Purpose We performed a two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education.
Methods Strategy factors in successful learning were identified using a content analysis of open-ended responses from 30 medical students who were ranked in the top 10 of their class. Core words were selected among their responses in each category and the frequency of the words were counted. Then, a factors survey was conducted among year 2 students, before the second semester. Finally, we performed an analysis to assess the association between the factors score and academic achievement for the same students 2.5 years later.
Results The core words were “planning and execution,” “daily reviews” in the study schedule category; “focusing in class” and “taking notes” among class-related category; and “lecture notes,” “previous exams or papers,” and “textbooks” in the primary self-learning resources category. There were associations between the factors scores for study planning and execution, focusing in class, and taking notes and academic achievement, representing the second year second semester credit score, third year written exam scores and fourth year written and skill exam scores. Study planning was only one independent variable to predict fourth year summative written exam scores.
Conclusion In a two-and-a-half year follow-up study, associations were founded between academic achievement and the factors scores for study planning and execution, focusing in class, and taking notes. Study planning as only one independent variable is useful for predicting fourth year summative written exam score.
Citations
Citations to this article as recorded by
Exploring the Psychosocial Characteristics and Systematic Support of Academically Maladjusted Students Young-Soon Park, Kyunghee Chun, Tae Hee Lee Korean Medical Education Review.2022; 24(3): 215. 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
The Relationship between Academic Achievements and Curricular Changes on Anatomy Based on Basic Medical Education Examination Hyo Jeong Hong, Sang-Pil Yoon Korean Journal of Physical Anthropology.2016; 29(3): 105. CrossRef
Purpose of medical education Young Joon Ahn Korean Journal of Medical Education.2015; 27(2): 75. CrossRef
PURPOSE The purpose of this research was to describe our group counseling methods for medical students with drop-out experiences.
METHODS Group counseling was offered to 11 medical students with drop-out experiences in their previous second semester.
All subjects provided written informed consent before participating and completed a 2-day group counseling program using the Gestalt approach. The self-assertiveness training group counseling program consisted of 6 sessions, each of which lasted 90 minutes. Experience reports by participants after the program and data from semi-structured qualitative interviews were qualitatively analyzed.
RESULTS Program participants reported that they were moderately satisfied with the program regarding its usefulness and helpfulness on self-awareness, understanding, and reminding them of attempts to change behavior. Most students showed heightened levels of sincerity perceptions and positive attitudes in every session. The results demonstrated significant changes in experience in self-esteem, self-recognition, and interpersonal relationships.
CONCLUSION A group counseling program using the Gestalt approach could help medical students with drop-out experiences to adjust with 1 year their juniors, enhance their self-esteem, contribute to their psychological well-being, and prevent student re-failure through effective stress management and improved interpersonal relationships.
Citations
Citations to this article as recorded by
The Effects of Medical Students’ Traits and College Life on Academic Failure Mediated by Mental Health Garam Lee, Il-Seon Hwang, Sung-Won Jung, Soongu Kim Korean Medical Education Review.2024; 26(2): 155. CrossRef
Effects of Character Strength-Based Intervention vs Group Counseling on Post-Traumatic Growth, Well-Being, and Depression Among University Students During the COVID-19 Pandemic in Guangdong, China: A Non-Inferiority Trial Yulan Yu, Rassamee Chotipanvithayakul, Wit Wichaidit, Wei Cai Psychology Research and Behavior Management.2022; Volume 15: 1517. CrossRef
Study of anxiety and job burnout, and awareness among young anesthetists during COVID‐19 pandemic Xi Yang, Yunxia Zuo Ibrain.2022; 8(3): 338. CrossRef
Exploring the Psychosocial Characteristics and Systematic Support of Academically Maladjusted Students Young-Soon Park, Kyunghee Chun, Tae Hee Lee Korean Medical Education Review.2022; 24(3): 215. CrossRef
Two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education Soon Ok Lee, Sang Yeoup Lee, Sunyong Baek, Jae Seok Woo, Sun Ju Im, So Jung Yune, Sun Hee Lee, Beesung Kam Korean Journal of Medical Education.2015; 27(2): 99. CrossRef
A Case Study on Approaches to Supporting Medical Students with Burnout Experience Eun-Kyung Chung, Kee-Oh Chay, Eui-Ryoung Han Korean Medical Education Review.2014; 16(2): 88. CrossRef
Can Year of the Snake Be an Innovational Period of Medical Education? Sun Huh Korean Journal of Medical Education.2013; 25(1): 1. CrossRef
PURPOSE The lecture is a technique for delivering knowledge and information cost-effectively to large medical classes in medical education. The aim of this study was to analyze teaching quality, based on triangle analysis of video recordings of medical lectures, to strengthen teaching competency in medical school.
