Korean Journal of Medical Education

"Su Jin Chae"

Original Research

Tracking changes in medical students’ perceptions of academic ethics: a longitudinal study: Hyojin Kwon, Su Jin Chae; Korean J Med Educ 2025;37(4):429-436.
Published online October 2, 2025; DOI: https://doi.org/10.3946/kjme.2025.350

Abstract
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Purpose
Medical students are expected to cultivate professionalism as a core competency, which is reflected in their perceptions of academic ethics. This study examined how students’ perceptions of academic ethics, both for themselves and their peers, evolve during their time in medical school and whether these changes differ by sex.
Methods
We surveyed 87 medical students enrolled in a South Korean medical school in the years 2020 and 2023. The survey was designed to measure medical students’ perceptions of academic ethics and comprised questions regarding both self-perception and peer perception. Data analysis was performed using paired t-tests.
Results
Both male and female students reported continuous improvement in their academic ethics as they progressed through medical school. Female rated their academic ethics more highly than male and demonstrated a more significant change in scores over time. Additionally, female observed an increase in their peers’ academic ethics, whereas men perceived a decline. Notably, upper-year students rated their peers’ academic ethics more favorably than did lower-year students.
Conclusion
This study reveals differences in the evolution of academic ethics perceptions between male and female students, highlighting the need for sex-specific academic ethics education in medical school curricula. Moreover, it demonstrates how medical students’ perceptions of academic ethics evolve over time, emphasizing the importance of academic ethics education across school years. These findings offer practical insights for improving medical school curricula and underscore the potential of academic ethics education in fostering ethical awareness among future medical professionals.

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The role of transfer motivation and self-efficacy on student satisfaction during early clinical experiences in South Korea: a cross-sectional study: In-Kyung Song, Hwa-Young Jang, Su Jin Chae; Korean J Med Educ 2025;37(1):13-21.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.319

Abstract
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Purpose
This study aimed to identify the factors influencing premedical students’ satisfaction with early clinical experience and determine the mediating effect of self-efficacy on the relationship between learning motivation and satisfaction.
Methods
This cross-sectional study included 35 second-year premedical students who completed the early clinical experience course and responded to course evaluation questionnaires on self-efficacy, transfer motivation, and student satisfaction. The data were analyzed using descriptive statistics, Pearson’s correlation, Baron and Kenny’s hierarchical multiple regression analyses, and the Sobel test.
Results
Student satisfaction was significantly correlated with self-efficacy (r=0.724, p<0.01) and transfer motivation (r=0.538, p<0.01). Self-efficacy and transfer motivation were also highly correlated (r=0.789, p<0.01). Multiple regression analyses and Sobel test indicated that self-efficacy fully mediated the relationship between student satisfaction and transfer motivation (Z=2.704, p<0.01).
Conclusion
In this study, early clinical experience program increased premedical students’ self-efficacy and transfer motivation for clinical knowledge and confirmed that self-efficacy mediated student satisfaction. These findings demonstrate the positive effects of early clinical experience on the medical school curriculum and suggest the need for educational strategies to increase self-efficacy in learning.

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Personality traits and academic attitudes of medical students in the COVID-19 pandemic: a person-centered approach, empirical research, Korea: Jaesang Hwang, Ji Hye Yu, Janghoon Lee, Ikhan Kim, Su Jin Chae, Mijin Lee, Janghee Park; Korean J Med Educ 2024;36(4):379-387.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.311

Abstract
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Purpose
Since the coronavirus disease 2019 (COVID-19) pandemic, the educational environment has moved toward online-based education, which may significantly impact medical students’ educational experiences. However, the same events may be understood differently by different individuals depending on their personalities. Therefore, the changing educational environment during the COVID-19 pandemic may not have been perceived equally by all students. This study aimed to investigate medical students’ personality profiles and the difference between academic burnout and engagement according to their personality profiles.
Methods
During the 2021–2022 academic year, when online-based education was implemented due to the pandemic, a survey was conducted among medical students in Korea (N=325). First, we used latent profile analysis to identify the sub-types of the Big Five personalities. Second, we used analysis of variance and post hoc comparisons to study the difference between academic burnout and engagement among these sub-types.
Results
The Big Five personality traits of medical students in our sample were classified into three profiles. Profiles with relatively high neuroticism, while other personality traits were low, had both the highest academic burnout and academic engagement. Alternatively, the profiles showing relatively low neuroticism, while other personality traits were high, had the lowest academic burnout and the highest academic engagement.
Conclusion
Personality is a stable trait that affects an individual’s behavior and response to the environment. Thus, individuals with specific personalities differ in their reactions to their environment. This may provide an advantage to some medical students’ careers.

