":"Learning-Assessment Firewall approach: protecting learning safety and assessment integrity.","authors":"Manar Al-Lawama","doi":"10.3946/kjme.2025.362","DOIUrl":"10.3946/kjme.2025.362","url":null,"abstract":"","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"37 4","pages":"531-536"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12683263/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145702296","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":"Pecha Kucha in medical education: a narrative literature review.","authors":"Stevan Oluic, Stefan Milutinovic, Strahinja Gligorevic, Nebojsa Brezic, Bernardo Henrique Mendes Correa, Mohamed Hassan, Brian Bartlett, Mohamad El Labban, Waclaw Wedzina, Maja Delibasic, Jelena Oluic, Magdy El-Din","doi":"10.3946/kjme.2025.358","DOIUrl":"10.3946/kjme.2025.358","url":null,"abstract":"<p><p>This review aims to explore the use and educational impact of the Pecha Kucha presentation format in medical education, as well as its integration with active learning methodologies. A comprehensive literature search was conducted in Medline, Embase, ScienceDirect, and Scopus to identify studies that assessed Pecha Kucha in undergraduate, postgraduate, or patient education. Fourteen English-language studies published up to September 2024 were included. Studies were evaluated for design, participant population, learning outcomes, and pedagogical integration. The selected studies employed quantitative, qualitative, and mixed-method approaches. Most studies reported positive educational outcomes, including improved knowledge retention, clearer communication, and enhanced learner engagement. Pecha Kucha was particularly effective when integrated with self-directed, problem-based, case-based, or team-based learning strategies. Participants, including students, residents, and patients, highlighted the format's value in promoting concise, visually engaging presentations, although some noted difficulties adapting to its strict timing constraints. Pecha Kucha is a promising educational tool that incites active learning, efficient communication, and engagement in medical education. When combined with other pedagogical strategies, it contributes to a more dynamic and student-centered learning environment.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"37 4","pages":"491-502"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12683272/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145702243","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":"A narrative review of social media guidelines for medical doctors: insights for developing framework in Vietnam.","authors":"Thi Kim Chi Dang, Byung-Il Yeh, Yon Chul Park, Vu Quoc Huy Nguyen, Bui Bao Hoang, Khanh Vinh, Kyung Hye Park","doi":"10.3946/kjme.2025.360","DOIUrl":"10.3946/kjme.2025.360","url":null,"abstract":"<p><p>The increasing use of social media among medical doctors and students has raised concerns about the issues related to professional behaviors in online environment. This study examines the current global guidelines on social media use for medical doctors to inform the development of such framework for Vietnamese medical doctors. A narrative review was conducted through manual searches of the official websites of national medical governing bodies. Thematic analysis was conducted on the documents to identify key principles and themes. As results, 10 guidelines, including one from World Medical Association and nine from governing bodies in nine countries were reviewed. Five key common themes were identified, including patient confidentiality, privacy, and dignity; information appropriateness; professional boundary, doctor-patient relationship, public trust; practitioner's privacy; and health advocacy. These perspectives should be reflected together with Vietnamese cultural context when developing guidelines on professional use of social media for medical doctors in Vietnam. Detailed practical examples, clear expectations, potential disciplinary actions, and guidance on the beneficial use of social media should be included as essential components of the guidelines.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"37 4","pages":"511-518"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12683260/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145701847","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":"Tracking changes in medical students' perceptions of academic ethics: a longitudinal study.","authors":"Hyojin Kwon, Su Jin Chae","doi":"10.3946/kjme.2025.350","DOIUrl":"10.3946/kjme.2025.350","url":null,"abstract":"<p><strong>Purpose: </strong>Medical students are expected to cultivate professionalism as a core competency, which is reflected in their perceptions of academic ethics. This study examined how students' perceptions of academic ethics, both for themselves and their peers, evolve during their time in medical school and whether these changes differ by sex.</p><p><strong>Methods: </strong>We surveyed 87 medical students enrolled in a South Korean medical school in the years 2020 and 2023. The survey was designed to measure medical students' perceptions of academic ethics and comprised questions regarding both self-perception and peer perception. Data analysis was performed using paired t-tests.</p><p><strong>Results: </strong>Both male and female students reported continuous improvement in their academic ethics as they progressed through medical school. Female rated their academic ethics more highly than male and demonstrated a more significant change in scores over time. Additionally, female observed an increase in their peers' academic ethics, whereas men perceived a decline. Notably, upper-year students rated their peers' academic ethics more favorably than did lower-year students.</p><p><strong>Conclusion: </strong>This study reveals differences in the evolution of academic ethics perceptions between male and female students, highlighting the need for sex-specific academic ethics education in medical school curricula. Moreover, it demonstrates how medical students' perceptions of academic ethics evolve over time, emphasizing the importance of academic ethics education across school years. These findings offer practical insights for improving medical school curricula and underscore the potential of academic ethics education in fostering ethical awareness among future medical professionals.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":" ","pages":"429-436"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12683265/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145208070","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}