Korean Journal of Medical Education

"Yera Hur"

Original Research

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
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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.

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13 Scopus

Development of a systematic career coaching program for medical students: Yera Hur, A Ra Cho, Mihye Kwon; Korean J Med Educ 2018;30(1):41-50.
Published online February 28, 2018; DOI: https://doi.org/10.3946/kjme.2018.80

Abstract
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Purpose
This study aimed to develop a systematic career-coaching program (SCCP) that can be used by medical teaching schools to address a growing need for career-coaching. The program objectives were to help students (1) develop a comprehensive self-understanding of their aptitudes, interests, and personality traits; (2) explore possible career choices and decide on a career path; and (3) develop the competencies needed to prepare for their future careers. Methods: The SCCP was based on the ADDIE (analysis, design, development, implementation, and evaluation) model and decision-making questioning model. Medical professionals, medical education and career counseling experts, and students participated in designing the program. Results: The SCCP describes coaching content, tools, operational methods, and appropriate timing, and identifies the professionals and specialists who can offer their expertise in the different coaching phases. It is designed to allow medical schools to offer the program in segments or in its entirety, depending on the curriculum and environment. Conclusion: The SCCP represents a viable career-coaching program for medical students that can be applied in part or in its entirety, depending on a medical school’s curriculum and educational environment.

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Journal of Educational Evaluation for Health Professions.2018; 15: 10. CrossRef

12,615 View
259 Download
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11 Scopus

Original Article

Medical students’ and patients’ perceptions of patient-centred attitude: Yera Hur, A Ra Cho, Chang Jin Choi; Korean J Med Educ 2017;29(1):33-39.
Published online February 28, 2017; DOI: https://doi.org/10.3946/kjme.2017.51

Abstract
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Purpose
Patient-centred care can increase patient satisfaction and lead to better clinical outcomes for them, such as improved physical status and higher health-related quality of life. However, doctors’ and patients’ views on patient-centred attitude might differ and could be affected by culture and the community environment. To clarify the differences in primary care patients’ and senior medical students’ perceptions of medical students’ patient-centred attitude.
Methods
A total of 1,025 subjects—827 patients from primary care institutions and 198 fourth-year medical students from a medical college in South Korea—completed the Patient Practitioner Orientation Scale (PPOS). The students completed the self-reported questionnaire at the end of their clinical clerkship. Descriptive statistics, t-tests, and one-way analysis of variances were conducted in SPSS version 21.0.
Results
Firstly, sharing subscale scores were higher among patients than among medical students (students, 3.61 vs. patients, 3.76; p<0.001), but secondly, caring subscale scores were higher among medical students (students, 4.18 vs. patients, 3.82; p<0.001). Thirdly, PPOS total scores were higher among medical students (students, 3.90 vs. patients, 3.79; p=0.001). Finally, male students had the lowest sharing scores (F=6.811, p<0.001) and female students showed the highest PPOS total scores (F=5.805, p=0.001).
Conclusion
Significant differences between medical students’ and patients’ perceptions of medical students’ patient-centred attitudes suggest the necessity of educational efforts to overcome the gap between the groups.

Citations

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Higor Chagas Cardoso, Edna Regina Silva Pereira, Viviane Soares, Marcelo Fouad Rabahi, Aima Iram Batool
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Perfil de denúncias éticas contra médicos em um estado brasileiro, de 2001 a 2016
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BMC Medical Education.2019;[Epub] CrossRef
Identification and evaluation of the core elements of character education for medical students in Korea
Yera Hur, Keumho Lee
Journal of Educational Evaluation for Health Professions.2019; 16: 21. CrossRef
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Young-Mee Lee
Korean Journal of Medical Education.2017; 29(1): 3. CrossRef

12,323 View
234 Download
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16 Scopus

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
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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

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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

11,491 View
238 Download
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2 Scopus

Development of a career coaching model for medical students: Yera Hur; Korean J Med Educ 2016;28(1):127-136.
Published online January 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.19

Abstract
PDF

Purpose
Deciding on a future career path or choosing a career specialty is an important academic decision for medical students. The purpose of this study is to develop a career coaching model for medical students.
Methods
This research was carried out in three steps. The first step was systematic review of previous studies. The second step was a need assessment of medical students. The third step was a career coaching model using the results acquired from the researched literature and the survey.
Results
The career coaching stages were defined as three big phases: The career coaching stages were defined as the “crystallization” period (Pre-medical year 1 and 2), “specification” period (medical year 1 and 2), and “implementation” period (medical year 3 and 4).
Conclusion
The career coaching model for medical students can be used in programming career coaching contents and also in identifying the outcomes of career coaching programs at an institutional level.

