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"Kwi Hwa Park"

Original Research

Primary care education in Korean medical and nursing schools: current status, perceptions, and educational needs
Songrim Kim, Yul Ha Min, Jun Yim, So Jung Yune, Kwi Hwa Park
Korean J Med Educ 2026;38(1):44-53.
Published online February 13, 2026
DOI: https://doi.org/10.3946/kjme.2025.101
Purpose
This study examined the current status, perceptions, and educational needs of primary care education in medical and nursing schools to provide foundational data that can inform effective curriculum development.
Methods
In total, 40 medical and 64 nursing schools were eligible for this study. Data were collected through an online survey using Google Forms, developed by the research team, from November 2024 to January 2025. Frequency analysis and independent t-tests were performed to compare perceptions on primary care education between the two schools types. Borich Needs Assessment and Locus-for-Focus model were used to identify and prioritize educational needs.
Results
Responses from 21 medical and 24 nursing schools were analyzed. All medical schools primarily offered education in primary care clinics (100%), whereas most nursing schools offered it in community healthcare institutions (87.5%). Visits and observations were the most common educational methods (>80%). Reports, presentations, and discussions were the most used assessment methods (>60%). Multidisciplinary team-based practicums were limited in both medical (9.5%) and nursing (25.0%) schools. Both groups rated the need to expand primary care education and multidisciplinary team approach highly (>4.4/5). “Longitudinality” and “generalism” were educational priority needs across both groups, whereas other elements showed variations.
Conclusion
This study identified the shared and distinct aspects of primary care education across schools. The findings highlight the importance of enhancing and tailoring primary care education to each school’s specific context and needs, while fostering interprofessional collaboration to strengthen community-based healthcare.
  • 874 View
  • 35 Download

Short Communication

Core shared competencies between physicians and nurses in primary care: a Delphi study in Korea
Jin Young Lee, Yul Ha Min, Jun Yim, Kwi Hwa Park, So Jung Yune
Korean J Med Educ 2025;37(4):503-509.
Published online November 27, 2025
DOI: https://doi.org/10.3946/kjme.2025.359
Purpose
This study aimed to identify core shared competencies required for effective physician–nurse collaboration in primary care.
Methods
A three-round Delphi survey was conducted from November 2024 to February 2025 with 30 experts (12 physicians, 18 nurses), including family medicine professors, primary care physicians, nursing professors, and practicing nurses. Experts evaluated the importance and roles of interprofessional team approaches using online questionnaires. Quantitative analyses included mean, standard deviation, and content validity ratio (CVR).
Results
The first round confirmed the necessity of interprofessional teamwork in cases such as chronic disease management, rehabilitation, elderly care, and mental health. Essential team members were physicians, nurses, and social workers, with additional professionals engaged as needed. Through iterative consensus, six shared competencies were derived: (1) patient-centered integrated care, (2) treatment plan development and implementation, (3) communication and collaboration, (4) professional development as a team member, (5) Evaluation and feedback on service outcomes, and (6) disease prevention and health promotion. All items met consensus criteria (CVR ≥0.34).
Conclusion
These findings clarify physician-nurse shared competencies in primary care and provide a foundation for developing competency-based interprofessional curricula and training programs to enhance collaborative care quality and patient outcomes.
  • 1,163 View
  • 52 Download

Original Research

Structural relationships between psychological factors and college adjustment among medical students in South Korea: focusing on helicopter parenting and respectful parenting
Jin Young Lee, Ie Byung Park, So Jung Yune, Kwi Hwa Park
Korean J Med Educ 2024;36(4):357-366.
Published online November 28, 2024
DOI: https://doi.org/10.3946/kjme.2024.309
Purpose
This study aims to determine the impact of helicopter parenting and respectful parenting on medical students’ mindset, grit, self-directedness, and college adjustment.
Methods
This study constructed a hypothetical model based on the relationship between helicopter parenting, respectful parenting, mindset, grit, self-directedness, and college adjustment. It set up a structural model to test the fit of the model based on empirical data. The significance of the mediating effects of the paths was tested using multiple mediation analysis.
Results
The fit of the initial measurement model did not meet the goodness-of-fit acceptance criteria; therefore, revised models were established. The revised models all showed good fit indices, and the overall path coefficients were significant. Helicopter parenting and respectful parenting are inversely correlated and affect the mindset of medical students, which, in turn, affects their adjustment to college through grit and self-directedness. The results of the multimodal effects of each pathway showed that helicopter parenting negatively affects college adjustment, while respectful parenting has a positive mediating effect on college adjustment.
Conclusion
Parenting attitudes have a significant impact on medical students’ mindset, grit, and self-direction, which affects their college adjustment. Parents need to respect their children’s autonomy and independence and avoid excessive interference.

Citations

Citations to this article as recorded by  Crossref logo
  • How Parenting Influences Lifelong Learning: A Cross‐Cultural Review of Indonesia and Japan
    Diana, Dai Matsumoto, Rina Windiarti, Eem Munawaroh, Zakki Nurul Amin, Akaat Hasjiandito, All Fine Loretha, Wisnu Kristanto, Qotrun Nada Nafiah
    European Journal of Education.2026;[Epub]     CrossRef
  • Grit in Undergraduate Medical Education: A Scoping Review
    Tamal Joyti Roy, Nobonita Saha, Summer Chavez, Winston Liaw, M. Mahbub Hossain
    Medical Science Educator.2026;[Epub]     CrossRef
  • 3,214 View
  • 162 Download
  • Crossref
  • 2 Scopus
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 J Med Educ 2024;36(3):243-254.
Published online August 29, 2024
DOI: https://doi.org/10.3946/kjme.2024.299
Purpose
This study aimed to develop a competency-based global health education (GHE) program for medical students and analyze its effectiveness.
Methods
The study had a pretest–posttest control group design. The program was developed based on the eight global health competency domains for medical students and implemented for 18 hours over 6 weeks beginning in September 2023. The intervention and control groups comprised 34 students and 41 students, respectively. The analytical methods used were t-test, chi-square test, and analysis of covariance.
Results
Experience with global health activities and pretest scores were controlled as covariates to exclude the effects of participants’ general characteristics and pretest scores. The intervention group had outscored the control group on interest in a global health career and the necessity of GHE and also showed significantly higher posttest scores on global competence, global citizenship, and global health competence. Students were generally satisfied with the GHE program.
Conclusion
A global health competency-based GHE program effectively increases medical students’ interest in global health careers, their understanding of the need for GHE, and their global competence, global citizenship, and global health competence. This study is expected to promote GHE program development and research.

Citations

Citations to this article as recorded by  Crossref logo
  • Self-Efficacy–Based Leader Development Program to Address Loneliness in Older Adults
    Thanida Nilamphachat, Farkjit Rattanapanyakorn, Wachira Suriyawong, Tharadol Rodkaeo, Decha Tamdee, Rukchanok Koshakri, Theerachol Satsin, Natsuda Khatichop, Nuth Graipaspong, Sasiri Tangsasom, Panawat Sanprakhon
    Journal of Gerontological Nursing.2026; 52(7): 18.     CrossRef
  • A bibliometric analysis of global health curriculum teaching models: Current status, hotspots, and trends in higher education between 2014 and 2024
    Beiran Qian, Yuxuan Li, Bin Wu, Yutong Lu, Kun Tang
    Global Health Research and Policy.2026; 11(1): 59.     CrossRef
  • Design, development and validation of the “START CBME” module: a foundational program to acquaint first-year medical students with competency-based medical education
    Krishna Mohan Surapaneni
    Journal of Medical Education Development.2025; 18(3): 145.     CrossRef
  • A Quasi-Experimental Assessment of Student Self-Efficacy in Professional Skills Following a Competency-Based Graduate Program Redesign
    Monideepa B. Becerra, Salome K. Mshigeni, Marwa Ahmad, Robert M. Avina
    Pedagogy in Health Promotion.2025;[Epub]     CrossRef
  • 4,281 View
  • 131 Download
  • Crossref
  • 4 Scopus
Differences in fear of failure and college adjustment by type of medical school entrance extrinsic motivation using a latent profile analysis
So Jung Yune, Ie Byung Park, Hyo Hyun Yoo, Kwi Hwa Park
Korean J Med Educ 2024;36(2):203-212.
Published online May 30, 2024
DOI: https://doi.org/10.3946/kjme.2024.296
Purpose
The decision to enroll in medical school is largely influenced by extrinsic motivation factors. It is necessary to explore the factors that affect pre-med students’ motivation to enter medical school and their college adjustment, and to develop measures to help them adjust.
Methods
A total of 407 pre-med students were surveyed regarding their motivation to enter medical school, fear of failure, and college adjustment. We analyzed the latent profiles of extrinsic motivation factors using latent profile analysis. One-way analysis of variance was conducted to examine the differences in fear of failure and adaptation to university life according to the latent groups.
Results
After analyzing the latent profiles of entrance motivation, three latent profiles were selected. They were divided into high, medium, and low extrinsic motivation groups. Three profiles scored the highest on job security, followed by good grades and social status. Sophomores were more likely to be high extrinsic motivators than freshmen were. Fear of failure was high in the group with high extrinsic motivation, and adaptation to college life was highest in the group with low extrinsic motivation.
Conclusion
Job security was the most important extrinsic motivator for entering medical school, and extrinsic entrance motivation influenced fear of failure and college adjustment. Given the high level of extrinsic motivation among medical students, it is meaningful to analyze the extrinsic motivation profile of entering medical students and how it affects failure motivation and college adjustment.