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Special Issue: Letter

Past, present, and future of the Korean Journal of Medical Education: Su Jin Chae; Korean J Med Educ 2024;36(2):129-130.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.289

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Corrigendum

Correction of Table: Educational implications of assessing learning outcomes with multiple choice questions and short essay questions: Hyo-Jin Kwon, Su Jin Chae, Joo Hyun Park; Korean J Med Educ 2024;36(1):111-111.
Published online December 21, 2023; DOI: https://doi.org/10.3946/kjme.2023.279; Corrects: Korean J Med Educ 2023;35(3):285

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Short Communication

Educational implications of assessing learning outcomes with multiple choice questions and short essay questions: Hyo-Jin Kwon, Su Jin Chae, Joo Hyun Park; Korean J Med Educ 2023;35(3):285-290.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.266

Abstract
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Purpose
This study investigates the characteristics of different item types to assess learning outcomes and explore the educational implications that can be obtained from the results of learning outcome assessments.
Methods
Forty-five second-year premedical students participated in this study. Multiple choice question (MCQ) and short essay question (SEQ) scores and pass rates for 10 learning outcomes were analyzed. Descriptive statistics and correlation analysis were used to analyze the data.
Results
The correlation analysis indicated that there was a significant correlation between SEQs and pass rate but there was no significant correlation between MCQs and pass rate. Some students with identical scores on the MCQs had different scores on the SEQs or on the learning outcomes.
Conclusion
This study showed that students’ achievement of learning outcomes can be assessed using various types of questions in outcome-based education.

Citations

Citations to this article as recorded by

Correction of Table: Educational implications of assessing learning outcomes with multiple choice questions and short essay questions
Hyo-Jin Kwon, Su Jin Chae, Joo Hyun Park
Korean Journal of Medical Education.2024; 36(1): 111. CrossRef
The performance of OpenAI ChatGPT-4 and Google Gemini in virology multiple-choice questions: a comparative analysis of English and Arabic responses
Malik Sallam, Kholoud Al-Mahzoum, Rawan Ahmad Almutawaa, Jasmen Ahmad Alhashash, Retaj Abdullah Dashti, Danah Raed AlSafy, Reem Abdullah Almutairi, Muna Barakat
BMC Research Notes.2024;[Epub] CrossRef

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1 Scopus

Original Research

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.

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Short Communication

Medical students’ satisfaction on online flipped learning by learning styles: Su Jin Chae; Korean J Med Educ 2021;33(4):405-409.
Published online November 30, 2021; DOI: https://doi.org/10.3946/kjme.2021.208

Abstract
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Purpose
The purpose of this study was to examine the differences in the medical students’ satisfaction on online flipped learning by the learning style.
Methods
A total of 42 second-year medical students were participated in this study. As study tools, Felder and Soloman’s Index of Learning Styles and the Korean Educational Development Institute’s National Assessment of Student Engagement in Learning were utilized. Data analysis was conducted with the Kruskal-Wallis test, a nonparametric statistical method.
Results
Results showed that there were statistically significant differences within active–reflective types and sensing–intuitive types. The active–reflective type has been shown to have statistically significant differences for the three effects of learning, such as problem solving and understanding, active participation, and self-directed learning attitudes. For sensing–intuitive type, active participation showed a significant difference from other effects of learning.
Conclusion
The learning style is an important concept in understanding the diverse ways in which students process and absorb new information. Hence research is needed to conduct successful small group activities through online. In the future, it is necessary to find the factors that can lead to successful online classes in medical schools.

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Zhao-Lan Hu, Yue-Zi Hu, Zi-Jing Gao, Yan-Wei Luo, Peng Ou, Cong Luo, Yan-Hui Cui, Ru-Yi Luo
Advances in Medical Education and Practice.2025; Volume 16: 2349. CrossRef
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Sustainability.2022; 14(23): 15545. CrossRef

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Exploring the strategies for successfully building e-portfolios in medical schools: Su Jin Chae, Yong Won Lee; Korean J Med Educ 2021;33(2):133-137.
Published online June 1, 2021; DOI: https://doi.org/10.3946/kjme.2021.188

Abstract
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Purpose
The purpose of this study is to examine the characteristics of resistance among medical students toward e-portfolios and find the strategies for them to successfully prepare e-portfolios.
Methods
Participants were a group of 258 medical students. The questionnaire comprised 13 items developed based on the innovation resistance theory. The data were analyzed using descriptive analysis and Spearman’s correlation analysis using PASW SPSS version 18.0 (SPSS Inc., Chicago, USA).
Results
Students perceived that e-portfolios have a high degree of relative advantage, trialability, and complexity as their innovation resistance characteristics. Regarding perceived risk, they did not want others to see their information, but they had a high degree of demand for communication with their professors.
Conclusion
The successful use of portfolios can serve as a tool for student management and assessment that can reflect their introspection, personal development, and academic performance. This study proposed the strategies to promote the use of e-portfolios by strengthening education on the need for them, specific feedback of instructors, and students’ autonomy.