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Development of a systematic career coaching program for medical students
Yera Hur, A Ra Cho, Mihye Kwon
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Medical specialty selection criteria of Israeli medical students early in their clinical experience: subgroups
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Teaching Tips

"The secret weapon of good teachers" series The fourth secret weapon: "Good teachers have good motivation and passion for teaching": Yera Hur; Korean J Med Educ 2015;27(4):329-330.
Published online December 1, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.4.329

8,815 View
115 Download
1 Scopus

"The secret weapon of good teachers" series The third secret weapon: "Good teachers have good attitude": Yera Hur; Korean J Med Educ 2015;27(3):227-228.
Published online August 26, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.3.227

8,902 View
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"The secret weapon of good teachers" series The second secret weapon: "Good teachers are excellent classroom managers": Yera Hur; Korean J Med Educ 2015;27(2):137-139.
Published online May 26, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.2.137

10,110 View
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"The secret weapon of good teachers" series The first secret weapon: "Good teachers are excellent planners": Yera Hur; Korean J Med Educ 2015;27(1):51-53.
Published online March 31, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.1.51

9,347 View
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Original Article

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
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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.

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Yinuo Wen, Yan Liu, Linghao Song, Xinyue Wang, Ruohong Li, Yue Yu, Shenjie Peng, Zexu Chen, Tianhui Chen, Yongxiang Jiang
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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

14,432 View
239 Download
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8 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
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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.

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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
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Korean Journal of Medical Education.2018; 30(2): 119. CrossRef
How do medical students differ in their interpersonal needs?
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BMC Medical Education.2017;[Epub] CrossRef
Review of diverse research contents in this issue
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Korean Journal of Medical Education.2014; 26(4): 249. CrossRef

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Short Communication

What kind of feedback do medical students want?: Jong-Yeup Kim, Baeg Ju Na, Jungmin Yun, Jaegu Kang, Seungyeon Han, Wonmin Hwang, Yera Hur; Korean J Med Educ 2014;26(3):231-234.
Published online September 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.3.231

Abstract
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Purpose
Feedback in medical education is as important as developing the curriculum and choosing the right method of instruction. This study measured three overarching areas: student satisfaction rates with academic feedback, the type and helpfulness of the feedback, and the types of feedback that students want.
Methods
In December 2013, 166 students answered a student survey that consisted of 26 items. The survey asked questions on their experiences with the overall feedback that was given the previous semester, the satisfaction rate, the type of feedback that was received, the helpfulness of the feedback, and the types of feedback that were desired after examinations and learning tasks.
Results
Overall, 35% of the students were satisfied with the feedback that they received in the previous semester. Students wanted more systematic (61.4%) and timely feedback (30.1%). The types of feedback that were most desired were “written comment feedback from the teacher” (51.8%) for learning tasks and “item difficulty, percentile ranks feedback” for examinations (62.0%).
Conclusion
Students found the current feedback to be helpful, but the lack of feedback that students desired indicates that we must provide more systematic feedback in a more timely manner.

Citations

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Rachael Tesorero, Isabel J. Hsu, Beth Holman, Joseph House, Dan Dinh, Laura R. Hopson
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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
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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.

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Measuring medical students’ empathy using direct verbal expressions
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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.