Citations

Citations to this article as recorded by  Crossref logo
  • Psychometric Properties for Fear of Failure in Learning Scale Among Postgraduates: A Rasch Model Analysis
    Li Wang, Azmawaty Mohamad Nor, Amira Najiha Yahya
    Sage Open.2026;[Epub]     CrossRef
  • 4,105 View
  • 82 Download
  • Crossref
  • 1 Scopus

Special Issue: Short Communication

Analyzing research trends after the international journal transition of the Korean Journal of Medical Education: using topic modeling techniques
So Jung Yune, Kwi Hwa Park
Korean J Med Educ 2024;36(2):137-143.
Published online May 30, 2024
DOI: https://doi.org/10.3946/kjme.2024.291
Purpose
This study aimed to analyze the research trends of the Korean Journal of Medical Education (KJME) since it became an English-language journal.
Methods
A total of 274 articles published in KJME from 2016 to 2023 were analyzed. All article types were included in the analysis. NetMiner ver. 4.0 (Cyram Inc., Korea) was used for the main keyword and topic modeling analysis.
Results
Of the 274 articles, 170 (62%) and 104 (38%) were by domestic and international authors, respectively. The main keywords with high frequency were “students,” “learning,” “experience,” “pandemic,” and “perception.” Three topics were derived using topic matching analysis: “residents’ perception and attitude of the pandemic,” “assessment of learning and achievement,” and “learning experiences in the pandemic.”
Conclusion
Since the shift to English-language journals, medical education research has witnessed an increase in the number of articles published by international authors. Research on postgraduate education has increased. Research topics are relevant to situations such as the coronavirus disease 2019 pandemic. These findings can help researchers select research topics and encourage them to submit their research to the journal.
  • 2,825 View
  • 75 Download

Original Research

Analysis of the perceptions, competencies, and educational needs for global health among Korean medical students
Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park
Korean J Med Educ 2024;36(1):1-15.
Published online February 28, 2024
DOI: https://doi.org/10.3946/kjme.2024.280
Purpose
The purpose of this study was to examine perceptions of global health education (GHE) among medical students and their involvement in global health activities and identify priorities of educational needs for developing GHE programs.
Methods
This study was cross-sectional and conducted through an online survey for medical students. The participants were students attending medical schools nationwide, and the final analysis target was 678. The survey developed questionnaires necessary for research purposes regarding global health-related experiences and perceptions, level of awareness of global health competencies (GHC), and needs assessments. The data were analyzed using the frequency analysis, chi-square test, independent t-test, Borich Needs Assessment Model, and the Locus for Focus Model.
Results
In total, 60.6% (411/678) agreed on the need for GHE, whereas 12.1% (82/678) agreed on the appropriateness of GHE in the current medical school curriculum, indicating a perception gap between the necessity and the status. At the current level of awareness of global health and GHC, we identified statistically significant differences according to gender, participation in global health activities, and GHE. In the analysis of the educational needs of GHC, all items of GHC had statistically significant differences between the importance level and the current level, and priorities were derived. The competency with the highest priority was domain A (Global Burden of Disease).
Conclusion
We expect the findings of this study to be used in Korean medical education as fundamental data to prepare a hereafter research foundation for GHE and discuss systematic GHE based on GHC.

Citations

Citations to this article as recorded by  Crossref logo
  • Exploring Trends and Challenges in Global Health Medical Education: A Scoping Review
    Victor Augusto Danelle, Ivan Araujo Pires, Beatriz Helena Wolpe Pereira, Elaine Rossi Ribeiro, William Augusto Gomes de Oliveira Bellani
    Physis: Revista de Saúde Coletiva.2025;[Epub]     CrossRef
  • Explorando tendências e desafios na educação médica em saúde global: revisão de escopo
    Victor Augusto Danelle, Ivan Araujo Pires, Beatriz Helena Wolpe Pereira, Elaine Rossi Ribeiro, William Augusto Gomes de Oliveira Bellani
    Physis: Revista de Saúde Coletiva.2025;[Epub]     CrossRef
  • Simulation Needs Assessment Project (SNAP): Use of the Borich Model in Undergraduate Medical Education
    Samantha Wong, Bradson Serikawa, Meliza Roman, Nicole Hada, Jannet Lee-Jayaram, Benjamin W. Berg
    International Medical Education.2025; 4(4): 42.     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
  • 4,627 View
  • 139 Download
  • Crossref
Consensus on global health competencies for Korean medical students using a modified Delphi method
Songrim Kim, Sun Young Kyung, Ie Byung Park, Kwi Hwa Park
Korean J Med Educ 2023;35(4):389-405.
Published online December 1, 2023
DOI: https://doi.org/10.3946/kjme.2023.275
Purpose
This study aimed to reach a consensus among experts on the global health competencies for medical students in Korea.
Methods
A global health competency model was developed to identify domains and competencies for medical education, and a three-round modified Delphi method was used to reach consensus among 21 experts on the essential global health competencies. The degree of convergence, degree of consensus, and content validity ratio of the model were used to reach a consensus.
Results
A list of 52 competencies in 12 domains were identified according to a literature review. In the first-round Delphi survey, the global health competencies were refined to 30 competencies in eight domains. In the second round, the competencies were reduced to 24. In the final round, consensus was reached among the expert panel members, and the competencies were finalized. The global health competency domains for medical students include global burden of disease (three items), globalization of health and healthcare (five items), determinants of health (two items), healthcare in low-resource settings (two items), global health governance (three items), health as a human right (four items), cultural diversity and health (three items), and participation in global health activities (two items).
Conclusion
The group of experts in global health achieved a consensus that 24 global health competencies in eight domains were essential for undergraduate medical education in Korea. The domains and competencies identified herein can be used to develop an undergraduate medical education curriculum in global health.

Citations

Citations to this article as recorded by  Crossref logo
  • Beyond Borders: Exploring the Clinical Journeys of Multicultural Nursing Students
    Lee Jiyoung
    Asian Nursing Research.2025; 19(2): 120.     CrossRef
  • Analysis of the perceptions, competencies, and educational needs for global health among Korean medical students
    Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park
    Korean Journal of Medical Education.2024; 36(1): 1.     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
  • 4,352 View
  • 90 Download
  • Crossref
  • 3 Scopus
Validation of the Korean version of the Reflective Practice Questionnaire in clinical clerkship of Korean medical students
Yei Jin Lee, Yu Ra Kim, Hwan Ho Lee, Sun Young Kyung, Seung Ryeol Jung, Kwi Hwa Park, So Jung Yune
Korean J Med Educ 2023;35(2):153-163.
Published online June 1, 2023
DOI: https://doi.org/10.3946/kjme.2023.256
Purpose
This study aims to verify whether the Reflective Practice Questionnaire (RPQ) developed by Priddis and Rogers is valid in the Korean context to identify the level of reflection of medical students in clinical practice.
Methods
A total of 202 third- and fourth-year medical students from seven universities participated in the study. After receiving approval for use from the authors, a survey was conducted on the students through an adaptation process. The original scale consists of 10 factors with 40 items. The Self-efficacy in Clinical Performance Scale (SECP), Korean Self-reflection and Insight Scale (K-SRIS), and Reflection-in-Learning Scale (RinLS) were used to validate the scale. Exploratory factor, confirmatory factor, correlation, and reliability analyses were used for data analysis.
Results
As a result of exploratory factor analysis, 10 subfactors were extracted (Kaiser-Meyer-Olkin=0.856, Bartlett’s test: χ 2 =5,044.337, degrees of freedom=780, p<0.001). Among the 40 items, one that showed a high overlapping load for other factors was excluded. As a result of confirmatory factor analysis, the 10-factor structure model was found suitable (χ 2 =1.980, comparative fit index=0.859, Tucker-Lewis index=0.841, root mean square error of approximation=0.070). As a result of the criterion validity test, most of the subfactors of the Korean version of the RPQ (K-RPQ) showed a positive correlation with K-SRIS, RinLS, and SECP. The reliability of 10 subfactors was satisfactory, ranging from 0.666 to 0.919.
Conclusion
The K-RPQ was confirmed to be a reliable and valid tool to evaluate the level of reflection among Korean medical students in clinical clerkship. This scale can be used as a tool to provide feedback on each student’s level of reflection in clinical clerkship.

Citations

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  • Examination of the reliability and validity of the Japanese version of the 10-item reflective practice questionnaire
    Daichi Sugawara, Atsumi Iikura, Syohei Miyamoto, Akihiro Masuyama, Kanako Nakazawa, Keigo Hatto, Ayaka Matsumoto, Lon J. Van Winkle, Shane L. Rogers
    Reflective Practice.2025; 26(1): 103.     CrossRef
  • Further development of the reflective practice questionnaire
    Shane L. Rogers, Lon Van Winkle, Nicole Michels, Cherie Lucas, Hassan Ziada, Eduardo Jorge Da Silva, Amit Jotangia, Sebastian Gabrielsson, Silje Gustafsson, Lynn Priddis
    PeerJ.2024; 12: e16879.     CrossRef
  • Evaluation of family medicine residents’ reflection skills
    Özge Gürel, Meral Demirören, Gülşen Taşdelen Teker
    BMC Medical Education.2024;[Epub]     CrossRef
  • Grading reflective essays: the construct validity and reliability of a newly developed Tool- GRE-9
    Nisrine N. Makarem, Diana V. Rahme, Dayana Brome, Bassem R Saab
    BMC Medical Education.2023;[Epub]     CrossRef
  • 4,419 View
  • 102 Download
  • Crossref
  • 5 Scopus
Accreditation standards items of post-2nd cycle related to the decision of accreditation of medical schools by the Korean Institute of Medical Education and Evaluation
Kwi Hwa Park, Geon Ho Lee, Su Jin Chae, Seong Yong Kim
Korean J Med Educ 2023;35(1):1-7.
Published online February 28, 2023
DOI: https://doi.org/10.3946/kjme.2023.244
Purpose
The purpose of this study is to analyze the accreditation standards items related to the decision of accreditation of medical schools by the Korea Institute of Medical Education and Evaluation (KIMEE).
Methods
The subjects are medical schools in Korea that have received post-2nd cycle accreditation from the KIMEE between 2012 and 2016. Analyses were conducted for differences in accreditation decisions according to the characteristics of medical schools, sufficient ratios of basic standards items, and correlation between standards items related to accreditation decisions.
Results
After examining differences in accreditation decisions by the medical school’s characteristics, there were no significant correlations between accreditation standard items and accreditation decisions. Second, according to the number of schools that sufficiently or insufficiently met each standard item, from the total of 97 standard items, 20 (20.6%) were sufficiently fulfilled by all medical schools. Standard item 2-5-2 demonstrated the highest insufficiency ratio. Third, with respect to the standard item that had an effect on accreditation decisions, standard item 1-5-1 showed the highest correlation with the sufficiency rate.
Conclusion
The validity of accreditation standards items was assured as this study evaluated the post-2nd cycle accreditation standards items regardless of each medical school’s characteristics. The accreditation standards items were found to have a meaningful impact on the development of medical schools and qualitative improvement in medical education. The findings are expected to contribute to guaranteeing the validity and reliability of accreditation decisions and raising the quality of accreditation.