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Original Research

Korean medical students’ attitudes toward academic misconduct: a cross-sectional multicenter study: Eun Kyung Chung, Young-Mee Lee, Su Jin Chae, Tai Young Yoon, Seok Yong Kim, So Youn Park, Ji-Young Park, Chang-Shin Park; Korean J Med Educ 2019;31(4):309-317.
Published online November 29, 2019; DOI: https://doi.org/10.3946/kjme.2019.141

Abstract
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Purpose
This study investigated medical students’ attitudes toward academic misconduct that occurs in the learning environment during the pre-clinical and clinical periods.
Methods
Third-year medical students from seven medical schools were invited to participate in this study. A total of 337 of the 557 (60.5%) students completed an inventory assessing their attitudes toward academic misconduct. The inventory covered seven factors: scientific misconduct (eight items), irresponsibility in class (six items), disrespectful behavior in patient care (five items), dishonesty in clerkship tasks (four items), free riding on group assignments (four items), irresponsibility during clerkship (two items), and cheating on examinations (one item).
Results
Medical students showed a strict attitude toward academic misconduct such as cheating on examinations and disrespectful behavior in patient care, but they showed a less rigorous attitude toward dishonesty in clerkship tasks and irresponsibility in class. There was no difference in students’ attitudes toward unprofessional behaviors by gender. The graduate medical school students showed a stricter attitude toward some factors of academic misconduct than the medical college students. This difference was significant for irresponsibility in class, disrespectful behavior in patient care, and free riding on group assignments.
Conclusion
This study indicates a critical vulnerability in medical students’ professionalism toward academic integrity and responsibility. Further study evidence is needed to confirm whether this professionalism lapse is confined only to this population or is pervasive in other medical schools as well.

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Tracking changes in medical students’ perceptions of academic ethics: a longitudinal study
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Korean Journal of Medical Education.2025; 37(4): 429. CrossRef
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Medical students’ satisfaction with clinical clerkship and its relationship with professional self-concept: Ji Hye Yu, Su Kyung Lee, Miran Kim, Su Jin Chae, Ki Young Lim, Ki Hong Chang; Korean J Med Educ 2019;31(2):125-133.
Published online May 30, 2019; DOI: https://doi.org/10.3946/kjme.2019.124

Abstract
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Purpose
Medical students construct their identity as a student physician through clinical clerkship. However, there is a lack of research on the effect of clinical clerkship on professional self-concept formation. The aim of this study is to analyze and ascertain the relationship between medical students’ satisfaction with clinical clerkship and professional self-concept.
Methods
This investigation studied 84 third- and fourth-year medical students enrolled in the Ajou University School of Medicine and Graduate School of Medicine. Study measures tools included satisfaction with clinical clerkship and professional self-concept measurement. For data analyses, a descriptive analysis of the research variable characteristics was applied, gender differences in variables by years of medical school were analyzed with t-tests, and correlation analysis was used to check for relationships between variables.
Results
We found no statistically significant differences between satisfaction with clinical clerkship with respect to medical school year and gender. While professional self-concept did not show significant differences by year of medical school, we observed statistically significant differences by gender with respect to the subscales of professional practice and communication factor. In addition, satisfaction with clinical clerkship and professional self-concept demonstrated statistically significant positive correlation. The present research was able to confirm that there exists a correlation between medical students’ clinical clerkship experience and professional self-concept formation.
Conclusion
Our study outcomes shows that provision of positive assistance as a measure to enhance satisfaction with clinical clerkship via the curriculum and environmental improvement is envisaged to lead to medical students’ professional self-concept formation.

