Purpose The purpose of this study was to describe the development of a code of professional conduct that should be practiced by medical students and residents. Methods: The content of a draft version of a code of professional conduct was generated through extensive literature reviews and the results of surveys that were administered to students and residents. The content validity for the draft version was reviewed by an expert panel: five experts in medical ethics and eight specialists in medical education. The survey was distributed as an email questionnaire and included closed-ended items and open comments. SPSS for Windows version 12.0 (SPSS Inc.) was used for the analysis. Results: After analyzing the experts’ reviews and holding a reiterative discussion, we developed the final version of a code of conduct for professional behavior. It consists of nine categories and 44 items for students and 44 items for residents. The nine categories were academic integrity, responsibility during clerkship or hospital work, endeavor to improve clinical competency, respect for patients and keeping confidentiality, honesty in patient care, boundary issues and conflicts of interests, impaired physician behaviors, respect for others, and research ethics. Conclusion: Because our code of conduct for professional behaviors cannot extensively include all aspects of medical pro -fessionalism, we focused on behaviors that can be used to monitor and prevent misconduct by medical learners. Further studies and discourse among stakeholders should be performed to develop a national consensus statement or code of conduct to reinforce professionalism for learners in medicine.
Citations
Citations to this article as recorded by
A Study of Core Humanistic Competency for Developing Humanism Education for Medical Students Hee-Yeon Jung, Jae-Won Kim, Seunghee Lee, Seong Ho Yoo, Ju-Hong Jeon, Tae-woo Kim, Joong Shin Park, Seung-Yong Jeong, Seo Jin Oh, Eun Jung Kim, Min-Sup Shin Journal of Korean Medical Science.2016; 31(6): 829. CrossRef
Learning objectives achievement in ethics education for medical school students Sujin Chae, Kiyoung Lim Korean Journal of Medical Education.2015; 27(2): 131. CrossRef
Review of diverse research contents in this issue Sun Kim Korean Journal of Medical Education.2014; 26(4): 249. CrossRef
Purpose This study aimed to collect information that is needed to develop interprofessional education curricula by examining the current status of interprofessional conflicts and the demand for interprofessional education. Methods: A total of 95 doctors and 92 nurses in three university hospitals in Seoul responded to a survey that comprised questions on past experience with interprofessional conflicts, the causes and solutions of such conflicts, past experience with interprofessional education, and the demand for interprofessional education. Results: We found that 86% of doctors and 62.6% of nurses had no interprofessional education experience. Most of them learned about the work of other health professions naturally through work experience, and many had experienced at least one interprofessional conflict. For doctors, the most popular method of resolving interprofessional conflicts was to let the event pass; for nurses, it was to inform the department head. Further, 41.5% of doctors and 56.7% of nurses expressed no knowledge of an official system for resolving interprofessional conflicts within the hospital, and 62.8% of doctors and 78.3% of nurses stated that they would participate in interprofessional education if the opportunity arose. Conclusion: In Korean hospital organizations, many doctors and nurses have experienced conflicts with other health professionals. By developing an appropriate curriculum and educational training system, the opportunities for health professionals to receive interprofessional education should expand.
Citations
Citations to this article as recorded by
Interprofessional education through the lens of theory of planned behaviour model Tirtha Goradia Asia Pacific Journal of Education and Society.2026; 14(1): 9. CrossRef
Effectiveness of the IPE-Sim based dementia management (IPE-SDM) program on community-dwelling elders for nursing and medical students Sooyoung Jun Clinical Simulation in Nursing.2025; 106: 101790. CrossRef
Fostering collaborative practice through interprofessional simulation for occupational therapy, physiotherapy, dietetics, and nursing students Jodie Copley, Romany Martin, Clare Dix, Roma Forbes, Anne Hill, Allison Mandrusiak, Adriana Penman, Freyr Patterson, Sarah Davies, Jacqueline Jauncey-Cooke, Niruthikha Mahendran, Kelly Hooper, Cheryl Collins Journal of Interprofessional Care.2024; 38(3): 534. CrossRef
Challenges for Sustainable Interprofessional Education in South Korea: Insights from Key Global Countries Ji Hye Yu, Kwi Hwa Park Korean Medical Education Review.2024; 26(2): 93. CrossRef