METHODS The subjects of this study were 13 medical professors who taught 1st- and 2nd-year medical students and agreed to a triangle analysis of video recordings of their lectures. We first performed triangle analysis, which consisted of a professional analysis of video recordings, self-assessment by teaching professors, and feedback from students, and the data were crosschecked by five school consultants for reliability and consistency.
RESULTS Most of the distress that teachers experienced during the lecture occurred in uniform teaching environments, such as larger lecture classes. Larger lectures that primarily used PowerPoint as a medium to deliver information effected poor interaction with students.
Other distressing factors in the lecture were personal characteristics and lack of strategic faculty development.
CONCLUSION Triangle analysis of video recordings of medical lectures gives teachers an opportunity and motive to improve teaching quality. Faculty development and various improvement strategies, based on this analysis, are expected to help teachers succeed as effective, efficient, and attractive lecturers while improving the quality of larger lecture classes.
Citations
Citations to this article as recorded by
Anatomy in a Virtual Small-group Learning Setting John Kandam Kulathu Mathew, Priyanka Daniel, Pauline Shanthi, Supraja Srivatsava, Aby S. Charles, Jenny Jacob, Mahasampath Gowri, Suganthy Rabi International Journal of Advanced Medical and Health Research.2022; 9(2): 78. CrossRef
Investigating the Requirements of Good Teaching from Medical Students’ Perspectives Son-Hwan Choi, Hyo-Jin Ahn Korean Medical Education Review.2016; 18(3): 156. CrossRef
The Effects of Shared Leadership on Team Performance and Team Commitment of Team-Based Learning in Nursing Students: Mediating Effects of Team Trust Ju-Rang Han Journal of Digital Convergence.2016; 14(12): 303. CrossRef
Should Lecture Recordings Be Mandated in Dental Schools? Two Viewpoints Andrea Ferreira Zandona, Janet Kinney, WookJin Seong, Vandana Kumar, Alexander Bendayan, Edmond Hewlett Journal of Dental Education.2016; 80(12): 1468. CrossRef
Peer review analysis of lectures using video recordings in an integrated curriculum Dong-Mi Yoo, HyunBae Yoon, Seunghee Lee Korean Journal of Medical Education.2015; 27(1): 11. CrossRef
A Study on the Characteristics of Excellent Lecturers in Medical School Haebum Lee, Eunbae B Yang Korean Journal of Medical Education.2013; 25(1): 47. CrossRef
PURPOSE Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students.
METHODS The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week.
Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA.
RESULTS PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness.
CONCLUSION Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.
Citations
Citations to this article as recorded by
Comparative Analysis of Course Satisfaction and Student Assessment Results in Redesigned Problem-Based Learning Sejin Kim, Minjeong Kim, Seom Gim Kong, Ho Joong Jeong Korean Medical Education Review.2022; 24(2): 128. CrossRef
Latent Profile Analysis of Medical Students’ Use of Motivational Regulation Strategies for Online Learning Heoncheol Yun, Seon Kim, Eun-Kyung Chung Korean Medical Education Review.2021; 23(2): 118. CrossRef
Effects of Team-based Problem-based Learning Combined with Smart Education: A Focus on High-risk Newborn Care Sun-Yi Yang Child Health Nursing Research.2019; 25(4): 507. CrossRef
Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea Sanghee Yeo, Bong Hyun Chang Korean Journal of Medical Education.2016; 28(1): 9. CrossRef
The Effects of Case-Based Learning (CBL) on Learning Motivation and Learning Satisfaction of Nursing Students in a Human Physiology Course Na Hyun Kim, Ji Yeon Park, Sang Eun Jun Journal of Korean Biological Nursing Science.2015; 17(1): 78. CrossRef
Experience of Developing and Implementing a Motivation Induction Course for Konyang University Medical College Freshmen Beag Ju Na, Keumho Lee, Kunil Kim, Daun Song, Yera Hur Korean Journal of Medical Education.2012; 24(2): 141. CrossRef
Effects of Problem-Based Learning by Learning Style in Medical Education Su-Jin Chae Korean Journal of Medical Education.2012; 24(4): 347. CrossRef
Instructional Analysis of Lecture Video Recordings and Its Application for Quality Improvement of Medical Lectures Sunyong Baek, Sun Ju Im, Sun Hee Lee, Beesung Kam, So Joung Yune, Sang Soo Lee, Jung A Lee, Yuna Lee, Sang Yeoup Lee Korean Journal of Medical Education.2011; 23(4): 263. CrossRef
PURPOSE Delivering bad news is a task that occurs in most medical practices, rendering communication skills essential to competent patient care. The purpose of this study was to identify factors that are associated with scores on an assessment of medical students' communication skills in delivering bad news to help develop more effective curricula to enhance these essential skills. METHODS: One hundred fifty-four fourth-year medical students at Pusan National University were included. Skills for delivering bad news were assessed using the SPIKES protocol in the CPX. The students were categorized into three main groups according to total scores: 'Exceeds expectations (E)', 'Meets expectations (M)', and 'Needs development (N)'. Personal experiences with misfortune and attitudes toward breaking bad news were surveyed, and school records were collected.