Citations

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  • Accreditation science—the need for evidence to guide the global expansion of medical education accreditation
    Sean Tackett, Mohammed Ahmed Rashid, Cynthia Whitehead, David Rojas, Roghayeh Gandomkar
    Medical Teacher.2026; : 1.     CrossRef
  • Designing a lesson plan based on the 5E model: Flipped classroom practices for hybrid art education using Blender 3D
    Zeynep Yavuz, Aysen Karamete
    Journal of Educational Technology and Online Learning.2026; 9(2): 214.     CrossRef
  • Effectiveness and students’ perception of tutor-guided AI navigation in undergraduate medical education in Sri Lanka: a quasi-experimental study
    P. J. S. Randombage, M. Y. S. Ahamed, T. D. Kulathunga, H. Wickramasekara
    BMC Medical Education.2026;[Epub]     CrossRef
  • 3,737 View
  • 149 Download
  • Crossref
  • 2 Scopus
Negative school experiences of Late Millennial Korean medical students: a qualitative study using the critical incident technique
HyeRin Roh, So Jung Yune, Kwi Hwa Park, Geon Ho Lee, Sung Soo Jung, Kyung Hee Chun
Korean J Med Educ 2020;32(3):197-211.
Published online July 21, 2020
DOI: https://doi.org/10.3946/kjme.2020.167
Purpose
Today's students have distinctive generational characteristics and increased psychopathology and generational tension. The authors investigated the negative experiences of Late Millennial students in medical school to draw implications for student support.
Methods
The authors explored medical students’ negative experiences using the critical incident technique. The authors conducted semi-structured in-depth interviews with 13 medical students, between February and May 2016. The authors focused on occurrences that significantly influenced medical students’ school lives negatively from the students’ perspective. All interviews were recorded and transcribed. The authors classified incidents into frames of reference for the use of faculty development for student support.
Results
The authors extracted 22 themes from a total 334 codes and classified them into eight subcategories. Finally, four categories emerged from frames of reference. Students manipulate relationships and colluding for better specialty choice. They experience uncontrolled rifts in interpersonal relationships between peers including lawsuits, sexual assaults, and social network service conflicts. Today’s students feel resentment towards dependent hierarchical relationships with seniors. They struggle with gender discrimination but perpetuate outdated gender role toward the opposite gender.
Conclusion
Faculty members should understand today’s students’ level of career stress and desire for work life balance. They should motivate students’ professional identity, promote assertiveness against unfair authorities, and focus on mental health, teamwork, and relationship building. All generations need to understand other generations and develop appropriate leadership and gender sensitivity.

Citations

Citations to this article as recorded by  Crossref logo
  • Critical incidents experienced by medicine interns in pandemics: a qualitative study at a South American medical school
    Soledad Armijo-Rivera, Marcela Castillo Franzoy, Valentina Fuentes Lombardo, Francisca Parra Agurto
    BMC Medical Education.2026;[Epub]     CrossRef
  • Faculty Development for Medical Faculty: Importance and Strategies
    Do-Hwan Kim
    Korean Medical Education Review.2023; 25(1): 3.     CrossRef
  • Passivity, task segmentation, and relational capital: a study of interpersonal relationship formation among freshman medical students in team-based activities
    Hyo Jeong Lee, Do-Hwan Kim, Ye Ji Kang
    Korean Journal of Medical Education.2023; 35(3): 223.     CrossRef
  • Utilization and Effects of Peer‐Assisted Learning in Basic Medical Education
    HyeRin Roh
    Korean Medical Education Review.2021; 23(1): 11.     CrossRef
  • 6,974 View
  • 135 Download
  • Crossref
  • 2 Scopus
The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students
Han Jung, Kwi Hwa Park, Yul Ha Min, Eunhee Ji
Korean J Med Educ 2020;32(2):131-142.
Published online May 28, 2020
DOI: https://doi.org/10.3946/kjme.2020.161
Purpose
This study is to develop an interprofessional education (IPE) program for medical, nursing, and pharmacy students and to analyze the effectiveness.
Methods
Subjects consisted of 116 students (41 medical, 46 nursing, and 29 pharmacy students) enrolled in their final year. Subjects were randomly assigned to either the intervention group or the control group, with 58 in each group. A pretest-posttest control group design was used. The program was operated for a single day, and consisted of small-group activities and role-play. We utilized the following tools: Perceptions towards Interprofessional Education (PIPE), Self-Efficacy for Interprofessional Experiential Learning (SEIEL), and Perception towards Interprofessional Competency (PIC). We used t-test and analysis of covariance for analysis.
Results
The PIPE tool revealed that the scores of the intervention group were significantly higher than those of the control group (p=0.000). The result was the same when the scores were categorized into the groups medical students (p=0.001), nursing students (p=0.000), and pharmacy students (p=0.005). The SEIEL study also indicated the intervention group scored significantly higher than the control group (p=0.000). However, pharmacy students did not reveal significant (p=0.983). The intervention group scored significantly higher than the control group in the PIC. A concluding survey of the intervention group indicated that most students were satisfied with the IPE program.
Conclusion
We hope this study will provide useful information for designing and improving IPE programs in other universities.

Citations

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  • Family communication patterns and perfectionism as predictors of academic procrastination in nursing students
    Bahman Dashtbozorgi, Saeed Ghanbari, Esmaeil Mousavi Asl, Alireza Baghrobehbahani
    BMC Medical Education.2026;[Epub]     CrossRef
  • Undergraduate Interprofessional Education: Protocol for a Mixed Methods Study
    Hannah Snead, Dhwaniben Hada, Lori Ann Eldridge
    JMIR Research Protocols.2026; 15: e74394.     CrossRef
  • Meds in Medicine Seminar Series (MIMSS): Integrating pharmacist-led teaching into internal medicine clerkship
    Jimin Lee, Clara Healey, David Antowan, Reenika Aggarwal, Melody Truong, Katie Palmer, Emily Hammond, Ming Li, Calandra Li, Nazia Sharfuddin
    Canadian Journal of General Internal Medicine.2026; 21(1): 7.     CrossRef
  • Nursing and medical students' attitudes and perceptions towards interprofessional education during clinical training in Uganda
    Rebecca Nekaka, Firdouza Waggie, Scovia Nalugo Mbalinda, Ezekiel Mupere, Ian Munabi, Mubuuke Aloysius G, Sarah Kiguli
    F1000Research.2026; 15: 556.     CrossRef
  • Nursing students’ readiness and training needs for interprofessional education: A cross-sectional study in South Korea
    Sun-Yi Yang, Ahmed Abdelwahab Ibrahim El-Sayed
    PLOS One.2026; 21(4): e0342320.     CrossRef
  • Interprofessional education through the lens of theory of planned behaviour model
    Tirtha Goradia
    Asia Pacific Journal of Education and Society.2026; 14(1): 9.     CrossRef
  • Perceptions, Attitudes, and Self-Efficacy Toward Interprofessional Education in Oncology Care Among Nursing and Health Science Students: A Cross-Sectional Study
    Shinwoo Hwang, Jiyoung Kang, Jiin Kim
    Asian Oncology Nursing.2026; 26(2): 76.     CrossRef
  • Trabajo colaborativo como método de enseñanza innovador: beneficios y desafíos
    M.L. Nieto Morales, C.C. Linares Bello, M.I. Fernández Esteban
    Radiología.2025; 67(6): 101553.     CrossRef
  • Exploring the landscape of pharmacology education in Health Professions Programs: From historical perspectives to current approaches to teaching
    Fabiana Caetano Crowley, Carolina Restini, Karina Burke, Michael J. Rieder
    European Journal of Pharmacology.2025; 994: 177386.     CrossRef
  • Understanding Communication Apprehension in Undergraduate Nursing Students: A Qualitative Study
    Shannon L. Schulenberg, Debora Goldberg, Gary Kreps, Kyeung Mi Oh
    Nursing Education Perspectives.2025; 46(3): 149.     CrossRef
  • Two Is Better Than One: Clinical Assessments
    Ahlam A. Ayyad, Fahamina Ahmed
    Journal of Patient Experience.2025;[Epub]     CrossRef
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Perceptions of the interprofessional education of the faculty and the level of interprofessional education competence of the students perceived by the faculty: a comparative study of medicine, nursing, and pharmacy
So Jung Yune, Kwi Hwa Park, Yul Ha Min, Eunhee Ji
Korean J Med Educ 2020;32(1):23-33.
Published online March 1, 2020
DOI: https://doi.org/10.3946/kjme.2020.150
Purpose
This study will compare differences in perception of interprofessional education (IPE) in the faculty of medicine, nursing, and pharmacy. It will also analyze differences in the level of importance of IPE competences and the present competence levels of their students perceived by the faculty.
Methods
The study included 115 participants from the faculty of medicine, 31 from nursing, and 23 from pharmacy. The surveys contained 21 questions on their perceptions of IPE, and perception on the nine competences of IPE. The results were analyzed using analysis of variance and χ2 analysis, and the Borich coefficient was calculated to identify the educational order of priority from the competence levels of their student of IPE.
Results
Participants of 14.8% responded that they were aware of IPE, 95.8% responded that they did not have experience in IPE, and 95.8% responded that IPE was necessary. Among the subfactors of perception of IPE, the faculty of medicine had significantly lower perceptions of the importance, effectiveness, and support of IPE (p<0.001). The present competence levels of their students were significantly lower (p<0.001) than the level of importance of IPE competences perceived by the faculty, and its perception was at its lowest in the faculty of medicine. The needs assessment of the IPE program was in the order of communication skills (10.210), conflict-solving skills (10.114), problem-solving skills (9.319), empathy skills (9.110), and collaborative leadership (8.624) among the nine competences.
Conclusion
This study will contribute to providing basic data needed to develop faculty development programs on IPE and IPE programs for their students.

