Korean Journal of Medical Education

"Sun Kim"

Short Communication

Enacted practices and developmental experiences of senior medical student tutors in a structured peer tutoring program: Dong Mi Yoo, A Ra Cho, Sun Kim; Korean J Med Educ 2026;38(1):95-101.
Published online February 24, 2026; DOI: https://doi.org/10.3946/kjme.2025.111

Purpose
This study examined tutors’ practices, challenges, and developmental experiences within a structured senior–junior tutoring program implemented at a Korean medical school.
Methods
Fourteen tutors participated across two one-semester cycles—seven tutors in 2022 and seven in 2023. Each cycle included standardized tutor orientation, weekly one-on-one tutoring sessions, and faculty oversight. Data sources consisted of 24 tutor activity reports and semi-structured tutor interviews, and a survey of tutees was additionally conducted to contextualize the tutoring environment. Qualitative data were analyzed thematically.
Results
Tutors engaged in five major domains of tutoring practice: diagnostic assessment of learning routines, structured academic coaching, lifestyle and behavioral stabilization, management of communication and relational challenges, and iterative adjustment of goals and strategies. They reported that peer tutoring required substantial emotional and relational work, often addressing broader behavioral patterns rather than isolated content gaps. Consistent with tutors’ accounts, tutees’ survey responses indicated improvements in learning motivation, study strategies, time management, and satisfaction with communication.
Conclusion
Structured peer tutoring extended beyond academic assistance to encompass academic, behavioral, and emotional guidance. Participation also contributed to tutors’ metacognitive awareness, communication skills, and emerging professional identity. These findings offer implications for developing sustainable peer-led support programs in medical education.

881 View
37 Download

Original Research

The relationship between non-cognitive student attributes and academic achievements in a flipped learning classroom of a pre-dental science course: Minsun Kim, Sangho Roh, Jungjoon Ihm; Korean J Med Educ 2018;30(4):339-346.
Published online December 1, 2018; DOI: https://doi.org/10.3946/kjme.2018.109

Abstract
PDF

Purpose
The purpose of this study was to examine whether non-cognitive student attributes such as learning style and personality type affected academic performance in a flipped learning classroom of a pre-dental undergraduate science course.
Methods
‘Biodiversity and Global Environment,’ a 15-week, 3-credit course, was designed as a flipped class in Seoul National University School of Dentistry in 2017. Second-year pre-dental students were required to enroll in the course and to engage in online learning and in-class discussion. The Kolb’s Learning Style Inventory and the Myers-Briggs Type Indicator were conducted to measure non-cognitive student factors. Independent samples t-test and multivariate regression analyses were used to examine the relationships between self-rated measurements and academic achievement.
Results
More than half of the students enrolled in the flipped science course had an assimilator learning style (50%), followed by convergers (24%), accommodators (16%), and divergers (10%), and their personality types were dominated by the introverted, sensing, thinking, and judging types, respectively. Examining group differences using the t-test demonstrated a significant relationship between the diverger group and higher academic success. In particular, the multivariate regression analysis indicated that both thinking types and female students performed better in discussion than feeling types and male students.
Conclusion
To operate the flipped learning classroom more effectively in medical and dental education, the instructor should carefully develop and apply a more tailored facilitation and relevant assessment by considering student learning styles and personality types.

Citations

Citations to this article as recorded by

Adapting Dental Education for the Gen Z: An Overview of Active Learning Strategies
Sofia S. Piglionico, Ana C. Lo Presti
Journal of Dental Education.2026; 90(4): 533. CrossRef
An Evaluation of an Integrated Multimodal Teaching Framework in an Undergraduate Oral Microbiology Course
Hong Xie, Weiying Liu, Hongxia Fan, Cuimin Hu, Fang Wang, Guangming Li, Yi Zhang, Yongmei Li
European Journal of Dental Education.2026;[Epub] CrossRef
A Study on Teaching Method Preferences and Learning Competencies Based on Learning Styles of Korean Medicine Students
Suji Lee, Hye-Yoon Lee, Sunju Im
Korean Journal of Acupuncture.2025; 42(1): 19. CrossRef
Exploring the interplay of personality traits, academic burnout, and academic engagement in dental students
Jaehee Rho, Gieun Nam, Yongmin Shin, Yeeun Byeon, Jun-Young Lee, Yun-Jeong Kim, Jungjoon Ihm
BMC Medical Education.2025;[Epub] CrossRef
Effect of case-based teaching of physiology via flipped classroom method on performance of undergraduate medical students
Farrukh Majeed, Ambreen Usmani
Advances in Physiology Education.2025; 49(3): 840. CrossRef
Assessing the predictive validity of pre-admission criteria on dental students’ academic performance: a cross-sectional study
Sultan A. Almalki, AlBandary H. AlJameel, Ziyad Alghomlas, Tameem Alothman, Fawaz Alhajri
BMC Oral Health.2024;[Epub] CrossRef
Dental students in an orthodontic course flipped classroom: A semi‐experimental study on knowledge, practice, attitude, and satisfaction
Maryam Karandish, Zahra Karimian, Mina Parastar
Clinical and Experimental Dental Research.2024;[Epub] CrossRef
Biomedical students’ self-efficacy and academic performance by gender in a flipped learning haematology course
Abdulrahman Algarni
BMC Medical Education.2024;[Epub] CrossRef
Dental students’ Myers‐Briggs Type Indicator personality profile in the past 50 years: Systematic review and meta‐analysis
Chenshuang Li, Niloufar Azami, Hugo Campos, Michael Chan, Anne Doan Van, Pamela Tisot, Susie Goolsby
Journal of Dental Education.2024; 88(12): 1652. CrossRef
Research on the influencing factors of promoting flipped classroom teaching based on the integrated UTAUT model and learning engagement theory
Yufan Pan, Wang He
Scientific Reports.2024;[Epub] CrossRef
Analysis of different factors on dental students' perception of a flipped classroom model: A 6‐year follow‐up study
Kathleen Fischer, Michael Sekula, David Hannigan, Randall Vaught, Tarin Williams
European Journal of Dental Education.2024;[Epub] CrossRef
A Systematic Review on Active Learning in Dentistry Education in Undergraduate Classrooms

Pakistan Journal of Medicine and Dentistry.2024; : 156. CrossRef
The flipped learning perception scale: A validity and reliability study
Fatmanur Ekinci, Oktay Bektaş, Melek Karaca, Kübra Nur Yiğit
Education and Information Technologies.2023; 28(11): 14139. CrossRef
Active learning in undergraduate classroom dental education- a scoping review
Arnaldo Perez, Jacqueline Green, Mohammad Moharrami, Silvia Gianoni-Capenakas, Maryam Kebbe, Seema Ganatra, Geoff Ball, Nazlee Sharmin, Mohammed Saqr
PLOS ONE.2023; 18(10): e0293206. CrossRef
Systematic Review: Flipped Classrooms in the Performance of Undergraduate Science Students
Natalia Serrano Amarilla, María José Cuetos Revuelta, Ana Isabel Manzanal Martínez
Journal of Science Education and Technology.2022; 31(5): 594. CrossRef
Effects of flipped learning on nursing students: A mixed methods study
Younkyoung Kim, Nooree Kim, Myeongjeong Chae
Japan Journal of Nursing Science.2021;[Epub] CrossRef
The effect of live demonstration and flipped classroom with continuous formative assessment on dental students’ orthodontic wire-bending performance
Saritha Sivarajan, Eunice Xinwei Soh, Nor Nadia Zakaria, Yasmin Kamarudin, May Nak Lau, Aufa D. Bahar, Norhidayah Mohd Tahir, Wan Nurazreena Wan Hassan, Mang Chek Wey, Siti Adibah Othman, Roziana M Razi, Zahra Naimie
BMC Medical Education.2021;[Epub] CrossRef
Influence of Personality Traits and Learning Styles on Undergraduate Medical Students’ Academic Achievement
Enjy Abouzeid, Sally Fouad, Nourhan Wasfy, Rania Alkhadragy, Mohamed Hefny, Doaa Kamal
Advances in Medical Education and Practice.2021; Volume 12: 769. CrossRef
Association Between Personality Type and Academic Achievement in Undergraduate Dental Students in King Abdulaziz University
Hana Jamjoom, Waleed Alshareef, Nader Alotaibi
Annals of Dental Specialty.2021; 9(4): 65. CrossRef
Flipped classroom in dental education: A scoping review
Amit Vanka, Shanthi Vanka, Othman Wali
European Journal of Dental Education.2020; 24(2): 213. CrossRef
Flipped classroom improves results in pathophysiology learning: results of a nonrandomized controlled study
Jose I. Herrero, Jorge Quiroga
Advances in Physiology Education.2020; 44(3): 370. CrossRef

10,035 View
141 Download
Crossref
22 Scopus

Exploring the possibility of one-on-one mentoring as an alternative to the current student support system in medical education: Yera Hur, A Ra Cho, Sun Kim; Korean J Med Educ 2018;30(2):119-130.
Published online May 30, 2018; DOI: https://doi.org/10.3946/kjme.2018.87

Abstract
PDF

Purpose
The purpose of this study was to explore the possibility of mentoring as an alternative to the current student support system based on our experiences of developing, operating, and evaluating a mentoring program.
Methods
In 2014 and 2015, a total of 29 mentoring pairs were selected to be trained as mentors and mentees. The mentoring program was evaluated by the following methods. First, at the end of the one-on-one mentoring program, the mentee made a presentation summarizing their experiences and submitted a portfolio. Second, suggestions from the mentors and mentees were gathered from a survey and from a focus group interview. The quantitative data were analysed using descriptive statistics, frequency, and the Mann-Whitney U-test using SPSS version 21.0.
Results
One-on-one mentoring sessions were carried out an average of five times during the semester. The topics of discussion were very diverse, including career coaching, personal counselling, journal club, field trips, leisure activities, and volunteering. Mentors and mentees showed high satisfaction rates regarding the content and administration of the program (mentors: 4.15±0.59, mentees: 4.00±1.58). However, the duration of the mentoring program was given a comparatively low rating (mentors: 3.15±1.09, mentees: 3.24±1.03).
Conclusion
Overall, the implementation of the mentoring program was successful. Based on the content of the main activities, we can confirm the possibility of implementing an individualized support program for solving the mentoring issues faced by medical students.

Citations

Citations to this article as recorded by

Building mentoring capabilities through project-based experiential learning
Aric Krause, Richard Chapman, Christine Ye
Higher Education, Skills and Work-Based Learning.2026; : 1. CrossRef
Motivations and activities of mentorship in community-based mentorship programs: a scoping review of literature
Cynthia Drake Morrow, Samantha Stone, Jacob Greene, Sarah Domsky, Deborah Heiser, Jennifer P. Wisdom
Mentoring & Tutoring: Partnership in Learning.2026; : 1. CrossRef
Programa Mentor Clínico: aprendizaje-enseñanza de competencias y habilidades clínicas mediante la colaboración entre estudiantes y docentes de la carrera de Medicina
Lourdes Lledó García, Gabriel de Arriba de la Fuente, Manuel Rodríguez Zapata
Educación Médica.2025; 26(2): 101026. CrossRef
Perspectives of Mentors on Mentoring: A Scoping Review of Benefits and Challenges
Jennifer P. Wisdom, Cynthia Drake Morrow, Jacob Greene, Samantha Stone, Sarah Domsky, Deborah Heiser
The Clinical Teacher.2025;[Epub] CrossRef
Mentorship in field epidemiology training programs in the eastern mediterranean region: mentors' characteristics, perceived challenges, and training needs
Yousef Khader, Mohannad Al Nsour, Abdulla Bin-Ghouth, Randa Mohammed S. Nooh, Ruba Kamal Alsouri, Ayman Bani Mousa, Hajer Letaief, Yasir Younis Majeed, Haitham Bashier, Khwaja Mir Islam Saeed, Hassan Chrifi, Muntasir Mohammed Osman, Tahmina Shirin, Mumtaz
Frontiers in Public Health.2025;[Epub] CrossRef
Application of seminar teaching method integrated with the mentor system in anesthesia resident education
Yao Lu, Yue Sun, Cuiyu Xie
Journal of Anesthesia and Translational Medicine.2024; 3(1): 14. CrossRef
Peer mentoring experience related to information and communication technologies. A qualitative study
María Jesús Rojas-Ocaña, Macarena Romero-Martín, Miriam Araujo-Hernández, Cristina Teresa-Morales, Carmen Feria-Ramírez, Francisco José Mena-Navarro, Elia Fernández-Martínez
Nurse Education Today.2024; 142: 106333. CrossRef
Exploring Nursing Students’ Expectations on Preceptoring and Preceptorship Program: A Mixed Method Study
Rebecca Mathew, Judith Angelitta Noronha, Shalini Ganesh Nayak
Journal of Caring Sciences.2024; 13(2): 82. CrossRef
Students’ perception of educational environment based on Dundee Ready Education Environment Measure and the role of peer mentoring: a cross-sectional study
Shadab Behkam, Amirhossein Tavallaei, Nastaran Maghbouli, Mahboobeh Khabaz Mafinejad, Jemal Haidar Ali
BMC Medical Education.2022;[Epub] CrossRef
Impact of a Heutagogical, Multimedia-Based Teaching Concept to Promote Self-Determined, Cooperative Student Learning in Clinical Radiology
Ulf Teichgräber, Maja Ingwersen, Hans-Joachim Mentzel, Rene Aschenbach, Rotraud Neumann, Tobias Franiel, Aimée Barbara Herzog, Joachim Böttcher, Alexander Pfeil, Birger Mensel, Christian Kühnel, Martin Freesmeyer, Martin R. Fischer, Jan Zottmann
RöFo - Fortschritte auf dem Gebiet der Röntgenstrahlen und der bildgebenden Verfahren.2021; 193(06): 701. CrossRef
A Global Perspective of Mentorship in Medical Schools: Systematic Review from 2014 to 2019
Aaron M. Atlas, Emily S. Seltzer, Andrea Watters, Bernadette Riley, Thomas Chan
Medical Science Educator.2021; 31(2): 969. CrossRef
Voluntary peer-mentoring program for undergraduate medical students: exploring the experiences of mentors and mentees
Mina Cho, Yoon-Seon Lee
Korean Journal of Medical Education.2021; 33(3): 175. CrossRef
Implementation of a Student Support System in Medical Institutions
Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava
Journal of the Scientific Society.2021; 48(1): 50. CrossRef

11,242 View
157 Download
Crossref
13 Scopus

Original Article

Measuring medical students’ empathy using direct verbal expressions: Yera Hur, A Ra Cho, Sun Kim; Korean J Med Educ 2016;28(3):305-313.
Published online June 30, 2016; DOI: https://doi.org/10.3946/kjme.2016.35

Abstract
PDF

Purpose
Empathy is an important trait in physicians and a key element in the physician-patient relationship. Accordingly, one of the goals in medical education is developing empathy in students. We attempted to practically assess medical students’ empathy through their direct verbal expressions.
Methods
The medical students’ empathy was measured using the modified Pencil-and-Paper Empathy Rating Test by Winefield and Chur-Hansen (2001). The students took 15 minutes or so to complete the scale, and it was then scored by one of two trained evaluators (0 to 4 points for each item, for a total score of 40). The subjects were 605 medical students, and the data were analyzed using descriptive analysis, independent t-test, and one-way analysis of variance in SPSS version 21.0.
Results
The students’ empathy scores were low (mean, 12.13; standard deviation, 2.55); their most common responses (78.6%) registered as non-empathetic. Differences in empathy were observed by gender (female students>male students; t=-5.068, p<0.001), school system (medical school>medical college; t=-1.935, p=0.053), and academic level (pre-medical 1 year < other years; t=-4.050, p<0.001).
Conclusion
Our findings lead us to the significant conclusion that there is the need for empathy enhancement training programs with practical content.