The differences between the E and N groups were analyzed based on performance test and survey. RESULTS: Compared with students in the N group, E group students acquired significantlyhigher scores on the items of Perception, Invitation, a division of Knowledge, Empathy and Strategy, and Summary but not on Setting and a part of Knowledge. E group students had better records in classes and clerkships.
There were no differences in personal experiences and attitudes toward breaking bad news between the groups.
CONCLUSION Personal experience with delivering bad news does not guarantee better communication, and attitudes toward this task do not influence student performance. We expect that deliberate educational programs will have a positive impact on improving communication skills for delivering bad news.
PURPOSE This study was conducted to investigate the effect of direct verbal feedback from an expert during endotracheal intubation skills training using a mannequin compared to practice alone without feedback.
METHODS 154 fourth-year medical students at the Pusan National University were divided into control or feedback groups. Both groups were taught by experts using a mannequin at a clinical skills learning center. The feedback group (n=66) received verbal feedback from the expert throughout training. Skills acquisition was tested during a Clinical Performance Examination.
RESULTS There were no differences between the control and feedback groups in terms of prior experiences with endotracheal intubation, confidence level to perform the skill, and grades received from previous clinical clerkships. The average score of the feedback group was significantly higher than that of the control group (14.06 versus 11.98, p<0.05). When the students were divided into 'exceeds expectations', 'meets expectations' and 'needs development' groups according to a global rating, more students from the feedback group were in the 'exceeds expectations' group and less were in the 'needs development' group compared to the control group (p<0.05). The results showed no significant relation with training date.
CONCLUSION This study demonstrated that direct verbal feedback from an expert during training significantly improves the performance of endotracheal intubation skill.
Feedback acts as an essential component of clinical education; and its effect is prominent, especially in students who require further development.
Citations
Citations to this article as recorded by
Development Plan of a Human Model System for Educating Acupoint Location and Its Implementation Sujung Yeo, Donghyun Nam Korean Journal of Acupuncture.2019; 36(1): 44. CrossRef
A Study on the Quantitative Characteristics of Needle Force on the Acupuncture Practical Model Yeon Sun Lee, Seon Hye Kim, Eun Jung Kim, Seung Deok Lee, Kyung Ho Kim, Kap Sung Kim, Chan Yung Jung Korean Journal of Acupuncture.2018; 35(3): 149. CrossRef
A Study on Multiple Sources Evaluation for Practical Education in the Core Basic Nursing Skills in Nursing Students Hyo-Suk Song, So Hee Lim The Journal of Korean Academic Society of Nursing Education.2016; 22(1): 5. CrossRef
Comparison of Confidence in Practice and Satisfaction by Feedback Types Following Objective Structured Clinical Examination(OSCE) among Nursing Students - Focus on Intermittent Gavage Tube Feeding - Eunha Gil, Heeyoung Oh, Seonkyoung Shin, Yeonhee Park, Yeeun Lee, Jeong Ah Park Journal of Korean Academy of Fundamentals of Nursing.2015; 22(3): 318. CrossRef
Educational suitability of endotracheal intubation using a video-laryngoscope Heon Jin Choo, Oh Young Kwon, Young Gwan Ko Korean Journal of Medical Education.2015; 27(4): 267. CrossRef
Tae Ho Yoon, So Jung Yune, Sik Yoon, Sun Hee Lee, Ihn Sook Jeong, Byung Kyu Park, Sang Yeoup Lee, Chulhun L. Chang, Hae Kyu Kim, Byung Yong Rhim, Hae Jin Jeong
Korean J Med Educ 2007;19(3):251-255. Published online September 30, 2007
PURPOSE This study was performed to compare the characteristics and perceptions of medical school students and professional graduate medical school students.