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Short Communication

Do basic psychological needs affect student engagement in medical school?: Ji Hye Yu, Su Jin Chae, Yoon-Sok Chung; Korean J Med Educ 2018;30(3):237-241.
Published online August 27, 2018; DOI: https://doi.org/10.3946/kjme.2018.98

Abstract
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Purpose
The purpose of this study is to verify the effect of basic psychological needs of learners on student engagement in medical school.
Methods
A total of 91 first-year and second-year medical students participated in this study. Their basic psychological needs were determined. Student engagement scales were utilized to determine their engagement. Correlation and multiple regression analyses were conducted.
Results
Basic psychological needs showed a total explanatory power of 13% for student engagement (F=5.27, p<0.01). Competence (β=0.295, p<0.01) had statistically significant effect on student engagement.
Conclusion
Results of the present study verified that student engagement could be determined by learner’s traits. Among psychological traits of learners, student engagement was significantly affected by competence. Thus, medical school should provide various experiences to satisfy competence as a basic psychological need of learners.

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Special Issue: Original Research

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

Abstract
PDF

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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Original Research

The mediating effect of calling on the relationship between medical school students’ academic burnout and empathy: Su Jin Chae, So Mi Jeong, Yoon-Sok Chung; Korean J Med Educ 2017;29(3):165-173.
Published online August 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.62

Abstract
PDF

Purpose
This study is aimed at identifying the relationships between medical school students’ academic burnout, empathy, and calling, and determining whether their calling has a mediating effect on the relationship between academic burnout and empathy. Methods: A mixed method study was conducted. One hundred twenty-seven medical students completed a survey. Scales measuring academic burnout, medical students’ empathy, and calling were utilized. For statistical analysis, correlation analysis, descriptive statistics analysis, and hierarchical multiple regression analyses were conducted. For qualitative approach, eight medical students participated in a focus group interview. Results: The study found that empathy has a statistically significant, negative correlation with academic burnout, while having a significant, positive correlation with calling. Sense of calling proved to be an effective mediator of the relationship between academic burnout and empathy. Conclusion: This result demonstrates that calling is a key variable that mediates the relationship between medical students’ academic burnout and empathy. As such, this study provides baseline data for an education that could improve medical students’ empathy skills.

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Understanding academic burnout: A systematic literature review of its risk and protective factors
Ismu Sukamto, Yulia Ayriza, Hiryanto, Rahmah Kumullah, Murjainah, Priska Efriani Luansi Ero, Septiyati Purwandari, Ranak Lince, Dina Maulina
Social Sciences & Humanities Open.2026; 13: 102441. CrossRef
Burnout and empathy in dental students: a cross-sectional study of their association and related factors
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Mary Anne D Chiong, Citadel C De Castro, Reynaldo D Romero
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P. Cairns, A. E. Isham, R. Zachariae
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Original Article

Potential bias factors that affect the course evaluation of students in preclinical courses: Su Jin Chae, Miran Kim, Ki Hong Chang, Yoon-Sok Chung; Korean J Med Educ 2017;29(2):73-80.
Published online May 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.54

Abstract
PDF

Purpose
We aim to identify what potential bias factors affected students’ overall course evaluation, and to observe what factors should be considered in the curriculum evaluation system of medical schools. Methods: This study analyzed students’ ratings of preclinical instructions at the Ajou University School of Medicine. The ratings of instructions involved 41 first-year and 45 second-year medical students. Results: There was a statistically significant difference between years of study and ratings’ scoring. Learning difficulty, learning amount, student assessment, and teacher preparation from second-year students were significantly higher than first-year students (p<0.05). The analysis results revealed that student assessment was the predictor of ratings from first-year students, while teacher preparation was the predictor of ratings from second-year students. Conclusion: We found significant interactions between year of study and the students’ rating results. We were able to confirm that satisfaction of instructions factors perceived by medical students were different for the characteristics of courses. Our results may be an important resource for evaluating preclinical curriculums.

Citations

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Multidimensional educational experience as the basis for student satisfaction
K. A. Danilova, D. G. Sandler, A. D. Zorina, M. S. Sosnin
Vestnik of Samara State University of Economics.2026; (5): 119. CrossRef

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Can disclosure of scoring rubric for basic clinical skills improve objective structured clinical examination?: Su Jin Chae, Miran Kim, Ki Hong Chang; Korean J Med Educ 2016;28(2):179-183.
Published online May 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.28

Abstract
PDF

Purpose
To determine whether disclosure of scoring rubric for objective basic clinical skills can improve the scores on the objective structured clinical examination (OSCE) in medical students.
Methods
Clinical performance score results of one university medical students (study group, n=345) were compared to those of another university (control group, n=1,847). Both groups took identical OSCE exam. OSCE rubric was not revealed to the study group until they were in the last 2 years of medical school.
Results
There was no significant difference between before and after disclosure of rubric. However, history taking and physical examination scores of the study group were lower than those of the control group before the disclosure of rubric. After disclosure of rubric, the scores were either unchanged or slightly increased in the control group. Trend analysis of scores demonstrated that history taking and physical examination scores after the disclosure were significantly increased in the study group for 2 years.
Conclusion
This study revealed that disclosure of basic clinical skills rubric to medical students could enhance their clinical performance, particularly in history taking and physical examination scores.