Citations

Citations to this article as recorded by

Medical Students’ Perspectives on Empathy: A Systematic Review and Metasynthesis
Emmanuel Costa-Drolon, Laurence Verneuil, Emilie Manolios, Anne Revah-Levy, Jordan Sibeoni
Academic Medicine.2021; 96(1): 142. CrossRef

11,944 View
239 Download
Crossref
2 Scopus

Editorial

A new era of the Korean Journal of Medical Education: reborn as an international journal: Sun Kim; Korean J Med Educ 2016;28(1):3-3.
Published online January 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.2

Citations

Citations to this article as recorded by

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 Journal of Medical Education.2024; 36(2): 137. CrossRef

8,888 View
85 Download
Crossref
1 Scopus

Congratulations to including in MEDLINE of Korean Journal of Medical Education: Sun Kim; Korean J Med Educ 2015;27(2):73-73.
Published online May 26, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.2.73

Citations

Citations to this article as recorded by

Recent advances of medical journals in Korea and and further development strategies: Is it possible for them to publish Nobel Prize-winning research?
Sun Huh
Journal of the Korean Medical Association.2018; 61(9): 524. CrossRef

9,115 View
94 Download
Crossref
1 Scopus

Original Article

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

Abstract
PDF

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.

Citations

Citations to this article as recorded by

Latent perceptions in maritime education define resilient competitiveness and sustainability
Peter J. Stavroulakis, Periklis Prousaloglou, Maria-Christina Kyriakopoulou-Roussou, Kelly Gerakoudi
Discover Education.2026;[Epub] CrossRef
The impact of study habits and personal factors on the academic achievement performances of medical students
Mohammed A. Aljaffer, Ahmad H. Almadani, Abdullah S. AlDughaither, Ali A. Basfar, Saad M. AlGhadir, Yahya A. AlGhamdi, Bassam N. AlHubaysh, Osamah A. AlMayouf, Saleh A. AlGhamdi, Tauseef Ahmad, Hamza M. Abdulghani
BMC Medical Education.2024;[Epub] CrossRef
Comparison of perceptions of the dental education environment among students from national dental schools in South Korea, Laos, and Vietnam
Eunhee Kang, Mi-El Kim, Jo-Eun Kim, Ho-Beom Kwon, Jungjoon Ihm
The Journal of The Korean Dental Association.2024; 62(11): 696. CrossRef
Dental students’ perception of their educational environment in relation to their satisfaction with dentistry major: a cross-sectional study
Yoon Min Gil, Ji Soo Hong, Ju Ly Ban, Jae-Sung Kwon, Jae-Il Lee
BMC Medical Education.2023;[Epub] CrossRef
Nursing students’ perception towards educational environment in governmental Universities of Southwest Ethiopia: A qualitative study
Melese Workneh Fego, Adugna Olani, Temamen Tesfaye, César Leal-Costa
PLOS ONE.2022; 17(3): e0263169. CrossRef
Anesthesia students’ perception of the educational environment and academic achievement at Debre Tabor University and University of Gondar, Ethiopia: a comparative cross-sectional study
Tadese Tamire Negash, Million Tesfaye Eshete, Getu Ataro Hanago
BMC Medical Education.2022;[Epub] CrossRef
Students’ learning approaches as a factor of academic achievement at selected public universities: A cross-sectional study
Tadese Tamire Negash, Million Tesfaye Eshete, Getu Ataro Hanago
Frontiers in Education.2022;[Epub] CrossRef
Perception of educational environment with an assessment of motivational learning strategies and emotional intelligence as factors affecting medical students’ academic achievement
Zeinab Abdelaziz Kasemy, Ibrahim Kabbash, Dalia Desouky, Shaimaa Abd El-Raouf, Samar Aloshari, Ghadeer El Sheikh
Journal of Education and Health Promotion.2022;[Epub] CrossRef
Students’ perceptions of the learning environment at a medical school in Korea: comparisons of the most recent 4 years’ results using the Dundee Ready Education Environment Measure (DREEM)
Sejin Kim
Kosin Medical Journal.2022; 37(4): 299. 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
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
Cross-Cultural Adaptation and Validation of the Korean Version of the Dundee Ready Education Environment Measure (DREEM)
Hyunho Kim, Pyeongjin Jeon, Seungju Kim, Jiseong Hong, Yeonseok Kang, Jose C Adsuar
Evidence-Based Complementary and Alternative Medicine.2021; 2021: 1. CrossRef
Evaluation of learning environment among Nursing undergraduates in state universities, Sri Lanka
Patalee Jayaweera, Abisheka Thilakarathne, Madushanka Ratnayaka, Tharangi Shashikala, Rushani Arachchige, Lahiru Sandaruwan Galgamuwa, Nimantha Karunathilaka, Thamara Amarasekara
BMC Nursing.2021;[Epub] CrossRef
Pre-medical students’ perceptions of educational environment and their subjective happiness: a comparative study before and after the COVID-19 pandemic
Yanyan Lin, Ye Ji Kang, Hyo jeong Lee, Do-Hwan Kim
BMC Medical Education.2021;[Epub] CrossRef
Validation of the Korean Version of the Undergraduate Clinical Education Environment Measure
Kyunghee Chun, Young Soon Park, Ji Won Oak
Korean Medical Education Review.2021; 23(1): 37. CrossRef
Gender Comparison of Students’ Perception of Educational Environment using DREEM Inventory, College of Dentistry, Jazan University
Mohammed M. Al Moaleem, Mosa A. Shubayr, Mannaa K. Aldowsari, Manea M. Al-Ahmari, Nasser M. Al Ahmari, Abdulkhaliq A. Alshadidi
The Open Dentistry Journal.2020; 14(1): 641. CrossRef
Effectiveness of Smartphone Application in Histology Practice
Kiwook Yang, Sang-Uk Park, Jeong-Yeob Kim, Hyunsu Lee, In-Jang Choi, Jae-Ho Lee
Anatomy & Biological Anthropology.2019; 32(1): 17. CrossRef
Medical Students’ Perceptions of their Educational Environment at a Saudi University
Sahar Hassan Al-Natour
Saudi Journal of Medicine & Medical Sciences.2019; 7(3): 163. CrossRef
The relationship between students’ perception of the educational environment and their subjective happiness
Dong-Mi Yoo, Do-Hwan Kim
BMC Medical Education.2019;[Epub] CrossRef
Medical Student’s Perspectives on Educational Environment: A Cross-sectional Study from a South Indian Rural Medical College
N Asha Rani, Aliya Nusrath, M G Shivaramu
Journal of Medical Sciences and Health.2019; 04(03): 1. CrossRef
Current Issues and Future Considerations in Undergraduate Medical Education from the Perspective of the Korean Medical Doctor Development System
Jae Jin Han
Korean Medical Education Review.2018; 20(2): 72. 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
Students’ perception of the educational environment in medical college: a study based on DREEM questionnaire
Asmita Ashok Patil, Vijaya Laxman Chaudhari
Korean Journal of Medical Education.2016; 28(3): 281. CrossRef
Evaluating the educational environment of an international animal model-based wet lab course for undergraduate students
Michail Ch. Sideris, Apostolos E. Papalois, Thanos Athanasiou, Ioannis Dimitropoulos, Korina Theodoraki, Francois Sousa Dos Santos, Georgios Paparoidamis, Nikolaos Staikoglou, Dimitrios Pissas, Peter C. Whitfield, Alexandros Rampotas, Savvas Papagrigoriad
Annals of Medicine and Surgery.2016; 12: 8. CrossRef
Perception Study of Traditional Korean Medical Students on the Medical Education Using the Dundee Ready Educational Environment Measure
Hyunho Kim, Hanyoung Jeong, Pyeongjin Jeon, Seungju Kim, Young-Bae Park, Yeonseok Kang, Waris Qidwai
Evidence-Based Complementary and Alternative Medicine.2016;[Epub] 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
An Exploratory Study of Factors Affecting Satisfaction of Medical School Life
Soo Koung Jun, Kwi Hwa Park, Phil Hyun Song, Young Kyung Bae, Seong Yong Kim
Korean Medical Education Review.2016; 18(3): 174. CrossRef
Purpose of medical education
Young Joon Ahn
Korean Journal of Medical Education.2015; 27(2): 75. CrossRef

18,022 View
358 Download
Crossref
25 Scopus

How to provide tailored career coaching for medical students: Yera Hur, A Ra Cho, Sun Kim; Korean J Med Educ 2015;27(1):45-50.
Published online March 31, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.1.45

Abstract
PDF

Purpose
This study was performed to develop a counseling strategy, based on the profiles of medical students’ Strong Interest Inventory (STRONG) and Myer-Briggs Type Indicator (MBTI) results, focusing on the three following questions: Into what distinct levels are students categorized by STRONG and MBTI? and What is the dispersion of the integrated profiles?
Methods
Freshmen students from Konyang University College of Medicine who matriculated between March 2011 and 2013 were administered the MBTI personality type test and the STRONG interest inventory assessment. The integrated profiles were categorized per Kim et al. (2006), and frequency analysis was performed with the collected data, using SPSS version 21.0.
Results
Regarding MBTI types, 16.9% of students were categorized as ESTJ, and 12.9% was ISTJ. Further, 62.4% of students were Investigative (I) according to STRONG. The integrated profiles were divided into four types, according to their unclear/clear preference in the STRONG and MBTI results. Most students had ‘clear preference and clear interest’ (n=144, 80.9%), six students (3.4%) had ‘clear interest but unclear preference,’ and 28 students (15.7%) showed ‘unclear interest but clear preference.’
Conclusion
Using the combined results of the STRONG interest inventory assessment and MBTI tools, we can purvey more tailored information to students.

Citations

Citations to this article as recorded by

The personality factor in premium IOLs selection: quantifying Myers-Briggs personality types influence among cataract surgeons
Yinuo Wen, Yan Liu, Linghao Song, Xinyue Wang, Ruohong Li, Yue Yu, Shenjie Peng, Zexu Chen, Tianhui Chen, Yongxiang Jiang
Frontiers in Medicine.2025;[Epub] CrossRef
Career Guidance to Help Medical School Students Choose a Specialty after Graduation
Sun Woo Lee
Korean Medical Education Review.2024; 26(1): 5. CrossRef
The Myers-Briggs type indicator association with United States medical student performance, demographics, and career values
Henry Krasner, Leah Yim, Edward Simanton
BMC Medical Education.2024;[Epub] CrossRef
Introducing career skills for dental students as an undergraduate course at the University of Szeged, Hungary
Réka Magdolna Szabó, Joan Mary Davis, Márk Antal
BMC Medical Education.2020;[Epub] CrossRef
Use of Personality Frameworks in Health Science Education
Lindsey Childs-Kean, Mary Edwards, Mary Douglass Smith
American Journal of Pharmaceutical Education.2020; 84(8): ajpe7231. CrossRef
Development of a systematic career coaching program for medical students
Yera Hur, A Ra Cho, Mihye Kwon
Korean Journal of Medical Education.2018; 30(1): 41. CrossRef
Development of a career coaching model for medical students
Yera Hur
Korean Journal of Medical Education.2016; 28(1): 127. CrossRef

14,891 View
239 Download
Crossref
9 Scopus

Operation of a school adaptation program considering the interpersonal needs of medical freshmen: Yera Hur, A Ra Cho, Sun Kim; Korean J Med Educ 2014;26(4):283-289.
Published online December 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.4.283

Abstract
PDF

Purpose
We examined two overarching topics: What are the Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B), Perceived Stress Scale (PSS), and Self-rating Depression Scale (SDS) scores in medical students? Do their interpersonal needs correlate with stress and depression? Methods: FIRO-B, PSS-10, and SDS were administered to 82 freshmen in College of Medicine, The Catholic University of Korea in 2014. The data were analyzed by descriptive statistics, frequency, two-way analysis of variance, independent t-test, and Pearson correlation analysis using SPSS version 21.0 (IBM Corp.). Results: The level of interpersonal needs was medium range (mean, 24.52). The mean perceived stress score was 18.6. Also, 59.8% and 40.2% of students had normal range (<20) and high stress (≥20). The mean score for depression was 36.3. Further, 97.6% and 2.4% of students had normal range (≤49) and mild depression (≤59). Wanted behavior correlated with stress (r=0.056) and depression (r=0.021). Expressed behavior correlated negatively with stress (r=-0.206) and depression (r=-0.301). Conclusion: The interpersonal needs of medical freshmen are related to stress and depression. These results can be used effectively in school adaptation programs for medical students to improve their quality of life.

Citations

Citations to this article as recorded by

The Relationship between Perceived Stress, Subjective Health Status, and Symptoms of Dry Eye and Dry Mouth among Optometry Students at a University
Se-Jin Kim, Min-Hee Hong
The Korean Journal of Vision Science.2024; 26(3): 195. CrossRef
Perceived Stress and Associated Factors in Russian Medical and Dental Students: A Cross-Sectional Study in North-West Russia
Sergei N. Drachev, Lina Stangvaltaite-Mouhat, Napat Limchaichana Bolstad, Jan-Are K. Johnsen, Tatiana N. Yushmanova, Tordis A. Trovik
International Journal of Environmental Research and Public Health.2020; 17(15): 5390. CrossRef
Exploring the possibility of one-on-one mentoring as an alternative to the current student support system in medical education
Yera Hur, A Ra Cho, Sun Kim
Korean Journal of Medical Education.2018; 30(2): 119. CrossRef
How do medical students differ in their interpersonal needs?
Yera Hur, A Ra Cho, Sun Huh, Sun Kim
BMC Medical Education.2017;[Epub] CrossRef
Review of diverse research contents in this issue
Sun Kim
Korean Journal of Medical Education.2014; 26(4): 249. CrossRef

14,701 View
141 Download
Crossref

Editorial

Review of diverse research contents in this issue: Sun Kim; Korean J Med Educ 2014;26(4):249-251.
Published online December 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.4.249

9,194 View
116 Download

Short Communication

How well do medical students express empathy?: Yera Hur, A Ra Cho, Sun Kim; Korean J Med Educ 2014;26(3):217-221.
Published online September 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.3.217

Abstract
PDF

Purpose
Empathy is an important trait of a physician and a key element in the physician-patient relationship. This study evaluated the ability to express empathy in medical students.
Methods
Medical student empathy was measured by the modified Pencil-and-Paper Empathy Rating Test of Winefield and Chur-Hansen. The subjects comprised 110 medical students. The data were analyzed by descriptive analysis and t-test using SPSS version 21.0 (IBM Corp.).
Results
Empathy rating test scores were low-level in medical students (mean, 12.59). There were no differences in the level of ability to express empathy between genders (t=-1.714, p=0.089).
Conclusion
Our results suggest that practical training in expressing empathy should be included in medical education and that an empathy training program must be focused on changes in behavior.

