Korean journal of medical education最新文献

{"title":"The change of the COVID-19 pandemic on medical education in Korea: a national survey of medical schools","authors":"Seung-Joo Na, B. Yoon, Sanghee Yeo","doi":"10.3946/kjme.2023.272","DOIUrl":"https://doi.org/10.3946/kjme.2023.272","url":null,"abstract":"Purpose This study aims to investigate how medical schools in Korea managed their academic affairs and student support in response to the coronavirus disease 2019 (COVID-19) pandemic and their plans for the post-COVID-19 era. Methods An online survey was conducted, and a link to a questionnaire was distributed to all the administrators of the 40 medical schools in Korea. The final analysis data involved responses from 33 medical schools and 1,342 students. Frequency analysis, cross-tabulation analysis, Fisher’s exact test, and one-way analysis of variance were applied for statistical analysis. Results Regarding instruction methods, most medical schools in Korea transitioned from in-person learning to video-on-demand learning (51.5%) and real-time online learning (42.4%). Among the school leaders, 36.4% planned to continue offering online classes combined with in-person classes beyond the end of the pandemic. Among the students, the online class concentration and participation score was 3.0 points or lower, but the class understanding score was 3.6 points, above a moderate level. Conclusion Students cited the shorter times needed to attend school and being able to take classes repeatedly as advantages of online classes, and over one-third of medical schools intended to continue with a hybrid of in-person and online learning even after the COVID-19 pandemic restrictions end.","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"31 21","pages":"349 - 361"},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138623914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Faculty perceptions and use of e-learning resources for medical education and future predictions","authors":"Kyong-Jee Kim, Giwoon Kim, Y. Kang","doi":"10.3946/kjme.2023.270","DOIUrl":"https://doi.org/10.3946/kjme.2023.270","url":null,"abstract":"Purpose This study aims to investigate medical faculties’ perceptions and current practice of using e-learning resources, needs and suggestions for more effective use of such resources, and future directions of e-learning in medical education. Methods This descriptive study was conducted on full-time faculty members who were registered users of the e-learning portal of the consortium of Korean medical schools. Participants were invited to an online survey containing 45 items that addressed their perceptions and use of e-learning resources, and their predictions of future use. Descriptive analysis and reliability analysis were conducted as well as a thematic analysis of qualitative data. Results Ninety faculty members from 31 medical schools returned the questionnaires. Participants positively perceived e-learning resources and that they predicted their use would become increasingly popular. Still, only half of the respondents were using e-learning resources for teaching and agreed that they were willing to share their e-learning resources. Our study illustrates several barriers inhibit faculty use and sharing of e-learning resources, and a need for a more comprehensive, better-organized resource repository. Participants also pointed out the needs for more resources on multimedia assessment items, clinical videos, and virtual patients. Conclusion Our study sheds light on medical faculty needs for institutional support and faculty development programs on e-learning, and institutional policies that address faculty concerns regarding ownership, intellectual property rights, and so forth on creating and sharing such resources. Collaborations among medical schools are suggested for creating a better organized around learning outcomes and more comprehensive repository of resources.","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"9 15","pages":"325 - 334"},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138624298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Deeper look into feedback practice in an Indonesian context: exploration of factors in undergraduate clinical settings.","authors":"Estivana Felaza,&nbsp;Ardi Findyartini,&nbsp;Rita Mustika,&nbsp;Jenny Bashiruddin,&nbsp;Lucia Rm Royanto,&nbsp;Joedo Prihartono,&nbsp;Subha Ramani","doi":"10.3946/kjme.2023.264","DOIUrl":"https://doi.org/10.3946/kjme.2023.264","url":null,"abstract":"<p><strong>Purpose: </strong>The practice of feedback is influenced by the characteristics of students, teachers, and the clinical environment. Most studies on feedback have been conducted in Western settings with different sociocultural backgrounds to Indonesia. This study explores feedback in Indonesian clinical clerkship using a sociocultural lens and aims to provide an exemplar of adaptive practice relevant to non-Western settings.