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2 Scopus

The relationship among self-efficacy, perfectionism and academic burnout in medical school students: Ji Hye Yu, Su Jin Chae, Ki Hong Chang; Korean J Med Educ 2016;28(1):49-55.
Published online January 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.9

Abstract
PDF

Purpose
The purpose of this study was to examine the relationship among academic self-efficacy, socially-prescribed perfectionism, and academic burnout in medical school students and to determine whether academic self-efficacy had a mediating role in the relationship between perfectionism and academic burnout.
Methods
A total of 244 first-year and second-year premed medical students and first- to fourth-year medical students were enrolled in this study. As study tools, socially-prescribed perfectionism, academic self-efficacy, and academic burnout scales were utilized. For data analysis, correlation analysis, multiple regression analysis, and hierarchical multiple regression analyses were conducted.
Results
Academic burnout had correlation with socially-prescribed perfectionism. It had negative correlation with academic self-efficacy. Socially-prescribed perfectionism and academic self-efficacy had 54% explanatory power for academic burnout. When socially-prescribed perfectionism and academic self-efficacy were simultaneously used as input, academic self-efficacy partially mediated the relationship between socially-prescribed perfectionism and academic burnout.
Conclusion
Socially-prescribed perfectionism had a negative effect on academic self-efficacy, ultimately triggering academic burnout. This suggests that it is important to have educational and counseling interventions to improve academic self-efficacy by relieving academic burnout of medical school students.

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77 Scopus

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 J Med Educ 2016;28(1):25-28.
Published online January 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.6

Abstract
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Purpose
Academic failure tolerance (AFT) is one of the important psychological concepts in education, but its applications in medical education are rare. Thus, the purpose of this study was to investigate the effect of academic failure tolerance on academic achievement fluctuation among medical school students using a longitudinal research design.
Methods
The subjects were 43 medical students who responded to the AFT test. This study analyzed the longitudinal data of achievement scores up to the 2nd academic year (2012–2013) among students who were divided into academic achievement improvement and decline groups.
Results
Comparing the improvement and decline groups’ mean academic achievement fluctuation scores demonstrated that behavior and preferred task difficulty showed high scores whereas feeling scores were lower in the improvement group (p<0.05).
Conclusion
In the improvement group, despite the higher negative feeling scores during academic failure, the students favored the more difficult subjects and were more assiduous in their studies. This will form an important basis for enhancing academic achievement among medical students.

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Academic Satisfaction, Academic Motivation, and Performance of Senior High School Students
Godwin Yaw Adi, Vera Arhin
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Seyoung Kim, Naya Choi
Sustainability.2020; 12(5): 1888. CrossRef
Potential bias factors that affect the course evaluation of students in preclinical courses
Su Jin Chae, Miran Kim, Ki Hong Chang, Yoon-Sok Chung
Korean Journal of Medical Education.2017; 29(2): 73. CrossRef

10,939 View
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3 Scopus

Factors that influence student ratings of instruction: Su Jin Chae, Yun Hoon Choung, Yoon Sok Chung; Korean J Med Educ 2015;27(1):19-25.
Published online March 31, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.1.19

Abstract
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Purpose
The purpose of this study was to examine the validity of student ratings of instruction by analyzing their relationships with several variables, including gender, academic rank, specialty, teaching time, and teaching method, at a medical school.
Methods
This study analyzed the student ratings of 297 courses at Ajou University School of Medicine in 2013. SPSS version 12.0 was used to analyze the data and statistics by t-test, analysis of variance, and Scheffe test.
Results
There were no statistically significant differences in student ratings between gender, rank, and specialty. However, student ratings were significantly influenced by teaching times and methods (p<0.05). Student ratings were high for teaching times of 10 hours or more and small-group learning, compared with lectures. There was relatively mean differences in students ratings by teaching times, specialty and rank, although the difference in ratings was not statistically significant.
Conclusion
Student ratings can be classified by teaching time and method for summative purposes. To apply student ratings to the evaluation of the performance of faculty, further studies are needed to analyze the variables that influence student ratings.