Citations

Citations to this article as recorded by

Intensity, dynamics and deficiencies of empathy in medical and non-medical students
Krzysztof Sobczak, Agata Zdun-Ryżewska, Agata Rudnik
BMC Medical Education.2021;[Epub] CrossRef
The Effects of Meditation, Yoga, and Mindfulness on Depression, Anxiety, and Stress in Tertiary Education Students: A Meta-Analysis
Josefien J. F. Breedvelt, Yagmur Amanvermez, Mathias Harrer, Eirini Karyotaki, Simon Gilbody, Claudi L. H. Bockting, Pim Cuijpers, David D. Ebert
Frontiers in Psychiatry.2019;[Epub] 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
Measuring medical students’ empathy using direct verbal expressions
Yera Hur, A Ra Cho, Sun Kim
Korean Journal of Medical Education.2016; 28(3): 305. 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

14,028 View
189 Download
Crossref

Original Article

Changes in medical students' patient-centeredness attitudes by implementation of clinical performance examination: Yera Hur, Sun Kim, Joo Hyun Park, A-Ra Cho, Chang Jin Choi; Korean J Med Educ 2014;26(2):99-106.
Published online June 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.2.99

Abstract
PDF

Purpose
From 2009, the Korean Medical Licensure Exam implemented a clinical performance examination (CPX) that highlighted the importance of good patient-physician relationships in medical education. This study aimed to examine changes in medical students’ attitudes before and after implementation of the CPX in their medical education curriculum.
Methods
In 2006 and 2009, 236 fourth-year medial students of C College of Medicine took the Patient Practitioner Orientation Scale (PPOS) by Krupet et al. (2000), which measures patient-centered attitudes in patient-physician relationships. The data were analyzed by independent t-test and two-way analysis of variance using SPSS 21.0.
Results
The PPOS scores of year 2006 students were 3.88±0.25 for males and 3.98±0.38 for females. For year 2009 students, males scored 3.81±0.42 and females scored 4.01±0.48. All students had higher Care scores than Share scores (2006: Share, 3.67±0.47 vs. Care, 4.19±0.51; 2009: Share, 3.56±0.34 vs. Care, 4.18±0.53). There were significant differences in PPOS and Share scores by gender before and after the CPX. With regard to Care scores, female students' scores tended to rise and males' scores declined over time.
Conclusion
An educational program is needed for students to foster patient-centered attitudes, but gender differences should be taken into account.

Citations

Citations to this article as recorded by

Clinical Performance and Communication Skills of ChatGPT Versus Physicians in Emergency Medicine: Simulated Patient Study
ChulHyoung Park, Min Ho An, Gyubeom Hwang, Rae Woong Park, Juho An
JMIR Medical Informatics.2025; 13: e68409. CrossRef
Evaluation of the effect of a communication skills course on medical students’ attitude towards patient-centered care: a prospective study
Khalid Gaffer Mohamed, Amer Almarabheh, Asim Mukhideer Almughamsi, Hany Atwa, Mohamed Hany Shehata
PeerJ.2024; 12: e18676. CrossRef
Dentists’ attitudes toward patient-centered care and its predictors: a cross-sectional study in South Korea
Minjung Lee, Youngha Song, Myoungsoon You, Shin-Young Park, Jungjoon Ihm
BMC Oral Health.2023;[Epub] CrossRef
Healthcare students’ attitudes towards patient centred care: a systematic review with meta-analysis
Geronimo Bejarano, Ben Csiernik, James J. Young, Kent Stuber, Joshua R. Zadro
BMC Medical Education.2022;[Epub] CrossRef
Developing a best practice framework for clinical competency education in the traditional East-Asian medicine curriculum
Sang Yun Han, Seung-Hee Lee, Han Chae
BMC Medical Education.2022;[Epub] CrossRef
Empathy and attitude toward communication skill learning as a predictor of patient-centered attitude: a cross-sectional study of dental students in Korea
Minjung Lee, Jungjoon Ihm
BMC Medical Education.2021;[Epub] CrossRef
Attitudes Toward Patient-Centered Care in the Mental Care Services in Isfahan, Iran
Mohammadali Akkafi, Haniye Sadat Sajadi, Zainab Sadat Sajadi, Edward Krupat
Community Mental Health Journal.2019; 55(3): 548. CrossRef
Association of burnout with doctor–patient relationship and common stressors among postgraduate trainees and house officers in Lahore—a cross-sectional study
Waqas Ahmad, Huma Ashraf, Afnan Talat, Aleena Ahmad Khan, Ammad Anwar Baig, Iqra Zia, Zohak Sarfraz, Hifsa Sajid, Marium Tahir, Usman Sadiq, Hira Imtiaz
PeerJ.2018; 6: e5519. CrossRef
Medical students’ and patients’ perceptions of patient-centred attitude
Yera Hur, A Ra Cho, Chang Jin Choi
Korean Journal of Medical Education.2017; 29(1): 33. CrossRef
Restoring force of medical school
Eun Kyung Chung
Korean Journal of Medical Education.2014; 26(2): 81. CrossRef

15,110 View
179 Download
Crossref

Opinion

How to apply small group teaching method: Sun Kim; Korean J Med Educ 2014;26(2):83-86.
Published online June 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.2.83

Citations

Citations to this article as recorded by

Role-play of real patients improves the clinical performance of medical students
Ling-Ju Huang, Hui-Chun Huang, Chiao-Lin Chuang, Shu-Luen Chang, Hung-Cheng Tsai, Dai-Yin Lu, Ying-Ying Yang, Ching-Chih Chang, Hui-Chi Hsu, Fa-Yauh Lee
Journal of the Chinese Medical Association.2021; 84(2): 183. CrossRef
Effects of Module Development and Role Play Course on Clinical Practice Examination Scores during a 4th Year Clerkship
Kyong-Min Park, Kye-Yeung Park, Nam-Eun Kim, Bong-Kyung Seo, Hoon-Ki Park, Hwan-Sik Hwang
Korean Journal of Family Medicine.2018; 39(1): 23. CrossRef
Verification of learner’s differences by team-based learning in biochemistry classes
Kwang Ho Mun, Kyo Cheol Mun
Korean Journal of Medical Education.2017; 29(4): 263. CrossRef
Medical students' perception and satisfaction with group discussion and presentation in medical ohilosophy course
Min-Jeong Kim, Si-Sung Park
Kosin Medical Journal.2016; 31(1): 41. CrossRef
Education that allows South Korean Colleges of Dentistry to teach Emergency Care
Jeongwan Kang
Journal of Dental Anesthesia and Pain Medicine.2016; 16(4): 223. CrossRef

13,880 View
159 Download
Crossref

Original Article

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

Abstract
PDF

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

Citations to this article as recorded by

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
Restoring force of medical school
Eun Kyung Chung
Korean Journal of Medical Education.2014; 26(2): 81. CrossRef
Basic research to guide alterations in an outcome-based curriculum
Hyo Hyun Yoo
Korean Journal of Medical Education.2014; 26(4): 265. CrossRef

14,855 View
119 Download
Crossref

The correlation between achievement goals, learning strategies, and motivation in medical students: Sun Kim, Yera Hur, Joo Hyun Park; Korean J Med Educ 2014;26(1):19-24.
Published online March 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.1.19

Abstract
PDF

PURPOSE
The purpose of this study is to investigate the pursuit of achievement goals in medical students and to assess the relationship between achievement goals, learning strategy, and motivation.
METHODS
Two hundred seventy freshman and sophomore premedical students and sophomore medical school students participated in this study, which used the Achievement Goals Scale and the Self-Regulated Learning Strategy Questionnaire.
RESULTS
The achievement goals of medical students were oriented toward moderate performance approach levels, slightly high performance avoidance levels, and high mastery goals. About 40% of the students were high or low in all three achievement goals. The most successful adaptive learners in the areas of learning strategies, motivation, and school achievement were students from group 6, who scored high in both performance approach and mastery goals but low in performance avoidance goals. And goal achievement are related to the academic self-efficacy, learning strategies, and motivation in medical students.
CONCLUSION
In the context of academic achievement, mastery goals and performance approach goals are adaptive goals.

Citations

Citations to this article as recorded by

Self-regulated learning and academic success in health professions students: A systematic review
Elizabeth Campione, Rachel Piszczor, Jonathan Wilson, Colleen Bannon, Deborah Anderson
Medical Teacher.2026; : 1. CrossRef
Self-Regulated Learning and Learning Outcomes in Undergraduate and Graduate Medical Education: A Meta-Analysis
Binbin Zheng, Ting Sun
Evaluation & the Health Professions.2025; 48(4): 430. CrossRef
Assessment of Academic Motivation and Its Impact on Self-Esteem Among Saudi Arabian Undergraduate Dental Students: A Cross-Sectional Study
Sanjeev B Khanagar , Abdul Salam T.A, Firas Mansour A Almoallem, Saleh Naser S Alwatban , Ahmed Mohammed S Almutairi , Naser Aref N Altamimi
Cureus.2025;[Epub] CrossRef
Establishment and validation of an evaluation system for hospital infection prevention and control courses: a study protocol using the Delphi method and analytic hierarchy process
Jing Mu, Qiyuan Huang, Jiajia Tu, Fang Liu
Frontiers in Public Health.2025;[Epub] CrossRef
Influence of Attitude and Motivation on Students' Academic Success in Science Education Among Junior High Schools in Davao Oriental
Mary Grace Nazareth, Gina Fe Israel
Psychology and Education: A Multidisciplinary Journal.2025; 50(4): 454. CrossRef
Medical students’ general and radiology-specific motivation: Correlations, stability and associations with learning strategies and ability beliefs
Julia Gorges, Laureen Fröhlich, Andreas H. Mahnken
Medical Teacher.2024; 46(3): 359. CrossRef
Study of medical students’ learning approaches and their association with academic performance and problem-solving styles
Ghobad Ramezani, Azam Norouzi, Seyed Kamran Soltani Arabshahi, Zohreh Sohrabi, Atefeh Zabihi Zazoli, Shahrzad Saravani, Ghadir Pourbairamian
Journal of Education and Health Promotion.2022;[Epub] CrossRef
The relevance of low-fidelity virtual reality simulators compared with other learning methods in basic endovascular skills training
Gina Aeckersberg, Asimakis Gkremoutis, Thomas Schmitz-Rixen, Erhard Kaiser
Journal of Vascular Surgery.2019; 69(1): 227. CrossRef
Development and Evaluation of a Hybrid Course in Clinical Virology at a Faculty of Pharmacy in Lille, France
Anne Goffard, Pascal Odou, El Moukhtar Aliouat, Cécile-Marie Aliouat-Denis, Christophe Carnoy, Bertrand Décaudin, Cuny Damien, Mounira Hamoudi, Claire Pinçon, Katia Quelennec, Sebastien Zanetti, Pierre Ravaux, Annie Standaert
JMIR Medical Education.2019; 5(1): e10766. 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
Comparative study of goal contents and goal characteristics between medical and business students
Soowon Park, Ji Eun Kim, Jun-Young Lee, Jongho Shin
Korean Journal of Medical Education.2016; 28(1): 17. CrossRef

12,648 View
237 Download
Crossref

Editorial

Educating medical students in a more optimized way: Sun Kim; Korean J Med Educ 2014;26(1):1-2.
Published online March 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.1.1

Citations

Citations to this article as recorded by

A review on unidirectional converters for on-board chargers in electric vehicle
S. Vijayakumar, N. Sudhakar
Frontiers in Energy Research.2022;[Epub] CrossRef

11,309 View
89 Download
Crossref

Original Article

The characteristics of medical students' personality types and interpersonal needs: Yera Hur, A-Ra Cho, Sun Kim; Korean J Med Educ 2013;25(4):309-316.
Published online December 31, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.4.309

Abstract
PDF

PURPOSE
Medical students' personality types and interpersonal needs must be considered. The purpose of this study was to examine the characteristics of personality types and interpersonal needs.
METHODS
A total of 171 students in Konyang University College of Medicine were examined using the Myers-Briggs Type Indicator (MBTI) and Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B). The data were analyzed by frequency analysis, t-test, and one-sample proportion test.
RESULTS
The proportion of the 4 pairs of MBTI dimensions were Extroversion (E)-Introversion (I) (53.2% vs. 46.8%), Sensing (S)-Intuition (N) (63.2% vs. 36.8%), Thinking (T)-Feeling (F) (59.7% vs. 40.4%), and Judging (J)-Perceiving (P) (56.1% vs. 43.9%). The predominant personality types were ISTJ (16.4%), ESTJ (14.0%), and ESFJ (10.5%). The level of interpersonal needs were medium rage that was inclusion (mean=8.1), control (mean=8.8), affection (mean=8.1), expressed behavior (mean=12.1), wanted behavior (mean=12.9), and overall interpersonal needs (mean=25.0). Of the basic social needs, males and females differed significantly with regard to control needs (p=0.028).
CONCLUSION
Educational programs that take into account personality types and characteristics of interpersonal needs are crucial in providing effective medical education. Our results suggest that the characteristics of personality types and interpersonal needs should be considered in developing an interpersonal relations improvement program for medical students.

Citations

Citations to this article as recorded by

Personality type profiles of medical students and their differences by gender, age, and academic level in Korea: a cross-sectional study
Yera Hur, Sanghee Yeo
Journal of Educational Evaluation for Health Professions.2026; 23: 7. CrossRef
Medical students admitted solely by grade point average show a narrow but highly prosocial personality profile
Lena Kristin Bache-Mathiesen, Torbjørn Moum, Reidar Tyssen, Jarle Breivik
BMC Medical Education.2026;[Epub] CrossRef
The Myers-Briggs type indicator association with United States medical student performance, demographics, and career values
Henry Krasner, Leah Yim, Edward Simanton
BMC Medical Education.2024;[Epub] CrossRef
How do medical students differ in their interpersonal needs?
Yera Hur, A Ra Cho, Sun Huh, Sun Kim
BMC Medical Education.2017;[Epub] 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
The relationship between dental graduate students’ MBTI types and academic achievement in problem-based learning
Min-Jin Kim, Kyung-Pyo Park, Deog-Gyu Seo, Jung-Joon Ihm
Korean Journal of Medical Education.2014; 26(4): 291. CrossRef
How can medical students' rapport formation and communication skill be improved?
Sun Huh
Korean Journal of Medical Education.2013; 25(4): 261. CrossRef

20,832 View
261 Download
Crossref

Review

Review on the administration and effectiveness of team-based learning in medical education: Yera Hur, A Ra Cho, Sun Kim; Korean J Med Educ 2013;25(4):271-277.
Published online December 31, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.4.271

Abstract
PDF

Team-based learning (TBL) is an active learning approach. In recent years, medical educators have been increasingly using TBL in their classes. We reviewed the concepts of TBL and discuss examples of international cases. Two types of TBL are administered: classic TBL and adapted TBL. Combining TBL and problem-based learning (PBL) might be a useful strategy for medical schools. TBL is an attainable and efficient educational approach in preparing large classes with regard to PBL. TBL improves student performance, team communication skills, leadership skills, problem solving skills, and cognitive conceptual structures and increases student engagement and satisfaction. This study suggests recommendations for administering TBL effectively in medical education.