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Attitudes Toward Patient-Centered Care in the Mental Care Services in Isfahan, Iran
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Medical students’ and patients’ perceptions of patient-centred attitude
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Short Communication

What do faculties need most in a faculty development program?: Beag Ju Na, Jaegu Kang, Jong-Yeup Kim, Jungmin Yun, Seungyeon Han, Wonmin Hwang, Yera Hur; Korean J Med Educ 2014;26(2):137-141.
Published online June 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.2.137

Abstract
PDF

Purpose
This study examined two overarching topics: to what extent do faculties acknowledge class readiness, execution of lessons, and evaluation of the session; and what core content should be strengthened in a medical school faculty development program?
Methods
In November 2012, 37 faculties completed a detailed survey on the needs of medical school faculty development programs. The 14-item survey assessed the importance, operational frequency, difficulty in accomplishment, class readiness, execution of teaching, and evaluation of the session.
Results
Faculties were aware of the importance of class readiness, execution of teaching, and evaluation of the session but had a low level of accomplishment with regard to execution of the instruction and evaluation of the session. Four subitems of session evaluation were considered very important but showed low operational frequency, high difficulty in accomplishment, and low accomplishment ability. The successful discussion class item had the lowest operational frequency and accomplishment ability. The core contents that should be strengthened in medical school faculty development programs are diagnose students' class readiness (prior knowledge) (35.5%) and providing class session with suitable level/content (32.3%).
Conclusion
Before designing faculty development programs, a needs assessment is useful in providing more tailored content for the faculty.

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Marziyeh Barzegar, Hamidreza Miri, Samirerh Abedini, Farahnaz Kamali, Elham Boushehri
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Needs and gaps of faculty development for medical schools
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Current status and challenges of faculty development in Korean medical education and strategies for advancement
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Current Status and Tasks of Faculty Development Programs for Medical Education in Korea
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What kind of feedback do medical students want?
Jong-Yeup Kim, Baeg Ju Na, Jungmin Yun, Jaegu Kang, Seungyeon Han, Wonmin Hwang, Yera Hur
Korean Journal of Medical Education.2014; 26(3): 231. CrossRef

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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
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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.

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Students’ self-assessment of achievement of terminal competency and 4-year trend of student evaluation on outcome-based education
Sanghee Yeo, Bong Hyun Chang
Korean Journal of Medical Education.2019; 31(1): 39. CrossRef
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Aehwa Lee
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Eun Kyung Chung
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Short Communication

The relationship between ego-state and communication skills in medical students: Yera Hur, A-Ra Cho; Korean J Med Educ 2014;26(1):59-62.
Published online March 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.1.59

Abstract
PDF

PURPOSE
The purpose of this study was to examine the relationship between ego-states and communication skills in medical students.
METHODS
A total of 109 medical school students participated in this study, which used the communication skills self-test papers and the Egogram checklist. The data were analyzed by frequency analysis, and Pearson correlation analysis.
RESULTS
Ego-state was related to communication skills. In particular, adapted child ego-state was negatively associated with each sphere of communication skills.
CONCLUSION
Our results suggested that ego-state types should be considered in developing a communication skills education program for medical students.

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The Relationship Between Life Satisfaction and Functional Ego States for Elders in Nursing Homes
Gizem Beycan Ekitli, Esra Engin
Transactional Analysis Journal.2022; 52(4): 344. CrossRef
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Doohah Yoon, Hyonggin An
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The Influence of Ego State and Interpersonal Skill among Nursing Students
Hee-Sook Sim, Sung-Yun Ahn
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Original Article

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.

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Self-Regulated Learning and Learning Outcomes in Undergraduate and Graduate Medical Education: A Meta-Analysis
Binbin Zheng, Ting Sun
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Sanjeev B Khanagar , Abdul Salam T.A, Firas Mansour A Almoallem, Saleh Naser S Alwatban , Ahmed Mohammed S Almutairi , Naser Aref N Altamimi
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Jing Mu, Qiyuan Huang, Jiajia Tu, Fang Liu
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Mary Grace Nazareth, Gina Fe Israel
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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.

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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
The Myers-Briggs type indicator association with United States medical student performance, demographics, and career values
Henry Krasner, Leah Yim, Edward Simanton
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How do medical students differ in their interpersonal needs?
Yera Hur, A Ra Cho, Sun Huh, Sun Kim
BMC Medical Education.2017;[Epub] CrossRef
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Sung Soo Jung, Kwi Hwa Park, HyeRin Roh, So Jung Yune, Geon Ho Lee, Kyunghee Chun
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The relationship between dental graduate students’ MBTI types and academic achievement in problem-based learning
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How can medical students' rapport formation and communication skill be improved?
Sun Huh
Korean Journal of Medical Education.2013; 25(4): 261. CrossRef

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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.