The Past, Present, and Future of Interprofessional Education in Medical Education in South Korea Yon Chul Park, Sangmi T. Lee, Kyung Hye Park Korean Medical Education Review.2024; 26(2): 83. CrossRef
Behind the scenes: teachers collaboration to facilitate interprofessional education between medical and pharmacy students in Indonesia Astrid Pratidina Susilo, Eko Setiawan, Ika Mulyono Putri Wibowo Korean Journal of Medical Education.2024; 36(4): 449. CrossRef
Tıp ve Hemşirelik İntörnlerinin Hekim Hemşire Çatışma Nedenlerine ve Hemşirelik İmajina Yönelik Algıları Cansu KOŞAR, Sezgi ÇINAR PAKYÜZ, Ozden DEDELİ CAYDAM, Bilgesu YURDAKUL, Özge ÇİÇEK, Enes Furkan ÇALI Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi.2022; 15(3): 258. CrossRef
Physiotherapy new graduate self-efficacy and readiness for interprofessional collaboration: a mixed methods study Abraham Jones, Meg E. Ingram, Roma Forbes Journal of Interprofessional Care.2021; 35(1): 64. CrossRef
Experience of development and management of interprofessional education courses: a case study of an IPE center CHA IPE Bridge Jaijeong Choi Korean Journal of Medical Education.2021; 33(2): 107. CrossRef
Psychosocial factors associated with conflicts among health professionals in the operating room in a Greek sample Maria Andriopoulou, Dimitrios Charos, Vasiliki Kolypera, Victoria Vivilaki, Dimitrios Tziallas Journal of Nursing Management.2021; 29(8): 2707. CrossRef
The Influence of Professional Values on Attitudes Toward Collaborative Practice Among Healthcare Professionals Masatoshi Shibata, Yurie Warisaki, Siyeong Kim, Yasunari Sato, Takatoshi Makino, Haruka Toeda, Bumsuk Lee The Kitakanto Medical Journal.2021; 71(4): 293. CrossRef
A Systematic Review and Case Reports of InterProfessional Education Jae-Shin Lee, Bum-Suk Lee, Si-Yeong Kim, Hideomi Watanabe Journal of Korean Society of Occupational Therapy.2020; 28(1): 155. CrossRef
The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students Han Jung, Kwi Hwa Park, Yul Ha Min, Eunhee Ji Korean Journal of Medical Education.2020; 32(2): 131. CrossRef
The conundrum of professionalising building surveying in Malaysia Abdul-Rashid Abdul-Aziz, Subashini Suresh, Suresh Renukappa International Journal of Building Pathology and Adaptation.2020; 38(5): 621. CrossRef
Interprofessional case conferences to bridge perception gaps regarding ethical dilemmas in home-based end-of-life care: a qualitative study Yoshihisa Hirakawa, Chifa Chiang, Tsukasa Muraya, Hideaki Andoh, Atsuko Aoyama Journal of Rural Medicine.2020; 15(3): 104. CrossRef
Development and Evaluation of a Simulated Conflict Management Program on Inter-Professional Communication Skills Yeonjae Jo Stress.2020; 28(3): 167. CrossRef
Perception of interprofessional education and educational needs of students in South Korea: A comparative study So Jung Yune, Kwi Hwa Park, Yul Ha Min, Eunhee Ji, Etsuro Ito PLOS ONE.2020; 15(12): e0243378. CrossRef
Differences between Perceived Readiness for Interprofessional Learning in Nursing and Other Health-related Students Hyeonkyeong Lee, In Sook Kim, Tae Wha Lee, Gwang Suk Kim, Eunhee Cho, Kyung Hee Lee, Junghee Kim Journal of Korean Academic Society of Nursing Education.2019; 25(3): 312. CrossRef
Patient Safety Education: Team Communication and Interprofessional Collaboration Kwi Hwa Park, Kyung Hye Park Korean Medical Education Review.2019; 21(1): 22. CrossRef
Interprofessional Education Programs for Nursing Students: A Systematic Review Hayoung Park, Jinyoung Cho, Sang Hui Chu Journal of Korean Academic Society of Nursing Education.2018; 24(3): 235. CrossRef
Current Status and Future Direction of Interprofessional Education in Nursing Education Kon Hee Kim, Eunhee Hwang, Sujin Shin Korean Medical Education Review.2017; 19(1): 18. CrossRef
Review of diverse research contents in this issue Sun Kim Korean Journal of Medical Education.2014; 26(4): 249. CrossRef
Purpose Regardless of the growing importance of communication skills as a core clinical competence, few studies have determined the effects of communication skills courses in undergraduate medical curricula in Asian medical schools. The purpose of this study was to examine the effectiveness of a communication skills program for preclinical medical students.
Methods A communication skills course was provided to 111 second-year medical students in a medical college in Korea. Students’ self-assessed competency of communication skills was evaluated by a questionnaire survey. To examine the improvement in observed communication skills, the students’ encounters with standardized patients (SPs) were assessed at the first session and at the final course assessment. A structured checklist, consisting of 25 communication skills items, was used for the assessment.