Citations

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Short Communication

The attitudes of Korean medical students toward patient safety
Kwi Hwa Park, Kyung Hye Park, Youngjoon Kang, Oh Young Kwon
Korean J Med Educ 2019;31(4):363-369.
Published online November 29, 2019
DOI: https://doi.org/10.3946/kjme.2019.146
Purpose
This study investigated the attitudes of Korean medical students about patient safety to determine which perspectives required increased focus in terms of educational development.
Methods
Attitudes were assessed using the Patient Safety Questionnaire, a tool designed to measure attitudes toward patient safety among medical students. Questionnaires were distributed to 580 clinical year students across four medical schools in December 2018.
Results
A total of 300 returned questionnaires were used in the final analysis. More than half of all respondents agreed (i.e., gave more than 4 out of 7 points) with most items and thoroughly considered the concept of patient safety. However, many students misperceived several items (e.g., professional incompetence as a cause of errors, disclosure responsibility, the importance of patient safety in the curriculum, and situational awareness).
Conclusion
Attitudes toward patient safety are highly important due to their substantial impacts on behavioral decisions in the clinical setting. As such, patient safety education should be designed to place greater emphasis on proper attitude. This study’s findings should be useful for medical instructors who wish to determine the appropriate areas of curricular focus.

Citations

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  • Enhancing Patient Safety Education: Cross-Cultural Validation of the APSQ-III in Brazilian Healthcare Students
    João Daniel de Souza Menezes, Matheus Querino da Silva, Emerson Roberto dos Santos, Rodrigo Soares Ribeiro, Natália Almeida de Arnaldo Silva Rodriguez Castro, Isabela Amaral de Almeida Bistafa, Alex Bertolazzo Quitério, Eliana Fazuoli Chubaci, Sônia Maria
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    Kentaro Miura, Suguru Kohara, Shuho Hase, Chie Sasamori, Akihito Shu, Kenji Kasai, Asuka Yokoshima, Naofumi Fujishiro, Yasuhiro Otaki
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    Cansu Altunsoy, Gulten Sucu Dag
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    Özlem Saraç Atagün, Şeyma Çardakcı Bahar
    BMC Medical Education.2025;[Epub]     CrossRef
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    Farwa Ayub, Noreen Afzal, Wajid Ali, Fozia Asif, Syed Sabih ul Hassan, Ghazal Haque, Fasih Ali Ahmed, Khairulnissa Ajani, Zahra Tharani, Mehtab Jaffer, Adil H Haider, Hanan J Aboumatar, Asad Latif
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    Nadia Koleilat, Tasnim Saadieh, Tala El Arwadi, Assile Abbas, Rawan Demachkie, Noha El Masri, Alaa Al Jishi, Ranim Mawlawi, Ranim El Masri, Walid Moety, Hind Choukeir, Abdallah Chamsedine
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    Suguru Kohara, Kentaro Miura, Chie Sasamori, Shuho Hase, Akihito Shu, Kenji Kasai, Asuka Yokoshima, Naofumi Fujishiro, Yasuhiro Otaki
    Healthcare.2024; 12(22): 2270.     CrossRef
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    Ibrahim Al-Sawalha, Nebras Jaloudi, Shaima’ Zaben, Rawan Hamamreh, Hala Awamleh, Sondos Al-Abbadi, Leen Abuzaid, Faisal Abu-Ekteish
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    Santi Anugrahsari, Uwes Anis Chaeruman, Hafid Abbas, Suryadi Suryadi
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    Olfa Ezzi, Mohamed Mahjoub, Nihel Omri, Asma Ammar, Dorra Loghmari, Souhir Chelly, Abir Mtira, Sana Rhimi, Mansour Njah
    Libyan Journal of Medicine.2022;[Epub]     CrossRef
  • Patient Safety in the Eyes of Aspiring Healthcare Professionals: A Systematic Review of Their Attitudes
    Ilaria Tocco Tussardi, Roberto Benoni, Francesca Moretti, Stefano Tardivo, Albino Poli, Albert W. Wu, Michela Rimondini, Isolde Martina Busch
    International Journal of Environmental Research and Public Health.2021; 18(14): 7524.     CrossRef
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    Jisoo Lee, Kyung Hye Park
    Korean Journal of Medical Education.2021; 33(3): 227.     CrossRef
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    Sathia Prakash Nadarajan, Sumitra Ropini Karuthan, Jeevitha Rajasingam, Karuthan Chinna
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    Mohammed Alser, Bettina Böttcher, Maha Alfaqawi, Abdallah Jlambo, Walaa Abuzubaida, Nasser Abu-El-Noor
    BMC Medical Education.2020;[Epub]     CrossRef
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Special Issue: Original Research

Analysis of satisfaction and academic achievement of medical students in a flipped class
Han Jung, Jungsuk An, Kwi Hwa Park
Korean J Med Educ 2018;30(2):101-107.
Published online May 30, 2018
DOI: https://doi.org/10.3946/kjme.2018.85
Purpose
The purpose of this study was to examine the satisfaction of medical students in flipped learning and analyzed academic achievement in comparison with lecture class.
Methods
The subjects were 40 students who participated in flipped learning during neurology course in the second year. After performing flipped learning, formative assessment was conducted and the degree of satisfaction was examined. Questionnaires of satisfaction were developed to identify the perceptions of students on flipped learning. To compare the academic achievement of students, formative assessments were conducted at the end of the flipped learning class and the lecture class. The data was analyzed by frequency and paired t-test method.
Results
The students showed a high level of frequency in using lecture notes (80.6%) and lecture slides (74.2%) among the pre-class learning resources. The average score (3.89) was higher for the factor of interaction and collaboration in the classroom than for the factor of improving learning (3.62). The average score of the students in the formative assessment was 4.28 points (out of 10 points) in the lecture class, while it was 5.56 points (out of 10 points) in the flipped learning class thus showing a statistically significant difference (t=-4.203, p<0.001).
Conclusion
It was observed from the responses of the students that flipped learning is helpful for the interaction and collaboration in the classroom. It is expect that this result will be useful as basic data for medical school to try flipped learning in the future.

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    Judy Pham, Antalique Tran, Kevin S. O'Leary, Julie Youm, Diem Kieu Tran, Jefferson W. Chen
    World Neurosurgery.2022; 164: e481.     CrossRef
  • Coping With COVID-19
    Joshua A Lieberman, Theresa Nester, Brooke Emrich, Elizabeth M Staley, Lori A Bourassa, Hamilton C Tsang
    American Journal of Clinical Pathology.2021; 155(1): 79.     CrossRef
  • The effectiveness of a flipped classroom on the development of Chinese nursing students' skill competence: A systematic review and meta-analysis
    Ping Xu, Yingying Chen, Wenbo Nie, Yuan Wang, Tianjiao Song, Haoran Li, Jin Li, Jiang Yi, Lijing Zhao
    Nurse Education Today.2019; 80: 67.     CrossRef
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Experiences of medical teachers in flipped learning for medical students: a phenomenological study
Kyung Hye Park, Kwi Hwa Park, Su Jin Chae
Korean J Med Educ 2018;30(2):91-100.
Published online May 30, 2018
DOI: https://doi.org/10.3946/kjme.2018.84
Purpose
The purpose of this study was to explore the experience of medical teachers in the process of adapting flipped learning method through a phenomenological approach.
Methods
Semi-structured interviews with five medical teachers from two medical colleges and one medical school were conducted in December, 2017. Data analysis was done according to Colaizzi’s descriptive phenomenological methodology.
Results
A total of 160 unique significant statements were extracted. These statements generated 17 formulated meanings that were categorized into seven theme clusters and four theme categories. Main themes were: (1) teacher with high levels of passion and motivation; (2) hurdles of flipped learning: students were still passive, struggling in preparing for flipped learning; (3) positive changes from flipped learning: changes to classroom environment and teachers’ reflection through experience; and (4) challenges of flipped learning: remaining tasks for teachers, expansion of flipped learning.
Conclusion
Through phenomenological approach, researchers were able to elucidate categories about the experience of medical teachers when attempting flipped learning. Although medical teachers did not have the exact same idea on how flipped learning was conducted and implemented, the perception of flipped learning, or difficulties in class activities, they were still wondering how they could teach students well. This study might draw more attention to flipped learning and stimulate educational and institutional supports to improve teaching and learning in medical schools.