</p><p><strong>Methods: </strong>This qualitative study was conducted using an interpretive phenomenology approach. Data were collected through focus groups with students and teachers and interviews with program coordinators. Data were transcribed verbatim and grouped according to data sources, coded, and analyzed thematically.</p><p><strong>Results: </strong>Themes identified from the focus group discussions and interviews were categorized as student, teacher, and environmental factors. Student factors include dependence on feedback, tendencies to use a group approach, difficulties recognizing social rules, a perceived lack of resilience, and tendencies to doubt praise. Factors related to teachers include a high level of expertise, being extremely busy, having a strong commitment, and being unsure of students' acceptance of feedback. Clinical environment factors influence interactions between teachers and learners and include high power distance and collectivistic values. A safe environment is needed to ensure effective feedback interactions.</p><p><strong>Conclusion: </strong>High power distance, collectivism, and generational characteristics of students likely impact feedback practice in clinical settings. Designing a safe environment is essential for effective feedback practice.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 3","pages":"263-273"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/f2/a8/kjme-2023-264.PMC10493408.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10220728","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 medical students toward assessors in interprofessional education.","authors":"Kyung Hye Park","doi":"10.3946/kjme.2023.268","DOIUrl":"https://doi.org/10.3946/kjme.2023.268","url":null,"abstract":"<p><strong>Purpose: </strong>This study aims to establish if medical students think it is fair to be assessed by nursing professors in interprofessional education (IPE) and why.</p><p><strong>Methods: </strong>Eighty-seven third-year medical students who participated in the IPE in 2022 submitted self-reflection essays. They were asked how they perceived the assessors, and 86 medical students responded to content analyses.</p><p><strong>Results: </strong>Sixty-seven students (77.9%) agreed to be assessed by nursing professors. They believed that interprofessional assessment is possible because it is an IPE. They also believed that this was an opportunity to be assessed from various perspectives. Nineteen students (22.1%) objected because the assessment criteria may be different and nursing professors would not understand the learning experiences of medical students.</p><p><strong>Conclusion: </strong>Regarding the reasons medical students oppose it, IPE developers should supplement the development of assessment criteria and understand learners' experiences during planning assessment.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 3","pages":"297-301"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/db/09/kjme-2023-268.PMC10493405.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10223002","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":"Perceived attitudes and barriers towards medical research: a survey of Jordanian interns, residents, and other postgraduates.","authors":"Jamil AlMohtasib,&nbsp;Leen Al-Huneidy,&nbsp;Hana Taha,&nbsp;Rama Rayyan,&nbsp;Shahd Mansour,&nbsp;Jehad Samhouri,&nbsp;Muhammad Hammouri,&nbsp;Hussam Al-Somadi,&nbsp;Adees Wirtan Bedros,&nbsp;Jaafar Al-Omairi,&nbsp;Rand Abbas,&nbsp;Mustafa Ibrahim Abu-Usba,&nbsp;Abdallah Al-Ani","doi":"10.3946/kjme.2023.263","DOIUrl":"https://doi.org/10.3946/kjme.2023.263","url":null,"abstract":"<p><strong>Purpose: </strong>We investigated research barriers among Jordanian medical postgraduates to understand the current context of the local health research landscape and improve scholarly output.</p><p><strong>Methods: </strong>Using a validated questionnaire, Jordanian interns, residents, specialists, and consultants were examined for their perceived attitudes and barriers towards research. Participants were conveniently sampled from public, university, military, and private institutions. Differences in responses were examined using the Student t-test and analysis of variance. Binary logistic regression was utilized to examine predictors of being able to publish.</p><p><strong>Results: </strong>A total of 1,141 Jordanian medical postgraduates were recruited, of which 61.3% were junior postgraduates (i.e., interns and residents in their first 2 years of residency) while 38.7% were senior postgraduates (i.e., senior residents, specialists, and consultants). Around 76.0% of participants had no peer-reviewed publications. Of those with least one publication (n=273), only 31.1% had first authorships. Participants portrayed dominantly positive attitudes towards the importance of research. There were no significant differences between junior and senior postgraduates for overall attitudes (p=0.486) and knowledge barriers scores (p=0.0261). Conversely, senior postgraduates demonstrated higher mean organizational barriers (p&lt;0.001). Seniority (odds ratio [OR], 5.268; 95% confidence interval [CI], 3.341-8.307), age (OR, 1.087; 95% CI, 1.019-1.159), academic standing (OR, 1.730; 95% CI, 1.103-2.715), and confidence (OR, 1.086; 95% CI, 1.009-1.169) were positive predictors of publication in peer reviewed journals.