Results Students’ self-assessed competency of communication skills increased significantly after completion of the course (p<0.001). The observed communication skills scores also improved significantly at the end of the course; the mean scores of the first SPs encounters was 49.6 (standard deviation [SD], 11.1), and those of cases A and B at the final assessment were 61.5 (SD, 8.4) and 69.6 (SD, 7.8), respectively (F61=269.54, p<0.001).
Conclusion Even a short period of medical communication skills course was beneficial in developing and improving communication skills competency in preclinical medical students. Further studies should be followed to examine whether the acquisition of communication skills during preclinical studies can be sustained into clerkship and actual practice.
Citations
Citations to this article as recorded by
Impact of Standardized Patient Programs on Pre-clinical Medical Students' Clinical Readiness: A Narrative Review of the Last Two Decades Cristian V Toma, Aida Petca, Ioana G Visan, Alexandra Munteanu, Alexandru Ciudin, Viorel Jinga Cureus.2025;[Epub] CrossRef
Do educational interventions reduce the gender gap in communication skills?- a systematic review Alexis M. Driscoll, Rohan Suresh, George Popa, Leif Berglund, Amanda Azer, Helen Hed, Yajie Duan, Alice Chu, Aleksandra McGrath BMC Medical Education.2024;[Epub] CrossRef
Communication skills in primary care settings: aligning student and patient voices Chandramani Thuraisingham, Siti Suriani Abd Razak, Vishna Devi Nadarajah, Norul Hidayah Mamat Education for Primary Care.2023; 34(3): 123. CrossRef
Developing, conducting and evaluating the internship preparatory program (Ipp) Abeer S. Al Shahrani, Samah F. Ibrahim, Norah M. AlZamil, Eman S. Soliman, Lamya A. Almusharraf, Amel A. Fayed, Noreen Mirza Annals of Medicine and Surgery.2022; 73: 103215. CrossRef
Religious Orientation and Subjective Well-being: The Mediating Role of Meaning in Life Sukkyung You, Sun Ah Lim Journal of Psychology and Theology.2019; 47(1): 34. CrossRef
Religious practices and mental health outcomes among Korean adults Sukkyung You, Ji Eun Yoo, Yunsung Koh Personality and Individual Differences.2019; 142: 7. CrossRef
Clinical communication skills and professionalism education are required from the beginning of medical training - a point of view of family physicians Camila Ament Giuliani dos Santos Franco, Renato Soleiman Franco, José Mauro Ceratti Lopes, Milton Severo, Maria Amélia Ferreira BMC Medical Education.2018;[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
Journal’s step to leap to the international level and communication skill Sun Huh Korean Journal of Medical Education.2014; 26(3): 159. CrossRef
PURPOSE Identifying medical students' perceptions of and experiences with unprofessional behavior in school can help them develop and maintain higher standards of professional ethics. The aim of this study was to develop an instrument that assesses medical students' attitudes toward academic misconduct.
METHODS A draft version of the questionnaire form was developed, based on an extensive literature review and iterative discussions. The validity of the content of this draft form was evaluated by medical students, physicians, and education specialists. A total of 803 medical students answered the questionnaire. Exploratory factor analysis was performed using principal axis factoring and Varimax rotation. A confirmatory factor analysis was also conducted by root mean square error of approximation (RMSEA) and comparative fit index (CFI). The internal consistency of the scales was calculated using the Cronbach alpha statistic.
RESULTS The exploratory factor analysis generated 6 factors with 29 items: scientific misconduct (8 items); irresponsibility in the class (6 items); disrespectful behavior in patient care (5 items); dishonesty in clerkship tasks (4 items); free-riding on group assignments (4 items); and irresponsibility during clerkship (2 items). After adding a single item that addressed cheating on examinations, a 30-item inventory was developed. A confirmatory factor analysis demonstrated a favorable RMSEA (0.082) and reasonable fit (CFI, 0.844). The coefficient alpha for each factor varied between 0.80 and 0.90.
CONCLUSION Our instrument is useful in identifying students' ethical standards with regard to academics and examining the prevalence of unprofessional behavior in medical students.
