Purpose Our study aimed to delve beyond a surface-level understanding and explore the various dimensions of the global health curriculum from the perspective of both learners and educators using the Context, Input, Process, and Product (CIPP) model.
Methods From 2020 to 2021, interviews were conducted with a total of 10 individuals, including five students who had taken at least one elective course and at least one elective research course, three teaching assistants (TA), and two faculty members who had taken more than four global health courses in multiple phases in the global health curriculum. Semi-structured interview questions based on the CIPP model were used and qualitative data were analyzed through content analysis.
Results The study identified 12 sub-themes. Students held idealized views of global health careers and sought to bridge the gap through global health classes. They desired early exposure to global health courses, emphasizing both pre-medical and clinical phases. Challenges in adjusting course difficulty and recruiting faculty were identified, along with a preference for interactive teaching methods and offline discussions. The curriculum promoted reflection on medicine’s essence, expanded career perspectives, and emphasized competencies like altruism, communication skills, and crisis management in the evolving global health landscape.
Conclusion This study showed that a comprehensive approach is possible from the perspective of learners and educators by identifying strengths, weaknesses, and the value of the curriculum’s goals, plans, implementations, and results through the CIPP model. For optimal curriculum design, a sequential approach from basic to advanced courses is essential, promoting hands-on global health experiences for students.
Citations
Citations to this article as recorded by
The Hermeneutics of Care: Dialogues between the Contemporary Patterns and Humanistic Health Education in Recent Literature (2020–2025) Jackson Utong, Mohd Sham Othman, Mahadir Ahmad, Caryn Mei Hsien Chan Kalagatos .2026; 23(1): eK26018. CrossRef
A comprehensive evaluation framework for hospital infection prevention and control training for newly recruited health care personnel: Kirkpatrick–CIPP approach Qinli Feng, Jinqi Lu, Lei Jia, Fenjuan Shi, Zaihong Zhang JBI Evidence Implementation.2026;[Epub] CrossRef
Curricular Innovations for Personalizing Medical Education: The Experience of Seoul National University College of Medicine Yeon-Ju Huh, Su-Min Jeong, Eunsil Kim, Hyun Bae Yoon Korean Medical Education Review.2025; 27(3): 207. CrossRef
Research on the construction of the curriculum system of “integration of courses and certificates” for the 1+X Certificate in Early Childhood Care in the era of big data Kuiliang Fu Applied Mathematics and Nonlinear Sciences.2024;[Epub] CrossRef
The effectiveness of competency-based global health education programs for medical students Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park Korean Journal of Medical Education.2024; 36(3): 243. CrossRef
From curriculum to clinic: a qualitative study of junior doctors’ perceptions of global health and sustainable development Charlotte Agardh, Julia Bielik, Anna-Theresia Ekman, Lotta Velin, Sibylle Herzig van Wees BMJ Global Health.2024; 9(11): e015107. CrossRef
Purpose Continuing professional development is essential for improving health care services, especially in developing countries. Most of the training programs in Mongolia were not based on a targeted needs assessment. Therefore, we aimed to apply a mixed methods design to assess the training needs of Mongolian health professions.
Methods We conducted a needs assessment using a convergent parallel mixed methods design in two steps. The survey and interview questions were developed to identify priority areas, targeted trainees, and effective training methods. A survey on 60 respondents, 15 individual interviews, and a focus group interview with 14 participants were conducted in the first step. In the second step, 12 representatives of key stakeholders were invited to a second focus group interview.
Results Current health policy areas, areas related to future national plans, and areas not currently receiving governmental or international support were suggested as the main priorities. The stakeholder suggested that trainees should be selected based on their professional experience and language level, as well as each hospital’s needs. Building teams including various professions, such as nurses, technicians, and biomedical engineers, was recommended as a way to exchange ideas with each other and to build teamwork for future collaboration.
Conclusion Medical training needs are dynamic and complex; therefore, a deep understanding of the context and setting is necessary. In this study, we assessed the targeted training needs of Mongolian health professions through a mixed methods design, which could be an effective way to conduct needs assessments for training programs.
Citations
Citations to this article as recorded by
Correction of author's name: Applying a mixed methods design for needs assessment of an international fellowship training program for Mongolian health professions Nomin Amgalan, Jwa-Seop Shin, Seung-Hee Lee, Oyungoo Badamdorj, Hyun Bae Yoon Korean Journal of Medical Education.2020; 32(4): 349. CrossRef
Purpose Interprofessional communication skills are an essential competency for medical students training to be physicians. Nevertheless, interprofessional education (IPE) is relatively rare in Korean medical schools compared with those overseas. We attempted to evaluate the effectiveness of the first IPE program in our school.
Methods In the first semester of the school year 2018, third-grade medical students (N=149) at the Seoul National University College of Medicine participated in ‘communication between healthcare professionals in the clinical field’ training, which consisted of small group discussions and role-play. To evaluate the effectiveness of this training, we conducted pre- and post-training questionnaire surveys. Comparing paired t-tests, we evaluated the students’ competency in interpersonal communication and their attitude towards the importance of IPE before and after the training. The Global Interpersonal Communication Competence Scale (GICC-15) was used to evaluate competency in interpersonal communication.
Results Out of 149 students, 144 completed the pre- and post-training questionnaires. The total GICC-15 scores before and after training were 55.60±6.94 (mean±standard deviation) and 58.89±7.34, respectively (p=0.000). All subcategory scores of GICC-15 after training were higher after training and were statistically significant (p<0.05), except for two subcategories. The importance of IPE score also improved after training but was not significant (p=0.159). The appropriateness of content and training method scores were 3.99±0.92 and 3.94±1.00, respectively.
Conclusion From the results, our school’s IPE program demonstrated a positive overall educational effect. Deployment of systematic and varied IPE courses is expected in the future, with more longitudinal evaluation of educational effect.