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Short Communication

Using a medical volunteer program to motivate medical freshmen: Beag Ju Na, Yera Hur, Jungmin Yun, Jaegu Kang, Seungyeon Han, Wonmin Whang, Keumho Lee, Jungmin Lee; Korean J Med Educ 2013;25(3):239-243.
Published online September 30, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.3.239

Abstract
PDF

PURPOSE
A task force identified 4 core properties of motivation-related improvement and developed a medical volunteer program for 63 medical freshmen in 2012. Three overarching topics were examined: What were the contents of the program? Did students' motivation improve? Were the students satisfied with the course? Pretest and posttest motivation levels and program evaluation forms were analyzed.
METHODS
We organized a series of committee meetings and identified 4 core factors of motivation. The program was conducted for 63 medical freshmen in March 2012. The program evaluation form was analyzed using SPSS 17.0.
RESULTS
The core factors of motivation were interest in medical studies, volunteer-mindedness, medical humanities, and self-management. The program was composed of lectures, medical volunteer hours, and program evaluation and feedback sessions. Students' motivation differed significantly with regard to interest in medical studies (t=-2.40, p=0.020) and volunteer-mindedness (t=-3.45, p=0.001). Ninety percent of students were satisfied with the program, 67.8% of students were satisfied with the medical volunteer activity, and the feedback session of the program was meaningful (66.1%).
CONCLUSION
The medical volunteer program, held in the first month of the medical education year, was meaningful, but the reasons for dissatisfaction with the program should be examined. We should also develop a system that has lasting beneficial effects on academic achievement and career selection.

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Korean Medical Education Review.2025; 27(Suppl1): S18. CrossRef
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Original Article

Are medical students being properly cared for? A question for the current student advisory program: Yera Hur, Keumho Lee; Korean J Med Educ 2013;25(3):221-228.
Published online September 30, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.3.221

Abstract
PDF

PURPOSE
Medical students need close care and systematic management of their mental and emotional health during their academic tenure. This study examined the status of the current student advisory program and counseling office, the satisfaction of the current student advisory program, the core content of an advisory program, and the quality of a good advisor.
METHODS
We asked 64 faculties that were in charge of the student advisory program and medical education and 774 medical students from 41 medical schools in Korea to answer a survey. Statistical analysis, chi-square test, and ordered multiple response analysis were performed.
RESULTS
A significant number of faculty members (63.5%) and students (53.4%) indicated the existence of problems with the current advisory program. 'Deviations from the content (27.3%)' was the faculty's predominant complaint versus 'too formal (31.3%)' for students. A total of 55.5% of faculty members replied that the counseling program was helpful, but students were somewhat skeptical (13.9%). The core content of the advisory program was 'school life & academic counseling (28.3%)' by the faculty versus 'life as a medical doctor (22.3%)' for students. Both faculty and students replied that the quality of a good advisor is having 'concerns about students.' CONCLUSION: Current student advisory and counseling programs are not much help to students. A differentiated program for specific academic years should be considered to provide a tailored and valuable service.

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Minsu Ock, Young-Joo Han, Eun Young Choi, Jeehee Pyo, Won Lee
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Exploring the possibility of one-on-one mentoring as an alternative to the current student support system in medical education
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What is the current orientation of undergraduate medical education in Korea?
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How medical students perform academically by admission types?: Se-Hoon Kim, Keumho Lee, Yera Hur, Ji-Ha Kim; Korean J Med Educ 2013;25(3):201-209.
Published online September 30, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.3.201

Abstract
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PURPOSE
Despite the importance of selecting students whom are capable for medical education and to become a good doctor, not enough studies have been done in the category. This study focused on analysing the medical students' academic performance (grade point average, GPA) differences, flunk and dropout rates by admission types.
METHODS
From 2004 to 2010, we gathered 369 Konyang University College of Medicine's students admission data and analyzed the differences between admission method and academic achievement, differences in failure and dropout rates. Analysis of variance (ANOVA), ordinary least square, and logistic regression were used.
RESULTS
The rolling students showed higher academic achievement from year 1 to 3 than regular students (p<0.01). Using admission type variable as control variable in multiple regression model similar results were shown. But unlike the results of ANOVA, GPA differences by admission types were shown not only in lower academic years but also in year 6 (p<0.01). From the regression analysis of flunk and dropout rate by admission types, regular admission type students showed higher drop out rate than the rolling ones which demonstrates admission types gives significant effect on flunk or dropout rates in medical students (p<0.01).
CONCLUSION
The rolling admissions type students tend to show lower flunk rate and dropout rates and perform better academically. This implies selecting students primarily by Korean College Scholastic Ability Test does not guarantee their academic success in medical education. Thus we suggest a more in-depth comprehensive method of selecting students that are appropriate to individual medical school's educational goal.