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    Fang Fang, Bing Bu, Wenmin Jiang
    JMIR Medical Education.2026; 12: e65279.     CrossRef
  • Exploring Practical Teaching Reform in Food Packaging Courses Based on Open Comprehensive Experimental Projects (OCEP)
    Xu Li, Wenliang Xiang, Zhiwei Chen, Ying Meng, Kun Chen
    Journal of Chemical Education.2026; 103(3): 1371.     CrossRef
  • Innovative Approaches to Training in Evidence‐Based Neurology
    Arasu Raman, Abdulrahman T. Ahmed, Gaurav Sanghvi, Suhas Ballal, Zafar Aminov, Hussein Riyadh Abdul Kareem Al‐Hetty, Rishiv Kalia, Renu Arya, Muthena Kariem, Yasser Faki Mustafa
    Journal of Evaluation in Clinical Practice.2025;[Epub]     CrossRef
  • Ters Yüz Sınıf Öğretim Yönteminin Paramedik Öğrencilerinin Temel Yaşam Desteği Eğitimine İlişkin Bilgi ve Beceri Düzeylerine Etkisi: Randomize Kontrollü Bir Çalışma
    Nesrin Oğurlu, Gülengün Türk, Mustafa Oğurlu
    İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi.2025; 10(2): 177.     CrossRef
  • Investigating the impact of the flipped classroom on nursing student's performance and satisfaction
    Emily Ka Lai Ng
    Teaching and Learning in Nursing.2024; 19(2): e376.     CrossRef
  • Effectiveness of the Flipped Classroom Teaching and Learning Method Among Underachievers in Physiology: Experience From a Tertiary Care Teaching Hospital
    L. Reshma Shireesha, Yavvari Raghu Srinivas, Sharmila Nalli, Zayapragassarazan Z, Dasari Shakeela, Venkataramana Kandi
    Cureus.2024;[Epub]     CrossRef
  • Epistemic fluency in virtual laboratories as flipped classroom’s innovative learning delivery
    Denis Dyvee Errabo, Alexandra Janine Paguio, Patrick Andrei Enriquez
    Journal of Research in Innovative Teaching & Learning.2024; 17(2): 256.     CrossRef
  • Fostering complex professional skills with interactive simulation technology: A virtual reality‐based flipped learning approach
    Hui‐Chen Lin, Gwo‐Jen Hwang, Kuei‐Ru Chou, Chia‐Kuang Tsai
    British Journal of Educational Technology.2023; 54(2): 622.     CrossRef
  • A conceptual review of the effectiveness of flipped learning in vocational learners’ cognitive skills and emotional states
    Xiuqin Zhou
    Frontiers in Psychology.2023;[Epub]     CrossRef
  • Impact of flipped classroom model in increasing the achievement for medical students
    Hanadi Abdelgadir Ahmed Sourg, Shahenaz Satti, Nasereldin Ahmed, Adil Ballal Mohammed Ahmed
    BMC Medical Education.2023;[Epub]     CrossRef
  • A use case of ChatGPT in a flipped medical terminology course
    Sangzin Ahn
    Korean Journal of Medical Education.2023; 35(3): 303.     CrossRef
  • Flipped Classrooms in Medical Education: Improving Learning Outcomes and Engaging Students in Critical Thinking Skills
    Adwait Nichat, Ujwal Gajbe, Nandkishor J Bankar, Brij Raj Singh, Ankit K Badge
    Cureus.2023;[Epub]     CrossRef
  • Shifting from Lecturing to Flipped Learning—Unpacking Lecturers’ Implementation Considerations
    Joyce Hwee Ling Koh, Nikki Scott, Angela Lucas, Minako Kataoka, Sue MacDonell
    New Zealand Journal of Educational Studies.2022; 57(2): 445.     CrossRef
  • Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review
    Janique Oudbier, Gerard Spaai, Karline Timmermans, Tobias Boerboom
    BMC Medical Education.2022;[Epub]     CrossRef
  • A Double-Flipped Virtual Classroom Format for Medical Students Learning Ophthalmology: An Approach to Clinical Rotations in the Context of COVID-19
    S. Taylor Brady, Srav Vegunta, Lenora M. Olson, Ben J. Brintz, Jeff H. Pettey, Griffin J. Jardine
    Journal of Academic Ophthalmology.2022; 14(01): e18.     CrossRef
  • Implementation of flipped classroom combined with case- and team-based learning in residency training
    Chun Ding, Qin Wang, Jingling Zou, Kewei Zhu
    Advances in Physiology Education.2021; 45(1): 77.     CrossRef
  • Evaluating the Technological, Pedagogical and Content Knowledge (TPACK) of ICT Teachers in Junior High Schools: A Case Study of the Abuakwa South Municipality in Ghana.
    Issah Bala Abdulai
    Journal of Education and Learning Technology.2021; : 1.     CrossRef
  • Efficacy of flipped classroom method in teaching-learning physiology
    Kshitija Umesh Patkar, Umesh Suresh Patkar, Vrunda Subhash Kolte
    Indian Journal of Physiology and Pharmacology.2021; 65: 204.     CrossRef
  • The effectiveness of a flipped classroom on the development of Chinese nursing students' skill competence: A systematic review and meta-analysis
    Ping Xu, Yingying Chen, Wenbo Nie, Yuan Wang, Tianjiao Song, Haoran Li, Jin Li, Jiang Yi, Lijing Zhao
    Nurse Education Today.2019; 80: 67.     CrossRef
  • Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome
    Qiang Jian
    The Electronic Library.2019; 37(5): 842.     CrossRef
  • Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students
    Chun Ding, Shengguo Li, Baihua Chen
    BMC Medical Education.2019;[Epub]     CrossRef
  • Education Research: Flipped classroom in neurology
    Stefano Sandrone, Jimmy V. Berthaud, Chad Carlson, Jacquelyne Cios, Neel Dixit, Amtul Farheen, Jessica Kraker, James W.M. Owens, Gustavo Patino, Harini Sarva, Daniel Weber, Logan D. Schneider
    Neurology.2019;[Epub]     CrossRef
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  • 253 Download
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Review Article

Research trends in studies of medical students’ characteristics: a scoping review
Sung Soo Jung, Kwi Hwa Park, HyeRin Roh, So Jung Yune, Geon Ho Lee, Kyunghee Chun
Korean J Med Educ 2017;29(3):137-152.
Published online August 29, 2017
DOI: https://doi.org/10.3946/kjme.2017.60
The purpose of this study is to investigate domestic and international research trends in studies of medical students’ characteristics by using the scoping review methods. This study adopted the scoping review to assess papers on the characteristics of medical students. The procedure of research was carried out according to the five steps of the scoping review. The full texts of 100 papers are obtained and are read closely, after which suitable 88 papers are extracted by us for this research. The review is mapped by the year of the study, source, location, author, research design, research subject, objective, and key results. The frequency is analyzed by using Microsoft Excel and SPSS. We found 70 papers (79.5%) on a single medical school, 15 (17.0%) on multiple medical schools, and three (3.4%) on mixed schools, including medical and nonmedical schools. Sixty-nine (79.5%) were cross-sectional studies and 18 (20.5%) were longitudinal studies. Eighty-two papers (93.2%) adopted questionnaire surveys. We summarized research trends of studies on medical students in Korea and overseas by topic, and mapped them into physical health, mental health, psychological characteristics, cognitive characteristics, social characteristics, and career. This study provides insights into the future directions of research for the characteristics of medical students.

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  • Scoping Review of Studies on Affective–Psychological and Social Characteristics of South Korean Engineering Students
    Soonhee Hwang
    Behavioral Sciences.2025; 15(9): 1189.     CrossRef
  • International scholarship for social change? Re‐contextualizing Global Korea Scholarship alumni’s perceptions of justice and diversity in South Korea
    Moon Suk Hong, Minjeong Jeon, Kadir Jun Ayhan
    Politics & Policy.2021; 49(6): 1359.     CrossRef
  • Negative school experiences of Late Millennial Korean medical students: a qualitative study using the critical incident technique
    HyeRin Roh, So Jung Yune, Kwi Hwa Park, Geon Ho Lee, Sung Soo Jung, Kyung Hee Chun
    Korean Journal of Medical Education.2020; 32(3): 197.     CrossRef
  • 23,706 View
  • 264 Download
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  • 2 Scopus

Original Article

A qualitative study on physicians' perceptions of specialty characteristics
Kwi Hwa Park, Soo-Koung Jun, Ie Byung Park
Korean J Med Educ 2016;28(3):269-279.
Published online June 30, 2016
DOI: https://doi.org/10.3946/kjme.2016.33
Purpose
There has been limited research on physicians’ perceptions of the specialty characteristics that are needed to sustain a successful career in medical specialties in Korea. Medical Specialty Preference Inventory in the United States or SCI59 (specialty choice inventory) in the United Kingdom are implemented to help medical students plan their careers. The purpose of this study was to explore the characteristics of the major specialties in Korea.
Methods
Twelve physicians from different specialties participated in an exploratory study consisting of qualitative interviews about the personal ability and emotional characteristics and job attributes of each specialty. The collected data were analysed with content analysis methods.
Results
Twelve codes were extracted for ability & skill attributes, 23 codes for emotion & attitude attributes, and 12 codes for job attributes. Each specialty shows a different profile in terms of its characteristic attributes.
Conclusion
The findings have implications for the design of career planning programs for medical students.

Citations

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  • A Research on the Factors Affecting the Preference of Medical Specialization Branches
    Nazife Öztürk, Mehmet Gençtürk
    Journal of Medical Science.2022;[Epub]     CrossRef
  • Factors affecting the satisfaction and choice of specialization in medical students: A case study in Babol university of medical sciences
    Sara Salehian, Mohammad Ali Jahani, Khadijeh Ezoji, Ali Bijani, Hosseinali Nikbakht
    Journal of Medical Education Development.2022; 15(46): 80.     CrossRef
  • Q‐Methodology Study on Medical Students’ Perceptions of Good Jobs
    Jaemu Lee, Kyung Hye Park
    Korean Medical Education Review.2021; 23(2): 108.     CrossRef
  • Myers-Briggs Type Indicator in Medical Education: A Narrative Review and Analysis
    Vignesh Ramachandran, Asad Loya, Kevin P. Shah, Shreya Goyal, Esha A. Hansoti, Andrew C. Caruso
    Health Professions Education.2020; 6(1): 31.     CrossRef
  • 12,423 View
  • 202 Download
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  • 2 Scopus

Short Communication

The differences in self-efficacy in clinical performance between medical students and residents
Hyo Hyun Yoo, Kwi Hwa Park
Korean J Med Educ 2015;27(3):221-225.
Published online August 26, 2015
DOI: https://doi.org/10.3946/kjme.2015.27.3.221
Purpose
The purpose of this study was to compare the differences in self-efficacy in clinical performance (SECP) between medical students and residents. Methods: A total of 267 medical students and 110 residents participated in a survey on SECP with regard to seven factors: knowledge acquisition and application, clinical reasoning, clinical skills, communication with patients, relationships with other health professionals, medical ethics, and self-development. The data were examined by multivariate analysis of variance. Results: Residents had higher scores for clinical skills than students (F[1, 372]=8.919, p<0.01), whereas students scored significantly higher for communication with patients (F[1, 372]=26.779, p<0.001), relationships with other health professionals (F[1, 372]=12.807, p<0.001), medical ethics (F[1, 372]=40.136, p<0.001), and self-development (F[1, 372]=32.380, p<0.001). There were no differences between genders or specialties of residents. Conclusion: There are differences in SECP between students and residents. These results can guide the design of self-efficacy improvement programs.