Citations
Citations to this article as recorded by
Maternal Involvement in Education, Bicultural Acceptance, and School Adjustment: An Autoregressive Cross-Lagged Modeling Study among Adolescents from Multicultural Families Yangmi Lim Behavioral Sciences.2024; 14(5): 368. CrossRef
Instrumentos de avaliação de competências colaborativas na educação interprofissional: revisão integrativa da literatura Camila Cristine Araújo de Oliveira, Marianna Gil de Farias Morais, Heloísa Freitas da Cunha, Betiane Fernandes da Costa, Gilmara Celli Maia de Almeida, Cristyanne Samara Miranda Holanda da Nóbrega, Jéssica Dantas de Sá Tinôco Educação e Pesquisa.2024;[Epub] CrossRef
Voice of Customer Analysis of Nursing Care in a Tertiary Hospital: Text Network Analysis and Topic Modeling Hyunjung Ko, Nara Han, Seulki Jeong, Jeong A Jeong, Hye Ryoung Yun, Eun Sil Kim, Young Jun Jang, Eun Ju Choi, Chun Hoe Lim, Min Hee Jung, Jung Hee Kim, Dong Hyu Cho, Seok Hee Jeong Journal of Korean Academy of Nursing Administration.2024; 30(5): 529. CrossRef
Data Analysis of Physician Competence Research Trend: Social Network Analysis and Topic Modeling Approach So Jung Yune, Youngjon Kim, Jea Woog Lee JMIR Medical Informatics.2023; 11: e47934. CrossRef
Features of the Emotional Sphere of the Personality of Urban Medical Students in the Educational Process Kira G. Serdakova, Valeria I. Shelest, Natalya A. Krylova, Olga V. Smirnikova, Ilya I. Khersonsky, Valeria F. Shubina Integration of Education.2023; 27(2): 245. CrossRef
Developing an effective and comprehensive communication curriculum for undergraduate medical education in Poland – the review and recommendations Martyna Borowczyk, Agata Stalmach-Przygoda, Antonina Doroszewska, Maria Libura, Marta Chojnacka-Kuraś, Łukasz Małecki, Zbigniew Kowalski, Aldona K. Jankowska BMC Medical Education.2023;[Epub] CrossRef
Explaining the Obstacles of Interprofessional Communications of Nurses and Paramedics: A Qualitative Study Mohsen Faseleh Jahromi, Rasool Eslami Akbar, Zohreh Badiyepeymaiejahromi, Morteza Khajepour Modern Care Journal.2023;[Epub] CrossRef
Developing communication curricula in healthcare education: An evidence-based guide Cadja Bachmann, Jeffrey Pettit, Marcy Rosenbaum Patient Education and Counseling.2022; 105(7): 2320. CrossRef
Experience of the Collaborative Practice among Health Professionals in Korea Mi Ji Lee, Yun Mi Lee, So Young Shin, Jeong Hyun Cho Journal of Korean Critical Care Nursing.2022; 15(1): 47. CrossRef
Interprofessional communication in medical simulation: findings from a scoping review and implications for academic medicine Sadie Trammell Velásquez, Diane Ferguson, Kelly C. Lemke, Leticia Bland, Rebecca Ajtai, Braulio Amezaga, James Cleveland, Lark A. Ford, Emme Lopez, Wesley Richardson, Daniel Saenz, Joseph A. Zorek BMC Medical Education.2022;[Epub] CrossRef
Competency Achievement of Apothecary Students through Community Health Interprofessional Program Suci Hanifah, Chynthia Pradiftha Sari, Dian Medisa, Riana Rahmawati Open Access Macedonian Journal of Medical Sciences.2022; 10(E): 540. CrossRef
Interprofessional education program for medical and nursing students: interprofessional versus uniprofessional Yon Chul Park, Kyung Hye Park Korean Journal of Medical Education.2021; 33(1): 1. CrossRef
Experience of development and management of interprofessional education courses: a case study of an IPE center CHA IPE Bridge Jaijeong Choi Korean Journal of Medical Education.2021; 33(2): 107. CrossRef
Training kommunikativer Fertigkeiten in der Onkologie Heide Götze, Gregor Weißflog, Anja Mehnert-Theuerkauf, Florian Lordick Forum.2021; 36(5): 362. CrossRef
A Systematic Review and Case Reports of InterProfessional Education Jae-Shin Lee, Bum-Suk Lee, Si-Yeong Kim, Hideomi Watanabe Journal of Korean Society of Occupational Therapy.2020; 28(1): 155. CrossRef
Development and Evaluation of a Simulated Conflict Management Program on Inter-Professional Communication Skills Yeonjae Jo Stress.2020; 28(3): 167. CrossRef
Purpose This study aimed to develop a core competency model for translational medicine curriculum in the Korean graduate education context.
Methods We invited specialists and key stakeholders to develop a consensus on a core competency model. The working group composed of 17 specialists made an initial draft of a core competency model based on the literature review. The initial draft was sent to the survey group by email to ask whether they agreed or disagreed with each core competency. The working group simplified, merged, or excluded the competencies that received less than 80% agreement among the 43 survey respondents. The working group also reorganized the order of the domains and competencies based on the survey results, and clustered the domains into four major areas.
Results The final core competency model has four areas, 12 domains, and 34 core competencies. The major areas are theory-based problem assessment and formulation, study design and measurement, study implementation, and literature review and critique.
Conclusion This new core competency model will provide guidance for the competency based education of translational medicine in Korea.
Citations
Citations to this article as recorded by
Research on Core Competency Elements of Clinical Investigators Xin Wang, Shuang Zhao, Han Yang, Miao Miao, Siwei An, Wenbing Yao Therapeutic Innovation & Regulatory Science.2025; 59(1): 45. CrossRef
Physician–Scientist Training System and Development Strategies in Korea Gwang Hyeon Eom, Jungmin Kim, Jong-Il Kim, Hyo Yi Choi, Dong Hyeon Lee Journal of Korean Medical Science.2025;[Epub] CrossRef
Establishing a course to train ICU nurses on prone position mechanical ventilation: A Delphi study Yan Jiang, Ye Lu, Jun Ge, Linlin Yang, Dongsheng Wang, Jingping Cui Nursing Open.2024;[Epub] CrossRef
Overcoming Barriers to Research Competency: a nationwide mixed-method study on residency training in the field of Korean medicine Min-jung Lee, Myung-Ho Kim Journal of Pharmacopuncture.2024; 27(2): 142. CrossRef
Areas of strength and opportunities for growth in translational science education and training: Results of a scoping review from the NCATS Education Branch Amanda L. Vogel, Brittany M. Haynes, Shadab F. Hussain, Lameese D. Akacem, Marcus G. Hodges, Josh A. Duberman, Gisela Butera, Jessica M. Faupel‐Badger Clinical and Translational Science.2023; 16(9): 1526. CrossRef
Assessments of Research Competencies for Clinical Investigators: A Systematic Review Phillip A. Ianni, Elias M. Samuels, Brenda L. Eakin, Thomas E. Perorazio, Vicki L. Ellingrod Evaluation & the Health Professions.2021; 44(3): 268. CrossRef
Purpose The Mongolian National University of Medical Sciences is the only national university in Mongolia and has produced more than 90% of health professionals in the country. Experts from Mongolia and Korea embarked on a collaborative effort to develop educational programs for faculty development based on the personal and professional needs of faculty members. This study aimed to evaluate the outcomes of those educational programs to determine whether this transnational collaboration was successful.