Citations

Citations to this article as recorded by

Implementation and Evaluation of Modified Team-Based Learning Involving a Real Patient in Korean Medicine Education: A Mixed-Method Study
Eunbyul Cho, Do-Eun Lee, Sang Yun Han, Jungtae Leem
Journal of Korean Medicine.2025; 46(2): 132. CrossRef
Enhancing Active Learning and Critical Thinking in Medicinal Chemistry Through Team-Based Learning
Ida Adhayanti, Sesilia Rante Pakadang
Futurity Education.2025; 5(1): 169. CrossRef
Development and evaluation of a blended learning training programme for pharmacy technicians’ continuing education
Audrey Flornoy-Guédon, Caroline Fonzo-Christe, Emy Meier, Marianne Gazengel-Marchand, Olivia Francois, Liliane Gschwind, Pascal Bonnabry
European Journal of Hospital Pharmacy.2024; 31(5): 403. CrossRef
Preparing educators for the digital age: teacher perceptions of active teaching methods and digital integration
Gulmira Abildinova, Elmira Abdykerimova, Almagul Assainova, Kaussar Mukhtarkyzy, Dariya Abykenova
Frontiers in Education.2024;[Epub] CrossRef
The impact of a team-based learning group readiness assurance test on nursing students' problem solving, learning satisfaction, and team efficacy: A crossover study
Mi Eun Kim, Jin Young Kim
Nurse Education Today.2021; 100: 104819. CrossRef
Verification of learner’s differences by team-based learning in biochemistry classes
Kwang Ho Mun, Kyo Cheol Mun
Korean Journal of Medical Education.2017; 29(4): 263. CrossRef
The Effects of Team-Based Learning on Fundamentals of Nursing
Soon-Ok Kim, Mi-sook Kim
Journal of the Korea Academia-Industrial cooperation Society.2016; 17(12): 107. CrossRef

16,731 View
206 Download
Crossref

What Kind of Mentoring Do We Need? A Review of Mentoring Program Studies for Medical Students: Yera Hur, Sun Kim, Keumho Lee; Korean J Med Educ 2013;25(1):5-13.
Published online March 31, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.1.5

Abstract
PDF

Nearly every medical school in Korea has a student advisory program, regardless of its form or method, but it is plagued by efficiency. To examine efficient means of delivering student advisory programs, we chose 'mentoring' as one solution and reviewed the concepts of a mentor and mentoring, the qualities and roles of a mentor, and examples of national and international cases of mentoring. The concept of mentoring is diverse, but it connotes and stresses aspects, such as individual guidance, tutoring, life coaching, and role modeling. We conclude that the quality of many student advisory programs can be elevated by providing holistic and systematic guidance that meets the demands of the mentees; giving individual, continuous, and intimate coaching; and guiding a balanced academic and social life and career, which will develop good doctors who can provide a holistic health care.

Citations

Citations to this article as recorded by

Career Guidance to Help Medical School Students Choose a Specialty after Graduation
Sun Woo Lee
Korean Medical Education Review.2024; 26(1): 5. CrossRef
Design and Implementation of a Career Planning Program at Chonnam National University Medical School
Eui-Ryoung Han, Eun-Kyung Chung
Korean Medical Education Review.2024; 26(1): 36. CrossRef
Student Engagement in Student Support System Reform: A Case Study
Yena Jang, Seo Yoon Kim, Ji Yoon Kang, Donghwa Kang, Na Hyeon Kweon, Ga Yeon Kim, Narae Kim, Sang Hun Kim, Seongwoo Kim, Juhee Kim, Chae Yeon Kim, Shinyoung Park, Ju Yeon Park, Ji Su Park, Geon Ho Lee, Bora Im, Bo Young Yoon
Korean Medical Education Review.2023; 25(2): 174. CrossRef
Significados de mentoria na formação em saúde no Brasil: uma revisão integrativa
Andrea Ribeiro da Costa, Sylvia Helena Souza da Silva Batista, Patrícia Danielle Feitosa Lopes Soares, Nildo Alves Batista
Revista Brasileira de Educação Médica.2021;[Epub] CrossRef
Analysis of Research Trends in the Korean Journal of Medical Education and Korean Medical Education Review Using Keyword Network Analysis
Aehwa Lee, Soon Gu Kim, Ilseon Hwang
Korean Medical Education Review.2021; 23(3): 176. CrossRef
Physicians' perspectives on social competency education in academic medicine
Yun-Jung Heo, Ivo Kwon, Ok-Jin Rhee, Duck-sun Ahn
Korean Journal of Medical Education.2013; 25(4): 289. CrossRef
Can Year of the Snake Be an Innovational Period of Medical Education?
Sun Huh
Korean Journal of Medical Education.2013; 25(1): 1. CrossRef

17,238 View
156 Download
Crossref

Editorial

Student Centered Medical Education: Sun Kim; Korean J Med Educ 2012;24(4):279-280.
Published online December 31, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.4.279

Citations

Citations to this article as recorded by

Medical research as a clinician: hoping for golden era
Hyung Keun Lee
Journal of the Korean Medical Association.2019; 62(12): 600. CrossRef
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

10,933 View
126 Download
Crossref

Original Article

Experiences with Establishing and Implementing Learning Management System and Computer-Based Test System in Medical College: Joo Hyun Park, Ji Young Son, Sun Kim; Korean J Med Educ 2012;24(3):213-222.
Published online September 30, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.3.213

Abstract
PDF

PURPOSE
The purpose of this study was to establish an e-learning system to support learning in medical education and identify solutions for improving the system.
METHODS
A learning management system (LMS) and computer-based test (CBT) system were established to support e-learning for medical students. A survey of 219 first- and second-grade medical students was administered. The questionnaire included 9 forced choice questions about the usability of system and 2 open-ended questions about necessary improvements to the system.
RESULTS
The LMS consisted of a class management, class evaluation, and class attendance system. CBT consisted of a test management, item bank, and authoring tool system. The results of the survey showed a high level of satisfaction in all system usability items except for stability. Further, the advantages of the e-learning system were ensuring information accessibility, providing constant feedback, and designing an intuitive interface. Necessary improvements to the system were stability, user control, readability, and diverse device usage.
CONCLUSION
Based on the findings, suggestions for developing an e-learning system to improve usability by medical students and support learning effectively are recommended.

Citations

Citations to this article as recorded by

Digital Innovation in Medical Education: The Process and Challenges of Digital Transformation
Youngjon Kim
Korean Medical Education Review.2025; 27(1): 6. CrossRef
Survey of dental students’ perception of ubiquitous-based test (UBT)
Hyoung Seok Shin, Jae-Hoon Kim
The Journal of The Korean Dental Association.2024; 62(5): 270. CrossRef
Perceptions of the application of computer-based testing in the National Examination for Dental Technicians
Sun-Kyoung Lee
Journal of Korean Acedemy of Dental Technology.2024; 46(4): 182. CrossRef
Study on the Academic Competency Assessment of Herbology Test using Rasch Model
Han Chae, Soo Jin Lee, Chang-ho Han, Young Il Cho, Hyungwoo Kim
Journal of Korean Medicine.2022; 43(2): 27. CrossRef
Evaluation of Student Satisfaction with Ubiquitous-Based Tests in Women’s Health Nursing Course
Mi-Young An, Yun-Mi Kim
Healthcare.2021; 9(12): 1664. CrossRef
Evaluation of usefulness of smart device-based testing: a survey study of Korean medical students
Youngsup Christopher Lee, Oh Young Kwon, Ho Jin Hwang, Seok Hoon Ko
Korean Journal of Medical Education.2020; 32(3): 213. CrossRef
Analysis of the Satisfaction with Computer Based Test Program and Test Environment in Medical School
Soon Gu Kim, Aehwa Lee, Ilseon Hwang
Korean Medical Education Review.2020; 22(3): 198. CrossRef
An Examination and Evaluation of Question Preparation for Computer-based Testing in Dental Education
Hiroya Gotouda, Hitoshi Nishimura, Hiroko Matsumoto, Kaori Ishii, Makiko Kageyama, Takahiro Yazaki, Naotaka Kamiya, Junichi Yamane, Masanori Saito, Suguru Kimoto, Hiroyasu Endo, Masanobu Wakami, Ryo Tamamura, Hiroyuki Okada, Takehiko Shimizu, Koichi Hirat
International Journal of Oral-Medical Sciences.2017; 15(2): 46. CrossRef
Effectiveness of Computer-Based Testing Workshops in Dental Education
Hiroya Gotouda, Hitoshi Nishimura, Hiroko Matsumoto, Kaori Ishii, Makiko Kageyama, Takahiro Yazaki, Naotaka Kamiya, Junichi Yamane, Masanori Saito, Suguru Kimoto, Hiroyasu Endo, Masanobu Wakami, Ryo Tamamura, Hiroyuki Okada, Takehiko Shimizu, Koichi Hirat
International Journal of Oral-Medical Sciences.2016; 15(1): 17. CrossRef
Computer‐Based Testing and Construction of an Item Bank Database for Medical Education in Korea
Sun Huh
Korean Medical Education Review.2014; 16(1): 11. CrossRef
Development of an Outcome-Based Medical Curriculum: A Case Report from The Catholic University of Korea School of Medicine
Sun Kim, Joo Hyun Park, Nam Jin Yoo, Soo Jung Lee
Korean Medical Education Review.2013; 15(1): 39. CrossRef
Survival Games at Medical Schools
Young-Mee Lee
Korean Journal of Medical Education.2012; 24(3): 185. CrossRef

13,419 View
136 Download
Crossref

Editorial

The Concept and Necessity of Learning Outcome: Sun Kim; Korean J Med Educ 2012;24(2):89-92.
Published online June 30, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.2.89

Citations

Citations to this article as recorded by

Reframing the good health professional in integrative medicine: a document analysis of global competency frameworks through a humanities lens
Hye-Yoon Lee, Suji Lee, Seon Kyoung Kim, Sunju Im
Medical Humanities.2026; : medhum-2025-013507. CrossRef
Transcultural adaptation and validity of the nurse professional competence scale Korean version for graduating nursing students: An explanatory factor analysis
Su Jung Lee, Hyun‐Ju Seo, Kye Ha Kim, Jinhee Kim, Hyunlye Kim, Jeong‐Min Park
Nursing Open.2023; 10(2): 579. CrossRef
Analysis of Research Trends in the Korean Journal of Medical Education and Korean Medical Education Review Using Keyword Network Analysis
Aehwa Lee, Soon Gu Kim, Ilseon Hwang
Korean Medical Education Review.2021; 23(3): 176. CrossRef
An analysis of verbs used in the course outcomes of outcome-based integrated courses at a medical school based on the taxonomy of educational objectives
Sanghee Yeo
Korean Journal of Medical Education.2019; 31(3): 261. CrossRef
Simulation-based Clinical Judgment and Performance Ability for Tracheal Suction in Nursing Students
Kyung Choon Lim
Journal of Korean Academic Society of Nursing Education.2017; 23(3): 330. CrossRef
Analysis of current status of a dental hygiene science curriculum according to the dental hygienist competency
Soo-Myoung Bae, Sun-Jung Shin, Jong-Hwa Jang, Won-Gyun Chung, Bo-Mi Shin
Journal of Korean society of Dental Hygiene.2016; 16(2): 173. CrossRef
Course-embedded assessment in Korean nursing baccalaureate education
Hyun Kyoung Kim
Korean Journal of Medical Education.2016; 28(3): 295. CrossRef
Development of Program Outcome Self-Assessment Tool in Korean Nursing Baccalaureate Education
Hyun-Kyoung Kim
The Journal of Korean Academic Society of Nursing Education.2015; 21(2): 215. CrossRef
Developing Course Outcome to Achieve Exit Outcome: Applying Hauenstein's theory
Yoon Young Hwang, Sun Hee Kim, Min Sun Chu
The Journal of Korean Academic Society of Nursing Education.2015; 21(2): 155. CrossRef
Planning and Applying Simulation-based Practice for the Achievement of Program Outcomes in Nursing Students
Kyung Choon Lim
The Journal of Korean Academic Society of Nursing Education.2015; 21(3): 393. CrossRef
Basic research to guide alterations in an outcome-based curriculum
Hyo Hyun Yoo
Korean Journal of Medical Education.2014; 26(4): 265. CrossRef
The Role of the Concept of Competence in Korean Outcome-based Medical Education
Yo Ba Lee
Korean Medical Education Review.2013; 15(3): 144. CrossRef
Development of an Outcome-Based Medical Curriculum: A Case Report from The Catholic University of Korea School of Medicine
Sun Kim, Joo Hyun Park, Nam Jin Yoo, Soo Jung Lee
Korean Medical Education Review.2013; 15(1): 39. CrossRef

12,457 View
179 Download
Crossref

Notice

Case of Misconduct of Publication Ethics: Fabrication of of Manuscript Submission Proof: Sun Kim; Korean J Med Educ 2011;23(3):225-225.
Published online September 30, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.3.225

8,924 View
142 Download

Editorial

Medical Education - Beyond the Evaluation of Intellectual Competency: Sun Kim; Korean J Med Educ 2011;23(3):157-158.
Published online September 30, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.3.157

Citations

Citations to this article as recorded by

Competency Assessment Tool and Faculty Assessors for Competency-based Pharmacy Education: A Preliminary Study of Its Applications and Advantages
Hye Yeon Sin
Korean Journal of Clinical Pharmacy.2021; 31(4): 285. CrossRef

9,381 View
65 Download
Crossref

Book Review

Medical Education: Past, Present, and Future: Sun Kim; Korean J Med Educ 2010;22(4):325-326.
Published online December 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.4.325

4,958 View
39 Download

Original Article

Breast Examination Instruction by a Standardized Patient Instructor: Joo Hyun Park, Ji Young Son, Sun Kim, Sung A Lee, Soo Jung Lee; Korean J Med Educ 2010;22(4):283-289.
Published online December 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.4.283

Abstract
PDF

PURPOSE
The purpose of this research was to identify the effectiveness of a standardized patient (SP) instructor. The study was performed to compare the effects of two types of instruction on breast examination skills by an SP instructor and a professor.
METHODS
Fifty-four medical students in the third year and 4 SPs participated in the study. In a pretest, each student was judged by the SP individually in performing a breast examination and completed a questionnaire about perception. Next, students were randomly assigned to 2 experimental groups (small-group instruction by an SP instructor or professor). A posttest of performance and perception was administered using the same procedures as in the pretest. To identify the effectiveness of the SP instructor, differences in student scores between the groups were analyzed by t-test.
RESULTS
In the posttest of student performance on the breast examination, there was no significant difference between the groups (p=0.270). With regard to student perception, scores on self-confidence in the breast examination were significantly different (p=0.026) between the groups, of which students who received instruction from the professor showed a higher level. Additionally, there was a significant effect on students' perceived reliability of instruction by the SP instructor (p=0.011), and students who were instructed by the SP demonstrated higher reliability compared with professor-taught students.
CONCLUSION
Instruction by an SP instructor has the same effectiveness as instruction by a professor. SP instructors have very powerful effects on student performance and perception.

Citations

Citations to this article as recorded by

The perspective of ‘a good doctor’ on university students
YoungJoon Ahn
Medical Biological Science and Engineering.2021; 4(1): 42. CrossRef
Effect of feedback from standardized patients on medical students’ performance and perceptions of the neurological examination
Joo Hyun Park, Ji Young Son, Sun Kim, Win May
Medical Teacher.2011; 33(12): 1005. CrossRef
How to Make a ‘Good Doctor’
Young-Mee Lee
Korean Journal of Medical Education.2010; 22(4): 247. CrossRef

6,844 View
42 Download
Crossref

Editorial

Current Issues in Medical Education: What Is Important?: Sun Kim; Korean J Med Educ 2010;22(3):167-168.
Published online September 30, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.3.167

Citations

Citations to this article as recorded by

Trends in Acupuncture Training Research: Focus on Practical Phantom Models
Jung Eun Jang, Yeon Sun Lee, Woo Seok Jang, Won Suk Sung, Eun-Jung Kim, Seung Deok Lee, Kyung Ho Kim, Chan Yung Jung
Journal of Acupuncture Research.2022; 39(2): 77. CrossRef
Self-efficacy and achievement goals as motivational links between perceived contexts and achievement
Yi Jiang, Juyeon Song, Minhye Lee, Mimi Bong
Educational Psychology.2014; 34(1): 92. CrossRef

5,543 View
43 Download
Crossref

Review

A Review on Usage and Effectiveness of e-Learning in Medical Education: Joo Hyun Park, Ji Young Son, Nam Jin Yoo, Sun Kim; Korean J Med Educ 2010;22(2):91-100.
Published online June 30, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.2.91

Abstract
PDF

E-learning is recently considered as a critical strategy to improve the effectiveness and efficiency of education. Although the use of e-learning has been growing rapidly in medical education, there are not sufficient data applying e-learning and evidence of the effectiveness. The purpose of the study is to review the recent literatures on applying e-learning in medical education settings and to identify usage types and educational effectiveness appeared in the research. The results demonstrated the types applying e-learning in medical education were categorized into the blended learning, online education, and virtual learning environment. The educational effectiveness of e-learning were the improvements of knowledge, clinical skill, attitude, and satisfaction. The study suggested the recommendations based on the results in order to apply e-learning effectively to medical education.