Citations
Citations to this article as recorded by
Tracking changes in medical students’ perceptions of academic ethics: a longitudinal study Hyojin Kwon, Su Jin Chae Korean Journal of Medical Education.2025; 37(4): 429. CrossRef
Moral sensitivity and academic ethical awareness of nursing and medical students: A cross-sectional survey Yuet Kiu Ko, Cordelia Cho, Sihan Sun, Olivia MY Ngan, Helen YL Chan Nursing Ethics.2024; 31(8): 1499. CrossRef
Academic Ethical Awareness among Undergraduate Nursing Students of a Private University in Nigeria: A Cross-Sectional Descriptive Study Taiwo Omotayo Dosumu, Oluwaseyi Isaiah Olabisi, Mathew Idowu Olatubi, Grace Olayanju, Deborah Okedele, Chizoma Millicent Ndikom SAGE Open Nursing.2024;[Epub] CrossRef
Medical students’ self-evaluation of character, and method of character education Yera Hur, Sanghee Yeo, Keumho Lee BMC Medical Education.2022;[Epub] CrossRef
Academic Ethical Awareness and Moral Sensitivity of Undergraduate Nursing Students: Assessment and Influencing Factors Hend Abdu Alnajjar, PhD, Ebtsam Aly Abou Hashish, PhD SAGE Open Nursing.2021;[Epub] CrossRef
The Perception of Character Education in Medical School Ye Ji Kang, Jidong Sung, Jae Hee Rho, Hye Won Jang Korean Medical Education Review.2020; 22(1): 46. CrossRef
Academic ethical awareness among undergraduate nursing students Ok-Hee Cho, Kyung-Hye Hwang Nursing Ethics.2019; 26(3): 833. CrossRef
Cheating behaviors and related factors at a Korean dental school Jinwoo Choi Korean Journal of Medical Education.2019; 31(3): 239. CrossRef
Korean medical students’ attitudes toward academic misconduct: a cross-sectional multicenter study Eun Kyung Chung, Young-Mee Lee, Su Jin Chae, Tai Young Yoon, Seok Yong Kim, So Youn Park, Ji-Young Park, Chang-Shin Park Korean Journal of Medical Education.2019; 31(4): 309. CrossRef
Development of a code of professional conduct for medical students and residents Young Hee Lee, Young-Mee Lee, Hyo Jin Kwon Korean Journal of Medical Education.2014; 26(4): 321. CrossRef
What is the best selection methods of medical freshmen and how to care the students after admission? Sun Huh Korean Journal of Medical Education.2013; 25(3): 185. CrossRef
The purpose of this study was to examine the chronological changes and progress in medical education research in Korea and to identify the less investigated topics that need further study and improvement with regard to methodological quality. Of the 590 articles that were published from 1989 to 2010 in the Korean Journal of Medical Education, 386 original research papers were extracted for the analysis.
The extracted papers were systematically reviewed using 2 analysis schemes that we developed: one scheme was designed to classify research topics, and the other determined the methodology that was used. The main results were as follows: The most popular research areas were curriculum, educational method, and evaluation in basic medical education; in contrast, studies that addressed postgraduate education, continuous professional development, and educational administration were less frequent; The most frequently studied topics were clinical performance/skills evaluation, clerkship, curriculum development, and problem-based learning, Quantitative studies predominated over qualitative studies and mixed methods (265 vs. 95 vs. 26). Two hundred forty papers were descriptive, cross-sectional studies, and 17 were experimental studies. Most qualitative studies were non-participation observational studies. In conclusion, there has been dramatic growth in the extent of medical education research in Korea in the past two decades.
However, more studies that investigate the graduate medical education and the continuous professional development should be performed. Moreover, robust experimental designs and methods should be applied to provide stronger evidence that can practice best-evidence medical education.
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
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
Analysis of Qualitative Research in Psychiatric and Mental Health Nursing Kyoung A Nam Journal of Korean Academy of Psychiatric and Mental Health Nursing.2014; 23(4): 311. CrossRef
In recent years, several high-profile cases related with misconduct by doctors and medical students have led to increased media interest and public concern regarding doctors who fail to maintain the expected professional standards. In response to these concerns and the increasing awareness of the social responsibility of medicine, the importance of professionalism in medical school is receiving renewed attention in our medical society. Many studies in other countries have stressed the early detection and intervention of unprofessional behaviors in medical students using an adequate evaluation system. The authors intended to explore strategies that reinforce professionalism education and prevent misconduct in medical students. We conducted an extensive literature review to identify patterns and categorize issues of misconduct and unprofessional behavior by medical students; existing evidence to determine why early detection and intervention of are crucial to prevent future misbehavior and disciplinary action by doctors; and education and evaluation systems to enhance professionalism for medical students.
Citations
Citations to this article as recorded by
Korean medical students’ attitudes toward academic misconduct: a cross-sectional multicenter study Eun Kyung Chung, Young-Mee Lee, Su Jin Chae, Tai Young Yoon, Seok Yong Kim, So Youn Park, Ji-Young Park, Chang-Shin Park Korean Journal of Medical Education.2019; 31(4): 309. CrossRef
Development of a code of professional conduct for medical students and residents Young Hee Lee, Young-Mee Lee, Hyo Jin Kwon Korean Journal of Medical Education.2014; 26(4): 321. 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
PURPOSE The purpose of this study was to investigate the reactions of medical students to cadaver dissection and their preferred learning methods in studying anatomy.