Methods A needs assessment survey was conducted among 325 faculty members. Based on the results of this survey, the joint expert team developed educational programs on seven core topics: clinical teaching, curriculum development, e-learning, item writing, medical research, organizational culture, and resident selection. Surveys evaluating the satisfaction and the attitudes of the participants were conducted for each program.
Results Throughout the 17-day program, 16 experts from Korea and 14 faculty members from Mongolia participated as instructors, and a total of 309 participants attended the program. The average satisfaction score was 7.15 out of 8.0, and the attitudes of the participants towards relevant competencies significantly improved after each educational program.
Conclusion The faculty development programs that were developed and implemented as part of this transnational collaboration between Mongolia and Korea are expected to contribute to the further improvement of health professions education in Mongolia. Future studies are needed to evaluate the long-term outcomes of these educational programs.
Citations
Citations to this article as recorded by
Disentangling faculty development: A scoping review towards a rich description of the concept and its practice Susan Van Schalkwyk, Eliana Amaral, Megan Anakin, Ruth Chen, Diana Dolmans, Ardi Findyartini, Noeline Fobian, Karen Leslie, Jana Muller, Patricia O’Sullivan, Subha Ramani, Olanrewaju Sorinola, Farhan Saeed Vakani, Da-ya Yang, Yvonne Steinert Medical Teacher.2025; 47(8): 1304. CrossRef
Current status and challenges of faculty development in Korean medical education and strategies for advancement Dong Hyeon Lee Korean Journal of Medical Education.2024; 36(4): 415. CrossRef
FAIMER Global Faculty Development: A Sustainable Partnership Model to Advance Health Professions Education Rashmi Vyas, Page S Morahan, Shiyao Yuan, Eliana Amaral, Vanessa Burch, Henry H Campos, Snigdha Mukherjee, Jessica Salt, Avinash Supe, Marta van Zanten, Jeanette Mladenovic Academic Medicine.2023; 98(10): 1131. CrossRef
A systematic review of faculty development programs based on the Harden teacher’s role framework model Mahmoud Kohan, Tahereh Changiz, Nikoo Yamani BMC Medical Education.2023;[Epub] CrossRef
Online continuing medical education in Mongolia: needs assessment Baljinnyam Baatarpurev, Basbish Tsogbadrakh, Solongo Bandi, Gal-Erdene Samdankhuu, Sumberzul Nyamjav, Oyungoo Badamdorj Korean Journal of Medical Education.2022; 34(3): 191. CrossRef
How Culture Is Understood in Faculty Development in the Health Professions: A Scoping Review Lerona Dana Lewis, Yvonne Steinert Academic Medicine.2020; 95(2): 310. CrossRef
Establishing and sustaining a transnational clinical teacher faculty development initiative Justin Bilszta, Jayne Lysk, Ardi Findyartini, Diantha Soemantri The Asia Pacific Scholar.2020; 5(1): 8. CrossRef
Barriers and facilitators to writing quality items for medical school assessments – a scoping review Sowmiya Karthikeyan, Elizabeth O’Connor, Wendy Hu BMC Medical Education.2019;[Epub] CrossRef
The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics Ingrid Philibert, Lyuba Konopasek, Janet Riddle Journal of Graduate Medical Education.2019; 11(4s): 47. CrossRef
Applying a mixed methods design for needs assessment of an international fellowship training program for Mongolian health professions Nomin Amgalan, Jwa-Seop Shin, Seung-Hee Lee, Oyungoo Badamdorj, Hyun-Bae Yoon Korean Journal of Medical Education.2019; 31(3): 227. CrossRef
Transnational clinical teacher training: Lessons learned and cross-cultural implications Ardi Findyartini, Justin Bilszta, Jayne Lysk, Diantha Soemantri The Asia Pacific Scholar.2019; 4(3): 79. CrossRef
Purpose The purpose of this study was to develop criteria to evaluate a premedical curriculum to ultimately improve the quality of premedical education.
Methods The first draft of the evaluation criteria was developed through a literature review and expert consultation. The Delphi survey was conducted to ensure the validity of the draft.
Results The final premedical curriculum criteria consisted of three evaluation areas (curriculum development, curriculum implementation, and curriculum outcome), five evaluation items (educational objective, organization of curriculum, instructional method, class management,
and educational outcome), and 18 evaluation indicators.
Conclusion There should be further discussion on the evaluation questionnaire and the content for each evaluation indicator with regard to its practical application. Also, a concrete evaluation system, including evaluation standards and rating scales, should be developed.
Citations
Citations to this article as recorded by
Changes in Self‐Leadership and Self‐Efficacy After Leadership Training of First‐Year Premedical Students Dong-Mi Yoo, Wha Sun Kang Korean Medical Education Review.2016; 18(2): 83. CrossRef
Importance of clinical medicine in medical education:review of the articles in this issue Oh Young Kwon Korean Journal of Medical Education.2015; 27(4): 243. CrossRef
Purpose The educational purpose of a medical school is important, because it guides educational decisions in an individual organization and projects the image of the doctors that we are generating. By analyzing the educational goals of entire medical schools, this study aimed to examine the current orientation and future direction of undergraduate medical education in Korea.