</p><p><strong>Conclusion: </strong>The Jordanian medical research landscape is riddled with all forms of different barriers. The reworking of current and integration of new research training programs are of utmost importance.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 3","pages":"249-261"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/20/24/kjme-2023-263.PMC10493401.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10220724","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 use case of ChatGPT in a flipped medical terminology course.","authors":"Sangzin Ahn","doi":"10.3946/kjme.2023.269","DOIUrl":"10.3946/kjme.2023.269","url":null,"abstract":"Received: August 4, 2023 • Revised: August 4, 2023 • Accepted: August 8, 2023 Corresponding Author: Sangzin Ahn (https://orcid.org/0000-0003-2749-0014) Department of Pharmacology, Inje University College of Medicine, 75 Bokji-ro, Busanjin-gu, Busan 47392, Korea Tel: +82.51.890.5909 Fax: +82.50.4043.1326 email: sangzinahn@inje.ac.kr Korean J Med Educ 2023 Sep; 35(3): 303-307 https://doi.org/10.3946/kjme.2023.269 eISSN: 2005-7288 C The Korean Society of Medical Education. All rights reserved. This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http:// creativecommons.org/licenses/by-nc/3.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. Introduction","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 3","pages":"303-307"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/7a/1e/kjme-2023-269.PMC10493404.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10220727","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":"Passivity, task segmentation, and relational capital: a study of interpersonal relationship formation among freshman medical students in team-based activities.","authors":"Hyo Jeong Lee,&nbsp;Do-Hwan Kim,&nbsp;Ye Ji Kang","doi":"10.3946/kjme.2023.261","DOIUrl":"https://doi.org/10.3946/kjme.2023.261","url":null,"abstract":"<p><strong>Purpose: </strong>Team-based learning in medical education facilitates the formation of interpersonal relationships, enhances academic achievement, and establishes future clinical connections. Despite medical schools' distinct educational environments and curricula, research investigating students' learning and behavioral characteristics within this context remains limited. This study aimed to investigate the specific characteristics of interpersonal relationship formation among freshmen medical students in team-based learning activities.</p><p><strong>Methods: </strong>Focus group interviews were conducted with 11 students who participated in a team-based class held during the first semester of the premedical year.</p><p><strong>Results: </strong>Medical students passively expressed their thoughts and feelings, such as active sympathy for the team's opinions and self-censorship of SNS (social networking service) conversations. When performing team activities, students were excessively conscious of others and focused on evenly dividing their work, minimizing their opinions, and fulfilling their share to prevent potential interpersonal conflicts. Interpersonal activities were only superficial, as students intentionally maintained a certain distance from team members or used team activities as an opportunity to accumulate relational capital.</p><p><strong>Conclusion: </strong>The results of this study are expected to provide a useful basis for designing and conducting team activity classes to enhance interpersonal relationship formation.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 3","pages":"223-233"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/49/fa/kjme-2023-261.PMC10493403.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10275009","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":"Faculty perceptions regarding an individually tailored, flexible length, outcomes-based curriculum for undergraduate medical students.","authors":"Pathiyil Ravi Shankar,&nbsp;Tayyaba Azhar,&nbsp;Vishna Devi Nadarajah,&nbsp;Hui Meng Er,&nbsp;Mahwish Arooj,&nbsp;Ian G Wilson","doi":"10.3946/kjme.2023.262","DOIUrl":"https://doi.org/10.3946/kjme.2023.262","url":null,"abstract":"<p><strong>Purpose: </strong>The perception of faculty members about an individually tailored, flexible-length, outcomes-based curriculum for undergraduate medical students was studied. Their opinion about the advantages, disadvantages, and challenges was also noted. This study was done to help educational institutions identify academic and social support and resources required to ensure that graduate competencies are not compromised by a flexible education pathway.