Purpose This study aimed to systematically evaluate the effectiveness of case-based learning (CBL) within a basic-clinical integrated educational program using the Context, Input, Process, and Product (CIPP) evaluation model.
Methods The CBL program was integrated into the Pharmacology–Clinical Case Practice component of the pharmacology course, a mandatory course for first-year medical students. To evaluate the program, a CIPP model-based questionnaire was developed, assessing needs, goals, resources, educational management, and outcomes. To ensure the reliability and validity of the variables, factor analysis was performed, reducing an initial set of 28 items to 18 final observation variables distributed across four factors. The survey, designed to measure learner satisfaction, was administered to 37 students who participated in the Pharmacology–Clinical Case Practice course during the first semester of 2022.
Results Participants rated their satisfaction with the CBL program based on the CIPP model (on a 5-point scale), giving an average score of 4.17. This suggests that learners who followed the CBL program combining basic and clinical components generally found the program operationally effective with positive outcomes.
Conclusion The teaching model and evaluation model applied in this study can be utilized in various majors when operating CBL classes that link basic and clinical education in medical schools in the future.
Purpose Structured interviews have become essential in the medical schools admission selection because structured interviews predict academic achievement after admission. The purpose of this study was to determine validity and fairness of the new structural interview technique, assignment book-based structured interview (ABSI), in predicting future academic achievement of the medical students.
Methods The validity of this new interview technique and academic achievement was evaluated based on the data of all the applicants and successful applicants who applied for on-time admission between the year 2011 and 2014.
Results The ABSI technique showed a significant correlation and predictive validity for academic achievement in the medical school. The retention group received significantly lower T-scores of ABSI compared with the superior student group.
Conclusion The results indicate that ABSI is a feasible, reliable, fair and valid admission selection tool. The ABSI may be meaningful and fair method for predicting academic achievements, and it could be incorporated as one of the contents in the multiple mini-interview.
Purpose The purpose of this study was to determine whether the multiple mini-interview (MMI) predicts academic achievement for subjects in a medical school curriculum.
Methods Of 49 students who were admitted in 2008, 46 students finished the entire medical education curriculum within 4 years. We calculated the Pearson correlation coefficients between the total MMI score of the 46 graduates and their academic achievements in all subjects of the curriculum.
Results The correlation coefficients between total MMI score and academic achievement in Medical Interview and History Taking, Problem-Based Learning, Doctoring I, and Clinical Practice of Surgery ranged from 0.4 to 0.7, indicating that they were moderately related. The values between total MMI score and achievement in Research Overview, Technical and Procedural Skills, Clinical Performance Examinations 1 and 3, Clinical Practice of Laboratory Medicine and Psychiatry, Neurology, and Orthopedics ranged from 0.2 to 0.4, which meant that they were weakly related.
Conclusion MMI score can predict medical student’ academic achievement in subjects in the medical humanities and clinical practice.
Citations
Citations to this article as recorded by
Investigating the Effects of Pharmacology Flashcards on Academic Achievement and Attitudes in Medical Students Ender Tekeş, Çetin Toraman Tıp Eğitimi Dünyası.2025; 24(72): 59. CrossRef
Multiple mini-interviews is a predictor of students’ academic achievements in early undergraduate medical years: a retrospective study Faiza Alam, Ya Chee Lim, Li Ling Chaw, Fazean Idris, Kenneth Yuh Yen Kok BMC Medical Education.2023;[Epub] CrossRef
‘Click, I Guess I’m Done’: Applicants’ and Assessors’ Experiences Transitioning to a Virtual Multiple Mini Interview Format Zoe Abraham, Carolyn Melro, Sarah Burm Perspectives on Medical Education.2023; 12(1): 594. CrossRef
The utility of multiple mini-interviews: experience of a medical school Kyong-Jee Kim, Kyung-Soo Nam, Bum Sun Kwon Korean Journal of Medical Education.2017; 29(1): 7. CrossRef
Student selection factors of admission and academic performance in one medical school Keunmi Lee, Taeyoon Hwang, So young Park, Hyoungchul Choi, Wanseok Seo, Philhyun Song Yeungnam University Journal of Medicine.2017; 34(1): 62. CrossRef
Multiple mini-interviews as a predictor of academic achievements during the first 2 years of medical school Hee Jae Lee, Sung Bae Park, Sung Chul Park, Won Sun Park, Sook-Won Ryu, Jeong Hee Yang, SungHun Na, Jun Yeon Won, Gi Bong Chae BMC Research Notes.2016;[Epub] CrossRef
Journal’s step to leap to the international level and communication skill Sun Huh Korean Journal of Medical Education.2014; 26(3): 159. CrossRef
PURPOSE Selecting medical students through interviews seems difficult and the reliability of the results is one of the major concerns. The purpose of this study was to investigate the reliability and acceptability of the Multiple Mini-Interview (MMI) in selecting medical students of Kangwon National University.
METHODS Eighty-four applicants participated in the MMI which consists of 3 8-minute stations that have 9 checklist items and 3 global items. The 3 domains that we chose were motivation to become a doctor, communication and interpersonal skills, and ethical decision-making. We placed 2 interviewers in each room. The interviewers were chosen from our faculty. We analyzed the reliability of the MMI with urGENOVA for PC. We conducted a survey of these applicants and interviewers.
RESULTS The reliability was 0.791. Students answered that the interview was impressive and enjoyable. Students were also satisfied with the level and quality of the MMI cases.
They described that they were evaluated objectively.
Interviewers also responded positively. They stated that more stations and more efforts to develop the cases were needed to improve the reliability and validity.
CONCLUSION The MMI was acceptable to our applicants and faculty. It is reliable for assessing medical school applicants in Korea. We should develop more stations and better cases to increase the reliability and validity of the MMI.
Citations
Citations to this article as recorded by
Using Multiple Mini-Interviews for Students’ Admissions in Pakistan: A Pilot Study
Sonia Ijaz Haider, Muhammad Furqan Bari, Shamaila Ijaz Advances in Medical Education and Practice.2020; Volume 11: 179. CrossRef
The utility of multiple mini-interviews: experience of a medical school Kyong-Jee Kim, Kyung-Soo Nam, Bum Sun Kwon Korean Journal of Medical Education.2017; 29(1): 7. CrossRef
Multiple mini-interviews as a predictor of academic achievements during the first 2 years of medical school Hee Jae Lee, Sung Bae Park, Sung Chul Park, Won Sun Park, Sook-Won Ryu, Jeong Hee Yang, SungHun Na, Jun Yeon Won, Gi Bong Chae BMC Research Notes.2016;[Epub] CrossRef
How different are premedical freshmen who enter after introducing a multiple mini-interview in a medical school? Do-Hwan Kim, Jinyoung Hwang, Eun Jeong Kim, Hyun Bae Yoon, Jwa-Seop Shin, Seunghee Lee Korean Journal of Medical Education.2014; 26(2): 87. CrossRef
Can the multiple mini-interview predict academic achievement in medical school? Ja Kyoung Kim, Seok Hoon Kang, Hee Jae Lee, JeongHee Yang Korean Journal of Medical Education.2014; 26(3): 223. CrossRef
How medical students perform academically by admission types? Se-Hoon Kim, Keumho Lee, Yera Hur, Ji-Ha Kim Korean Journal of Medical Education.2013; 25(3): 201. CrossRef
Differentiation Strategy of Graduate Entry Programme Hye Rin Roh Hanyang Medical Reviews.2012; 32(1): 17. CrossRef
First
Prev