Methods Educational goals were collected from the website of each medical school and subjected to inductive content analysis. After identifying categories and themes, we examined the differences between medical school subgroups and compared the categories with competencies that have been suggested by the “Korean Doctor's Role.” Results Thirteen themes were identified: medical expertise, professionalism, contribution to various levels of society, self-management and development, basic educational ideology, research ability, cooperation, leadership, dealing with future change, respect for life, creativity, problem-solving ability, and ability to educate. There was a significant difference in educational goals between medical schools when grouped by geographic location and affiliation of research-driven hospitals. Of the 16 competencies that are suggested by the Korean Doctor's Role, 12 had one or more corresponding categories.
Conclusion Per their current educational purposes, Korean medical schools pursue a broad variety of competencies that need cultivating during the course of undergraduate medical education. Further research is needed to determine how best to apply these educational purposes in actual institutions and ultimately lead them to become part of the competency of a graduate.
Citations
Citations to this article as recorded by
Experiences and perspectives on patient-centered education of medical students in Korea Inji Yeom, Kiduk Kim, Junhwan Choi, Dong-Mi Yoo Korean Journal of Medical Education.2022; 34(4): 259. CrossRef
Analysis of Educational Reality and Expectations Regarding Competencies Defined in “The Role of Korean Doctor, 2014” Eunbae B. Yang, Hyekyung Shin, Dukjoon Suh, Jae Jin Han Korean Medical Education Review.2018; 20(3): 164. CrossRef
Institutional factors affecting participation in national faculty development programs: a nation-wide investigation of medical schools Do-Hwan Kim, Jinyoung Hwang, Seunghee Lee, Jwa-Seop Shin BMC Medical Education.2017;[Epub] CrossRef
A qualitative thematic content analysis of medical students’ essays on professionalism So-Youn Park, Changwoo Shon, Oh Young Kwon, Tai Young Yoon, Ivo Kwon BMC Medical Education.2017;[Epub] CrossRef
A Study of Core Humanistic Competency for Developing Humanism Education for Medical Students Hee-Yeon Jung, Jae-Won Kim, Seunghee Lee, Seong Ho Yoo, Ju-Hong Jeon, Tae-woo Kim, Joong Shin Park, Seung-Yong Jeong, Seo Jin Oh, Eun Jung Kim, Min-Sup Shin Journal of Korean Medical Science.2016; 31(6): 829. CrossRef
Ethically Related Decisions in Different Scenarios of Medical School Applicants for Graduate‐Entry Program Do-Hwan Kim, Eun Jeong Kim, Jinyoung Hwang, Jwa-Seop Shin, Seunghee Lee Korean Medical Education Review.2016; 18(2): 90. CrossRef
Purpose of medical education Young Joon Ahn Korean Journal of Medical Education.2015; 27(2): 75. CrossRef
Purpose Seoul National University College of Medicine (SNUMC) introduced a multiple mini-interview (MMI) to assess the noncognitive ability of applicants in 2013. This study aims to examine whether students differ with regard to their personal career values and academic achievements by admission type.
Methods We administered a survey about career values and self-perception of competencies. We then compared the survey results and academic achievements by admission type. Finally, the correlation coefficient between MMI score and academic achievement was calculated in the MMI group. The data were analyzed by t-test and correlation analysis.
Results There was no statistically significant difference in career values between groups. For self-perception of competency, only the ‘interact in heterogeneous groups’ domain was higher for those who entered through the MMI. The MMI group had a higher and broader level of academic achievement. Within the MMI group, there was a significant correlation between grade point average and MMI station scores.
Conclusion The characteristics of students who entered through the MMI were more in accordance with the goals of SNUMC and the competency of future doctors. Considering the unique feature of premedical academic achievement, this result implies that such students have superior noncognitive abilities, such as self-development and internal motivation. How these differences change subsequently remains to be seen.
Citations
Citations to this article as recorded by
Current Status and Challenges of Korean Medical School Admissions Policies Seung-Jae Hong, Jung-Sik Huh Korean Medical Education Review.2024; 26(3): 191. CrossRef
Personal domains assessed in multiple mini interviews (MMIs) for healthcare student selection: A narrative synthesis systematic review Alison Callwood, Kamalan Jeevaratnam, Grigorios Kotronoulas, Annegret Schneider, Liane Lewis, Vishna Devi Nadarajah Nurse Education Today.2018; 64: 56. 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
Connect medical education practices and research in Asia with the rest of world Young-Mee Lee Korean Journal of Medical Education.2017; 29(1): 3. 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
Ethically Related Decisions in Different Scenarios of Medical School Applicants for Graduate‐Entry Program Do-Hwan Kim, Eun Jeong Kim, Jinyoung Hwang, Jwa-Seop Shin, Seunghee Lee Korean Medical Education Review.2016; 18(2): 90. 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
Restoring force of medical school Eun Kyung Chung Korean Journal of Medical Education.2014; 26(2): 81. CrossRef
PURPOSE The aim of this study was to examine the background and improvement of the reformed premedical curriculum in Seoul National University and to analyze in which it corresponds with its intentions. It gives implications to premedical curriculum through its development model.
METHODS The background and improvement of the reformed premedical curriculum was analyzed through several reports from those of associated committees. The development model of the reformed curriculum was made in order to examine correspondence with the intentions of its reformation.
RESULTS The graduate credit increased while compulsory credit was in decrease which leads to the elimination of standardized education based on the natural sciences. The requirements in compulsory liberal arts and elective major subjects were suggested in order to develop students' perspectives in humanities.
CONCLUSION As premed is a preliminary course before studying medicine, premedical curriculum should reflect the needs of those parties concerned-society, professors, students, etc.- and be based on core values and educational philosophy of the school in order to derive its competences.