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Book Review

ABC of Learning and Teaching in Medicine: Yera Hur; Korean J Med Educ 2013;25(2):167-167.
Published online June 30, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.2.167

7,617 View
107 Download

Review

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.

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Original Article

Exploratory and Confirmatory Factor Analysis of Medical Professionalism Core Attributes Scale: Keumho Lee, Yera Hur; Korean J Med Educ 2012;24(4):339-346.
Published online December 31, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.4.339

Abstract
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PURPOSE
Evaluating the professional attributes of medical students is critical, because medical professionalism is an essential quality of a good doctor. But, few studies have examined the tools for assessing such attributes. This study analyzed factors of medical professionalism in medical students to develop standards that can assess medical professional attributes.
METHODS
A total of 1,508 medical students in Korean medical schools or colleges answered a self-assessment survey of medical professionalism elements from 2005 to 2012 that we developed. The survey consisted of core 31 attributes on a 5-point Likert scale. Factor analysis was performed using SPSS version 20.0 and AMOS version 20.0.
RESULTS
Exploratory factor analysis revealed six factors with total variance of 59.56%. The factors were termed 'empathy and accountability,' 'self-development skills,' 'academic competence,' 'interpersonal skills,' 'high intelligence,' and 'attitude towards oneself and life.' These factors showed statistically significant correlation (0.310~0.663). From the confirmatory factor analysis a six-factor model were appropriate (CFI=0.873, TLI=0.853, RMSEA=0.065). Cronbach-alpha of six factors ranged from 0.718 to 0.864.
CONCLUSION
Good doctors need to have not only appropriate standards of medical knowledge but also skills to understand and communicate well with patients, as well as self-management skills, which should not be overlooked in the medical education curriculum. By optimizing the results of this study, a more refined assessment tool of professionalism can be exploited.

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Vocational Interest Types of Medical Students and Its Usage in Student Career Counseling Program: Yera Hur, Keumho Lee; Korean J Med Educ 2012;24(4):309-317.
Published online December 31, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.4.309

Abstract
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PURPOSE
It is very important to consider student's personality, aptitudes, and interest to choose an appropriate major or career. This study explored three overarching topics: Are there difference in vocational interest types by gender? Do students' vocational interest type concur with type related to medicine? Are the results of Strong Interest Inventory useful in student career counseling? METHODS: The subjects were 124 freshmen in Konyang University College of Medicine. The Strong Interest Inventory (Korean version) was used. This were divided into three scales: general occupational themes (GOT), basic interest scales (BIS), and personal style scales (PSS). The data were analyzed by the frequency analysis, chi-square test and t-test.
RESULTS
From GOT six interest types, male and female showed significant differences in realistic (t=2.71, p=0.008), artist (t=-3.33, p=0.001), and social (t=-2.08, p=0.039) types. From PSS, the score of work style was below 50 points, it is mean they prefer to work alone, with the ideas, materials rather than work with people. Investigative type was the most frequent type (63.7%) and social type was the least (8.1%). The interest test results were very useful in student career counseling with professors (n=53). The satisfaction survey results showed 58.5% of professors were very satisfied as the data was "helpful in understanding the students," "useful in leading natural conversation (41.5%)," and "helpful in creating rapport (39.6%)." CONCLUSION: Strong vocational interest types explains an individual's career interests, and reflect the characteristics of medical students are. The finding of the study can be used to provide student counseling and developing a tailored student career guidance program.

