Purpose This study was to explore the relationship between clinical performance examination (CPX) achievement and epistemological beliefs to investigate the potentials of epistemological beliefs in ill-structured medical problem solving tasks.
Methods We administered the epistemological beliefs questionnaire (EBQ) to fourth-year medical students and correlated the results with their CPX scores. The EBQ comprised 61 items reflecting five belief systems: certainty of knowledge, source of knowledge, rigidity of learning, ability to learn, and speed of knowledge acquisition. The CPX included scores for history taking, physical examination, and patient-physician interaction.
Results The higher epistemological beliefs group obtained significantly higher scores on the CPX with regard to history taking and patient-physician interaction. The epistemological beliefs scores on certainty of knowledge and source of knowledge were significantly positively correlated with patient-physician interaction. The epistemological beliefs scores for ability to learn were significantly positively correlated with those for history taking, physical examination, and patient-physician interaction.
Conclusion Students with more sophisticated and advanced epistemological beliefs stances used more comprehensive and varied approaches in the patient-physician interaction. Therefore, educational efforts that encourage discussions pertaining to epistemological views should be considered to improve clinical reasoning and problem-solving competence in the clinic setting.
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Purpose To explore the relationship between problem-based learning (PBL) evaluations and clinical performance. Methods: The study included 117 third-year medical students at Chonnam National University Medical School. The students' first-, second-, and third-year PBL evaluations were compared with their clinical performance examination (CPX) scores in third year. The PBL evaluations were composed of three subscales: tutors' evaluation (students' professional behavior, contribution to group process, and contribution to group content), a report, and a written examination. The CPX assessed four performance categories: history taking, physical examination, information sharing, and patient-physician interaction. Results: No significant correlation was found between the first-year PBL evaluations and CPX scores; however, the second-year PBL evaluations were significantly correlated with history taking (r=0.186, p=0.044) and patient-physician interaction (r=0.213, p=0.021) of CPX. The third-year PBL evaluations were significantly correlated with physical examination (r=0.248, p=0.007), and patient-physician interaction (r=0.283, p=0.002) of CPX. Several significant correlations between the PBL evaluations subscales and CPX scores were revealed. The PBL tutors' evaluation (r=0.343, p=0.000) and report scores (r=0.210, p=0.023) were significantly correlated with patient-physician interaction of CPX. The contribution to group process of tutors' evaluation was significantly correlated with patient-physician interaction (r=0.186, p=0.045), and the contribution to group content of tutors' evaluation was significantly correlated with physical examination (r=0.187, p=0.044). Conclusion: We found a significant association between PBL evaluations and CPX scores.
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PURPOSE The Professional Graduate Medical School (PGMS) was established in 2003 in South Korea to train doctors that had better humanities and various educational backgrounds. By comparing the learning styles between students of the Medical College (MC) and PGMS, we investigated the characteristics of these students.
METHODS The Kolb Learning Style Inventory (LSI) is used to determine learning preferences. It is composed of 12 statements on concrete experience, reflective observation, abstract conceptualization, and active experimentation. Six hundred nine students from all years of the 2 medical schools completed the Kolb LSI between June 1st and June 30th, 2008 (response rate: 91.4%).
RESULTS MC students preferred Kolb's 'assimilator (56.3%)' and 'diverger (25.6%)', and PGMS students preferred Kolb's 'assimilator (61.2%)' and 'converger (19.3%)'. PGMS students showed a higher preference for abstract conceptualization compared with MC students (adjusted Odds Ratio=2.191; 95% Confidence Interval=1.115~4.306).
CONCLUSION This study showed that the learning styles of PGMS and MC students differed. We can use this result not only in developing curricula and teaching strategies, but also in providing support to students.
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