Purpose Lecture-based teaching is widely used in preclinical medical education, offering a systematic way to deliver complex information efficiently. However, its effectiveness heavily relies on the instructional behaviors of lecturers. Despite its importance, limited research has explored the specific differences between effective and ineffective teaching behaviors perceived by students. This study aims to analyze these behaviors systematically to provide actionable insights for enhancing teaching competencies.
Methods This study surveyed 92 first-year medical students to evaluate effective and ineffective teaching behaviors. A 30-item questionnaire was developed based on existing literature. Data analysis included descriptive statistics to rank teaching behaviors and chi-square tests to examine their correlations.
Results Effective behaviors included appropriate voice volume, clear pronunciation, error-free lecture materials, clear explanations of learning objectives, and humor. Ineffective behaviors were poor voice clarity, insufficient summarization, lack of follow-up session introductions, absence of online resources, and poor interaction. Significant relationships between effective and ineffective behaviors were observed in some items.
Conclusion The study highlights those effective behaviors, such as recalling prior learning, utilizing materials, and engaging students, enhance learning outcomes. Faculty development should focus on avoiding ineffective behaviors for novice faculty and reinforcing effective ones for mid-career faculty to improve teaching quality in medical education.
Purpose This study aims to confirm the degree of stress perceived by medical students in Korea and to study the difference between the methods used to relieve stress. In addition, this study evaluates the stress relief methods medical students believe are effective.
Methods The subjects of the study were 147 students of a medical school in Korea who voluntarily participated in an online survey. The degree of stress perceived by medical students in Korea was confirmed, and the differences between the methods used to relieve stress were analyzed, along with the effective stress relief methods considered by the students themselves.
Results There was no difference found in the degree of stress experienced by medical students based on their year in school and gender. The most commonly reported method to relieve stress was sleep, and it was found that this method provided the highest degree of stress relief.
Conclusion As stress has been consistently reported as an issue among medical students, tackling stress among medical students should not be handled solely at the individual level.
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Purpose Although interest in various forms of learning media is increasing due to the coronavirus disease 2019 (COVID-19) pandemic there is relatively little research on influencing student motivation by intervening in cognitive processing. The purpose of this study was to present the optimal form of learning materials provided to medical students.
Methods This study provided learning materials in class at a level according to social cues (script, video [artificial intelligence (AI) voice], video [professor voice]) based on the principle of voices among the principles of personalization, voices, image, and embodiment of social cues in multimedia learning, and surveyed students’ opinions.
Results There was no statistically significant difference according to social clues in satisfaction and learning help, but both appeared in the order of silent videos containing the professor’s voice, followed by videos containing the AI voice.
Conclusion This study is significant in that there is no research on the impact of student motivation on the provision of learning materials for medical school education in Korea, and we hope that it will help provide learning materials for self-directed learning of medical students in the post-COVID-19.
Purpose This study investigated students’ perceptions of non-face-to-face theory classes and face-to-face laboratory classes conducted in anatomy courses at medical schools during the coronavirus disease 2019 pandemic.
Methods This study utilized a questionnaire to assess self-reported academic achievement level, satisfaction with non-face-to-face theory classes, satisfaction with face-to-face laboratory classes, and self-directed learning level, and conducted difference verification and regression analysis for 51 students who took anatomy courses from the fall semester of 2020 to the spring semester of 2021.
Results The group with a high self-reported academic achievement level was more satisfied with the non-face-to-face theory classes than the group with a low self-reported academic achievement level. The group with a high self-reported academic achievement level had a higher self-directed learning level than the group with a low self-reported academic achievement level. In addition, it was found that the higher the self-directed learning level, the higher the satisfaction with non-face-to-face theory classes.
Conclusion These results suggest that to enhance satisfaction with non-face-to-face theory classes in an anatomy course, a favorable class environment that can increase the self-directed learning level is needed. In particular, careful concern is required when designing non-face-to-face classes for students with a low self-reported academic achievement.
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Examination of medical students’ opinions on multimedia learning materials according to social cues: focusing on sound principles Wonseok Chang, Yura Kim, Hye Jin Park Korean Journal of Medical Education.2024; 36(1): 105. CrossRef
PURPOSE The aim of this study was to investigate correlations between medical student scores on 4 examinations: the written examination, clinical clerkship examination, clinical skill assessment, and graduation examination.
METHODS Scores for 51 students who entered Daegu Catholic Medical School in 2005 on the written examination, clinical clerkship examination, clinical skill assessment, and graduation examination were included. Correlations between the scores were analyzed statistically.
RESULTS The scores on the written examination showed a strong correlation with those of the clinical clerkship assessment (0.833) and graduation examination (0.821). The clinical clerkship assessment scores correlated significantly with graduation examination scores (0.907). In addition, clinical skill assessment scores correlated with the written examination (0.579), clinical clerkship examination (0.570), and graduation examination (0.465) scores.
CONCLUSION Overall, the correlation between the scores on the clinical clerkship examination and the written examination was more significant than the correlation between scores on the clinical clerkship examination and clinical skill assessment. Therefore, we need to improve the evaluation method for the clinical clerkship examination and clinical skill assessment.
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The relationship between problem-based learning and clinical performance evaluations Sun-A Oh, Eun-Kyung Chung, Eui-Ryoung Han Korean Journal of Medical Education.2015; 27(3): 195. CrossRef
Predictors of clinical practice examination scores of fourth year medical students after core clinical clerkships Kye-Yeung Park, Hoon-Ki Park, Jong-Hoon Kim, Hwan-Sik Hwang Korean Journal of Medical Education.2015; 27(4): 275. CrossRef
Assessment of Medical Students in Clinical Clerkships Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Sunyong Baek, Jae Seok Woo Korean Medical Education Review.2013; 15(3): 120. CrossRef
Relationship between the Content of the Medical Knowledge Written Examination and Clinical Skill Score in Medical Students Jee-Young Hwang, Hwee-Soo Jeong Korean Journal of Medical Education.2011; 23(4): 305. CrossRef
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