</p><p><strong>Methods: </strong>The study was done at the International Medical University, Malaysia, and the University of Lahore, Pakistan. Semi-structured interviews were conducted from 1st August 2021 to 17th March 2022. Demographic information was noted. Themes were identified, and a summary of the information under each theme was created.</p><p><strong>Results: </strong>A total of 24 (14 from Malaysia and 10 from Pakistan) faculty participated. Most agreed that undergraduate medical students can progress (at a differential rate) if they attain the required competencies. Among the major advantages mentioned were that students may graduate faster, learn at a pace comfortable to them, and develop an individualized learning pathway. Several logistical challenges must be overcome. Providing assessments on demand will be difficult. Significant regulatory hurdles were anticipated. Artificial intelligence (AI) can play an important role in creating an individualized learning pathway and supporting time-independent progression. The course may be (slightly) cheaper than a traditional one.</p><p><strong>Conclusion: </strong>This study provides a foundation to further develop and strengthen flexible-length competency-based medical education modules. Further studies are required among educators at other medical schools and in other countries. Online learning and AI will play an important role.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 3","pages":"235-247"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/c6/8a/kjme-2023-262.PMC10493402.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10217634","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":"Educational implications of assessing learning outcomes with multiple choice questions and short essay questions.","authors":"Hyo-Jin Kwon, Su Jin Chae, Joo Hyun Park","doi":"10.3946/kjme.2023.266","DOIUrl":"10.3946/kjme.2023.266","url":null,"abstract":"<p><strong>Purpose: </strong>This study investigates the characteristics of different item types to assess learning outcomes and explore the educational implications that can be obtained from the results of learning outcome assessments.</p><p><strong>Methods: </strong>Forty-five second-year premedical students participated in this study. Multiple choice question (MCQ) and short essay question (SEQ) scores and pass rates for 10 learning outcomes were analyzed. Descriptive statistics and correlation analysis were used to analyze the data.</p><p><strong>Results: </strong>The correlation analysis indicated that there was a significant correlation between SEQs and pass rate but there was no significant correlation between MCQs and pass rate. Some students with identical scores on the MCQs had different scores on the SEQs or on the learning outcomes.</p><p><strong>Conclusion: </strong>This study showed that students' achievement of learning outcomes can be assessed using various types of questions in outcome-based education.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 3","pages":"285-290"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/7e/82/kjme-2023-266.PMC10493409.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10220726","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":"Card and board game design for medical education: length and complexity considerations.","authors":"Michael Joseph Cosimini,&nbsp;Jolene Collins","doi":"10.3946/kjme.2023.267","DOIUrl":"https://doi.org/10.3946/kjme.2023.267","url":null,"abstract":"<p><strong>Purpose: </strong>There is growing use of games for health professions education. Card and board games are relatively easy to develop, effective for education, supported by educational theory, and generally well accepted by learners; yet, they remain relatively infrequently described in the medical education literature.</p><p><strong>Methods: </strong>A questionnaire was developed to understand barriers to use of card and board games and to understand user preferences to inform their development. The questionnaire was offered to students and educators downloading a printable antibiotic card game online.</p><p><strong>Results: </strong>The questionnaire was completed by 335 health professionals primarily by physicians, pharmacists, and their trainees. Participants described preferences for shorter games and games with lower complexity. Player counts in the two to four range were the most commonly desired. The most frequently cited barriers were lack of availability in desired subjects, cost, and concerns about content accuracy.</p><p><strong>Conclusion: </strong>Educators looking to develop or use serious card and board games should start with shorter, lower-complexity games. Methods to assure and demonstrate content accuracy for educational games should be explored by educators and researchers.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"35 3","pages":"291-296"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/32/cf/kjme-2023-267.PMC10493406.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10211119","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}