Citations
Citations to this article as recorded by
The role of transfer motivation and self-efficacy on student satisfaction during early clinical experiences in South Korea: a cross-sectional study In-Kyung Song, Hwa-Young Jang, Su Jin Chae Korean Journal of Medical Education.2025; 37(1): 13. CrossRef
Curricular Innovations for Personalizing Medical Education: The Experience of Seoul National University College of Medicine Yeon-Ju Huh, Su-Min Jeong, Eunsil Kim, Hyun Bae Yoon Korean Medical Education Review.2025; 27(3): 207. CrossRef
Dental students’ self-evaluation comparison between dual dental education systems in Korea Young-A Ji, Yang-Jo Seol, Jungjoon Ihm BMC Medical Education.2022;[Epub] CrossRef
Evaluation of Process and Satisfaction for Selective Courses in a Medical School Do-Hwan Kim, Young-Hyu Choi, Sang Yun Han, Jwa-Seop Shin, Seunghee Lee Korean Medical Education Review.2017; 19(2): 90. CrossRef
Premedical Curriculum in Seoul National University College of Medicine Hyun Bae Yoon, Seung-Hee Lee, Jinyoung Hwang Korean Medical Education Review.2017; 19(3): 134. CrossRef
Research and development of evaluation criteria for premedical curriculum Jinyoung Hwang, Jwa-Seop Shin, Hyun-Bae Yoon, Do-Hwan Kim, Dong-Mi Yoo, Eun Jeong Kim, Seung-Hee Lee Korean Journal of Medical Education.2015; 27(4): 255. 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
PURPOSE Medical students' communication and interpersonal skills can be evaluated by standardized patients in a clinical performance examination (CPX). The purpose of this study is to investigate which communication and interpersonal skills are more closely correlated between medical students and residents.
METHODS This study included 2nd-year residents in 2009 who took the eight-station CPX as 4th-year medical students in 2006. In-patients who were cared for by the residents were asked the seven items related to interpersonal and communication skills. The correlation between the scores of these seven items in the 2006 CPX and the scores in the 2009 patient survey was evaluated.
RESULTS Twenty-six residents, 11 in medical wards and 15 in surgical wards, participated in the study. The medical students' total scores tended to be correlated with the residents' scores (r=0.381, p=0.055). There was significant correlation between the scores for students and residents for 'Explaining more explicably' (r=0.470, p=0.015), and marginally significant correlation (r=0.385, p=0.052) for 'Listening attentively.' There was no significant correlation for the other five items.
CONCLUSION 'Explaining more explicably' and 'Listening attentively', these skills were more closely correlated between medical students and residents. These basic communication skills should be included in graduate or licensing evaluations.
PURPOSE Small group discussions are useful tools in medical ethics education. We aimed to assess student satisfaction with specific components of a small group discussion and to evaluate student self-assessment of the objectives of education. METHODS: A structured questionnaire was developed after a literature review and a focus group interview.
Components of the small group discussion were categorized by discussion case (self, other), individual activities (self-study, making materials, presentation experience), and group activities (preclass/in-class/postclass/plenary discussion, instructor's comments). The items for student self-assessment were: "To specify ethical issue in actual practice", "To get new knowledge", "To consider doctor's entity", "Empathy to others", "To get multidimensional viewpoint", "Viewpoint change", "To deliver my thought clearly", and "Ability to confront the medical ethics dilemma in the future". After the survey, an in-depth interview was performed to determine the reason behind the students' answers. RESULTS: A total of 121 students responded, for whom overall satisfaction and self-assessment were high. Students reported greater satisfaction with self-case, presentation experience, in-class discussion, and instructor's comments but less satisfaction with self-study before class and postclass discussion. Student self-assessment was highest in the ability to specify an ethical issue and lowest for viewpoint change and self-confidence. After multivariate analysis, higher student self-assessment was associated with greater satisfaction with the small group discussion. CONCLUSION: To improve the quality of medical ethics education, close investigation and monitoring of each component of the small group discussion and student achievement are essential, as is continuous feedback.
Citations
Citations to this article as recorded by
A Review of Undergraduate Medical Ethics Education in Medicine,
Dentistry, and Nursing in South Korea Eun Kyung Choi Korean Journal of Medical Ethics.2025; 28(3): 157. CrossRef
Teaching medical ethics through Ethical Grand Rounds Min Ji Kim, Claire Junga Kim Korean Journal of Medical Education.2025; 37(4): 537. CrossRef
Medical students' perception and satisfaction with group discussion and presentation in medical ohilosophy course Min-Jeong Kim, Si-Sung Park Kosin Medical Journal.2016; 31(1): 41. CrossRef
Investigating the Requirements of Good Teaching from Medical Students’ Perspectives Son-Hwan Choi, Hyo-Jin Ahn Korean Medical Education Review.2016; 18(3): 156. CrossRef
Physicians' perspectives on social competency education in academic medicine Yun-Jung Heo, Ivo Kwon, Ok-Jin Rhee, Duck-sun Ahn Korean Journal of Medical Education.2013; 25(4): 289. CrossRef
Investigation of the Requirements of 'Good Teaching' to Improve Teaching Professionalism in Medical Education Eun-Jung Im, Yoo-Chul Lee, Bong-Hyun Chang, Sung-Kwang Chung Korean Journal of Medical Education.2010; 22(2): 101. CrossRef
PURPOSE The purpose of this study is to evaluate cognitive changes in medical students before and after introduction of a 'Patient-Doctor-Society' course into the curriculum of a medical school. METHODS: Self-questionnaires that evalutated medical student congnition in the areas of medical humanities and sociology were answered by graduates-to-be who had experienced a new or previously implemented curriculum. The questionnaires included 28 questions using seven Likert scales. Student t-test was used to compare the scores between students who were educated using the new or old curriculum. RESULTS: In 405 medical students, 349 (86%) answered the questionnaires. For nine (32%) questions, students who partook of the new curriculum had higher scores than those in the older curriculum, and in 19 (68%) questions, there was no statistically significant difference. The questions that revealed differences between the groups were related to professionalism, care, personal and social communication, and ethics. CONCLUSION: Introduction of the 'Patient-Doctor-Society' course into the curriculum of a medical school was associated with cognitives change in medical students with regard to medical humanities and sociology.
Citations
Citations to this article as recorded by
Student Learning Outcomes and Program Evaluation in Medical Humanities Education in Korea: A Systematic Review Gyoungmin Park, Tae Yang Yu Korean Medical Education Review.2025; 27(Suppl1): S18. CrossRef
A Survey of Medical Students’ Social Participation and Direction in Medical Education Song I Lee, Dong-ho Chang, So Youn Park, Tai Young Yoon, Oh Young Kwon Korean Medical Education Review.2018; 20(2): 103. CrossRef
Physicians' perspectives on social competency education in academic medicine Yun-Jung Heo, Ivo Kwon, Ok-Jin Rhee, Duck-sun Ahn Korean Journal of Medical Education.2013; 25(4): 289. CrossRef
PURPOSE The purpose of this study is to evaluate the accuracy of standardized patients'(SP) rating according to the order of examinees in clinical performance examination.