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  • Confidence gap between men and women in medicine: a systematic review
    Sravya P. Vajapey, Kristy L. Weber, Julie Balch Samora
    Current Orthopaedic Practice.2020; 31(5): 494.     CrossRef
  • The Relationships among Learning Emotions, Learning Attitudes, Major Satisfaction, Learning Flow, and Academic Achievement of Medical School Students
    So-Jung YUNE, Sang-Yeoup LEE, Bee-Sung KAM, Sun-Ju IM
    Journal of Fisheries and Marine Sciences Education.2016; 28(2): 582.     CrossRef
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    Korean Journal of Medical Education.2015; 27(3): 159.     CrossRef
  • 11,175 View
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  • 2 Scopus

Original Article

Relationships among emotional intelligence, ego-resilience, coping efficacy, and academic stress in medical students
Hyo Hyun Yoo, Kwi Hwa Park
Korean J Med Educ 2015;27(3):187-193.
Published online August 26, 2015
DOI: https://doi.org/10.3946/kjme.2015.27.3.187
Purpose
The purpose of this study was to identify the causal relationship between emotional intelligence, ego-resilience, coping efficacy, and academic stress.
Methods
Participants were 424 medical students from four medical schools in Korea. We examined their emotional intelligence, ego-resilience, coping efficacy, and academic stress using a t-test, an analysis of variance, correlational analysis, and path analysis.
Results
First- and second-year students scored higher on academic stress than did those from third- and fourth-year students. Further, coping efficacy mediated the relationships between emotional intelligence, ego-resilience, and academic stress. Academic stress was directly influenced by coping efficacy, and indirectly by emotional intelligence and ego-resilience. This showed that coping efficacy play an important role in academic stress.
Conclusion
Our findings may help medical schools design educational programs to improve coping efficacy in students, and to reduce their academic stress.

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    Gwanwook Bang, So-Youn Park
    Korean Journal of Medical Education.2026; 38(1): 54.     CrossRef
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    Sameer Ansari, Sayyid Shaheer V., Naved Iqbal
    Current Psychology.2026;[Epub]     CrossRef
  • An Observational Study on Differences in Academic Achievement and Psychological and Emotional States between Criterion-Referenced and Norm-Referenced Evaluations at a Medical School
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    Krzysztof Grala
    International Journal of Occupational Safety and Ergonomics.2023; 29(3): 1160.     CrossRef
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    Dohyun Lee, Hung Sa Lee
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    Anna Seong, Suyeon Heo, Jeonggyo Yoon, Ji Yeon Lee, Min Gi Choi, Jong ha Jeon, Jae Hoon Kim, Kwi Hwa Park, Jeong-Soo Im, Kwang-Pil Ko, Jaehun Jung, Yoon-Hyeong Choi
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    JMIR Research Protocols.2019; 8(9): e14677.     CrossRef
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    Sung Soo Jung, Kwi Hwa Park, HyeRin Roh, So Jung Yune, Geon Ho Lee, Kyunghee Chun
    Korean Journal of Medical Education.2017; 29(3): 137.     CrossRef
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    Su Jin Chae, Miran Kim, Ki Hong Chang
    Korean Journal of Medical Education.2016; 28(1): 25.     CrossRef
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    Keum Suk Park, Hae Min Yoon
    Journal of Korean Academy of Psychiatric and Mental Health Nursing.2016; 25(2): 113.     CrossRef
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    Jee Young Lee
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    Young Hwan Lee
    Korean Journal of Medical Education.2015; 27(3): 159.     CrossRef
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Students' perception of the educational environment of medical schools in Korea: findings from a nationwide survey
Kwi Hwa Park, Joo Hyun Park, Sun Kim, Jung Ae Rhee, Jong Hoon Kim, Young Joon Ahn, Jae Jin Han, Duk Joon Suh
Korean J Med Educ 2015;27(2):117-130.
Published online May 26, 2015
DOI: https://doi.org/10.3946/kjme.2015.27.2.117
Purpose
The purpose of this study was to examine students' perception of the educational environment of medical schools in Korea.
Methods
A total of 9,096 of 12,035 students (75.6%) responded to our questionnaire. This study was conducted at the end of the 2013 academic year using the Dundee Ready Education Environment Measure (DREEM) at 40 medical schools in Korea. DREEM comprises five domains: students' perceptions of learning (SPL); students' perceptions of teachers (SPT); students' academic self-perceptions; students' perceptions of atmosphere; and students’ social self-perception. The data were analyzed using descriptive statistics, independent t-test, and one-way analysis of variance.
Results
The overall mean DREEM score was 113.97 (of 200), and the scores for the 40 medical schools ranged from 100.24 to 134.32. The overall mean and domains scores of the DREEM differed significantly between educational systems, grades, genders, and academic achievement levels. Graduate-level medical students had higher scores for the DREEM and its five domains than undergraduate medical students. The scores were lowest in second-year students (mean, 111.80). Male students' perceptions were significantly higher than those of female students except for SPL and SPT. High academic achievers' perceptions were also greater versus low academic achievers.
Conclusion
Students' perceptions of their educational environment are positive in Korea. The learning environment should be evaluated by curriculum planners and administrators of medical schools to improve its quality.

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Medical student perception of physician values in practice by individual characteristics and preferred medical specialty field
Kwi Hwa Park, Hyo Hyun Yoo, Jun Yim
Korean J Med Educ 2014;26(4):309-319.
Published online December 1, 2014
DOI: https://doi.org/10.3946/kjme.2014.26.4.309
Purpose
Medical students’ values figure prominently in their choice of medical specialty; yet, little research has been performed on this topic. The purpose of this study was to analyze the differences in values according to medical students' individual characteristics (medical educational system, gender, and grade) and preferred medical specialty. Methods: A total of 905 medical students participated in the study; 426 were graduate-entry medical students (GEMS), and 479 were undergraduate medical students (UMS). Further, 561 were male and 316 were female; 356 were in year 1, 219 were in year 2, 230 were in year 3, and 100 were in year 4. Students completed the Physician Values in Practice Scale (PVIPS). The PVIPS comprises six dimensions: autonomy, management, prestige, service, lifestyle, and scholarly pursuits. The data were analyzed by t-test and analysis of variance. Results: GEMS had higher scores for service, management, and scholarly pursuits than UMS. Males had higher scores for prestige, lifestyle, and management, whereas female scored higher on service and scholarly pursuits. Higher grade was associated with increased scores for prestige, lifestyle, and management. The differences in lifestyle and scholarly pursuits were significant between preferred specialties. Students in support specialties scored significantly higher on lifestyle. With regard to scholarly pursuits, basic science specialties scored significantly higher than other specialties. Conclusion: There were significant differences in PVIPS according to individual characteristics and preferred medical specialty. This result could be useful in developing a medical specialty choice program for medical students.

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  • Research trends in studies of medical students’ characteristics: a scoping review
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Development and validation of the medical student stress scale in Korea
Min Jeong Kim, Kwi Hwa Park, Hyo Hyun Yoo, Ie Byung Park, Jun Yim
Korean J Med Educ 2014;26(3):197-208.
Published online September 1, 2014
DOI: https://doi.org/10.3946/kjme.2014.26.3.197
Purpose
Medical students experience various stresses that arise in a special environment. However, there is no specific stress scale for medical students with regard to their environment in Korea. Therefore, in this study, we developed and confirmed the validity of a stress scale for medical students in Korea.
Methods
A draft version of the scale was developed on the basis of open-ended questionnaires from 97 medical students. The validity of the content of this scale was evaluated by three medical educationists. The scale was administered to 435 third and fourth grade medical students as the main survey. For our data, we performed an exploratory factor analysis and confirmatory factor analysis. We used Cronbach α index to determine internal consistency.
Results
Six factors with 40 items were extracted through the exploratory factor analysis: academic stress (9 items); clerkship stress (11 items); interpersonal stress (7 items); career stress (8 items); health-related stress (3 items); and financial stress (2 items). These factors showed a statistically significant correlation. The confirmatory factor analysis demonstrated a favorable RMSEA (0.053) and reasonable fit (CFI=0.847, TLI=0.833). Cronbach α values of the six factors ranged from 0.63 to 0.85.
Conclusion
The medical student stress scale had a good model fit. It is a valid and reliable instrument in identifying stress in medical students and can be used in future studies. Also, the scale is expected to provide individual stress profiles for students to help them manage stress more effectively.

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    Dong Mi Yoo, A Ra Cho, Sun Kim
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  • An Observational Study on Differences in Academic Achievement and Psychological and Emotional States between Criterion-Referenced and Norm-Referenced Evaluations at a Medical School
    Miryoung Song, Jidong Sung
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    Ce Hwan Park, Jihyeon Kwon, Jong Tae Lee, Sangzin Ahn
    Journal of Korean Medical Science.2023;[Epub]     CrossRef
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    Jessica Dagani, Chiara Buizza, Clarissa Ferrari, Alberto Ghilardi
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    Korean Medical Education Review.2021; 23(2): 128.     CrossRef
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    Korean Journal of Veterinary Research.2020; 60(2): 69.     CrossRef
  • Domestic Research of Medical Students Trends Analysis
    Aehwa Lee
    Korean Medical Education Review.2018; 20(2): 91.     CrossRef
  • Research trends in studies of medical students’ characteristics: a scoping review
    Sung Soo Jung, Kwi Hwa Park, HyeRin Roh, So Jung Yune, Geon Ho Lee, Kyunghee Chun
    Korean Journal of Medical Education.2017; 29(3): 137.     CrossRef
  • Development of a Modified Korean East Asian Student Stress Inventory by Comparing Stress Levels in Medical Students with Those in Non-Medical Students
    Hee Kon Shin, Seok Hoon Kang, Sun-Hye Lim, Jeong Hee Yang, Sunguk Chae
    Korean Journal of Family Medicine.2016; 37(1): 14.     CrossRef
  • Perception Study of Traditional Korean Medical Students on the Medical Education Using the Dundee Ready Educational Environment Measure
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    Evidence-Based Complementary and Alternative Medicine.2016;[Epub]     CrossRef
  • Relationships among emotional intelligence, ego-resilience, coping efficacy, and academic stress in medical students
    Hyo Hyun Yoo, Kwi Hwa Park
    Korean Journal of Medical Education.2015; 27(3): 187.     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
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The perceptual differences in learning outcomes between education and achievement levels between faculty and students in medical schools
Kwi Hwa Park, Sun Kim, Jung Ae Rhee, Yera Hur, Young Hwan Lee, Joo Hyun Park
Korean J Med Educ 2014;26(2):125-136.
Published online June 1, 2014
DOI: https://doi.org/10.3946/kjme.2014.26.2.125
Purpose
The purpose of this study was to compare the perception of learning outcomes between faculty and students in medical schools.
Methods
A total of 1,766 medical students and 436 faculty members participated in the survey. They responded to the perception of four learning outcomes: medical knowledge and problem solving, clinical skills, medical ethics, and clinical communication. The participants responded to the education and achievement levels of the learning outcomes.
Results
In all four learning outcomes, the student's perception of education level differed by educational system, and the students in mixed systems had the highest scores. Students differed significantly in achievement level of medical ethics between genders, wherein male students perceived their achievement level to be higher than females. Students perceived their achievement level to be lower than the education level. The students' clinical skills were the highest in the education and achievement levels. The faculty perceived the education level to be higher than the student's achievement level. In particular, the faculty's perception of education level of medical knowledge and problem solving was the highest, whereas the students' achievement level of it was lower. The faculty assessed the education level to be higher than students. The students showed higher perception of achievement level than faculty.
Conclusion
There were perceptual differences in learning outcomes between students and faculty. The results of this study are expected to be used to design outcome-based learning methods.