METHODS Participants were 110 first-year medical students 57 from a pre-medical course and 53 from the graduate entry level. A self-reported questionnaire survey was used to assess students' emotional and physical reactions to their encounters with cadavers in the dissecting room and their preferred teaching and learning methods and materials.
Frequency, paired t-test, and cross-sectional analyses were conducted.
RESULTS Most students experienced negative physical symptoms, such as eye soreness (72%), mile headache or dizziness (40%), headache (18%), decrease in appetite (17%), nausea (15%), and disgust (10%), in the first encounter with a cadaver in the dissection room. They also experienced adverse emotional responses, such as surprise (38%), depression (37%), sadness (23%), fear (23%) and feelings of guilt (19%), anxiety (17%), and crying (2.7%). However, most of these reactions decreased significantly 8 weeks later, except for nausea. Regarding teaching and learning methods, students reported that lectures and cadaver dissections were the most helpful methods in studying anatomy.
CONCLUSION The results shows that initial encounters with a cadaver in the dissecting room caused emotional and physical distress to first-year medical students, but most students adapted gradually to the stressful learning environment. In addition, students regarded cadaver dissection as one of the most helpful learning experiences in studying anatomy.
Citations
Citations to this article as recorded by
Medical students' initial experiences of the dissection room and interaction with body donors: A qualitative study of professional identity formation, educational benefits, and the experience of Pasifika students Jacob Madgwick, Lynley Anderson, Jon Cornwall Anatomical Sciences Education.2026; 19(2): 280. CrossRef
Supporting minority cultures during initial engagements with body donors in the dissecting room: A pilot study exploring perspectives of Pasifika medical students around culture and cultural safety Jacob Madgwick, Lynley Anderson, Jon Cornwall Anatomical Sciences Education.2025; 18(2): 160. CrossRef
The Prevalence and Students’ Perception of the Use of Background Music During Cadaver Dissection in Sub-Saharan Africa Izuchukwu Azuka Okafor, Jude Amechi Nnaka, Victor Udochukwu Ezeike Medical Science Educator.2025; 35(2): 711. CrossRef
Cadaveric specimens versus synthetic models for learning gross human anatomy: a systematic review and meta-analysis Arthur Castro de Lima, Caio Erick Vieira de Souza, Jocilene Matos Ribeiro, Ketlen Joele do Nascimento Pessoa, Carlos Kauan Costa da Silva, Claudio Andre Barbosa de Lira, Ricardo Borges Viana Journal of Biological Education.2025; : 1. CrossRef
Habituation for professional learning: a qualitative study of physiotherapy students’ experiences working with anatomy cadavers Rebecca Bergen, Emily Lowry, Luke Gregg, Heejin Kim, Miranda Lee, Alex Wu, Barbara E. Gibson, James Shaw Physiotherapy Theory and Practice.2024; 40(9): 2051. CrossRef
Commemoration of body donors in a religiously diverse society: A tale of two Korean medical schools Sae‐Ock Oh, Boon Huat Bay, Hee‐Jin Kim, Hye Yeon Lee, Sik Yoon Anatomical Sciences Education.2024; 17(8): 1618. CrossRef
Emotional preparedness for human body donor dissection in premedical education: A pilot program evaluation Mange Manyama, Matthew A. Carey, Padmakumari Sarada, Rachid Bendriss Anatomical Sciences Education.2024; 17(6): 1189. CrossRef
The Need for the Standards for Anatomy Labs in Medical School Evaluation and Accreditation Yu-Ran Heo, Jae-Ho Lee Anatomy & Biological Anthropology.2023; 36(3): 81. CrossRef
What emotions do physical therapy students feel during their first visit to the dissection room? Carmen Romo-Barrientos, Antonio Viñuela, Alicia Mohedano-Moriano, Isabel Ubeda-Bañon, Daniel Saiz-Sánchez, Javier Aceituno-Gómez, María José Guzmán Pavón, Miriam López Crespo, Daniel Torres Martín, Alino Martinez-Marcos, Juan José Criado-Álvarez Annals of Anatomy - Anatomischer Anzeiger.2022; 239: 151777. CrossRef
Current Status of Fixation Methods and Management of Cadavers in Medical Colleges/Medical Graduate Schools Kwang Rak Park, Jeong hyun Park, Anna Bae, Jae-Ho Lee Anatomy & Biological Anthropology.2022; 35(2): 41. CrossRef