METHODS In the clinical performance examination which was administered in 2005 at Seoul National University College of Medicine, each SP evaluated 16 students consecutively. For all 16 SPs(2 SPs per station), accuracy of rating was evaluated by comparing the individual records of each SP to the 'recording keys' made by two SPs from reviewing a video recording of performances by examinees.
RESULTS The average number of items incorrectly rated by SP was 3.8(range, 0~12), 2.8 in female SPs and 4.8 in male SPs(p<0.001). No statistical correlation was observed between the number of errors and the order of examinees(p=0.843). Even after stratification by gender or age of the SPs or domains of examination, the number of items incorrectly rated did not differ significantly according to the order of examinees.
CONCLUSION An increase in SP's rating error with time after the start of examinations was not observed within the 16 consecutive encounters in clinical performance examination.
The effect of SP's fatigue on the accuracy of simulation as an examination progresses remains to be studied.
Citations
Citations to this article as recorded by
The Change of CPX Scores according to Repeated CPXs Yoon Hee Lee, Jae Hyun Park, Jin Kyung Ko, Hyo Bin Yoo Korean Journal of Medical Education.2011; 23(3): 193. CrossRef
PURPOSE The purpose of this study is to develop a course to teach through problem-based learning the use of antibiotics during an internal medicine clerkship, and to evaluate the responses of students to it.
METHODS The course was designed to teach third-year medical students how to prescribe antibiotics to be given to real patients. A qualitative evaluation for the modified problem-based learning was performed by tutor's observation and focus group interview, and a quantitative evaluation by questionnaires before and after the course.
RESULTS Seventy-nine students experienced the modified problem-based learning during the infectious disease section of an internal medicine clerkship. Most students participated actively and gave a positive evaluation expressing a need for problem-based learning on prescribing antibiotics. The course significantly increased the students' self-confidence in both approaching patients and prescribing antibiotics.
CONCLUSION Modified problem-based learning is a useful educational tool in clinical clerkship.
Citations
Citations to this article as recorded by
Overview of Antibiotic Use in Korea Baek-Nam Kim Infection & Chemotherapy.2012; 44(4): 250. CrossRef
Relationships between Cognitive and Learning Styles of Premedical Students Sowon Ahn, Mira Kim, Ducksun Ahn Korean Journal of Medical Education.2010; 22(1): 7. CrossRef
Integrating Problem-Based Learning into Clinical Clerkship: A Pilot Study Kyong-Jee Kim, Chagnwon Kee Korean Journal of Medical Education.1970; 21(4): 385. CrossRef
PURPOSE The evaluation of clinical skills and attitudes is an essential component of any examination assessing clinical competency. Objective structured clinical examination (OSCE) was introduced in the 1980's to medical educators for the objective evaluation of clinical competency. In this study, the authors describe and analyse their experience with developing and implementing the OSCE for the board licensure examination of plastic surgeons in Korea.
METHODS We developed a 50-minute long OSCE consisting of ten 5-minute (4.5 minute for examination at each station and 0.5 minute for transfer) stations, duplicated. We divided 74 applicants into 8 groups (about 10 applicants per group).
Four stations out of the ten in each station-set used a standardized patient (SP). We compared the scores of the duplicated station-sets to assess the reliability of scoring between station-sets. And we analysed the applicants' questionnaire survey feedbacks on this experience administered at the end of the examination.
RESULTS The passing rate of the examination was 100%. The total scores were statistically different between the two station-sets. Applicants were satisfied with the examination, and felt that the problem-solving processes adopted in each station were valid and appropriate for the assessment of clinical competency for board licensure examination.
CONCLUSION We conclude that the OSCE can be widely applied to board licensure examinations of various specialties.
Citations
Citations to this article as recorded by
The Application and Effectiveness for Medical Procedural Skills through the Use of the Cadaver Model Jae-Hee Park, Mi-Young Lee, Kiwook Yang, Jae-Ho Lee, In-Jang Choi, Hyunsu Lee Korean Journal of Physical Anthropology.2017; 30(1): 21. CrossRef
Impact of Clinical Performance Examination on Incoming Interns' Clinical Competency in Differential Diagnosis of Headache Seong-Min Park, Yun-Mi Song, Bo-Kyoung Kim, Hyoeun Kim Korean Journal of Family Medicine.2014; 35(2): 56. CrossRef
Clinical Performance Examination Utilizing Standardized Patients in Board Examination: Based on the Board Examination of Korean Neurological Association for Three Years Beom Joon Kim, Jung-Joon Sung, Hoon Ki Park, Dae-Won Seo, Chin-Sang Chung, Byung-Woo Yoon Korean Journal of Medical Education.2011; 23(2): 127. CrossRef
Correlation of CPX Scores with the Scores on Written Multiple-Choice Examinations on the Certifying Examination for Family Medicine in 2009 to 2011 Jung Jin Cho, Ji Yong Kim, Hoon Ki Park, In Hong Hwang Korean Journal of Medical Education.2011; 23(4): 315. CrossRef
Predictive Value of the Korean Academy of Family Medicine In-Training Examination for Certifying Examination Jung-Jin Cho, Ji-Yong Kim Korean Journal of Family Medicine.2011; 32(6): 352. CrossRef
Introduction of Objective Structured Clinical Examination (OSCE) to Residency Examination Son Hwan Choi, Suk Bong Koh Korean Journal of Medical Education.2008; 20(4): 343. CrossRef
Breaking the mould: stakeholder insights into the shift from 2 + 4 to a 6-Year continuous medical curriculum in South Korea Yoonjung Lee, Jwa-Seop Shin, Wan Beom Park, Hyun Bae Yoon BMC Medical Education.2025;[Epub] CrossRef
Research Trends and Meta-Analysis of Variables Related to Depression in Korean Medical Students Hyun-Gyung Yang, Kangmoon Kim, Kyeong Ryong Lee, Sun-Geun Baek Korean Medical Education Review.2023; 25(3): 243. CrossRef