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Course quality management based on monitoring by students at a medical school
Sanghee Yeo
Korean Journal of Medical Education.2018; 30(2): 141. CrossRef
Potential bias factors that affect the course evaluation of students in preclinical courses
Su Jin Chae, Miran Kim, Ki Hong Chang, Yoon-Sok Chung
Korean Journal of Medical Education.2017; 29(2): 73. 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
Evaluation in medical education
Tai Young Yoon
Korean Journal of Medical Education.2015; 27(1): 1. CrossRef

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4 Scopus

Teaching Tips

Effective question and answer in class: Su Jin Chae; Korean J Med Educ 2013;25(3):245-246.
Published online September 30, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.3.245

8,552 View
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The Importance of Nonverbal Communication Skills: Su Jin Chae; Korean J Med Educ 2010;22(2):149-150.
Published online June 30, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.2.149

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Brief Communication

A Trend Study of Student' Consistent Responses to Course Evaluation: Su Jin Chae, Ki Young Lim; Korean J Med Educ 2009;21(3):307-311.
Published online September 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.3.307

Abstract
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PURPOSE
Most students choose the same option to questions in course evaluation surveys. Identical answers to each question render the results unreliable. The purpose of this study was to analyze the trend of medical student' consistent responses to course evaluations. METHODS: The data of this study were the results of a course evaluation over 3 years (from 2006 to 2008) at the School of Medicine at A University. RESULTS: The proportion of students who replied with the same answers to each question was below 20%. This result was consistent in freshmen, sophomores, and junior students. Using a 5-point Likert scale, more than 40% of the students gave 5 points consistently. CONCLUSION: We conclude that student' responses to evaluations do not have a significant impact on the reliability of course evaluations at Medical School at A University. These results differ significantly from those of previous research. Hence, future studies are required to analyze course evaluations in medical schools using diverse aspects.

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Sanghee Yeo
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Jung Eun Hwang, Na Jin Kim, Meiying Song, Yinji Cui, Eun Ju Kim, In Ae Park, Hye In Lee, Hye Jin Gong, Su Young Kim
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Asia Pacific Education Review.2014; 15(3): 483. CrossRef

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Original Article

Comparison of the Academic Achievement by Self-Directed Learning Readiness Levels in a Hybrid Problem Based Learning Course: Su Jin Chae, Jwa Seop Shin, Yoon-Seong Lee; Korean J Med Educ 2004;16(3):281-288.
Published online December 31, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.3.281

Abstract
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PURPOSE
The purpose of this study was (1) to compare the relationship between multiple choice test (MCT) and problem-based learning (PBL) achievement, and (2) to determine whether self-directed learning readiness (SDLR) factors influenced PBL achievement by SDLR levels in a hybrid PBL course. METHODS: The subjects were 2nd year students (N=113) in a Hematology PBL course at Seoul National University, College of Medicine. For the study analysis, data were collected on PBL, MCT and SDLR scores. The SDLR instrument developed by West & Bentley consisted of 32 items and 6 factors. The SPSSwin (R) program was used to analyze the data and statistics including correlation, F-test, and multiple regression analysis. RESULTS: Firstly, the results showed a significant relationship between PBL and SDLR scores (r=.583; p<.05). Meanwhile, the relationships between MCT and PBL (r=.145), and between MCT and SDLR scores (r=-.067) were insignificant. Secondly, the PBL score by SDLR levels (high, middle, low) showed a statistically significant difference (F=15.98; p<.05). Thirdly, it was proved by multiple regression analysis that the SDLR factors and PBL score by SDLR levels could be explained by the following three factors: love of learning (R2=18.8%; high level), self understanding (R2=17.2%; middle level), inquiry to learning (R2=19.0%; low level).
CONCLUSION
The results of this study indicated that there was a significant correlation between PBL score and SDLR levels. It showed that the higher the SDLR scores, the more successful one is in independent situations such as PBL. Further study is needed so that suitable instructional methods for medical students can be conducted in an integrated curriculum.