Differences Between Attached and Detached Cadaveric Prosections on Students' Identification Ability During Practical Examinations Spencer Mattingly, Elizabeth Hardesty, Kevin Chovanec, Marlon E. Cobos, Jacqueline Garcia, Meghan Grizzle, Amanda Huerta, Jesse Ohtake, Daniel Romero‐Alvarez, Victor H. Gonzalez Anatomical Sciences Education.2021; 14(6): 808. CrossRef
Exploration of the changes in the perceptions of medical students about cadaver dissections using metaphors Hyo-Hyun Yoo, Sein Shin, Jun-Ki Lee Journal of Taibah University Medical Sciences.2021; 16(3): 307. CrossRef
Students' Response to Anatomy Practice in era of the COVID-19 Pandemic Soo-Jung Jung, Kwangrak Park, Jae-Ho Lee Anatomy & Biological Anthropology.2021; 34(2): 39. CrossRef
Teaching Musculoskeletal Module using dissection videos: feedback from medical students Ayman G. Mustafa, Nour R. Taha, Sami Zaqout, Mohammed Seed Ahmed BMC Medical Education.2021;[Epub] CrossRef
Anatomy Learning from Prosected Cadaveric Specimens Versus Plastic Models: A Comparative Study of Upper Limb Anatomy Vasileios Mitrousias, Theofilos S. Karachalios, Sokratis E. Varitimidis, Konstantinos Natsis, Dimitrios L. Arvanitis, Aristeidis H. Zibis Anatomical Sciences Education.2020; 13(4): 436. CrossRef
Anxiety among nursing students during their first human prosection Carmen Romo-Barrientos, Juan José Criado-Álvarez, Alberto Martínez-Lorca, Antonio Viñuela, Jose Luis Martin-Conty, Daniel Saiz-Sanchez, Alicia Flores-Cuadrado, Isabel Ubeda-Bañon, Beatriz Rodriguez-Martín, Alino Martinez-Marcos, Alicia Mohedano-Moriano Nurse Education Today.2020; 85: 104269. CrossRef
Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull model Shi Chen, Jiawei Zhu, Cheng Cheng, Zhouxian Pan, Lingshan Liu, Jianhua Du, Xinhua Shen, Zhen Shen, Huijuan Zhu, Jihai Liu, Hua Yang, Chao Ma, Hui Pan BMC Medical Education.2020;[Epub] CrossRef
Anxiety among Medical Students when Faced with the Practice of Anatomical Dissection Carmen Romo Barrientos, Juan José Criado‐Álvarez, Jaime González‐González, Isabel Ubeda‐Bañon, Daniel Saiz‐Sanchez, Alicia Flores‐Cuadrado, José Luis Martín‐Conty, Antonio Viñuela, Alino Martinez‐Marcos, Alicia Mohedano‐Moriano Anatomical Sciences Education.2019; 12(3): 300. CrossRef
Experience from an optional dissection course in a clinically‐orientated concept to complement system‐based anatomy in a reformed curriculum Elisabeth Eppler, Steffen Serowy, Karl Link, Luis Filgueira Anatomical Sciences Education.2018; 11(1): 32. CrossRef
Anatomy learning from prosected cadaveric specimens versus three-dimensional software: A comparative study of upper limb anatomy Vasileios Mitrousias, Sokratis E. Varitimidis, Michael E. Hantes, Konstantinos N. Malizos, Dimitrios L. Arvanitis, Aristeidis H. Zibis Annals of Anatomy - Anatomischer Anzeiger.2018; 218: 156. CrossRef
Learning from human cadaveric prosections: Examining anxiety in speech therapy students Juan Jose Criado‐Álvarez, Jaime González González, Carmen Romo Barrientos, Isabel Ubeda‐Bañon, Daniel Saiz‐Sanchez, Alicia Flores‐Cuadrado, Juan Carlos Albertos‐Marco, Alino Martinez‐Marcos, Alicia Mohedano‐Moriano Anatomical Sciences Education.2017; 10(5): 487. CrossRef
Case Study on Osteology Practice at Human Anatomy Course: Focused on the Students in the Department of Biomedical Laboratory Science Jin-Hee Kim The Journal of the Korea Contents Association.2016; 16(4): 144. CrossRef
The Effect and Suggestions for Operation of Cadaver Dissection Program for Dental Hygiene Students Da-Hye Kim Korean Journal of Physical Anthropology.2015; 28(4): 213. CrossRef
The Effect and Suggestions for Operation of Cadaver Dissection Program for Dental Hygiene Students Da-Hye Kim Korean Journal of Physical Anthropology.2015; 28(4): 213. CrossRef
The Effect of Education in Anatomy using Cadavers to the Paramedic Students Ina Son, Myeongjoo Son, Goo-Bo Jeong The Journal of the Korea Contents Association.2013; 13(2): 341. CrossRef
PURPOSE The goal of this study was to explore what kind of additional information is provided by the descriptive comments other than the rating scales, on the physician-patient interaction (PPI) in the clinical performance examination (CPX) and its feedback role in identifying students' strengths and weaknesses in communication skills.