Institutional factors affecting participation in national faculty development programs: a nation-wide investigation of medical schools Do-Hwan Kim, Jinyoung Hwang, Seunghee Lee, Jwa-Seop Shin BMC Medical Education.2017;[Epub] CrossRef
How Can We Improve Premedical Education in Korea? Byung-Il Yeh Korean Medical Education Review.2017; 19(3): 121. CrossRef
Factors associated with the specialty choice of Korean medical students: a cross-sectional survey Yeon-Yong Kim, Un-Na Kim, Yon Su Kim, Jin-Seok Lee Human Resources for Health.2016;[Epub] CrossRef
Returning students’ perspectives on adjusting to medical graduate school in Korea: an interview study So Youn Park, Oh Young Kwon, Tai Young Yoon Korean Journal of Medical Education.2015; 27(1): 37. CrossRef
Research and development of evaluation criteria for premedical curriculum Jinyoung Hwang, Jwa-Seop Shin, Hyun-Bae Yoon, Do-Hwan Kim, Dong-Mi Yoo, Eun Jeong Kim, Seung-Hee Lee Korean Journal of Medical Education.2015; 27(4): 255. CrossRef
Changes in Background and Characteristics in Freshmen in One Graduate Medical School from 2009 to 2011 Hong Joo Seo, Young Joon Ahn Korean Journal of Medical Education.2012; 24(2): 163. CrossRef
Differentiation Strategy of Graduate Entry Programme Hye Rin Roh Hanyang Medical Reviews.2012; 32(1): 17. CrossRef
The Satisfaction of the Freshman of Graduate Medical Students to the New Medical Curriculum: One Medical School Jong Park, Young Joon Ahn Korean Journal of Medical Education.2011; 23(2): 95. CrossRef
The Introduction and Development of Graduate Entry Programmes in the United Kingdom Ji Young Kim, John Rees Korean Journal of Medical Education.2010; 22(1): 1. CrossRef
The Relationship between Empathy and Medical Education System, Grades, and Personality in Medical College Students and Medical School Students Byung Kuk Lee, Geon Ho Bahn, Won Hye Lee, Jun Heon Park, Tai Young Yoon, Sang Bin Baek Korean Journal of Medical Education.2009; 21(2): 117. CrossRef
Comparison of Students' Characteristics and Perceptions Before and After Introduction Into Graduate Medical School System Tae Ho Yoon, So Jung Yune, Sik Yoon, Sun Hee Lee, Ihn Sook Jeong, Byung Kyu Park, Sang Yeoup Lee, Chulhun L. Chang, Hae Kyu Kim, Byung Yong Rhim, Hae Jin Jeong Korean Journal of Medical Education.2007; 19(3): 251. CrossRef
Comparison of the First Year Curricular Achievements between Students of the Medical College and the Professional Graduate Medical School in Chungbuk National University Sang-Jin Lee, Jong Won Kang, Heon Kim, Seung Ryul Kim, Sang Ick Lee, Sang-Jeon Lee Korean Journal of Medical Education.2007; 19(1): 73. CrossRef
Comparison of Career Choice Motivation and Moral Reasoning Ability between Students in Baccalaureate and Graduate-entry Programs Min Kang Kim, Jin Oh Kang Korean Journal of Medical Education.2007; 19(2): 91. CrossRef
PURPOSE Recently, the clinical performance examination (CPX) using standardized patients has been introduced to several Korean medical schools. The purpose of this paper is to evaluate the correlation of CPX scores with the scores of other clinical clerkship assessments and written examinations. METHODS: We evaluated the correlation of the scores of CPX, which was administered to third-year medical students (n=230) at Seoul National University College of Medicine in January 2005, with the scores of a slide examination in internal medicine, an objective structured clinical examination (OSCE) in pediatrics and obstetrics/gynecology, and the written examinations in internal medicine and general surgery. RESULTS: CPX scores showed a mild correlation with the scores of the slide examination in internal medicine and OSCE in pediatrics and obstetrics/gynecology (r=0.19, 0.28, 0.30). CPX scores were also mildly correlated with written examination scores in internal medicine but not associated with those in general surgery. CONCLUSION: Considering the mild correlation of CPX scores with scores of other clinical clerkship assessments and written examinations, CPX should be affirmatively considered as an examination complementary to previous examinations.
Citations
Citations to this article as recorded by
Effects of Module Development and Role Play Course on Clinical Practice Examination Scores during a 4th Year Clerkship Kyong-Min Park, Kye-Yeung Park, Nam-Eun Kim, Bong-Kyung Seo, Hoon-Ki Park, Hwan-Sik Hwang Korean Journal of Family Medicine.2018; 39(1): 23. CrossRef
Comparative study between an intensive small group teaching and a 1-year clinical practice on OSCE Sinjae Kim, Minhwan Park, Ji-Hyun Seo, Hyang-Ok Woo, Hee-Shang Youn, Jung Je Park, Sea-Yuoug Jeon, Jung Seok Hwa, Patricia Mullan, Larry D. Gruppen Kosin Medical Journal.2018; 33(2): 181. CrossRef
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
A Study on the Cognitive Coping Strategies by Job Stress Level of Call Center Workers Jung-Im Kim, Soon-Lae Kim, Jin-Hwa Lee Korean Journal of Occupational Health Nursing.2013; 22(3): 257. CrossRef
Correlation of CPX Scores with the Scores on Written Multiple-Choice Examinations on the Certifying Examination for Family Medicine in 2009 to 2011 Jung Jin Cho, Ji Yong Kim, Hoon Ki Park, In Hong Hwang Korean Journal of Medical Education.2011; 23(4): 315. 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
Clinical Performance Examination Utilizing Standardized Patients in Board Examination: Based on the Board Examination of Korean Neurological Association for Three Years Beom Joon Kim, Jung-Joon Sung, Hoon Ki Park, Dae-Won Seo, Chin-Sang Chung, Byung-Woo Yoon Korean Journal of Medical Education.2011; 23(2): 127. CrossRef
Correlations of Communication and Interpersonal Skills between Medical Students and Residents Wan Beom Park, Sae Ra Phyo, Eun Young Jang, Seok Hoon Kang, Sun Jung Myung, Hee Young Shin, Yoon-Seong Lee, Jwa-Seop Shin Korean Journal of Medical Education.2010; 22(4): 269. CrossRef
Correlations of Clinical Assessment Tools with Written Examinations Eun Jeong Choi, Sung Sunwoo Korean Journal of Medical Education.2009; 21(1): 43. CrossRef
Relationship between the Clinical Performance Examination and Associated Variables Kwi Hwa Park, Wook-Jin Chung, Duho Hong, Woon Kee Lee, Eak Kyun Shin Korean Journal of Medical Education.2009; 21(3): 269. CrossRef
Inter-rater Reliability in a Clinical Performance Examination Using Multiple Standardized Patients for the Same Case Jinkyung Ko, Tai-Young Yoon, Jaehyun Park Korean Journal of Medical Education.2008; 20(1): 61. CrossRef
