Korean journal of medical education最新文献

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

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

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

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

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

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

{"title":"On improving the English language ability of Science Citation Index papers for medical postgraduates through flipped classroom teaching.","authors":"Changyou Wang","doi":"10.3946/kjme.2023.251","DOIUrl":"https://doi.org/10.3946/kjme.2023.251","url":null,"abstract":"<p><p>Medical postgraduates are the new force of scientific research groups in China. However, the limitation of their English language ability restricts their publication of high-level Science Citation Index (SCI) papers to a large extent. Measures to improve students' SCI language ability from macro, intermediate and micro aspects were discussed through flipped classroom teaching mode, such as students' reading papers before class, students' practicing paper writing after class, and teacher's making comments in class. The feedback from the questionnaire showed that 96.65% of the students were satisfied with the teaching mode and 93.57% of them had improved their confidence in SCI writing. For the problems mentioned in the feedback, it was suggested that colleges and universities should formulate policies to encourage teachers to engage in medical English teaching, meanwhile teachers should constantly improve their professional quality, so as to help students improve their SCI language ability rapidly.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 1","pages":"85-91"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/f0/f3/kjme-2023-251.PMC10020063.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9139651","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":"Accreditation standards items of post-2nd cycle related to the decision of accreditation of medical schools by the Korean Institute of Medical Education and Evaluation.","authors":"Kwi Hwa Park,&nbsp;Geon Ho Lee,&nbsp;Su Jin Chae,&nbsp;Seong Yong Kim","doi":"10.3946/kjme.2023.244","DOIUrl":"https://doi.org/10.3946/kjme.2023.244","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study is to analyze the accreditation standards items related to the decision of accreditation of medical schools by the Korea Institute of Medical Education and Evaluation (KIMEE).</p><p><strong>Methods: </strong>The subjects are medical schools in Korea that have received post-2nd cycle accreditation from the KIMEE between 2012 and 2016. Analyses were conducted for differences in accreditation decisions according to the characteristics of medical schools, sufficient ratios of basic standards items, and correlation between standards items related to accreditation decisions.</p><p><strong>Results: </strong>After examining differences in accreditation decisions by the medical school's characteristics, there were no significant correlations between accreditation standard items and accreditation decisions. Second, according to the number of schools that sufficiently or insufficiently met each standard item, from the total of 97 standard items, 20 (20.6%) were sufficiently fulfilled by all medical schools. Standard item 2-5-2 demonstrated the highest insufficiency ratio. Third, with respect to the standard item that had an effect on accreditation decisions, standard item 1-5-1 showed the highest correlation with the sufficiency rate.</p><p><strong>Conclusion: </strong>The validity of accreditation standards items was assured as this study evaluated the post-2nd cycle accreditation standards items regardless of each medical school's characteristics. The accreditation standards items were found to have a meaningful impact on the development of medical schools and qualitative improvement in medical education. The findings are expected to contribute to guaranteeing the validity and reliability of accreditation decisions and raising the quality of accreditation.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/32/4c/kjme-2023-244.PMC10020056.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9134110","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":"Investigating medical students' satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience.","authors":"Omar Ashour,&nbsp;Ahmad Muneer Alkhatib,&nbsp;Qusai Al Zureikat,&nbsp;Mustafa Al-Shaikhli,&nbsp;Basel Bani Ata,&nbsp;Talal Massad,&nbsp;Leen Al-Huneidy,&nbsp;Mohammed Qussay Al-Sabbagh,&nbsp;Abdallah Al-Ani","doi":"10.3946/kjme.2023.246","DOIUrl":"https://doi.org/10.3946/kjme.2023.246","url":null,"abstract":"<p><strong>Purpose: </strong>We aimed to evaluate the disparity between video-based learning and lecture-based learning on Jordanian medical students' satisfaction.</p><p><strong>Methods: </strong>We conducted this cross-sectional study using a web-based questionnaire adapted from Student Evaluation of Educational Quality survey. Using convenience sampling, medical students studying at the University of Jordan and Jordan University Hospital were recruited. Participants in either clinical or basic-science years that have completed the entire survey were included in the final analysis.</p><p><strong>Results: </strong>We surveyed a total 487 participants among which male to female ratio was 1.19:1. Participants perceived greater benefit in terms of learning, instructor enthusiasm, content organization, breadth of teaching, and quality and number of assignments when using video-based learning (all p&lt;0.01). In contrast, face-to-face learning was associated with significantly higher benefits in terms of group interactions (p&lt;0.01) and capacity for rapport building (p&lt;0.01). There was no significant difference in perceived examination performance between the two learning modalities (p=0.11).</p><p><strong>Conclusion: </strong>Video-based learning is the preferred learning modality among Jordanian medical students. Despite its dominance across multiple domains, it should be implemented as an adjunct to traditional classroom teaching for it is vital in the development of good communication skills and building rapport in medical students.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 1","pages":"21-32"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/3a/76/kjme-2023-246.PMC10020058.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9134112","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":"Physician empathy in Korean clinical contexts: developing a conceptual framework and exploring influencing factors.","authors":"Su Hyun Kim,&nbsp;Young-Mee Lee","doi":"10.3946/kjme.2023.245","DOIUrl":"https://doi.org/10.3946/kjme.2023.245","url":null,"abstract":"<p><strong>Purpose: </strong>Despite its well-known clinical importance, physician empathy (PE) has been variably defined and its concepts among cultures are yet to be studied. This study aimed to develop a conceptual framework of PE and explore influencing factors on physicians' empathetic behavior in the Korean clinical context.</p><p><strong>Methods: </strong>Forty-two faculty members and 67 residents participated in the two-round Delphi survey to arrive at a consensus regarding the conceptual framework of PE in 2019. To explore individual and external factors affecting physicians' empathetic behavior, a Likert scale questionnaire based on an initial free-text response was administered to the same participants.</p><p><strong>Results: </strong>The conceptual framework of PE among Korean doctors consisted of basic communication skills and attitudes, cognitively understanding of patients' thoughts and emotions, and communicating the doctors' understandings to patients. Individual attributes and system- and patient-factors were revealed as influencing factors for PE in real practice. The former included communication ability, self-awareness and management, humanism, clinical competence, and good personality traits. Excessive workload, time constraints, aggressive attitudes, and negative preconceptions towards doctors were perceived as inhibiting or hindering empathy in patient care.</p><p><strong>Conclusion: </strong>PE in the Korean clinical context comprised behavioral and cognitive components. Individual attributes, as well as external factors including system- and patient-factors were identified to affect PE in clinical settings. Further studies are needed to enhance the conceptual clarity of PE and identify how to promote doctors' empathetic practice even in less favorable healthcare environments.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 1","pages":"9-20"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/71/92/kjme-2023-245.PMC10020059.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9134111","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}