Citations

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  • Students’ self-assessment of achievement of terminal competency and 4-year trend of student evaluation on outcome-based education
    Sanghee Yeo, Bong Hyun Chang
    Korean Journal of Medical Education.2019; 31(1): 39.     CrossRef
  • Domestic Research of Medical Students Trends Analysis
    Aehwa Lee
    Korean Medical Education Review.2018; 20(2): 91.     CrossRef
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    Eun Kyung Chung
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    Hyo Hyun Yoo
    Korean Journal of Medical Education.2014; 26(4): 265.     CrossRef
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Students' Perceptions of Team-Based Learning by Individual Characteristics in a Medical School
Kwi Hwa Park, Chang Hyu Choi, Yang Bin Jeon, Kook Yang Park, Chul Hyun Park
Korean J Med Educ 2013;25(2):113-122.
Published online June 30, 2013
DOI: https://doi.org/10.3946/kjme.2013.25.2.113
PURPOSE
The purpose of this study was to examine medical students' perceptions of team-based learning (TBL) according to their individual characteristics: gender, team efficacy, interpersonal understanding, proactivity in problem solving, and academic ability.
METHODS
Thirty-eight second-year medical students who took an integrated cardiology course participated in this study; 28 were male and 10 were female. A questionnaire on individual characteristics and a questionnaire on the perception of TBL were administered, and the scores of individual characteristics were grouped into three: high, middle, and low. The data were analyzed by t-test, analysis of variance, and multiple regression analysis.
RESULTS
The TBL efficacy perception scale consisted of 3 factors: team skill, learning ability, and team learning. The group of male students and the group of students with high academic ability recognized the effect of TBL on improvements in learning ability more than females and those with low academic ability. The group of students with high team efficacy reported that TBL was effective with regard to team skill improvement. The group of students with high scores on interpersonal understanding and high proactive problem solving tended to perceive the TBL's effect on team skill improvement. Team efficacy and proactivity in problem solving had a positive effect on the perception of TBL.
CONCLUSION
Medical students' perceptions of the effectiveness of TBL differ according to individual characteristics. The results of this study suggest that these individual characteristics should be considered in planning of team learning, such as TBL, to have a positive impact and stronger effects.

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  • Review on the administration and effectiveness of team-based learning in medical education
    Yera Hur, A-Ra Cho, Sun Kim
    Korean Journal of Medical Education.2013; 25(4): 271.     CrossRef
  • The characteristics of medical students' personality types and interpersonal needs
    Yera Hur, A-Ra Cho, Sun Kim
    Korean Journal of Medical Education.2013; 25(4): 309.     CrossRef
  • 12,555 View
  • 159 Download
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Development of Learning Consultation Program for Medical Students
So Joung Yune, Kwi Hwa Park
Korean J Med Educ 2012;24(4):301-307.
Published online December 31, 2012
DOI: https://doi.org/10.3946/kjme.2012.24.4.301
PURPOSE
The purpose of this report was to develop a learning consultation program to help medical students adjust to studying. Also, it investigated students with learning difficulties and determined their learning needs.
METHODS
Four hundred forty-two medical students from 2 medical schools in Korea were surveyed with regard to learning difficulties and learning consultation needs. Of the respondents, 202 students were male and 206 were female; the remained was unidentified. We used frequency and crosstab analysis to analyze the data from the survey.
RESULTS
The needs analysis showed that first-year students had the most serious academic difficulties of those who were surveyed, possessing a lack of learning skills and medical adaptation to clinical situations. In response, these students wished to receive learning consultation from the medical faculty and senior students. Thus, we developed a learning consultation program for medical students, based on learning consultation cases in domestic and foreign universities.
CONCLUSION
This study indicates that medical students have learning difficulties and need learning consultations, especially first-year students. Therefore, we developed a learning consultation program that consists of problem screening, problem specifications, and choosing strategies. After implementing the program, it can help medical students adjust to the medical environment. Furthermore, these findings have implications for studies on learning consultation programs for medical students.

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  • Development of the Mentor Training Program model for College Students Using GBS
    Eun-Hee PARK, Su-Hong PARK
    JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION.2019; 31(6): 1833.     CrossRef
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    So-Jung YUNE, Sang-Yeoup LEE, Bee-Sung KAM, Sun-Ju IM
    Journal of Fisheries and Marine Sciences Education.2016; 28(2): 582.     CrossRef
  • Student Centered Medical Education
    Sun Kim
    Korean Journal of Medical Education.2012; 24(4): 279.     CrossRef
  • 11,803 View
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The Development and Effects of a Presentation Skill Improvement Program for Medical School Students
Kwi Hwa Park, Ie Byung Park
Korean J Med Educ 2011;23(4):285-293.
Published online December 31, 2011
DOI: https://doi.org/10.3946/kjme.2011.23.4.285
PURPOSE
The purpose of this study was to develop and examine a program that was designed to improve the presentation skills of medical school students.
METHODS
The program was implemented in 2-day workshops for 36 third-grade medical students in 2009, using the following procedures in order: needs assessment; an initial group presentation and peer evaluation; an initial self-evaluation with video recording; viewing of a model presentation; a second presentation in a group and peer evaluation; and a second self-assessment. Two types of survey questionnaires were used: a self-evaluation checklist and a questionnaire on workshop satisfaction and confidence of presentation.
RESULTS
Eighty-three percent of the students recognized the importance of presentation skills. There were significant differences in 3 factors of self-evaluation-constructing contents, utilizing audio-visual media, and delivery skills- but not with regard to understanding content. In the post workshop satisfaction survey, participants reported that the workshop was helpful in improving their own presentation skills. They also stated that presentation in a group, peer feedback, and video analysis of the recording were helpful. After the workshop, students claimed that their confidence scores in utilizing audio-visual media were the highest.
CONCLUSION
Medical students realize the importance of presentation skills training and workshops in increasing presentation skills and improving confidence in presenting. Video analysis and feedback of each participant's presentation within the group was effective in upgrading the student's presentation skills.

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  • 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
  • 11,823 View
  • 110 Download
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The Effects of Attribution Tendencies, Academic Stress, and Coping Efficacy on Academic Adjustment of Medical Students
So-Joung Yune, Kwi Hwa Park, Wook-Jin Chung, Sang-Yeoup Lee
Korean J Med Educ 2011;23(3):167-174.
Published online September 30, 2011
DOI: https://doi.org/10.3946/kjme.2011.23.3.167
PURPOSE
This study investigated the relationship among types of attribution tendencies, academic stress, coping efficacy, and academic adjustment in medical students and identified the means by which the academic adjustment of medical students can improve.
METHODS
Four hundred forty-two subjects from 2 medical schools in Korea were analyzed; 202 were male, 206 were female, and 34 did not identify their gender. We surveyed their academic adjustment, attribution tendencies, academic stress, and coping efficacy. The data were analyzed by descriptive statistics, t-test, and stepwise multiple regression analysis.
RESULTS
The male group scored higher on academic adjustment, internal attribution tendency, and coping efficacy but lower on academic stress than the female group. Coping efficacy and internal attribution tendency affected the academic adjustment positively while academic stress influenced it negatively.
CONCLUSION
The study indicates that students with higher scores on coping efficacy and internal attribution tendency and who have lower scores on academic stress tend to adjust better academically in medical school. Therefore, these findings may be helpful for medical schools in designing effective academic adjustment programs to improve coping efficacy and internal attribution tendency and reduce academic stress. Further, these findings have important implications for planning learning consultation programs, especially in Year 1.