Effects of Case Type and Standardized Patient Gender on Student Performance in a Clinical Performance Examination Jonghoon Kim, Kiyoung Lee, Dongmi Yoo, Eunbae Yang Korean Journal of Medical Education.2007; 19(1): 23. CrossRef
The Correlation between CPX and Written Examination Scores in Medical Students Yera Hur, Sun Kim, Sung-Whan Park Korean Journal of Medical Education.2007; 19(4): 335. CrossRef
The Correlation between the Scores of Written Examination, the Clinical Clerkship Examination, the Clinical Skill Assessment, and the Graduation Examination of the Medical Students Suk Bong Koh, Hye Jin Park Korean Journal of Medical Education.1970; 21(4): 347. CrossRef
PURPOSE Standardized patients participate in clinical performance examinations not only to simulate case scenarios but also to evaluate the performance of students using a checklist. The accuracy in checking off checklist items is one of the most important factors determining the reliability of this examination. The purposes of this study were to determine the SP' s overall accuracy in recording checklist items, and whether their accuracy was affected by certain characteristics of checklist items. METHODS: Three professors, who have been fully involved in scenario development and SP training, reviewed videotapes of the examination and evaluated the performance of the students using the same checklist. SP' s checklists were marked on this 'correct checklist'. The checklists and checklist guidelines of the items marked under the score of 50 out of 100 were analyzed. RESULTS: Results showed that the accuracy of the SP' s in recording checklist items was 86.9% and was affected by certain characteristics, such as complexity or ambiguity of checklists and checklist guidelines.
CONCLUSION In this study, the SP' s accuracy in recording checklist items was good to very good, and the result suggested that the accuracy could be improved by the elaboration of checklists and checklist guidelines.
Citations
Citations to this article as recorded by
Clinical Performance Examination Utilizing Standardized Patients in Board Examination: Based on the Board Examination of Korean Neurological Association for Three Years Beom Joon Kim, Jung-Joon Sung, Hoon Ki Park, Dae-Won Seo, Chin-Sang Chung, Byung-Woo Yoon Korean Journal of Medical Education.2011; 23(2): 127. CrossRef
Breast Examination Instruction by a Standardized Patient Instructor Joo Hyun Park, Ji Young Son, Sun Kim, Sung A Lee, Soo-Jung Lee Korean Journal of Medical Education.2010; 22(4): 283. CrossRef
Correlations of Clinical Assessment Tools with Written Examinations Eun Jeong Choi, Sung Sunwoo Korean Journal of Medical Education.2009; 21(1): 43. CrossRef
Effects of Rater's Presence in OSCE Station on Examinee's Scores Jae Beum Bang Korean Journal of Medical Education.2008; 20(3): 241. CrossRef
Experience of Clinical Performance Examination in Ethical Dilemma Seo-Young Song, Hye Rin Roh Korean Journal of Medical Education.2008; 20(2): 155. CrossRef
Effects of Case Type and Standardized Patient Gender on Student Performance in a Clinical Performance Examination Jonghoon Kim, Kiyoung Lee, Dongmi Yoo, Eunbae Yang Korean Journal of Medical Education.2007; 19(1): 23. CrossRef
The Accuracy of Standardized Patients' Rating according to the Order of Examinees in Clinical Performance Examination Wan Beom Park, Ah Reum Kim, Sung A Lee, Eun A Kim, Sun-young Chang, Yon Su Kim, Suk Wha Kim, Jwa-Seop Shin, Yoon Sung Lee Korean Journal of Medical Education.2007; 19(1): 39. CrossRef
PURPOSE The purpose of this study is to find a strategy for reintroducing the core-selective clinical clerkship system to the Seoul National University College of Medicine's clerkship curriculum, which has an unsuccessful history with this system ('86-'90). METHODS: Authors conducted a literature review to identify problems recognized from the past experience and a focus group interview with related personnel to prioritize the problems. From 5 domains of problems identified, interviewees focused on 2 problems- problems in the definition of 'what are the core (compulsory) and the selective (optional) rotations' and the tendency of students to crowd in popular subjects.
Therefore, to redetermine what is core clerkship subjects and to predict the selection tendency of students, we conducted questionnaire surveys from students (N=171), residents (N=84), and practitioners (N=78). As for should-be core clerkship rotations, students and residents included radiology and neurology and practitioners included emergency medicine, radiology and orthopedics. We concluded that these 4 rotations should be added to the predetermined 5 core rotations (internal medicine, general surgery, pediatrics, obstetrics & gynecology, and psychiatrics). Students selection ratio varied from very high (69%) to very low (32%), and selected rotations by individual students showed statistically significant correlations. The students were classified, according to rotation selection tendency, into 4 clusters. RESULTS: As for should-be core clerkship rotations, students and residents included radiology and neurology and practitioners included emergency medicine, radiology and orthopedics. We concluded that these 4 rotations should be added to the predetermined 5 core rotations (internal medicine, general surgery, pediatrics, obstetrics & gynecology, and psychiatrics). Students selection ratio varied from very high (69%) to very low (32%), and selected rotations by individual students showed statistically significant correlations. The students were classified, according to rotation selection tendency, into 4 clusters. CONCLUSION: Integrating the analysis of the selection ratio and that of selection tendency of individual students, we built a scenario that could prevent the crowding of students in popular specialty clerkships, and at the same time, could avoid neglecting students right to select rotations that interest them.
Citations
Citations to this article as recorded by
Medical education program implementation experience in an elective course: a case study in South Korea Yu-Ra Kim, Seung-Min Yoo, Hye-Jin Park Korean Journal of Medical Education.2023; 35(2): 199. CrossRef
First
Prev