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Experience of Developing and Implementing a Motivation Induction Course for Konyang University Medical College Freshmen: Beag Ju Na, Keumho Lee, Kunil Kim, Daun Song, Yera Hur; Korean J Med Educ 2012;24(2):141-152.
Published online June 30, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.2.141

Abstract
PDF

PURPOSE
This study aimed to develop a new course for Konyang University College of Medicine freshmen to motivate them with regard to their vision and medical professionalism and experience various learning methods of medical education.
METHODS
The course was developed by 4 faculty members through several intensive meetings throughout the winter of 2010. A 4-credit course was designed for 61 freshmen of Konyang University College of Medicine to provide structured guidance and an introduction to their medical education and increase their motivation with regard to their studies and school life. The course lasted for 4 weeks (February 28 to March 25), and every session of the program was evaluated by the students.
RESULTS
The 'motivation induction course' consisted of the following sessions: university-wide: 'leadership camp' and 'special lectures for future vision;' college-wide: 'major immersion session,' 'Enneagram workshop,' 'STRONG workshop,' 'medical professionalism,' and 'team-based learning.' The group results were presented in a poster and by oral presentation and were awarded prizes for the best performance. Special features included: group discussion session on medical ethics, which used scenarios that were developed by a medical humanity course committee and visiting all departments and mentors of the medical college to fulfill their curiosity of their future major or workplace. Overall, the course was evaluated as satisfactory (M=4.22, SD=0.81).
CONCLUSION
Although there was some dissatisfaction, the overall experience of the "motivation induction course" was a success. The course will continue to be valuable for freshmen in adapting to medical school and its culture and in defining one's view of a good doctor.

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Mental Health and Coping Strategies among Medical Students: Keum ho Lee, Yukyung Ko, Kyung hee Kang, Hye kuyung Lee, Jaeku Kang, Yera Hur; Korean J Med Educ 2012;24(1):55-63.
Published online March 31, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.1.55

Abstract
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PURPOSE
Recently, concern of the college students' mental health has increased due to their continuous psychologic problems such as suicidal attempt. This study aimed to examine the correlation among depression, stress, self-esteem, and coping strategies of the medical students and also according to the academic year.
METHODS
The subject was 384 medical students of K medical school in Korea. Self-rating depression scale, stress scale, self-esteem scale was used for the survey, and academic stress and coping strategies of the students were asked. Frequency analysis, one-way ANOVA, t-test, correlation analysis was carried out.
RESULTS
Third year students were under most stress (F=5.67, p=0.000) and had the most students who were moderately (22.9%) and mildly depressed (6.3%). Stress form academic studies and grade was also the highest in third year students. For English fluency, freshmen students scored the top. Academic career stress and school culture stress were higher for year 3, 4, 5, 6 than year 1, 2 students. Differences of the coping strategies by academic year was significant in emotional display. Students who showed high level of depression and stress, also students with low self-esteem used emotional display as their major coping strategy.
CONCLUSION
Depending on their academic year medical students' level of depression and stress was different, and they did not use a variety of coping strategies. Therefore, a program which can give a diverse access to variety of coping strategies to relieve students' stress should be developed taking their characteristics of academic year into consideration.

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Teaching Tips

The Secret of Instruction: Yera Hur; Korean J Med Educ 2011;23(4):323-324.
Published online December 31, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.4.323

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Original Article

Analysis of Medical Students' Enneagram Personality Types, Stress, and Developmental Level: Yera Hur, Keum-ho Lee; Korean J Med Educ 2011;23(3):175-184.
Published online September 30, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.3.175

Abstract
PDF

PURPOSE
The purpose of this research was to examine the medical students' personality with stress and developmental level. The study explored three overarching topics: How are medical students' personality types reflected in an enneagram? Are there any differences between subtypes of stress points? How are the students' developmental levels by gender, academic level, and enneatypes? METHODS: The subjects were 414 medical students in three Korean medical schools. Enneagram Personality Types Inventory (Korean version) was used. These enneatypes were divided into four subtypes: centers of intelligence, hornevian triads, self-consciousness, and harmonic group. Enneatypes and stress points were analyzed statistically by frequency and percentage of enneatypes, chi-square test, and ANOVA.
RESULTS
Distribution of enneatypes; type 9 was the most frequent class (n=136, 32.9%). Types 1, 3, 4, and 9 had more disintegrated students than other types (chi2=59.2, p=0.000). Subtype analysis; in body-centered type more students were disintegrated than integrated or mediocre (chi2=25.8, p=0.000). In behavior patterns, aggressive and passive types showed more disintegration (chi2=25.2, p=0.000), and in self-consciousness groups only inner order types showed integration (chi2=19.3, p=0.001). In harmonic group, positive outlook types contained the most disintegrated students (chi2=20.5, p=0.000). Majority of medical students were in disintegrated developmental status.
CONCLUSION
A program should be developed for students to know their ego-identity plainly and overcome their disintegration, based on their enneatypes. Such a program will help students improve their ways of thinking or their behavior and become more secure.

