Purpose This study was designed to allow a student at School of Medicine, Kyungpook National University (KNUSOM) to self-assess how well they had achieved competency and to analyze the differences and trends of the scores by year. Furthermore, students are asked to evaluate the need for curriculum improvement by competency, the tendency of the score is analyzed by year, and the results are reflected in the improvement of the curriculum.
Methods We conducted a questionnaire survey for fourth-year students of KNUSOM who took medical education classes from 2015 to 2018. Questionnaire items were evaluated on the basis of their current achievement of 30 subordinate competencies of competency and the degree of necessity with respect to revising the curriculum. One-way analysis of variance was performed for the yearly difference analysis.
Results The students’ scores on the graduation competency were 2.03 to 4.06. In the yearly difference analysis, there was no significant difference in the average of 30 total competencies, but 16 of the sub-competencies showed significant year-to-year differences. The scores for the 30 graduation competencies were different for each year, but the competencies showing high scores and low scores were found to be similar each year.
Conclusion We found that the achievement level of the students was approximately 60% to 70%. We were able to confirm the contents of the education that the students continuously demand. The curriculum trend graphs for each year showed that the students‘ scores improved when the curriculum was being revised. We found that it is necessary to accept the students’ self-evaluation reliable as the students indicated that the contents of the curriculum should be added to the areas where the contents were lacking in the present curriculum.
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Purpose This study aims to identify how problem-based learning (PBL) has been implemented in Korean medical education, and how it is evaluated by each medical school.
Methods For this study, a total of 40 medical schools in Korea were surveyed via e-mail. The survey tool was a questionnaire consisting of 22 questions which was developed independently by the researchers.
Results Of the 40 medical schools, 35 schools were implementing PBL programs in their medical curriculum, while five were found not currently to be running the program. A large number of the schools which introduced PBL (30 schools, 85.7%) used a hybrid PBL model. In over 70% of the medical schools surveyed, professors evaluated the effects of PBL as positive. Most medical schools (85.7%) stated they would maintain or expand their use of PBL. However, the lack of understanding and skeptical attitude of the faculty on PBL, the lack of self-study time and passive attitude of students, insufficiency of good PBL cases, and the perfunctory PBL introduction for school accreditation interfere with the successful PBL.
Conclusion PBL has been incorporated in Korean medical curriculum as hybrid PBL type. It is analyzed that intensive tutor training and good PBL case development are necessary for the success and effective operation of PBL.
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Purpose Kyungpook National University School of Medicine has been implementing hybrid problem-based learning (PBL) since 1999. The aim of this study was to investigate the changes in the students’ perceptions and satisfaction levels of hybrid PBL.
Methods The target period of our study was from 1999 to 2014, and target subjects were second-year medical students in Kyungpook National University School of Medicine. The survey was conducted at the end of semester. We had a focused interview with group leaders and some volunteer students.
Results As for the scores regarding students’ overall satisfaction with PBL, there was significant improvement in 2005 compared to 2002, but the scores decreased and no differences between the survey years noted after 2005. The students’ preference ratio for the once a week PBL sessions, tutor presence, synchronization of contents, and arrangement of PBL sessions and related lectures was 60%–80%, 50%–90%, 52%–96%, and 78%–93%, respectively.
Conclusion In order to increase students’ satisfaction with hybrid PBL and to improve the perception of it, firstly, it is necessary to arrange the date and the time of PBL sessions so that students can concentrate on PBL. Secondly, PBL cases should be selected and arranged to be well synchronized with the ongoing lectures. Finally, it is important to create a safe atmosphere so that students can engage actively in PBL sessions.
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Sang Hee Yeo, Kyung Woo Lee, Bong Hyun Chang, Echeol Kang, Duk Sik Kang, Yun Sik Kwak, Bo Wan Kim, Yoo Chul Lee, Jong Myung Lee, Hee Jung Cho, Jae Myung Chung
Korean J Med Educ 2006;18(1):31-39. Published online April 30, 2006
PURPOSE The purpose of this study is to investigate the learning styles of students at Kyungpook National University(KNU) School of Medicine and to assess its implications on teaching-learning methods in medical school.
METHODS: 571 students in all years of medical school were invited to complete a questionnaire via online. For this study, Felder's Index of Learning Styles(ILS) was used, which included 49 items. Felder's ILS measures the learner's relative preference for each of the five dichotomous learning style dimensions.
RESULTS 242(42.3%) students completed the questionnaire.