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    Soongu Kim, Ilseon Hwang, Cheon-woo Han
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    Garam Lee, Il-Seon Hwang, Sung-Won Jung, Soongu Kim
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    Seong Ju Jeon, Hyo Hyun Yoo
    BMC Medical Education.2024;[Epub]     CrossRef
  • Academic Stress and Its Influencing Factors among Medical and Non‐Medical Students
    Anna Seong, Suyeon Heo, Jeonggyo Yoon, Ji Yeon Lee, Min Gi Choi, Jong ha Jeon, Jae Hoon Kim, Kwi Hwa Park, Jeong-Soo Im, Kwang-Pil Ko, Jaehun Jung, Yoon-Hyeong Choi
    Korean Medical Education Review.2021; 23(2): 128.     CrossRef
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    Renata Teles, Antonio Valle, Susana Rodríguez, Isabel Piñeiro, Bibiana Regueiro
    International Journal of Environmental Research and Public Health.2020; 17(9): 3248.     CrossRef
  • Research trends in studies of medical students’ characteristics: a scoping review
    Sung Soo Jung, Kwi Hwa Park, HyeRin Roh, So Jung Yune, Geon Ho Lee, Kyunghee Chun
    Korean Journal of Medical Education.2017; 29(3): 137.     CrossRef
  • Longitudinal analysis of the effect of academic failure tolerance on academic achievement fluctuation in medical school students
    Su Jin Chae, Miran Kim, Ki Hong Chang
    Korean Journal of Medical Education.2016; 28(1): 25.     CrossRef
  • Relationships among emotional intelligence, ego-resilience, coping efficacy, and academic stress in medical students
    Hyo Hyun Yoo, Kwi Hwa Park
    Korean Journal of Medical Education.2015; 27(3): 187.     CrossRef
  • The Relationships among Freshman Nursing Students' Academic Stress, Depression, and Physical Activity
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    Journal of Professional Nursing.2014; 30(6): 502.     CrossRef
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    Korean Journal of Medical Education.2013; 25(1): 23.     CrossRef
  • Medical Education - Beyond the Evaluation of Intellectual Competency
    Sun Kim
    Korean Journal of Medical Education.2011; 23(3): 157.     CrossRef
  • 13,677 View
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Implementation of the Medical Research Curriculum in Graduate Medical School
Kwi Hwa Park, Tae-Hee Kim, Wook-Jin Chung
Korean J Med Educ 2011;23(2):103-110.
Published online June 30, 2011
DOI: https://doi.org/10.3946/kjme.2011.23.2.103
PURPOSE
The purpose of this study was to analyze the effect of the medical research curriculum on the students' satisfaction and the research self-efficacy.
METHODS
The curriculum was implemented to 79 graduate medical school students who entered in 2007 and 2008. This curriculum is implemented through 3 years consisting of 5 different sub-courses: Research design, Research ethics, Medical statistics, Writing medical paper, and Presentation. The effect of this program was measured with 2 self-administered surveys to students: the course satisfaction survey and the self-efficacy inventories. The Research Self-Efficacy Scale consisted of 18 items from 4 categories: Research design, Research ethics, Data analysis, and Result presentation. The descriptive statistics, paired t-test, and analysis of covariance (ANCOVA) were implemented.
RESULTS
The average point of satisfaction of the course was 2.74 out of 4, which told us that students generally satisfied with the course. The frequencies of tutoring for research course were 2 or 3 times on average and each session of tutorial lasted 1.5 to 2 hours. The research self-efficacy in three categories (Research design, Research ethics, and Result presentation) increased significantly (p<0.1). The self-efficacy of the male students was higher than females' one. The self-efficacy was not significantly different by the experience of research paper writing at undergraduate level.
CONCLUSION
The curriculum showed positive results in cultivating research self-efficacy of students. There is a need for improvement of the class of Statistical analysis as students reported that it was difficult.

Citations

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  • Changes in medical students’ research-related perceptions through student-engaged medical research curriculum experience
    Seong Ju Jeon, Hyo Hyun Yoo
    BMC Medical Education.2024;[Epub]     CrossRef
  • Factors That Influence Educational Effectiveness and Learning Satisfaction in Biomedical Research Programs during Premedical School
    So-Jung Yune, Yong-Sang Park, Jung-Ho Cho, Jong-Min Han, Hee-Min Hwa, Sang-Yeoup Lee, Sunju Im
    Korean Medical Education Review.2018; 20(1): 32.     CrossRef
  • Student Research in Basic Medical Education: Why Do We Say Student Research?
    Won Kyun Park
    Korean Medical Education Review.2015; 17(2): 57.     CrossRef
  • Medical Students’ Perception of the Research Curriculum and Activating Factors on Research during Medical School
    Insook Kim, Eunbae Yang
    Korean Medical Education Review.2015; 17(2): 69.     CrossRef
  • Medical student perception of physician values in practice by individual characteristics and preferred medical specialty field
    Kwi Hwa Park, Hyo Hyun Yoo, Jun Yim
    Korean Journal of Medical Education.2014; 26(4): 309.     CrossRef
  • Medical Education: Where are We Going?
    Eunbae B. Yang
    Korean Journal of Medical Education.2011; 23(2): 77.     CrossRef
  • 11,400 View
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Short Communication

Implementation of a Problem-Based Learning Program Combined with Team-Based Learning
Kwi Hwa Park, Chul-Hyun Park, Wook-Jin Chung, Chan-Jong Yoo
Korean J Med Educ 2010;22(3):225-230.
Published online September 30, 2010
DOI: https://doi.org/10.3946/kjme.2010.22.3.225
PURPOSE
The purpose of this study was to evaluate the implementation of problem-based learning (PBL), in combination with team-based learning (TBL), in an integrated curriculum at Gachon University School of Medicine.
METHODS
The study methods included in-depth interviews and an open questionnaire. The subjects of the study comprised 5 faculty members and 38 second-year graduate students.
RESULTS
PBL, combined with TBL, was not helpful in enhancing student ability with regard to reasoning and self-directed learning. This program also had negative effects, increasing student tension and interfering with the dynamics of discussions due to frequent tutor intervention.
CONCLUSION
Overall, PBL that is combined with TBL was a less useful method than PBL only. We recommended understanding the characteristics of each program and attempting to develop better programs that mix the positive aspects of TBL and PBL.

Citations

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    中华 艾
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Original Article
Differences in Factors Affecting Medical Specialty Choices between Medical College Students and Graduate Medical School Students
Ji Hye Lee, Gun Il Kim, Kwi Hwa Park, So-Joung Yune
Korean J Med Educ 2009;21(4):393-402.
Published online December 31, 2009
DOI: https://doi.org/10.3946/kjme.2009.21.4.393
PURPOSE
This study was conducted to compare the specialty preference and factors that affect choices of medical specialties between medical college students and graduate medical school students.
METHODS
A self-administered questionnaire was conducted in 563 medical students, and 482 (graduates: 199, undergraduates: 283) responded (response rate, 85.61%). The students completed a brief survey, which included 39 items that sampled their demographic data, career choice, and factors that influenced their choice.
RESULTS
Most students in medical college and graduate medical school preferred clinical medicine. Graduate medical school students preferred internal medicine, pediatrics, and family medicine. In contrast, medical college students preferred neurology, family medicine, and psychiatry. Important factors that affected the selection of specialties were seniors' advice, advice of other students, clerkship experiences, and specialty experiences.
CONCLUSION
This result shows that there are differences in the factors that affect the selection of medical specialties between medical college students and graduate medical school students. But, the opportunity to explore future careers and to consult their choice of specialty, in accordance with the needs and characteristics of individual students, must be provided for all medical students.

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  • A Qualitative Study on the Students' Perceptions of Elective Courses in Korean Medical Education
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Relationship between the Clinical Performance Examination and Associated Variables
Kwi Hwa Park, Wook Jin Chung, Duho Hong, Woon Kee Lee, Eak Kyun Shin
Korean J Med Educ 2009;21(3):269-277.
Published online September 30, 2009
DOI: https://doi.org/10.3946/kjme.2009.21.3.269
PURPOSE
The purpose of this study was to identify the causal relationship between the following variables: basic science score, written examination score (Internal medicine and Pediatrics), clinical clerkship score (Internal medicine and Pediatrics), and affective factors (self-efficacy, anxiety, and perception of preparedness). METHODS: Forty-two medical students took the clinical performance examination (CPX) at the end of the first semester. One day before the CPX, the students completed a brief survey, which included 11 items that sampled their self-efficacy, preparedness and anxiety with regard to the CPX. The responses from the 38 identifiable surveys (90%), out of 42, were analyzed for this study. Structural equation modeling techniques were used to test the relationships between the variables. The students' basic science scores, clinical clerkship scores, and written examination scores were considered for this study. RESULTS: We found that self-efficacy influenced students' CPX scores indirectly through their preparedness and anxiety. Preparedness influenced students' CPX scores indirectly through their anxiety. Anxiety was predicated on self-efficacy directly or indirectly and it predicted CPX scores. The clinical clerkship scores affected the students' CPX scores indirectly. The written examination scores and basic science scores, however, did not impact the students' CPX scores directly or indirectly. The basic science scores, clinical clerkship scores, and written examination scores were not associated with self-efficacy. CONCLUSION: Our findings highlight the importance of clinical clerkship education and reasonable medical teaching methods in improving the student self-efficacy for the CPX.

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The Analysis of Academic Achievements of Students at Gachon Medical School
Kwi Hwa Park, Du Ho Hong, Jae Hwan Oh, Yi Byoung Park, Dong Jin Shin, Young Don Lee
Korean J Med Educ 2006;18(3):289-296.
Published online December 31, 2006
DOI: https://doi.org/10.3946/kjme.2006.18.3.289
PURPOSE
The purpose of this study was to examine the academic achievement of the first year medical students at Gachon University of Medicine and Science based on their characteristics (i.e. age, gender, and academic degree types (bachelors/masters), field of major (biology/ non-biology), and admission variables (i.e. MEET, GPA, attitude, interview, and English test).
METHODS
The admission scores and demographic information were obtained from 39 students who had entered the university in 2005. T-test was used to examine the differences in academic achievement according to the students' characteristics. Correlations between admission variables and academic achievements were examined while multiple regression analysis was used to decipher the influence of students' characteristics and admission variables on the academic achievements.
RESULTS
This study showed that the academic achievements differed significantly depending on degree level, age, and field of study, but not gender. It was also found that both the Nature Science Reasoning (NSR) of MEET subscale score and GPA score correlated significantly with academic achievement in the first year students. Attitude, interview, and English test scores did not correlate significantly. The result of the multiple regression analysis revealed that NSR 1 and 2, field of major, and age accounted for a substantial amount of the variance in academic achievement.
CONCLUSION
Students with higher scores in NSR 1 and 2 who majored in biology-related fieldsand who are younger tend to do better academically in their first year of medical school. The results of this study may be helpful to graduate medical schools in designing effective admissions strategies for recruiting students, as well as, in planning the curriculum to improve the academic achievements of medical students.

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