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Teaching Tips

Tips on Measuring Medical Professionalism: Yera Hur; Korean J Med Educ 2010;22(3):231-232.
Published online September 30, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.3.231

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Happiness of Medical Students and Tasks in Medical Education
Eun Bi Lim
Korean Medical Education Review.2011; 13(2): 25. CrossRef

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Book Review

Pocket Guide to Teaching for Medical Instructors: Yera Hur; Korean J Med Educ 2010;22(2):153-153.
Published online June 30, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.2.153

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Original Article

Are Medical Students Satisfied with Their Medical Professionalism Education?: Yera Hur, Ji Ha Kim, Chang Jin Choi; Korean J Med Educ 2010;22(1):65-70.
Published online March 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.1.65

Abstract
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PURPOSE
This study aims to examine the satisfaction of undergraduate medical students with their medical professionalism education.
METHODS
Two hundred and one premedical students and 1,287 medical students (from year 1 to 4) participated in a five-point Likert scale survey. There were 27 items in the premedical students' survey and 31 items in the medical students' questionnaire. Statistical analysis including one-way ANOVA was performed.
RESULTS
Among the 27 items concerning premedical professionalism education, only six topics scored "average" level. In the survey of medical students only nine items out of 31 were rated "average" which did not reach the satisfactory level. Nine items from the medical students' survey showed significant positive improvements in satisfaction as the academic year increased; however, the changes were not large enough for any of the topics to receive a satisfactory score.
CONCLUSION
Overall students were dissatisfied with their professionalism education. The reasons for these results and possible approaches for improving students' satisfaction should be considered in future research.

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Young-Hee Lee
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Eun Bi Lim
Korean Medical Education Review.2011; 13(2): 25. CrossRef

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Review

Professionalism in Medicine: Yera Hur; Korean J Med Educ 2009;21(3):315-316.
Published online September 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.3.315

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An OASIS Simulation of the ZNET Microcomputer Network
Brian Unger, Don Bidulock, Greg Lomow, Phil Belanger, Carol Hankins, Navindra Jain
IEEE Micro.1982; 2(3): 70. CrossRef

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Teaching Tips

Twelve Tips for Successful Use of "Clickers" in the Classroom: Yera Hur; Korean J Med Educ 2009;21(2):195-196.
Published online June 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.2.195

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Original Article

Are There Gaps in the Perception of Medical Students' Professionalism Between Medical Students and Professors?: Yera Hur; Korean J Med Educ 2008;20(3):209-217.
Published online September 30, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.3.209

Abstract
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PURPOSE
The implementation of medical professionalism education and evaluation is a recent trend in medical education. Although many studies on this subject have been performed, they have focused specifically on the level of medical student professionalism the perception gaps between medical students and professors on this topic are unresolved. This study attempts to determine whether such gaps exist. METHODS: Three hundred ninety fourth-year medical students and 250 professors who were randomly selected from 41 medical schools were asked to complete a survey on the level of the professionalism of medical students. Using the 31 core professionalism elements that are required for Korean medical students, students self-assessed their level of professionalism, and the professors evaluated the professionalism level of medical students who were graduating. RESULTS: Of the 31 core elements, significant perception gaps were found in 28 elements. The three domains into which the 31 core elements were divided-professional knowledge, professional skills, and professional attitude-all contained perception gaps, and professors' ratings generally were higher than those of the students, a noteworthy observation CONCLUSION: Medical professors need to encourage their students in elevating their professionalism, and what the faculty think they have taught regarding professionalism may not be fully assimilated by students. Further research is necessary to investigate why such gaps exist.