METHODS The data were collected from 18 medical schools in Seoul and Gyeonggi region, which participated in the CPX for fourth-year medical students in 2006 and 2007. In total 12,650 examination cases in 2006 and 12,814 cases in 2007 were analyzed. Descriptive comments from the standardized patients (SPs) were analyzed by content analysis, which includes a 4-step process: coding, conceptualizing, categorizing and explanation.
RESULTS Ten categories (41 concepts) for 'strength' and 11 for 'weakness' (40 concepts) in the PPI were extracted.
Among them, 10 categories were the same in both strength and weakness: providing adequate interview atmosphere, attentive listening, providing emotional support, non-verbal behaviors, professional attitude, questioning, explanation, reaching agreement, counseling & education and conducting adequate physical examination. For the 'structured and organized interview', only weakness was described. In 'providing emotional support' and 'adequate interview atmosphere', comments on strengths were more frequently mentioned than weaknesses. However, communication skills that were related to non-verbal behaviors were more frequently considered weaknesses rather than strengths. The numbers and content of the SP's comments on students' strengths and weaknesses in the PPI varied depending on the case specificities.
CONCLUSION The results suggest that the SPs' descriptive comments on student' performance on the CPX can provide additional information versus structured quantitative assessment tools such as performance checklists and rating scales. In particular, this information can be used as valuable feedback to identify the advantages and dicadvantages of the PPI and to enhance students' communication skills.
Citations
Citations to this article as recorded by
Development of an LLM-based CPX Practicing Chatbot for Korean Medicine Education: Implementation of Automated Scoring and Feedback Generation Framework Jundong Kim, Hye-Yoon Lee, Ji-Hwan Kim, Chang-Eop Kim Journal of Korean Medicine.2024; 45(4): 215. CrossRef
Correlation between nonverbal communication and objective structured clinical examination score in medical students Seung Guk Park, Kyung Hye Park Korean Journal of Medical Education.2018; 30(3): 199. CrossRef
Verbal communication of students with high patient–physician interaction scores in a clinical performance examination assessed by standardized patients HyeRin Roh, Kyung Hye Park, Song Yi Park Korean Journal of Medical Education.2017; 29(4): 241. CrossRef
The Effect of Recorded Video Monitoring on Students’ Self Reflection of Patient‐Physician Interaction Misun Ju, Jiyeong Hwang, Jaemyung Kim, Jeaku Kang Korean Medical Education Review.2017; 19(2): 83. CrossRef
Do Standardized Patients Have Concerns About Students Not Captured by Traditional Assessment Forms? Benjamin Blatt, Margaret Plack, Samuel Simmens, Joseph Lopreiato, Katherine Berg, Jacqueline Klevan, Karen Lewis Teaching and Learning in Medicine.2016; 28(4): 395. CrossRef
What is the current orientation of undergraduate medical education in Korea? Do-Hwan Kim, Eun Jeong Kim, Jinyoung Hwang, Jwa-Seop Shin, Seunghee Lee Korean Journal of Medical Education.2015; 27(2): 87. CrossRef
Teaching Clinical Performance Examination Using Action Learning Techniques Kyung Hye Park, Woo Jeong Kim Korean Journal of Medical Education.2012; 24(1): 23. CrossRef
The Change of CPX Scores according to Repeated CPXs Yoon Hee Lee, Jae Hyun Park, Jin Kyung Ko, Hyo Bin Yoo Korean Journal of Medical Education.2011; 23(3): 193. CrossRef
PURPOSE Communication is a core clinical skill that can be taught and learned. The authors intended to develop a patient-doctor communication model for teaching and assessing undergraduate medical students in Korea.
METHODS To develop a model, literature reviews and an iterative process of discussion between faculty members of a communication skills course for second year medical students were conducted. The authors extracted common communication skill competencies by comparing the Kalamazoo Consensus Statement, SEGUE framework communication skills, the Calgary Cambridge Observation Guides, and previous communication skills lists that have been used by the authors. The content validity, with regard to clinical importance and feasibility, was surveyed by both faculty physicians and students.