Citations

Citations to this article as recorded by

Co-creating durable skills education: A case study of the collaborative science for biomedical breakthroughs minor
Johanna Colgrove, Hylkje Geertsema, Floortje d'Hont, Éva Kalmár, Joost Maarschalkerweerd, Dimphna H. Meijer, Jill Slinger, Martijn Wackers, Hegias Mira-Bontenbal
European Journal of STEM Education.2025; 10(1): 29. CrossRef
Is it feasible and effective to provide faculty development programs online for clinical teachers?
Ji Hyun Im, Ju Whi Kim, Wan Beom Park, Ilkyu Han, Seung Hee Lee, Jwa Seop Shin, Hyun Bae Yoon
Korean Journal of Medical Education.2021; 33(2): 139. CrossRef
Application of Latent Class Analysis to Predict Children’s Internalizing Problems
Young Ae Lee
Korean Journal of Child Studies.2020; 41(3): 25. CrossRef
Evaluation of usefulness of smart device-based testing: a survey study of Korean medical students
Youngsup Christopher Lee, Oh Young Kwon, Ho Jin Hwang, Seok Hoon Ko
Korean Journal of Medical Education.2020; 32(3): 213. CrossRef
The feasibility and satisfaction of an online global health education course at a single medical school: a retrospective study
Su-Jin Lee, Jayoung Park, Yoon Jung Lee, Sira Lee, Woong-Han Kim, Hyun Bae Yoon
Korean Journal of Medical Education.2020; 32(4): 307. CrossRef
Health Professions’ Digital Education: Review of Learning Theories in Randomized Controlled Trials by the Digital Health Education Collaboration
Shweta Bajpai, Monika Semwal, Ram Bajpai, Josip Car, Andy Hau Yan Ho
Journal of Medical Internet Research.2019; 21(3): e12912. CrossRef
Development of e-learning Education Programs for Social Workers in Hospice and Palliative Care
Hye-Young Shim, Yoon-Jung Chang
The Korean Journal of Hospice and Palliative Care.2015; 18(1): 9. CrossRef
Investigation of Teaching Practices using Smart Technologies and Science Teachers' Opinion on Their Application in Science Education
Chanho Yang, Minjin Jo, Taehee Noh
Journal of The Korean Association For Science Education.2015; 35(5): 829. CrossRef
An Improvement of Education in Multicultural Families Using Social Network Service
Byung Rock Yoon, Soo Yong Lee, Chang Suk Kim
Journal of Korean Institute of Intelligent Systems.2015; 25(6): 558. CrossRef
The influence of parents' child abuse, school violence and friends attachment on mental health in childhood
Dae Kee Min
Journal of the Korean Data and Information Science Society.2014; 25(2): 293. CrossRef
Experiences with Establishing and Implementing Learning Management System and Computer-Based Test System in Medical College
Joo Hyun Park, Ji Young Son, Sun Kim
Korean Journal of Medical Education.2012; 24(3): 213. CrossRef
Happiness of Medical Students and Tasks in Medical Education
Eun Bi Lim
Korean Medical Education Review.2011; 13(2): 25. CrossRef

7,713 View
173 Download
Crossref

Original Article

Methods of Effective Team-Based Learning Administration and Expected Effects on Medical Education: A Ra Cho, Sang Ick Han, Sang Heon Yoon, Joo Hyun Park, Nam Jin Yoo, Sun Kim; Korean J Med Educ 2010;22(1):47-55.
Published online March 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.1.47

Abstract
PDF

PURPOSE
The aim of this study was to analyze the results of quantitative and qualitative student evaluations of team-based learning (TBL) and student achievement evaluations during TBL.
METHODS
Questionnaires that evaluated medical student perception and self-assessment of the TBL experience included 38 questions on the TBL process. Also, we used scores from the TBL session to investigate student academic achievement.
RESULTS
Our results showed that the more proper the educational environments were, the more focused students were on team learning. According to the distribution period for preliminary assignments, there was a difference in self-directed learning. In addition, team members had the opportunity to learn new knowledge by interacting with each other, and when they had the experience of feedback, they understood the instruction topics through team learning better. With regard to peer evaluation, the students who recognized the importance of assessment studied more sincerely and honestly. By experiencing the TBL process, every team showed a high significance in the group readiness assurance test score compared with the individual readiness assurance test score, and student satisfaction with the TBL and expectation levels about capacity strengthening increased as well.
CONCLUSION
TBL is an effective teaching and learning method and has positive impacts on student academic achievement. A study on student academic achievement and perception of TBL is expected to provide medical educators with suggestions on planning teaching strategies for effective TBL administration.

Citations

Citations to this article as recorded by

A case study on the evaluation of discussion and debate learning effectiveness in a dental hygiene ethics class
Yong‐Keum Choi, Eun‐Jeong Kim
European Journal of Dental Education.2022; 26(2): 223. CrossRef
The impact of a team-based learning group readiness assurance test on nursing students' problem solving, learning satisfaction, and team efficacy: A crossover study
Mi Eun Kim, Jin Young Kim
Nurse Education Today.2021; 100: 104819. CrossRef
Analysis of Research Trends in the Korean Journal of Medical Education and Korean Medical Education Review Using Keyword Network Analysis
Aehwa Lee, Soon Gu Kim, Ilseon Hwang
Korean Medical Education Review.2021; 23(3): 176. CrossRef
A case study on evaluation of team-based learning effectiveness in clinical dental hygiene
Yongkeum Choi, Sunjung Shin, Sanghee Yoo
Journal of Korean Academy of Oral Health.2019; 43(1): 33. CrossRef
Team Based Learning
Ibrahim Abdellatif Ibrahim, Wafaa Fathi Sleem
International Journal for Innovation Education and Research.2018; 6(1): 159. CrossRef
Effects of Team-Based Learning on Communication Competence for Undergraduate Nursing Students
Young Hee Cho, Young-Ran Kweon
Journal of Korean Academy of Psychiatric and Mental Health Nursing.2017; 26(1): 101. CrossRef
Evaluation of Project-Based Learning on Community Dental Hygiene Practice Education
Sang-Hee Yoo, Soo-Myoung Bae, Bo-Mi Shin, Sun-Jung Shin
Journal of Dental Hygiene Science.2017; 17(4): 368. CrossRef
Verification of learner’s differences by team-based learning in biochemistry classes
Kwang Ho Mun, Kyo Cheol Mun
Korean Journal of Medical Education.2017; 29(4): 263. CrossRef
Perception Study of Traditional Korean Medical Students on the Medical Education Using the Dundee Ready Educational Environment Measure
Hyunho Kim, Hanyoung Jeong, Pyeongjin Jeon, Seungju Kim, Young-Bae Park, Yeonseok Kang, Waris Qidwai
Evidence-Based Complementary and Alternative Medicine.2016;[Epub] CrossRef
The Effects of Team-Based Learning on Fundamentals of Nursing
Soon-Ok Kim, Mi-sook Kim
Journal of the Korea Academia-Industrial cooperation Society.2016; 17(12): 107. 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
Learner Perception, Expected Competence, and Satisfaction of Team-Based Learning in Korean Nursing Students
Young Sook Roh, Suk Jeong Lee, Dongwon Choi
Nursing Education Perspectives.2015; 36(2): 118. CrossRef
The Effects of Team-Based Learning on Outcome based Nursing Education
Hyo-Sook Oh
Journal of Digital Convergence.2015; 13(9): 409. CrossRef
Effect of Team-based Learning on Anatomy Subject for Biological Nursing Science Education of Nursing students
So-Hee Lim
Journal of the Korea Academia-Industrial cooperation Society.2015; 16(10): 7098. CrossRef
Factors influencing learner satisfaction with team‐based learning among nursing students
Young Sook Roh, Suk Jeong Lee, Heidi Mennenga
Nursing & Health Sciences.2014; 16(4): 490. CrossRef
Effects of an integrated problem‐based learning and simulation course for nursing students
Young Sook Roh, Sang Suk Kim, Sung Hee Kim
Nursing & Health Sciences.2014; 16(1): 91. CrossRef
Peer assessment of small-group presentations by medical students and its implications
Sunmi Yoo, Kayoung Lee, Sang Heon Lee, Hyerin Roh, Jong Tae Lee, Byoung Doo Rhee, Ikseon Choi
Korean Journal of Medical Education.2014; 26(1): 31. CrossRef
Effects of Self Study Circle Activity on Self-directed Learning Ability and Learning Attitude in Nursing Students
Nam Hyun Cha, Yun Kyung Kim
The Journal of Korean Academic Society of Nursing Education.2014; 20(4): 659. CrossRef
The Effects of Team-Based Learning on Problem Solving Ability, Critical Thinking Disposition and Self-Directed Learning in Undergraduate Nursing Students
Kyung Ock Choi, Young Mi Park
Journal of East-West Nursing Research.2014; 20(2): 154. CrossRef
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
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 Journal of Medical Education.2013; 25(2): 113. 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
The impact of TBL(team-based learning) on nursing students
Su-Jeong Han
The Journal of Digital Policy and Management.2013; 11(11): 595. CrossRef
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 Journal of Medical Education.2010; 22(3): 225. CrossRef

9,444 View
238 Download
Crossref

Perception of Medical Students on Real-Time Class Evaluation Using Mobile Phone Survey System: A Ra Cho, Soo Jung Lee, Sang Heon Yoon, Nam Jin Yoo, Sun Kim, Joo Hyun Park; Korean J Med Educ 2010;22(1):15-21.
Published online March 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.1.15

Abstract
PDF

PURPOSE
The aim of this study is to investigate the advantage of real-time class evaluation over course evaluation in integrated courses and to explore the usefulness and availability of a mobile phone survey system as a real-time class evaluation tool.
METHODS
In six integrated courses at the preclinical second year both course and class evaluations were performed. Class evaluations were carried out 206 times right after every class by a mobile phone survey system that depended on mobile phones to send information. A survey was performed to identify students' perception on real-time class evaluation and the mobile phone survey system.
RESULTS
The course evaluation score was found to have greater than 95% confidence interval of class evaluations at 5 of 6 courses. Class evaluations yielded more information on educational content and teaching strategy than course evaluations. A higher score was given in class evaluation regarding effectiveness on improving quality of education (3.77 vs. 2.15) and sincerity during evaluation (3.87 vs. 2.49). Of the three major evaluation tools, such as paper, web and mobile phone, majority of students preferred mobile phones especially in terms of accessibility (89%), familiarity (75.3%), and time (74%).
CONCLUSION
In integrated courses, real-time class evaluations could yield more information and better sincerity than course evaluations. Real-time class evaluations could be successfully performed through a mobile phone survey system compared with that of paper- or web-based methods.

5,564 View
53 Download

Comparison of Medical Student Responses and Course Achievement According to Different Types of Patient Simulations in an Introductory Advanced Life Support Course: Young-Min Kim, Won-Jae Lee, Moo-Il Kang, Sun Kim, Joo-Hyun Park, Ji-Eun Park; Korean J Med Educ 2009;21(4):353-363.
Published online December 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.4.353

Abstract
PDF

PURPOSE
The optimal type of patient simulation for different levels of learners has not been extensively studied. The purpose of the study was to compare preclerkship medical student responses and course achievement according to different types of patient simulations in an introductory advanced life support (IALS) course.
METHODS
A full-day, simulation-based IALS course was developed for preclerkship medical students who attended a four-week introduction to a clinical medicine program. One hundred eighteen students were trained in three days. Onsite interactive simulation with verbal debriefing (interactive type) was applied on the first day, and full-mission, realistic simulation with video-assisted debriefing (realistic type) was applied on the second and third days. At the end of course, students evaluated the course and their simulation experiences and completed a written post-test.
RESULTS
Student responses to the course and patient simulations were very positive. Students who experienced the realistic type of patient simulations more highly rated in realistic experiences, such as patient care, than the interactive type group (3.83+/-0.88 vs. 3.41+/-0.84, p=0.018). Values for team communication training were more highly rated by students in the interactive type group than the realistic type (4.69+/-0.52 vs. 4.39+/-0.86, p=0.022). There was no significant difference in post-test scores between the two groups (realistic, 67.63+/-10.80; interactive, 66.73+/-9.93, p=0.654).
CONCLUSION
Both types of patient simulation provide valuable learning experiences to preclerkship medical students, with their own advantages in an IALS course. Onsite interactive simulation with verbal debriefing may be more cost-effective tool for preclerkship medical students.

Citations

Citations to this article as recorded by

Video-based feedback as a method for training rural healthcare workers to manage medical emergencies: a pilot study
Zainab Oseni, Hla Hla Than, Edyta Kolakowska, Lauren Chalmers, Borimas Hanboonkunupakarn, Rose McGready
BMC Medical Education.2017;[Epub] CrossRef
The effects of simulation-based resuscitation training on nurses' self-efficacy and satisfaction
Young Sook Roh, Woo Sook Lee, Hyun Soo Chung, Young Mi Park
Nurse Education Today.2013; 33(2): 123. CrossRef
It Is Time to Consider Cultural Differences in Debriefing
Hyun Soo Chung, Peter Dieckmann, Saul Barry Issenberg
Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare.2013; 8(3): 166. CrossRef
An Effective Method of Teaching Advanced Cardiac Life Support (ACLS) Skills in Simulation-Based Training
Hyo Bin Yoo, Jae Hyun Park, Jin Kyung Ko
Korean Journal of Medical Education.2012; 24(1): 7. CrossRef
A Systematic Review of Training That Use an Integrated Patient Simulator
Hyo Bin Yoo, Jae Hyun Park, Jin Kyung Ko, Tai Young Yoon
Korean Journal of Medical Education.2010; 22(4): 257. CrossRef

7,525 View
62 Download
Crossref

Note

Twelve Tips for Computer-Based Assessment in Medical Education: Sun Kim; Korean J Med Educ 2009;21(3):313-314.
Published online September 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.3.313

Citations

Citations to this article as recorded by

Computer-based assessments in medical education and strategies to curb malpractice in online assessments: Narrative review
Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava
Journal of Medical Society.2023; 37(3): 103. CrossRef
Expanding the use of Computer-Based Assessments in Medical Education
Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava
Current Medical Issues.2022; 20(1): 44. CrossRef

5,894 View
33 Download
Crossref

Original Article

Trends of Communication Skills Education in Medical Schools: Hong Hee Han, Sun Kim; Korean J Med Educ 2009;21(1):35-41.
Published online March 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.1.35

Abstract
PDF

PURPOSE
To investigate the past and current status of teaching communication skills in undergraduate medical education and to review how medical education is progressing.
METHODS
A selective search was conducted of the literature that was published from 1960 to Jun 2008 in the MEDLINE, EMBASE, ERIC, Psychlnfo, and KMbase databases using "communication." All articles in 13 medical journals (including Academic Medicine, Medical Education, Teaching and Learning in Medicine, Medical Teacher, and Korean Journal of Medical Education) were reviewed. Each article was categorized according to 5 subjects (curriculum, methods, assessment, student factors, and research type).
RESULTS
A total of 306 studies met the inclusion criteria for this study. Curriculum was the most frequent subject (n=85), followed by assessment (n=71), student factors (n=48), and methods (n=23). According to this research, the current trends of teaching communication skills in medical school are characterized by curriculum development,' 'blended-methods,' 'multisource assessment,' 'student attitudes,' and 'comparative studies' of education.
CONCLUSION
It is time to figure it out optimistic ways to design a formal course. Now, 4 current trends in teaching and learning are emerging in communication skills. Curriculum development is stabilizing a variety of teaching methods are being adopted; a method of multisource assessment is being identified and the need to consider student attitudesis being recognized. In the near future, objective, comprehensive, and sophisticated evaluation is going to be the top priority in teaching communication skills with a variety of research types.