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Definition of character for medical education based on expert opinions in Korea
Yera Hur
Journal of Educational Evaluation for Health Professions.2021; 18: 26. CrossRef
Analysis and suggestions on medical educators’ roles
Meeran Joo, Yoo-mi Chae, Man-Sup Lim, Seok-gun Park
Korean Journal of Medical Education.2021; 33(4): 411. CrossRef
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Sook Hee Ryue, Hae Bum Lee
Korean Journal of Medical Education.2012; 24(2): 103. CrossRef

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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
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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.

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Are Medical Students Satisfied with Their Medical Professionalism Education?
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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
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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

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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
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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.

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Core Elements of Medical Professionalism for Medical School Applicants: Yera Hur; Korean J Med Educ 2006;18(3):297-307.
Published online December 31, 2006; DOI: https://doi.org/10.3946/kjme.2006.18.3.297

Abstract
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PURPOSE
The primary concern of this study was to identify the core elements of medical professionalism [in] medical school applicants.
METHODS
250 medical school professors were chosen to participate in a Delphi study and 250 medical students were asked to complete questionnaires. 106 responses from the Delphi survey and 230 completed questionnaires were finally used for analysis. The Delphi survey was repeated four times and from this result, the medical students' questionnaires were made. The questionnaire for pre-medical students included 27 medical professionalism statements.
RESULTS
Responses from the Delphi survey and questionnaires revealed the following: 1) of the 27 medical professionalism elements examined, the most important core element was thought to be 'life-long learning skills', 2) the level of professionalism in Korean medical students was mostly assessed to be below 3.0 mean score by the professors, and 3) there were significant differences between the professors' and the premedical students' assessments of the level of medical professionalism inpremedical students. Premedical students tended to rate themselves higher than the professors.
CONCLUSION
Medical professionalism includes the areas of professional knowledge, skills, and attitude and their designated domains and elements. These areas should be considered when selecting people into medical schools.

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How to Set an Educational Goal
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Korean Journal of Medical Education.2011; 23(4): 241. CrossRef
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Korean Medical Education Review.2011; 13(2): 25. CrossRef
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Medical Professionalism Development of Oliver R. Avison
Sook-hee Ryue, Eun Bae Yang
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Yera Hur
Yonsei Medical Journal.2009; 50(6): 751. CrossRef
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Yera Hur
Korean Journal of Medical Education.2008; 20(3): 209. CrossRef
Medical Students' Self Assessment on Medical Professionalism
Yera Hur, Sungho H Lee, Sun Kim
Korean Journal of Medical Education.2008; 20(1): 23. CrossRef
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Korean Journal of Medical Education.2007; 19(4): 279. CrossRef

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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.

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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
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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.

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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.

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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

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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
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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.

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Korean Journal of Medical Education.2018; 30(2): 141. CrossRef
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Hyung-Sung Park, Jung-Hwan Park, Soo-Hyun Kim
Journal of the Korea Academia-Industrial cooperation Society.2014; 15(1): 256. CrossRef

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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.

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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

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Original Article

Teaching and Learning Strategies of PBL: Yera Hur, Sun Kim; Korean J Med Educ 2002;14(2):145-156.; DOI: https://doi.org/10.3946/kjme.2002.14.2.145

Abstract
PDF

PURPOSE
Problem-Based Learning is an effective teaching and learning method enabling the students to achieve problem solving skills, use information effectively, carry productive intelligence, think creatively, learn teamwork and responsibility. Also, students take the initiative of the class and by learning the method of self-directed learning, it will eventually lead to life time education. The purpose of this study was to develop effective teaching and learning strategy of Problem-Based Learning.
METHODS
The study is a case study using investigative method and questionnaires, class observation check list, and teachers' evaluation sheets of the students. The subject of this study was 83 students and 19 tutors of Yonsei University College of Medicine.
RESULTS
The characteristics of positive module in Problem-Based Learning are; students show good teamwork during the class, students are motivated and find interest in the subject, the data and materials given to the students is very useful in solving the problem. Most important element of Problem-Based Learning interaction is the number of questions asked by the students and the difficulty of the modules has no relation to the interaction of tutors and students. Students heavily rely on using textbooks during their self-regulated learning. And the elements greatly effecting the learning environment are physical environment and the use of humor in class.
CONCLUSION
Tutors and students should use the teaching strategy('C-O-I-Q') and the learning strategy('M-R-I-Q') to facilitate the interaction of tutors and students, activate students' discussion and foster class climate.

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