RESULTS The first version of the model consisted of 36 items under 7 categories: initiating the session (8 items), building a relationship (6), gathering information (8), understanding a patient's perspectives (4), sharing information (4), reaching an agreement (3), and closing the session (3). It was used as a guide for both students and teachers in an actual communication skills course. At the end of the course, student performance was assessed using two 7-minute standardized patient interviews with a 34-item checklist. This assessment tool was modified from the first version of the model to reflect the case specificity of the scenarios. A patient-doctor communication model, which can be taught to those with limited patient care experience, was finally developed.
CONCLUSION We recommended a patient-doctor communication skills model that can be used for teaching and evaluating preclinical and clinical students. Further studies are needed to verify its validity and reliability.
Citations
Citations to this article as recorded by
Developing an effective and comprehensive communication curriculum for undergraduate medical education in Poland – the review and recommendations Martyna Borowczyk, Agata Stalmach-Przygoda, Antonina Doroszewska, Maria Libura, Marta Chojnacka-Kuraś, Łukasz Małecki, Zbigniew Kowalski, Aldona K. Jankowska BMC Medical Education.2023;[Epub] CrossRef
Effect of SEGUE-based communication education on nursing simulation practice: a quasi-experimental design Hae Kyoung Son, Dong Hee Kim Contemporary Nurse.2019; 55(4-5): 330. 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
Medical students’ agenda-setting abilities during medical interviews HyeRin Roh, Kyung Hye Park, Young-Jee Jeon, Seung Guk Park, Jungsun Lee Korean Journal of Medical Education.2015; 27(2): 77. CrossRef
Evaluating the short-term effects of a communication skills program for preclinical medical students Young-Mee Lee, Young Hee Lee Korean Journal of Medical Education.2014; 26(3): 179. CrossRef
The Effect of Videotaping Students' Interviews with Patients for Interview Skill Education Woo Sung Lee, Ji Young Hwang, Ji Eun Lim, Sang-Yeon Suh, Ki Heum Park, Nak-Jin Sung Korean Journal of Family Medicine.2013; 34(2): 90. 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
The Development Study of a Medical Ethics Education Program by Using Simple ISD Model Young Jon Kim, Hyoo Hyun Yoo, Chan Uhng Joo Korean Journal of Medical Education.2011; 23(3): 185. CrossRef
Current Issues in Medical Education: What Is Important? Sun Kim Korean Journal of Medical Education.2010; 22(3): 167. CrossRef
PURPOSE The purpose of this study was to explore the relationship between the personality types of premedical students and their self-assessed communication skills and attitudes toward a communication skills course.
METHODS The participants were 59 second-year premedical students from Korea University College of Medicine. The Myers-Briggs type indicator (MBTI), which was validated in Korea, was used for evaluating personality types.
Self-reported competency in communication and attitudes toward a communication skills course were measured by questionnaire.
RESULTS Sensing (S) and thinking (T) personality types were predominant in this study group (76%). The relationship between the personality indicator 'Extraversion (E)-Introversion (I)' and the selfreported communication skills was statistically significant for four items of communication skills. Also, the personality indicator 'Thinking (T)-Feeling (F)' significantly correlated with one item: ask if the person has any further suggestions.
Personality 'I' students showed more concern with regard to their communication skills than 'E' types. 'Sensing (S)'-type students had a more positive attitude toward the communication skills course than "iNtuition (N)" types.
CONCLUSION Students' self-assessed competence in communication and attitudes toward the communication skills course varied between personality types. These results suggest that the personality types of students should be considered in developing a communication skills course.
Citations
Citations to this article as recorded by
The Effect of Turkish Teacher Candidates’ Personality Traits on Academic Self-efficacy and Effective Communication Self-efficacy Erkan Aydın Sage Open.2024;[Epub] 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
Analysis of Medical Students' Enneagram Personality Types, Stress, and Developmental Level Yera Hur, Keum-ho Lee Korean Journal of Medical Education.2011; 23(3): 175. CrossRef
The Relationship between the Level of I-conscousness We-consciousness and Interpersonal Problems of Korean Medical Students Eunbae B. Yang, Wootack Jeon, Sook-hee Ryue Korean Journal of Medical Education.2010; 22(2): 141. CrossRef
Development of a Patient-Doctor Communication Skills Model for Medical Students Young Hee Lee, Young-Mee Lee Korean Journal of Medical Education.2010; 22(3): 185. 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
Comparison of Patient-centeredness Changes between Medical School Graduates and Medical Students after Psychiatric Clerkship Bong Sik Hong, Tae Ho Kim, Jeong Seok Seo, Tong Wook Kim, Seok Woo Moon Korean Journal of Medical Education.2009; 21(2): 133. CrossRef
First
Prev