More than 80% preferred sensitive information and more than 60% preferentially took in visual information. Both males and females preferred sensing and visual learning materials.
On average, The students at KNU school of Medicine were reflective, sensing, visual, global and inductive.
CONCLUSION From these results, we suggested some effective methods of teaching-learning based on the students' preferences and some perspectives for future works.
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PURPOSE Kyungpook National University School of Medicine initiated a pilot project to admit small number of qualified students who received BS degree or above in the field of sciences in 1996. This study was conducted to evaluate effectiveness of the pilot project. METHODS: Students' academic grades, outcome of their opinion surveys on adaptability to the school life, difficulties and problems from the classes of 1996 to 2001 were analyzed. RESULTS: A total of 57 students were admitted to this program over the past 7-year period, 54.8% of them from natural science major and 36.8% from engineering. Students admitted with BS degree were performing above average in the class by % rank. There was no significant difference in academic performance between the natural science and the engineering major. Of 20 graduated, only one took career in basic medical science (physiology). The students thought undergraduate education was helpful in maturing personal characters than in knowledge or skill attainment. CONCLUSION: The achievement of medical students admitted after baccalaureate level was comparable to that of students with two years of premedical education.
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The effectiveness of Problem-based Learning(PBL) in medical education has already been acclaimed widely. Representatives of the curriculum committee at Kyungpook National University School of Medicine paid a visit to McMaster University School of Medicine in Canada in May, 1994 in order to learn mechanics and effectiveness of PBL in its medical education and they were impressed by the efficacy of PBL. Soon after that the school launched a pilot PBL tutorial for two years from 1994 through 1996(4-semester) as a non-credit course for senior, junior and sophomore in medical school during one semester each, to introduce PBL to faculty members and students as well. After the pilot, opinion survey on PBL from both faculty and students revealed affirmative for PBL from 55.1% of seniors, 61.4% of juniors and 83.9% of faculty members. The faculty body at medical school was then encouraged by the pilot experience and decided to include the PBL as the part of medical education reform.
During the fall semester in 1998, the senior at pre-medical course was given PBL experience to prepare for implementation of PBL at school of medicine. The PBL was implemented as an essential 2-credit-hour course in each semester commencing in 1999 to the freshmen class throughout the year; it was extended to the sophomore in 2000 and to the junior in 2001.
Although there had been initial excitements of over expectations, confusion, and disappointments from faculty members and students, majority opinion of both parties on continuation of PBL was positive. The issues to be settled are preparation of study cases, students learning resources, and method of evaluating students' performance.
The PBL was started as an essential course in medical school in 1999 after 4 years of preparation and on the basis of our interim evaluations the following conclusions were made: we have reached the following consensus that students seem to follow the objectives of PBL and new PBL tutorial has well been accepted by students; and enhancing the program by correcting currently known weaknesses, the PBL tutorials could further be expanded to be a major modality of teaching in our medical school.
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The curriculum reform was undertaken at Kyungpook National University School of Medicine (KNUSM) to meet new educational objectives in order to cope with a rapid societal changes anticipated occurring in 21st century. The KNUSM Curriculum Development Committee was charged to formulate a new curriculum, which consisted of enhancement of patient-centered care based clerkship, integrated courses based on organ systems, problem-based learning, and additional teaching on social medicine, medical informatics and biomedical engineering. The philosophy of this curricular reform has been to modify methods of teaching medical students toward self-directed learning and student-centered. This whole concept was a drastic departure from the traditional lecturing.
In the new curriculum, total of 180 credit courses, 4395 hours to graduate medical school were reduced to 170 credit courses, 4250 hours. As a part of the social medicine course, a 2 credit-hour course on patient-doctor relationship was taught and two credit-hour PBL tutorials were added to freshman, sophomore and junior years. In order to carry out this education reform, three new departments were inaugurated such as Biomedical Engineering, Medical Informatics and Medical Education. The school facility has also been improved during this preparatory period.
The new curriculum has been implemented in 1999 academic year after approximately 4 years of preparatory period and annual faculty workshops have been held to monitor the progress of the reform and improve courses by evaluating impact of the change on both faculty members and students as well. The interim evaluation revealed several issues remained to be resolved.
In conclusion, the acceptance of this reform was excellent from both faculty members and students although there have been continuous problem solving and adjustments necessary.
The real assessment of the outcome of the reform requires many years to come and there has to be continuous monitoring of the progress and adjustment of curriculum are the pivotal of a success of the sort of education reform.
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