Citations

Citations to this article as recorded by

Effects of medical communication curriculum on perceptions of Korean medical school students
Hyo Hyun Yoo, Sein Shin, Jun-Ki Lee
Korean Journal of Medical Education.2018; 30(4): 317. CrossRef
Domestic Research of Medical Students Trends Analysis
Aehwa Lee
Korean Medical Education Review.2018; 20(2): 91. CrossRef
Effectiveness and Learning Experience of Dental Communication Course Training in Dental Hygiene Schools
Yong-Keum Choi, Bo-Mi Shin, Jung-Hui Son, Deok-Young Park
Journal of dental hygiene science.2016; 16(2): 134. CrossRef
Correlation between Self-evaluation Factor and Academic Achievement of Medical Students according to Introduction of Explanation Meeting in Cadaveric Dissection
Jeong-Hyun Park, Jee-Hee Kim, Kwang-Hwan Kim
Journal of the Korea Academia-Industrial cooperation Society.2010; 11(7): 2475. CrossRef

6,738 View
62 Download
Crossref

Editorial

Twenty Years of The Korean Journal of Medical Education: Past, Present, and Future: Sun Kim; Korean J Med Educ 2009;21(1):1-2.
Published online March 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.1.1

Citations

Citations to this article as recorded by

Past, present, and future of the Korean Journal of Medical Education
Su Jin Chae
Korean Journal of Medical Education.2024; 36(2): 129. CrossRef
Research Trends of Web-Based Inquiry Learning Effectiveness in Science Education: A Review of Publications in Selected Journals from 2000 to 2014
Jeongmin Lee, Hyunkyung Park, Yeonhwa Jung, Jiyae Noh
Journal of The Korean Association For Science Education.2015; 35(4): 565. CrossRef
Trends of research articles in the <i>Korean Journal of Medical Education</i> by social network analysis
Hyo Hyun Yoo, Sein Shin
Korean Journal of Medical Education.2015; 27(4): 247. CrossRef
Analysis on Teaching Evaluation of Clinical Clerkship at Korean Medical Schools
Eun-Jung Im, Bong-Hyun Chang
Korean Journal of Medical Education.2011; 23(2): 119. CrossRef

6,480 View
55 Download
Crossref

Original Article

Medical Students' Self Assessment on Medical Professionalism: Yera Hur, Sungho H Lee, Sun Kim; Korean J Med Educ 2008;20(1):23-35.
Published online March 31, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.1.23

Abstract
PDF

PURPOSE
Medical professionalism has become a very popular theme in medical education since 2000. Despite the high interest, not alot of variety of studies have been done. In particular, it is very difficult to find a study focusing on the professionalism level of medical students; and none exists in Korea. The purpose of this study is to examine the level of medical professionalism in medical students and the differences between the academic years. METHODS: Of the 41 medical schools in Korea, eight were sampled randomly. From these, 2,590 medical students were finally chosen for the survey. Independent t-test and one-way Anova were used to analyse the differences between the academic years. RESULTS: The level of medical professionalism (medical knowledge, skills and attitude) of premedical students and medical students all appeared to be below average or average. For premedical students, differences were seen in 'professional knowledge' but still at a below average level. By graduation, medical students showed an overall increase in all three domains of medical professionalism, especially in 'professional attitude'. Their scores, however, did not reach more than average. CONCLUSION: There are specific areas of weaknesses in medical professionalism in students; and as their level of professionalism was not satisfactory even by the time of graduation, medical educators need to reconsider the present medical professionalism curriculum and investigate ways to improve the level of medical professionalism in medical students.

Citations

Citations to this article as recorded by

Current Status of ‘Professional Identity Formation’ Education in the Medical Professionalism Curriculum in Korea
Young-Hee Lee
Korean Medical Education Review.2021; 23(2): 90. CrossRef
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
Relationships among Cultural Disposition, Morality, and Psychological Health of Medical Students in a Province of Korea
Sunyoung Lee, Byungduck An
Korean Medical Education Review.2016; 18(1): 26. CrossRef
Development of an inventory assessing medical students' attitudes towards academic misconduct
Hyo Jin Kwon, Young-Mee Lee, Young Hee Lee
Korean Journal of Medical Education.2013; 25(3): 211. CrossRef
A Review of the Patterns of Unprofessional Behavior and Evaluation Programs to Prevent Misconduct by Medical Students
Young Hee Lee, Young-Mee Lee
Korean Journal of Medical Education.2012; 24(2): 93. CrossRef
Korean Medical Students' Cognitive, Emotional, and Social Characteristics
Sook Hee Ryue, Hae Bum Lee
Korean Journal of Medical Education.2012; 24(2): 103. CrossRef
Exploratory and Confirmatory Factor Analysis of Medical Professionalism Core Attributes Scale
Keumho Lee, Yera Hur
Korean Journal of Medical Education.2012; 24(4): 339. CrossRef
Are Medical Students Satisfied with Their Medical Professionalism Education?
Yera Hur, Ji-Ha Kim, Chang-Jin Choi
Korean Journal of Medical Education.2010; 22(1): 65. CrossRef
Are There Gaps between Medical Students and Professors in the Perception of Students' Professionalism Level? - Secondary Publication
Yera Hur
Yonsei Medical Journal.2009; 50(6): 751. CrossRef
Are There Gaps in the Perception of Medical Students' Professionalism Between Medical Students and Professors?
Yera Hur
Korean Journal of Medical Education.2008; 20(3): 209. CrossRef

6,924 View
83 Download
Crossref

The Correlation between CPX and Written Examination Scores in Medical Students: Yera Hur, Sun Kim, Sung Whan Park; Korean J Med Educ 2007;19(4):335-341.
Published online December 31, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.4.335

Abstract
PDF

PURPOSE
The purpose of this study is to analyse the gap between what medical students learn in theory and their clinical performance in reality. The hypothesis is that students with high written examination scores will also perform better in the Clinical Performance Examination (CPX).
METHODS
128 Catholic University medical students in year four took the CPX on 24th, September 2005. 40 standardized patients (SPs) were involved as assessors. Each student performed five CPX cases. The students' written examination scores of year three, SPs' assessment scores were used as instruments. Students were divided into two groups (A and B) and each group consisted of 64 students. Correlation between the written examination scores and the CPX scores, CPX case scores and related written examination scores were analysed.
RESULTS
Overall, there was no significant correlation between the CPX score and the written examination scores in total, but significant correlations were shown in family medicine CPX scores of both groups A and B (pearson=.308, p=.199; pearson=.258, p=.051). From the analysis of the CPX cases and related written examination scores, group A showed significant correlation in three out of the five cases. No significant correlation seen in group B.
CONCLUSION
It can be concluded that large gaps still exist between theory and practice. Some suggestions are given to minimize these gap.

Citations

Citations to this article as recorded by

Effects of a System Thinking-Based Simulation Program for Congestive Heart Failure
Hyeon-Young Kim, Eun Kyoung Yun
CIN: Computers, Informatics, Nursing.2018; 36(3): 147. CrossRef
The relationship between problem-based learning and clinical performance evaluations
Sun-A Oh, Eun-Kyung Chung, Eui-Ryoung Han
Korean Journal of Medical Education.2015; 27(3): 195. CrossRef
Utiliy of CPX as a Way to Assess Communication Skill
김상민, Cho,Kyung-Hwan, Roh Yong Kyun, HAHM, SANGKEUN, Hoonki Park
Health Communication, the Official Journal of Korean Academy on Communication in Healthcare.2015; 10(2): 155. CrossRef
Improvement in Clinical Performance of Interns and Residents through Clinical Skills Assessment of the Korean Medical Licensing Examination
Su Mi Kim, Incheol Park, Hoo-Sun Chang, Eun-Cheol Park
Korean Journal of Medical Education.2012; 24(4): 329. CrossRef
Relationship between the Content of the Medical Knowledge Written Examination and Clinical Skill Score in Medical Students
Jee-Young Hwang, Hwee-Soo Jeong
Korean Journal of Medical Education.2011; 23(4): 305. CrossRef
Relationship between the Clinical Performance Examination and Associated Variables
Kwi Hwa Park, Wook-Jin Chung, Duho Hong, Woon Kee Lee, Eak Kyun Shin
Korean Journal of Medical Education.2009; 21(3): 269. CrossRef
Introduction of Objective Structured Clinical Examination (OSCE) to Residency Examination
Son Hwan Choi, Suk Bong Koh
Korean Journal of Medical Education.2008; 20(4): 343. CrossRef
The Correlation between the Scores of Written Examination, the Clinical Clerkship Examination, the Clinical Skill Assessment, and the Graduation Examination of the Medical Students
Suk Bong Koh, Hye Jin Park
Korean Journal of Medical Education.1970; 21(4): 347. CrossRef

6,951 View
29 Download
Crossref

The Effectiveness of Communication Skills of Pre-medical Students: Sun Kim, Soo-Jung Lee, Chang-Jin Choi, Yera Hur; Korean J Med Educ 2006;18(2):171-182.
Published online August 31, 2006; DOI: https://doi.org/10.3946/kjme.2006.18.2.171

Abstract
PDF

PURPOSE
Communication skills are essential skills which medical students need to acquire in order to become a doctor. More attention is being given to the subject but not many studies have been done in the medical education field. As communication skills are provided to students as a subject in medical educational curriculum, the assessment of its effectiveness needs to be undertaken.
METHODS
In the year 2005 and 2006, second year pre-medical students at The Catholic University College of Medicine took 'Communication Skills' course in total, 180 second year pre-medical students' survey results were used in the evaluation of the study question. The instrument used in the study was the modified and translated version of 'Beyer-Fetzer's Essential Elements of Communication Skills Assessment Sheet.' The assessment sheets were used as the pre-test and post-test to analyse the differences, which were put through the paired t-test.
RESULTS
All categories of communication skills showed an improvement. For year 2005, meaningful differences were shown in 'opening the discussion (p=.005)' and 'sharing information (p=.008)', whereas in 2006, improvements were shown in all areas.
CONCLUSION
From the result, it is clear that in order to create an effective communication skills program, the content should be more structured and focused on the program objectives.

Citations

Citations to this article as recorded by

The mediating effect of trust in the physician on the impact of the physician’s open communication on patients’ adherence to treatment: a cross-sectional study from Turkey
Ramazan Rüçhan Kaya, İbrahim Türkmen, Hale Ersan Ada
Korean Journal of Medical Education.2026; 38(2): 121. CrossRef
Exploring Research Topics and Trends in Nursing-related Communication in Intensive Care Units Using Social Network Analysis
Youn-Jung Son, Soo-Kyoung Lee, SeJin Nam, Jae Lan Shim
CIN: Computers, Informatics, Nursing.2018; 36(8): 383. CrossRef
A Case Study on the Validity of Dental Communication Curriculum of a Dental Hygiene Department
Yong-Keum Choi, Soo-Myoung Bae, Bo-Mi Shin, Jung-Hui Son, Deok-Young Park, Jin-Sun Choi
Journal of Dental Hygiene Science.2017; 17(4): 306. CrossRef
Effectiveness and Learning Experience of Dental Communication Course Training in Dental Hygiene Schools
Yong-Keum Choi, Bo-Mi Shin, Jung-Hui Son, Deok-Young Park
Journal of dental hygiene science.2016; 16(2): 134. CrossRef
Curriculum Integration of Communication Simulation to Community Health Nursing Course for Nursing Students: Pilot Study
Yi-Kyung Ha
Journal of the Korea Academia-Industrial cooperation Society.2015; 16(4): 2329. CrossRef
The relationship between ego-state and communication skills in medical students
Yera Hur, A-Ra Cho
Korean Journal of Medical Education.2014; 26(1): 59. CrossRef
The development and effects of a medical communication skills program for medical school students
Hyo Hyun Yoo, Jung Soo Kim
Korean Journal of Medical Education.2014; 26(3): 189. CrossRef
Needs and perception of medical communication course in the dental hygiene students
Da-Young Ryu, Hyun-Suk Yang, Yong-Keum Choi
Journal of Korean society of Dental Hygiene.2014; 14(5): 623. CrossRef
Concordance between Self and Standardized Patient Ratings of Medical Students' Communication Skills
Min Ji Je, Su Hyun Lee, Chang Hyung Lee, Sung Soo Kim
Korean Journal of Medical Education.2013; 25(1): 29. 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
The Effectiveness of Medical Communication Skill of Medical Students, through an Emphasis on Role Play
Ho Seob Lihm, Heung Yeol Kim, Jong Soon Choi
Kosin Medical Journal.2012; 27(2): 151. CrossRef
Medical Students' Perception and Satisfaction with Medical Communication Teaching Using Electronic Modules
Eal Whan Park
Korean Journal of Medical Education.2012; 24(3): 197. CrossRef
Correlation between Self-Evaluation Factor, Satisfaction, Utilization Frequency and Academic Achievement in Cyber Anatomical Education according to Major
Kwang-Hwan Kim, Jee-Hee Kim, Young-Il Lee, Jeong-Hyun Park
Journal of the Korea Academia-Industrial cooperation Society.2011; 12(1): 281. CrossRef
Analysis of the Perceived Effectiveness and Learning Experience of Medical Communication Skills Training in Interns
Jong Won Jung, Young-Mee Lee, Byung Soo Kim, Ducksun Ahn
Korean Journal of Medical Education.2010; 22(1): 33. CrossRef
Correlation between Self-evaluation Factor and Academic Achievement of Medical Students according to Introduction of Explanation Meeting in Cadaveric Dissection
Jeong-Hyun Park, Jee-Hee Kim, Kwang-Hwan Kim
Journal of the Korea Academia-Industrial cooperation Society.2010; 11(7): 2475. CrossRef
Developing a Korean communication skills attitude scale: comparing attitudes between Korea and the West
Sowon Ahn, Yeong‐Houn Yi, Duck‐Sun Ahn
Medical Education.2009; 43(3): 246. CrossRef
Are There Gaps between Medical Students and Professors in the Perception of Students' Professionalism Level? - Secondary Publication
Yera Hur
Yonsei Medical Journal.2009; 50(6): 751. CrossRef
Differences in Patients' Awareness of Doctors' Communication Styles, Patients' Satisfaction, and Patients' Compliance among Patient Social Styles
Sung Soo Kim, Duk Young Cho, Byung Kyu Park, In Kyung Hwang, Chulhun L. Chang, Young-Mee Lee, So Jung Yune
Korean Journal of Medical Education.2008; 20(4): 321. CrossRef
Are There Gaps in the Perception of Medical Students' Professionalism Between Medical Students and Professors?
Yera Hur
Korean Journal of Medical Education.2008; 20(3): 209. CrossRef
Implementing a Communication Skills Course for Undergraduate Medical Students
Young-Mee Lee, Youn-Jae Oh, Duck-Sun Ahn, Suk-Min Yoon
Korean Journal of Medical Education.2007; 19(2): 171. CrossRef

8,403 View
86 Download
Crossref

The Appropriateness of using Standardized Patients' (SPs) Assessment Scores in Clinical Performance Examination (CPX): Sun Kim, Sung-Whan Park, Yera Hur, Soo-Jung Lee; Korean J Med Educ 2005;17(2):163-172.
Published online August 31, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.2.163

Abstract
PDF

PURPOSE
The purpose of the study is to analyse the appropriateness of using standardized patients' (SPs) assessment scores of medical students in clinical performance examination (CPX). METHODS: 110 fourth year medical students in year four were divided into two large groups (group A and group B). Each group of students performed four different cases and overall, eight cases were tested. The examination were done by professors and the SPs using the same examination paper. Test scores were analysed per station and per each test domain. The differences between the two examiners were studied using paired t-test.
RESULTS
There were significant differences in the scores given out by the professors' and the SP' s in four out of the eight stations. According to the examination results of each domain, four cases showed significant differences in the history taking category, three cases in the physical examination, one case in the information sharing, four cases in clinical courtesy, and two cases in physician-patient relationship category. Cronbach' s alpha scores of all stations were over 0.6, reflecting that the test items were appropriate for the examination. CONCLUSION: From the result of this study and according to many preceding studies, using SPs' evaluation scores in CPX is appropriate. Some limitation of this study and ideas for improvement in using SPs in CPX are suggested.