METHODS Study subjects were 131 medical students from a national university and 113 applicants of a professional graduate medical school. We developed a self-reported questionnaire asking about socio-demographic characteristics; the level of satisfaction of educational environment; perception of missions of medical education and career plan and student activities during school.
RESULTS Students from the professional graduate medical school were significantly different from medical students in socio-demographic characteristics. They also showed higher satisfaction with their education, were more supportive of student union activities and were more anxious about economic and health problems than medical students. However, there was no difference between the two groups regarding perception of missions of medical education and career plan after graduation.
CONCLUSION Based on the above results, it is necessary to consider the characteristics and perceptions of professional graduate medical students when developing educational policies for these older students. The limitation of this study includes a restricted sample, and generalization of results should be done carefully. Thus, more extensive, wide-ranging studies would be useful.
Citations
Citations to this article as recorded by
Exploring the Psychosocial Characteristics and Systematic Support of Academically Maladjusted Students Young-Soon Park, Kyunghee Chun, Tae Hee Lee Korean Medical Education Review.2022; 24(3): 215. CrossRef
Comparison of the perception of public posts between students enrolled in dental college and in graduate school of dentistry Ja-Won Cho, Su-Hyun Shim Oral Biology Research.2018; 42(2): 79. CrossRef
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 Journal of Medical Education.2014; 26(3): 197. CrossRef
A study on premedical curriculum reform of one medical school Jinyoung Hwang, Seung-Hee Lee, Seog Ju Kim, Jwa-Seop Shin, Hyun Bae Yoon, Do-Hwan Kim, Eun Jung Kim Korean Journal of Medical Education.2013; 25(4): 299. CrossRef
Changes in Background and Characteristics in Freshmen in One Graduate Medical School from 2009 to 2011 Hong Joo Seo, Young Joon Ahn Korean Journal of Medical Education.2012; 24(2): 163. CrossRef
The Satisfaction of the Freshman of Graduate Medical Students to the New Medical Curriculum: One Medical School Jong Park, Young Joon Ahn Korean Journal of Medical Education.2011; 23(2): 95. CrossRef
Comparison of Learning Styles between Medical College Students and Professional Graduate Medical School Students Eun-Kyung Chung, Sun-A Oh, Tai-Young Yoon, Sang-Jin Lee, Young Jong Woo, Jung Ae Rhee, Yung Hong Baik Korean Journal of Medical Education.2009; 21(2): 125. CrossRef
The Comparison of Backgrounds and Characteristics of Students in Medical College and Graduate Medical School: A Case Study of One Medical School Jae-Jin Han, Soon Nam Lee, Ivo Kwon, Hyesook Park, Hyun-Jung Im, Tae-eun Kim, Jung Hee An Korean Journal of Medical Education.2008; 20(1): 11. CrossRef
Seung Hwan Oh, Sun Min Lee, Hyung Hoi Kim, Eun Yup Lee, Hae Jin Jeong, Sang Yeoup Lee, Sung Soo Kim, Hae Kyu Kim, Byung Kyu Park, Jae Suk Woo, Byung Yong Rhim, Seong Wan Baik, Ihn Sook Jeong, Chulhun L. Chang
Korean J Med Educ 2006;18(2):161-170. Published online August 31, 2006
PURPOSE Insufficient teaching of clinical microbiology, often caused by limited resources in medical schools, might be a reason for inaccurate diagnosis and treatment of infectious diseases by doctors. The purpose of this study is to develop and assess a multimedia self learning tool (MSLT) for clinical microbiology course.
METHODS We developed the MSLT based on existing self-directed learning tools. This tool was used by second- and third-year medical students. We randomly assigned 67 participating students to two groups: one (29) with lectures only and the other (38) with the MSLT only. We conducted pre- and post-tests.
RESULTS There are no differences in the pre- and post-test scores between the lecture group and the MSLT group in knowledge of bacterial classification, understanding of infectious diseases, proper use of laboratory tests, and proper selection of antimicrobials. However, post-test scores were significantly higher in both groups.