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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
Differences in Non‐Cognitive Factors Influencing the Academic Achievement of Medical and Nursing Students: Focusing on Achievement Goal Orientation and Self‐Regulated Learning
Eun A Park, Kyung Hee Chun
Korean Medical Education Review.2014; 16(1): 32. CrossRef
The Effects of Mothers' Home Management Ability on the School-Aged Children's Self Management Skills: via the Mediation of Self-Regulation of Children
Bo-Ra Kwon, Young-Eun Chang
Korean Journal of Human Ecology.2013; 22(1): 29. CrossRef
The Relationship among the Learning Motivation, the Characteristics of Multiple Intelligence and Academic Achievement in Medical School Students
Sookhee Ryue, Haebum Lee, Woo Taek Jeon
Korean Medical Education Review.2013; 15(1): 46. CrossRef
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Bo Ra Kwon, Young Eun Chang
Journal of the Korean Home Economics Association.2012; 50(7): 49. CrossRef
Medical Students' Goals, Methods and Opinions on Self-directed Learning and Analysis of Self-assessment
Jungwon Huh, Jaejin Han, Hyunjung Im
Korean Journal of Medical Education.2008; 20(2): 123. CrossRef
An Analysis of the Relationship between Intragroup Peer Assessment Results and Self-Directed Learning Readiness in a Leadership Curriculum
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Korean Journal of Medical Education.2008; 20(4): 363. CrossRef
Student's Evaluation of Problem-BasedLearning Curriculum in Medical School
Hahn Young Kim, Ran Lee, Jongmin Lee, Hyun-Ji Cho, Kwang-Yeol Park
Korean Journal of Medical Education.2008; 20(3): 259. CrossRef

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Causal Analysis and Improvement Strategies of the Problems in Implementing a PBL Program in Integrated Curriculum: Su Jin Chae, Dong Soon Lee, Yoon Sung Lee; Korean J Med Educ 2003;15(1):35-43.
Published online April 30, 2003; DOI: https://doi.org/10.3946/kjme.2003.15.1.35

Abstract
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PURPOSE
The purpose of this study was to analyze the causes of the problems in Problem Based Learning (PBL) program performed in integrated curriculum of Hematology, Seoul National University College of Medicine, 2002, and to determine the improvement strategies for a successful PBL in integrated curriculum. METHODS: This study was conducted using qualitative methods with participant observations, descriptive participants, in-depth interviews and an open questionnaire, etc. during the three days two weeks. Ten of 17 tutors including 10 faculty and 7 residents took part in the study. Among the 10 tutors, 7 were the faculty tutors, 3 were the residents tutors. The data was analyzed the causal chains which were developed by Colby. RESULTS: The main problems revealed in implementing of PBL program were a large class size, lacks of tutors, time, budget, faculty education and college authorities' interests in undergraduate medical education, etc. The main problem of a PBL program in an integrated curriculum of Hematology was the recruitment of tutors. According to the casual chains analysis, the factors that affected the recruitment of PBL tutors were related to college authorities' lack of interest in undergraduate medical education. CONCLUSION: In order to have successful PBL program in an integrated curriculum, several administrative factors, including extrinsic reward systems such as promotion and tenure decision, and departmental budgetary requirements, should be considered.

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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
Students' Satisfaction and Perception of Problem Based Learning Evaluated by Questionnaire
Min Jeong Kim
Kosin Medical Journal.2015; 30(2): 149. CrossRef
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Byoung Doo Rhee, Hoon-Ki Park
Hanyang Medical Reviews.2012; 32(1): 8. CrossRef

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The Study on the Validity and Reliability of an Instruction Evaluation Questionnaire: Su Jin Chae, Kee Hyun Chang, Heung Sik Kang, Woo Sun Kim; Korean J Med Educ 2002;14(2):287-292.; DOI: https://doi.org/10.3946/kjme.2002.14.2.287

Abstract
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PURPOSE
The aim of this study was to analyze the instruction evaluation questionnaires that have been used by the Department of Radiology, Seoul National University College of Medicine, 2001, and to determine a means to improve them.
METHODS
This study used (1) a factor analytic technique to identify the instructional factors that determine the correlation between all pairs of the evaluation items. (2) A procedure known as Cronbach's alpha, which allows the internal consistency of the instruction evaluation items to be estimated. (3) A correlation method to compare the instruction evaluation score results among the students, residents, peer faculties and the faculty itself.
RESULTS
The results were summarized as follows: First, the Instruction Evaluation Questionnaire included 12 items, 6 comprising a 'teaching method connected with the lecturer' factor and the other 6 a 'teaching method connected with the teaching resource' factor. Second, the Cronbach's alpha index was found to be 0.91s. This indicates the high reliability of the items of the questionnaire for the instruction evaluation. Third, it was found that the correlation between the evaluators was very low (r=.345). In particular, the average score of the peer faculties was 3.33, which was lower when compared with the average score of other evaluators.
CONCLUSION
There is no concordant opinion regarding the evaluation items that should be used in an instruction evaluation in a Medical College. However, the instruction evaluation items should consider various factors connected with the teaching and learning activity. There is a need to elaborate on the contents of the evaluation items in order that the instruction evaluation items be more reliable and have a greater validity.