Citations

Citations to this article as recorded by

Enhancing healthcare communication education: Standardised patient programmes
Pooja A. Nawathe, Alaina Herrington
Indian Journal of Anaesthesia.2024; 68(1): 65. CrossRef
Pilot application and Comparative Study between inter-raters in Clinical Performance Examination (CPX) of Ankle Sprain
Minjeong Kim
Journal of Korean Medicine.2024; 45(3): 112. CrossRef
Effects of using Standardized Patients on Nursing Competence, Communication Skills, and Learning Satisfaction in Health Assessment
Sun Ju Choi, Mal Suk Kwon, Seon Hwa Kim, Hyeon Mi Kim, Yang Sook Jung, Geum Yi Jo
The Journal of Korean Academic Society of Nursing Education.2013; 19(1): 97. CrossRef
Clinical Performance Examination Utilizing Standardized Patients in Board Examination: Based on the Board Examination of Korean Neurological Association for Three Years
Beom Joon Kim, Jung-Joon Sung, Hoon Ki Park, Dae-Won Seo, Chin-Sang Chung, Byung-Woo Yoon
Korean Journal of Medical Education.2011; 23(2): 127. CrossRef
Content Analysis of Standardized-Patients' Descriptive Feedback on Student Performance on the CPX
Young Hee Lee, Young-Mee Lee, Byung Soo Kim
Korean Journal of Medical Education.2010; 22(4): 291. CrossRef
Introduction and Administration of the Clinical Skill Test of the Medical Licensing Examination, Republic of Korea (2009)
Kun Sang Kim
Journal of Educational Evaluation for Health Professions.2010; 7: 4. CrossRef
The School Effect on the Reliability of Clinical Performance Examination in Medical Schools
Mi Kyoung Yim, Gue Min Lee
Korean Journal of Medical Education.2010; 22(3): 215. CrossRef
Experience of Clinical Performance Examination in Ethical Dilemma
Seo-Young Song, Hye Rin Roh
Korean Journal of Medical Education.2008; 20(2): 155. CrossRef
Inter-rater Reliability in a Clinical Performance Examination Using Multiple Standardized Patients for the Same Case
Jinkyung Ko, Tai-Young Yoon, Jaehyun Park
Korean Journal of Medical Education.2008; 20(1): 61. CrossRef
Effects of Case Type and Standardized Patient Gender on Student Performance in a Clinical Performance Examination
Jonghoon Kim, Kiyoung Lee, Dongmi Yoo, Eunbae Yang
Korean Journal of Medical Education.2007; 19(1): 23. CrossRef
The Accuracy of Standardized Patients' Rating according to the Order of Examinees in Clinical Performance Examination
Wan Beom Park, Ah Reum Kim, Sung A Lee, Eun A Kim, Sun-young Chang, Yon Su Kim, Suk Wha Kim, Jwa-Seop Shin, Yoon Sung Lee
Korean Journal of Medical Education.2007; 19(1): 39. CrossRef
The Correlation between CPX and Written Examination Scores in Medical Students
Yera Hur, Sun Kim, Sung-Whan Park
Korean Journal of Medical Education.2007; 19(4): 335. CrossRef

7,201 View
43 Download
Crossref

A Proposal on Educational Method of Studying by Comparing Medical Students' Personality Types and Class Achievement: Sun Kim, Joo-Hyun Kim, Yera Hur; Korean J Med Educ 2005;17(2):107-120.
Published online August 31, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.2.107

Abstract
PDF

PURPOSE
This study set its goals on determining 1) medical students' personality types, 2) the correlation between medical students' personality types and their satisfaction in medical school, 3) the correlation between medical students' personality types and class achievements, 4) the correlation between medical students' satisfaction in medical school and class achievements and 5) a proposition for using the results to benefit medical education. Methods: The study used the Korean version of Myers-Briggs Type Indicator (MBTI) GS form. This inventory was admisistered to the medical students during their orientation at the beginning of the first year of medical school. A total of 245 first year students in the years 2002 and 2003 completed the inventory. The study used the windows version of SPSS 11.0 statistics program. RESULTS: The noticeable majority of medical students were introverted (68.2%) -Sensing (68.6%) - Thinking (71.4%) -Judgers (60.0%). Comparing personality types with satisfaction in medical school and satisfaction in medical school with class achievements showed no significant correlation. There was, however, a significant difference seen in comparing personality types with students' achievements. Judging-type students showed higher class achievements (3.2) than perceptive-type (2.7), and SJ types showed higher class achievements (3.3) than SP types (2.6). CONCLUSION: The results of this study were consistent with previous studies done using Korean college students as subjects. And as the ISTJ type is appropriate for jobs related to medical care, the majority of medical students seem to have found their adequate career path. Implications for teaching and learning strategies, and for using the results of MBTI in medical students' career planning are discussed.

Citations

Citations to this article as recorded by

Examining the association of career stage and medical specialty with personality preferences – a cross-sectional survey of junior doctors and attending physicians from various specialties
Yu-Che Chang, Hsu-Min Tseng, Xaviera Xiao, Roy Y. L. Ngerng, Chiao-Lin Wu, Chung-Hsien Chaou
BMC Medical Education.2019;[Epub] CrossRef
Do Dental Students’ Personality Types and Group Dynamics Affect Their Performance in Problem‐Based Learning?
Jung-Joon Ihm, So-Youn An, Deog-Gyu Seo
Journal of Dental Education.2017; 81(6): 744. CrossRef
Empathic Ability and Communication Ability according to Myers-Briggs Type Indicator(MBTI) Personality Type in Nursing Students
Myung-Ock Chae
Journal of the Korea Academia-Industrial cooperation Society.2016; 17(4): 303. CrossRef
Analysis of academic achievement in comprehensive dental hygiene courses using MBTI personality type
Hyun-Sun Jeon, Keun-Ok Lim, Yong-Keum Choi
Journal of Korean society of Dental Hygiene.2015; 15(4): 603. CrossRef
Medical students’ empathy and its effect on the physicianpatient relationship
Min Young Chun, Sang Ho Yoo, Hoon-Ki Park
Korean Journal of Medical Education.2015; 27(4): 283. CrossRef
Oral Hygiene Controllability and Personality Type Test (MBTI)
Hye Sook Park
Journal of Oral Medicine and Pain.2014; 39(1): 15. CrossRef
Difference Analysis of Study Achievement in Course Related to Anatomy by Personality Type
Hyo Hyun Yoo
Korean Journal of Physical Anthropology.2014; 27(3): 137. CrossRef
Transfer Students' Personality Types and Their Academic Performance in a Graduate-Entry Dental School
Jung-Joon Ihm, Bo-Young Park, Gene Lee, Bo-Hyoung Jin
Korean Journal of Medical Education.2012; 24(3): 241. CrossRef
The Effect of Counseling for Interpersonal Relationship Using Myers-Briggs Type Indicator
Seon Suk Jang, Bong Jo Kim, Young Tae Ju, Hyang Ok Woo, Jae Hee Han, Gyeong Jae Cho, Soon Chan Hong
Korean Journal of Medical Education.2011; 23(1): 15. CrossRef
The Effect of Personal Character on the Results of Clinical Performance Skill Tests
Sung Joon Shin, Kyung Soo Kim, Dong Seok Lee
Korean Journal of Medical Education.2011; 23(2): 111. CrossRef
The Effects of Achievement Goal Orientation and Self-efficacy on Course Interests and Academic Achievement in Medical Students
Yeonhee So
Korean Journal of Medical Education.2008; 20(1): 37. CrossRef
The Relationship Between Personality Types, Communication Skills and Learning Attitudes in Premedical Students
Young Hee Lee, Young-Mee Lee, Byung Soo Kim
Korean Journal of Medical Education.2008; 20(3): 177. CrossRef
Exploring the Characteristics of Interpersonal Problems Based on Medical Students' Personality Types
Eun Kyung Kim, Eun Bae Yang, Se Jin Kim
Korean Journal of Medical Education.2007; 19(2): 143. CrossRef

7,455 View
103 Download
Crossref

Review

How are we Going to Evaluate Medical Professionalism?: Sun Kim, Yera Hur; Korean J Med Educ 2005;17(1):1-14.
Published online April 30, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.1.1

Citations

Citations to this article as recorded by

A Survey of Medical Students’ Social Participation and Direction in Medical Education
Song I Lee, Dong-ho Chang, So Youn Park, Tai Young Yoon, Oh Young Kwon
Korean Medical Education Review.2018; 20(2): 103. CrossRef
Community-Level Factors and Adolescent Depression in South Korea: Socioeconomic Composition, Education Environment, and Community Wellbeing
Dong-Eun Lee, Se Won Kwon
Child Indicators Research.2015; 8(2): 459. CrossRef
Widening Gap in College Admission and Improving Equal Opportunity in South Korea
Young-Chul Kim, Young-Joon Kim, Glenn C. Loury
Global Economic Review.2014; 43(2): 110. CrossRef
Socioeconomic inequalities in health risk factors in Korea
Yu-Mi Kim, Kyunghee Jung-Choi
Journal of the Korean Medical Association.2013; 56(3): 175. CrossRef
Development of medical professionalism in South Korea
Ducksun Ahn
Journal of the Korean Medical Association.2011; 54(11): 1137. CrossRef
Happiness of Medical Students and Tasks in Medical Education
Eun Bi Lim
Korean Medical Education Review.2011; 13(2): 25. CrossRef
What Qualities Do Medical School Applicants Need to Have? - Secondary Publication
Yera Hur, Sun Kim
Yonsei Medical Journal.2009; 50(3): 427. CrossRef
Teaching Medical Professionalism in Korean Medical Schools: Tasks and Prospect
Kwang-ho Meng
Korean Journal of Medical Education.2008; 20(1): 3. CrossRef
Unique features of spermiogenesis in the Musky Rat-kangaroo: reflection of a basal lineage or a distinct fertilization process?
Shan Lloyd, Frank Carrick, Les Hall
Journal of Anatomy.2008; 212(3): 257. CrossRef
Evaluation of Curriculums of Medical Schools for Fostering Various Basic Qualities of Medical Professionalism
Jae Beum Bang, Kwang Youn Lee, Choong Ki Lee, Dong Hyup Lee, Young Hwan Lee, Jae Ryong Kim, Pock Soo Kang
Korean Journal of Medical Education.2008; 20(2): 109. CrossRef
Health Inequalities in Korea: Current Conditions and Implications
Yu-Mi Kim, Myoung-Hee Kim
Journal of Preventive Medicine and Public Health.2007; 40(6): 431. CrossRef

6,777 View
67 Download
Crossref

Original Article

Instructional Supervision Using Class Climate Assessment: Sun Kim, Yera Hur; Korean J Med Educ 2004;16(3):289-297.
Published online December 31, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.3.289

Abstract
PDF

PURPOSE
Class climate is defined as the general attitude of instructors and students in class. Analysing the instructor's behavior helps build a desirable class climate and improves academic achievement and class instruction.
METHODS
The checklist using a five-point scale and consisting of 28 pairs of contrary adjectives was divided into four categories of creativeness, activeness, precision, and mildness. Two different classes taught by one instructor were studied. There were five supervisors for this study and a simple statistical analysis was done. RESULTS: For the undergraduate class, the observers' assessments showed the lowest overall point in activeness and the highest in mildness. In general, points given by the instructor were higher than the supervisor's and the student's. CONCLUSION: The instructor's perception of the class was more positive than the observers' and the students'. This means that all tested categories need to be improved. One way of dealing with this problem for the instructor is to set up a meeting with the supervisor and design a class climate improvement plan.

Citations

Citations to this article as recorded by

Course quality management based on monitoring by students at a medical school
Sanghee Yeo
Korean Journal of Medical Education.2018; 30(2): 141. CrossRef
The Effects of Class Climates Assessment on the Teaching Style and Teaching Career of Instructor
Hyung-Sung Park, Jung-Hwan Park, Soo-Hyun Kim
Journal of the Korea Academia-Industrial cooperation Society.2014; 15(1): 256. CrossRef

5,577 View
26 Download
Crossref

Evaluating Clinical Clerkship in Medical School: Joo Hyun Park, Sun Kim; Korean J Med Educ 2004;16(2):157-167.
Published online August 31, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.2.157

Abstract
PDF

PURPOSE
The purpose of this study was to present the results of a clerkship evaluation done through a student questionnaire, to provide appropriate feedback to faculty, and to make constructive suggestions for improving the educational experience during clerkship. METHODS: The evaluation was conducted in 2003 at The College of Medicine at Catholic University. 61 fourth-year medical students who had finished their clerkship rotations completed the given questionnaire. This questionnaire was composed of items covering 8 dimensions related to: overall assessment of the clerkship, problems in clerkship contents and methods, the evaluation process, the best preceptor and the characteristics of the vest clinical faculty, the most useful educational activities and constraining activities, and areas th be improved. RESULTS: Most of the students gave a negative evaluation to the overall clerkship. The most serious problem were the high number of activities irrelevant to the clerkship and the lack of opportunity for direct participation. The most useful educational activities were: 1) case presentation on for assigned patients, 2) 'mini lectures' provided during ward rounds, 3) assigned patient care as a team, and 4) performing clinical skills under faculty supervision. The most constraining activities were: 1) difficulty interacting with patients as a student, 2) inefficient time management, and 3) unsystematic clinical clerkship schedule. CONCLUSION: In conclusion, the most fundamental problem in clinical teaching was the lack of support and incentives for clinical teachers. Not only training sessions for faculty and residents but also financial rewards or promotion opportunities need to be provided for a better quality clinical clerkship.