CONCLUSION The MSLT was found to be as equally effective as lectures, at least, test scorewise. Teachers could use either this tool alone or combined with conventional lectures to improve and enhance teaching in clinical microbiology. The results shed new insights into the possibility of introducing new teaching methods in clinical microbiology for future medical education.
Citations
Citations to this article as recorded by
Relationships between Cognitive and Learning Styles of Premedical Students Sowon Ahn, Mira Kim, Ducksun Ahn Korean Journal of Medical Education.2010; 22(1): 7. CrossRef
Hae Jin Jeong, Sang Yeoup Lee, Yong Ki Kim, Yun Jin Kim, Hae Kyu Kim, Nam Hee Park, Byung Kyu Park, Jae Hong Park, Seong Wan Baik, Jae Suk Woo, Sik Yoon, Won Suk Lee, Byung Yong Rhim, Chulhun L. Chang, Ihn Sook Jeong
Korean J Med Educ 2005;17(1):83-96. Published online April 30, 2005
PURPOSE Questions are known to be an important teaching technique. And, waiting for the answers is essential in making questions effective and valuable. The objective of this study is to evaluate the status of the use of questions during lectures and to survey the level of awareness of the professors regarding the questioning method including waiting time in one medical college. METHODS: The study subjects were 42 medical college professors who have been lecturing to second year medical students from February to June 2004. The questionnaire consisted of 28 items on the questions used during their lectures. The lecturers were observes by an appointed student to get data on the characteristics of questions used. RESULTS: Most of the professors observed in this study used questions during lectures, predominantly questions requiring answers. The waiting time, however, for answers was too short than reported in the literature. About 50% of the professors answered that their usual waiting time is between 6 to 10 seconds but the results of the observation showed that the average waiting time was 0.6 second. CONCLUSION: There was significant discrepancy about waiting time between the results of the questionnaire and the data from the observation. Because the average waiting time was much shorter than expected, follow up studies after feedback and education would be recommended.
Citations
Citations to this article as recorded by
LecturePlus: a learner-centered teaching method to promote deep learning Muhammad Jawad Hashim, Romona Govender, Nadirah Ghenimi, Alexander Kieu, Moien A. B. Khan Advances in Physiology Education.2023; 47(2): 175. CrossRef
Analysis of questioning technique during classes in medical education Young Hye Cho, Sang Yeoup Lee, Dong Wook Jeong, Sun Ju Im, Eun Jung Choi, Sun Hee Lee, Sun Yong Baek, Yun Jin Kim, Jeong Gyu Lee, Yu Hyone Yi, Mi Jin Bae, So Jung Yune BMC Medical Education.2012;[Epub] CrossRef
Instructional Analysis of Lecture Video Recordings and Its Application for Quality Improvement of Medical Lectures Sunyong Baek, Sun Ju Im, Sun Hee Lee, Beesung Kam, So Joung Yune, Sang Soo Lee, Jung A Lee, Yuna Lee, Sang Yeoup Lee Korean Journal of Medical Education.2011; 23(4): 263. CrossRef
PURPOSE This study was to report our experience of the brief survey for teaching journal writing by medical students in a clinical curriculum of family medicine.
METHODS Brief surveys performed by medical students in clinical clerkship of department of family medicine from 1998 to 2000. Medical students determined theme without rein for brief surveys. Lecture about meaning and process of survey was given for sufficient understanding of students, and then surveys were conducted. The subjects of survey were outpatients, nursing person, medical students, nursing students, and other general persons. The subjects of theme were classified to 17 chapters 7 components by international classification of primary care(ICPC).
RESULTS In analysis of brief surveys according to ICPC, the reasons for surveys by components were diagnostic, screening prevention(89.0%), treatment, procedures, medication(5.7%), symptoms, complaints(5.3%). By chapters, there were social(64.6%), psychological(12.6%), metabolic and endocrine(6.5%). Among social problems, there were other social problem(35.4%), health care system/access(20.9%), problem with education(13.9%), relation problems partner(12.7%). Majority of medical students had affirmative response for survey conduction. In conclusion, our finding suggest that teaching journal writing as brief survey seems to be useful in understanding of journal writing of medical students.
Citations
Citations to this article as recorded by
Implementation of the Medical Research Curriculum in Graduate Medical School Kwi Hwa Park, Tae-Hee Kim, Wook-Jin Chung Korean Journal of Medical Education.2011; 23(2): 103. CrossRef
First
Prev