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A Trend Study of Student' Consistent Responses to Course Evaluation
Su-Jin Chae, Ki-Young Lim
Korean Journal of Medical Education.2009; 21(3): 307. CrossRef
Experience and Consideration on Online Course Evaluation by Medical Students
So Dug Lim, Jongmin Lee, Hyung Seok ParK, Jae-Ran Yu, Kyung Yung Lee, In Sook Sohn, Ran Lee
Korean Journal of Medical Education.2008; 20(4): 367. CrossRef

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A Study on the Use of Reflective Journals in Problem Based Learning: Su Jin Chae, Jwa Seop Shin, Hee Chul Eun, Yoon Sung Lee; Korean J Med Educ 2002;14(2):157-164.; DOI: https://doi.org/10.3946/kjme.2002.14.2.157

Abstract
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PURPOSE
The purpose of this study was to analyze the opinions of students and tutors about the use of reflective journals in Problem Based Learning performed in Seoul National University College of Medicine over a period of 4 weeks, and to determine the possible applications of such journals as an evaluation tool.
METHODS
& RESULTS: The writing of a reflective journal helps students to achieve some of the important PBL goals, for example, keeping such a journal encourages students to reflect on their learning experiences, and fosters problem solving skills. All students were asked to complete the same questionnaire every weeks for the four week period. Most students thought of a reflective journal as a tool for personal reflection, rather than as a tool for fostering problem solving skills. The questionnaire was rated on 5 point scale: from 'very important' to 'not important at all'. Fifty eight percent of tutors and 20% of students replied that the journal writing was 'very important'.
CONCLUSION
We suggest the following items for the future application of the reflective journal as an evaluation tool. First, intimate trust should be developed between students and tutors, as a reflective journal can include private matters. Second, tutors should give feedback for the student's reflective journal. Finally, comprehensive direction should be given to students and tutors to allow them to use their reflective journals effectively.

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Changes in self-reflective thinking level in writing and educational needs of medical students: A longitudinal study
Kwi Hwa Park, Bee Sung Kam, So Jung Yune, Sang Yeoup Lee, Sun Ju Im, Marcel Pikhart
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A Study on the Effectiveness Analysis of Problem-Based Learning (PBL) Class in Aviation Service Major
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Journal of the Korean Society for Aviation and Aeronautics.2022; 30(4): 169. CrossRef
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Young Jon Kim, Seung Hyun Lee, Hyo Hyun Yoo
Korean Medical Education Review.2017; 19(3): 169. CrossRef
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Sun A Oh, Eun Kyung Chung, Young Jong Woo, Eui Ryoung Han, Young Ok Kim
Korean Journal of Medical Education.2010; 22(2): 131. CrossRef

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Clerkship Evaluation by Students Using Questionnaire: Su Jin Chae, Kee Hyun Chang, Heung Sik Kang, Woo Sun Kim; Korean J Med Educ 2001;13(1):131-141.; DOI: https://doi.org/10.3946/kjme.2001.13.1.131

Abstract
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The purpose of this study is to present the results of the clerkship evaluation by the students using questionnaire, to discuss the problems revealed in performing the evaluation, and to find out the ways to improve the evaluation. In 2000, the evaluation has been conducted by the Department of Radiology, Seoul National University College of Medicine. The questionnaires filled-up by 97 junior students who completed the clerkship schedule of 2 weeks were analyzed in this study. The questionnaire consisted of 28 structured items with 5-grade scale each, the contents of which included the amount and level of the overall clerkship course and those of 5 subtypes of the clerkship(self-learning, student conference, student seminar, on-site clerkship, and small group discussion with faculty). In small group discussion, enthusiasm of each faculty, delivery effect, and difficulty of the contents were also evaluated. As a result, the most items were assessed to be slightly better than average(3 or 4 point of 5 scale). It was found that the small group discussion was most favored, whereas the student seminar was least favored. Faculty activity was also scored to be better than average. There were no significant differences among all faculty activity. The limitation of this study is failure of assessing the validity and reliability of the student response. In order to improve the evaluation, we should consider following four subjects: First, all the items are carefully developed to enhance the validity and reliability of the evaluation. Second, students should be fully informed of the objects of the evaluation before it is carried out. Third, teaching support facilities for the faculty are needed. Finally, an organization which takes complete charge of the instruction evaluation must be established.

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