Citations

Citations to this article as recorded by

Perception Gap between Preceptors and Pharmacy Students on Clinical Pharmacy Practice Education (CPPE) in Hospital Pharmacy
Na Young Kim, Youn Joo Jung, So Young Baek, Soo Jung Yoon, Kyung Sook Yeon
Journal of Korean Society of Health-System Pharmacists.2026; 43(1): 25. CrossRef
Evaluation of Medical Humanities Course in College of Medicine Using the Context, Input, Process, and Product Evaluation Model
So Young Lee, Seung-Hee Lee, Jwa-Seop Shin
Journal of Korean Medical Science.2019;[Epub] CrossRef
Qualitative Research on Communication Education of Dental Hygienist by Focus Group Interview
Jin-Sun Choi, Deuk-Sang Ma, Se-Hwan Jung, Deok-Young Park
Journal of Dental Hygiene Science.2018; 18(2): 113. CrossRef
Pilot Study Results of a Longitudinal Integrated Clerkship in a Single Institution
Hyun Bae Yoon, Sang Hui Moon, Sun-Jung Myung, Jun-Bean Park, Wan Beom Park
Korean Medical Education Review.2018; 20(1): 15. CrossRef
The Students’ Evaluation of Practice Sites and Preceptors in Pharmacy Experiential Education
Jeong-Hyun Yoon, Hae Sun Suh, Nam Kyung Je
Korean Journal of Clinical Pharmacy.2017; 27(2): 69. CrossRef
Accreditation Standards for Designating Teaching Hospitals for Medical Students in Korea
Jonghoon Park, Youngchang Kim, Dongseok Moon, Kwihwa Park, Sujin Chae, Hyohyun Yoo, Ducksun Ahn
Korean Medical Education Review.2015; 17(1): 15. CrossRef
Assessment of Medical Students in Clinical Clerkships
Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Sunyong Baek, Jae Seok Woo
Korean Medical Education Review.2013; 15(3): 120. CrossRef
Strategies for Effective Teaching in Clinical Clerkship
Sun Ju Im
Hanyang Medical Reviews.2012; 32(1): 51. CrossRef
Developing and Testing an Evaluation Tool to Measure Clinical Teaching
Eun-Jung Im
Korean Journal of Medical Education.2011; 23(1): 49. CrossRef
Status of Clerkship Education and Its Evaluation in Korean Medical Schools
Eunbae Yang, Duk-Joon Suh, Yunseong Lee, Sookon Lee, Seokhwa Kim, Eunil Lee, Guetae Chae, Yeonju Jo, Ducksun Ahn
Korean Journal of Medical Education.2007; 19(2): 111. CrossRef
Using Problem-based Learning to Teach Antibiotics use during a Clerkship in Internal Medicine
Wan Beom Park, Hong Bin Kim, Nam Joong Kim, Myoung-don Oh, Kang Won Choe, Yoon Sung Lee, Jwa-Seop Shin
Korean Journal of Medical Education.2007; 19(1): 13. CrossRef
Integrating Problem-Based Learning into Clinical Clerkship: A Pilot Study
Kyong-Jee Kim, Chagnwon Kee
Korean Journal of Medical Education.1970; 21(4): 385. CrossRef

6,997 View
58 Download
Crossref

Current Trends in Medical Education by Analysis of Journals of Medical Education: Sun Kim; Korean J Med Educ 2004;16(2):109-117.
Published online August 31, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.2.109

Citations

Citations to this article as recorded by

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 Journal of Medical Education.2024; 36(2): 137. CrossRef
Analysis of Research Trends in the Korean Journal of Medical Education and Korean Medical Education Review Using Keyword Network Analysis
Aehwa Lee, Soon Gu Kim, Ilseon Hwang
Korean Medical Education Review.2021; 23(3): 176. CrossRef
Research topics and trends in medical education by social network analysis
Young A Ji, Se Jin Nam, Hong Gee Kim, Jaeil Lee, Soo-Kyoung Lee
BMC Medical Education.2018;[Epub] 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
Trends of research articles in the <i>Korean Journal of Medical Education</i> by social network analysis
Hyo Hyun Yoo, Sein Shin
Korean Journal of Medical Education.2015; 27(4): 247. CrossRef
Trends Analysis on Research Articles in the Korean Journal of Medical Education
Young Hee Lee, Young-Mee Lee, Hyojin Kwon
Korean Journal of Medical Education.2012; 24(4): 287. CrossRef
Korean Medical Students' Cognitive, Emotional, and Social Characteristics
Sook Hee Ryue, Hae Bum Lee
Korean Journal of Medical Education.2012; 24(2): 103. CrossRef
Trends of Communication Skills Education in Medical Schools
Hong Hee Han, Sun Kim
Korean Journal of Medical Education.2009; 21(1): 35. CrossRef
Development of Contents and Textbooks for the Education to Reduce Elementary Students' Natrium Intake
Myung-Ki Cho, Kyung-Hea Lee, Kyoung Ae Lee, Sungsug Lee, Yoo Kyeong Kim, Eun-Sil Her
The Korean Journal of Nutrition.2009; 42(6): 567. CrossRef

6,862 View
47 Download
Crossref

The Exploratory Study for Medical Aptitude Constructs: Ji Eun Choi, In Sub Song, Sun Kim, Hyun Woo Nam, Moo Sang Lee, Eun Bae Yang; Korean J Med Educ 2004;16(1):73-84.
Published online April 30, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.1.73

Abstract
PDF

PURPOSE
The aim of this study is to explore the individual traits needed for the successful performance of a doctor's duties as well as to establish primary criteria for the Medical Education Eligibility Test. METHODS: This study conducted qualitatively by interviewing 43 persons: medical school professors, residents, and medical reporters. The analysis of data were applied a content analysis. RESULTS: 1) The important intelligent abilities revealed were problem solving, verbal expression, and memory. 2) The personality traits included sincerity, sociability, respectability, gentleness, and reflective thinking. 3) The biology, chemistry, and physics were important in the natural science background knowledge, and 4) linguistics, philosophy, and social science were important in human and social science background knowledge. CONCLUSION: The medical aptitude could be constructed intelligent ability, personality trits, and background knowledges, and include specific aspects depended on Korean context.

4,678 View
27 Download

Class Assessment in Graduate School of Medicine: Flanders Interaction Analysis: Sun Kim, Dong Min Park, Yera Hur; Korean J Med Educ 2003;15(3):249-256.
Published online December 31, 2003; DOI: https://doi.org/10.3946/kjme.2003.15.3.249

Abstract
PDF

PURPOSE
The aim of this study is to analyze the interaction system between instructor and learners and strive for class improvement based on the evaluation. METHODS: Flanders Interaction Analysis System classifies instructor and learner's speaking into ten items. Observer analyzed every verbal interaction in class and filled out classified table recording the number of adequate category every three seconds. RESULTS: In this study, observed class spent 94.3% of time on teaching and learning activities. So it could be said that the class used time effectively without any waste. The instructor showed indirect teaching method and as a result, the students showed more initiative statements than simply answering questions. The major pattern was question--> answering questions, and incidental pattern was lecture--> initiative statement--> silence or disorder--> initiative statement--> lecture. CONCLUSION: In medical education, small group lesson is one of the popular teaching methods where Flanders interaction can be analyzed effectively. Using such evaluation, we can promote better teaching and learning.

Citations

Citations to this article as recorded by

Classroom Learning Status Assessment Based on Deep Learning
Jie Zhou, Feng Ran, Guang Li, Jun Peng, Kun Li, Zheng Wang, Naeem Jan
Mathematical Problems in Engineering.2022; 2022: 1. CrossRef
Course quality management based on monitoring by students at a medical school
Sanghee Yeo
Korean Journal of Medical Education.2018; 30(2): 141. CrossRef

4,737 View
37 Download
Crossref

Validating the Measurement Tool of Dental School Environment Satisfaction: Sun Kim, Hye Sook Kim; Korean J Med Educ 2003;15(3):195-202.
Published online December 31, 2003; DOI: https://doi.org/10.3946/kjme.2003.15.3.195

Abstract
PDF

PURPOSE
The purpose of this study is to develop and verify an instrument to measure the satisfaction rate of dental school environment. In order to develop such tool a pretest and precedent study of records was carried along with the student group discussion. This was to enhance the application of the measurement to in practise. METHODS: The sub scales was developed to measure the satisfaction rate of the dental school environment and the item goodness of the tool was verified through reliability and factor analysis.
RESULTS
The instrument develop had measurement validity and when applied in practise it proved to be an instrument that can measure the dental school environment specifically and distinctively. CONCLUSION: The information given by the analysis of dental school environment in sub scales can be in practical use as the substantial evidence to diagnose the feature of relevant field, understand its problem and take a proper reform measure.

4,326 View
23 Download

Review

Medical Professionalism in The 21st Century: How Can we Teach it?: Sun Kim, Yera Hur; Korean J Med Educ 2003;15(3):171-186.
Published online December 31, 2003; DOI: https://doi.org/10.3946/kjme.2003.15.3.171

Citations

Citations to this article as recorded by

Medical Professionalism and Self‐Reflection in Medical Education
Min Young Chun, Sang Ho Yoo, Kyung Hee Cha
Korean Medical Education Review.2018; 20(2): 78. CrossRef
Can medical drama motivate students to have an interest in the healthcare professionalism?
Jee-Young Hwang, Seolhyang Baek, Jong Im Lee, Joo Hyun Nam, Yung Kyu Kim
Korean Journal of Medical Education.2013; 25(4): 279. CrossRef
Overview of Antibiotic Use in Korea
Baek-Nam Kim
Infection & Chemotherapy.2012; 44(4): 250. CrossRef
Exploratory and Confirmatory Factor Analysis of Medical Professionalism Core Attributes Scale
Keumho Lee, Yera Hur
Korean Journal of Medical Education.2012; 24(4): 339. CrossRef
Are There Gaps between Medical Students and Professors in the Perception of Students' Professionalism Level? - Secondary Publication
Yera Hur
Yonsei Medical Journal.2009; 50(6): 751. CrossRef
What Qualities Do Medical School Applicants Need to Have? - Secondary Publication
Yera Hur, Sun Kim
Yonsei Medical Journal.2009; 50(3): 427. CrossRef
Teaching Medical Professionalism in Korean Medical Schools: Tasks and Prospect
Kwang-ho Meng
Korean Journal of Medical Education.2008; 20(1): 3. CrossRef
Are There Gaps in the Perception of Medical Students' Professionalism Between Medical Students and Professors?
Yera Hur
Korean Journal of Medical Education.2008; 20(3): 209. CrossRef
Evaluation of Curriculums of Medical Schools for Fostering Various Basic Qualities of Medical Professionalism
Jae Beum Bang, Kwang Youn Lee, Choong Ki Lee, Dong Hyup Lee, Young Hwan Lee, Jae Ryong Kim, Pock Soo Kang
Korean Journal of Medical Education.2008; 20(2): 109. CrossRef
Teaching Professionalism in Korean Medical Schools
Ki-Young Lim
Korean Journal of Medical Education.2007; 19(4): 267. CrossRef

6,785 View
58 Download
Crossref

Portfolio Assessment and its Application in Medical Education: Sun Kim; Korean J Med Educ 2003;15(2):73-81.
Published online August 31, 2003; DOI: https://doi.org/10.3946/kjme.2003.15.2.73

Citations

Citations to this article as recorded by

The impact of writing on academic performance for medical students
Songeui Kim, Ji Won Yang, Jaeseo Lim, Seunghee Lee, Jungjoon Ihm, Jooyong Park
BMC Medical Education.2021;[Epub] CrossRef
Development of a portfolio for competency-based assessment in a clinical clerkship curriculum
HyeRin Roh, Jong-Tae Lee, Yoo Sang Yoon, Byoung Doo Rhee
Korean Journal of Medical Education.2015; 27(4): 321. CrossRef
A Survey of Student Satisfaction with a Portfolio Process and Assessment
Dong-Mi Yoo, Jae-Jin Han, Eun-Kyung Eo
Korean Medical Education Review.2014; 16(1): 42. CrossRef
Portfolio assessment in leadership course for premedical students
Jung-Ae Rhee
Korean Journal of Medical Education.2013; 25(4): 265. CrossRef
Outcome-Based Curriculum Development at Inje University College of Medicine
Jong-Tae Lee, Byoung Doo Rhee, Hye Rin Roh
Korean Medical Education Review.2013; 15(1): 31. CrossRef
Correlations of Clinical Assessment Tools with Written Examinations
Eun Jeong Choi, Sung Sunwoo
Korean Journal of Medical Education.2009; 21(1): 43. CrossRef

6,475 View
53 Download
Crossref

Original Article

Experience of Administration of Integrative Course for Internship: Sun Kim, Kun Hwang, Min Hee Kang, Hyung Nam Oh; Korean J Med Educ 2003;15(1):45-49.
Published online April 30, 2003; DOI: https://doi.org/10.3946/kjme.2003.15.1.45

Abstract
PDF

PURPOSE
The aim of this study is to improve the integrative course for internship by evaluating and analyzing the questionnaire results. METHODS: After the 10 times of integrative course implemented in 2002, the questionnaires were asked to the 43 interns working in university hospital (27 interns replied) located in Inchon. The item of the questionnaires were relevance of the integrative course, pertinence of the subject matters, usefulness of the integrative course, subjects to be added to the integrative course, subjects that must included in the next integrative course, subject most helpful, subjects least helpful, and suggestions to the integrative course. RESULTS: The ratio of the positive answer to the numbers of the lecture times, relevance of the subject matters and usefulness of the integrative course were high. The subject most helpful and must included in the next integrative course was "Usage of antibiotics" from Department of Infection. The subjects least helpful were "Basic urologic procedure" and "Professionalism of the young physicians". This results suggests that whether the course or subject matter is related to the real clinical setting or not is important. Almost all interns want not being interrupted during the lecture time. CONCLUSION: Because almost all interns are tended to evaluate positively, the integrative course for the internship seems to be successful. The course should be organized to help the clinical experience of interns.

Citations

Citations to this article as recorded by

Can the academic achievement of Korean students be portrayed as a product of ‘shadow achievement’?
Hyunjin Kim
Asia Pacific Education Review.2015; 16(1): 119. CrossRef
South Korean Perspective on Learning Disabilities
Dae Young Jung
Learning Disabilities Research & Practice.2007; 22(3): 183. CrossRef

5,735 View
33 Download
Crossref

Intern's Self Evaluation of Clinical Skills Using Integrative Course: Kun Hwang, Sun Kim; Korean J Med Educ 2003;15(1):19-25.
Published online April 30, 2003; DOI: https://doi.org/10.3946/kjme.2003.15.1.19

Abstract
PDF

PURPOSE
The aim of this study is (1) to examine how far the interns could improve their clinical skills through integrative course, (2) to see whether the interns can apply the clinical skill in real patient, and (3) to clarify the important factors which effect usefulness and effectiveness of the course through interns' evaluation. METHODS: The questionnaire were asked to the 43 interns of Inha University hospital. (Cumulation of the answer were 129) The items of the questionnaire were 9 general items for content of the course and 3 to 4 specific items for measuring the comprehension of the lecture and related knowledge. RESULTS: There were correlation among the lecture hours, degree of lecture interest, amount of lecture content, method of lecture, novelty of lecture, usefulness of handout, effectiveness of lecture, and usefulness of lecture. Degree of lecture interest and usefulness of handout predicted usefulness of lecture and indispensability to next year course. The high mean score of the comprehension of the lecture and usefulness of the lecture revealed the lecture effectiveness. Interns suggested improvement of this integrative course to practice based course. CONCLUSION: Integrative course for interns seems to be helpful to their duty. To improve the effectiveness of course in clinical setting, it is required to develop a course that is related to real clinical setting.