Purpose The purpose of this study was to investigate the effect of curriculum revision on student performance in tests of the medical knowledge of students at Pusan National University.
Methods Test scores of the Basic Medicine Comprehensive Examination (BMCE), conducted by the Medical Education Assessment Corporation, and internal clinical knowledge tests of the three integrated courses of the Pusan National University School of Medicine, during the last 3 years (2015–2017) were compared with an unpaired Student t-test and the results were considered to be significant at p<0.05.
Results Curriculum revision in 2017 introduced the integration of basic and clinical courses at the organ level of medical education. Scores of BMCE and internal clinical knowledge tests in three integrated courses after curriculum revision showed a statistically significant increase after curriculum revision.
Conclusion Curriculum revisions that integrated the basic and clinical courses in organ-level education improved student’s academic performance significantly.
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Purpose The purpose of this study was to determine whether the multiple mini-interview (MMI) predicts academic achievement for subjects in a medical school curriculum.
Methods Of 49 students who were admitted in 2008, 46 students finished the entire medical education curriculum within 4 years. We calculated the Pearson correlation coefficients between the total MMI score of the 46 graduates and their academic achievements in all subjects of the curriculum.
Results The correlation coefficients between total MMI score and academic achievement in Medical Interview and History Taking, Problem-Based Learning, Doctoring I, and Clinical Practice of Surgery ranged from 0.4 to 0.7, indicating that they were moderately related. The values between total MMI score and achievement in Research Overview, Technical and Procedural Skills, Clinical Performance Examinations 1 and 3, Clinical Practice of Laboratory Medicine and Psychiatry, Neurology, and Orthopedics ranged from 0.2 to 0.4, which meant that they were weakly related.
Conclusion MMI score can predict medical student’ academic achievement in subjects in the medical humanities and clinical practice.
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PURPOSE This study aimed to explore the relationship between students' seating preferences and academic achievement in medical school.
METHODS The subjects of this study were 109 second-year students in C medical school. The pattern of seat selection of 109 students was surveyed by participant observation for 48 days, and a questionnaire was administered to determine the factors that were considered by students. Using SPSS version 12.0, we analyzed the factors that students considered with regard to seat selection and seat preference and the frequency of seat movements between areas. We performed one-way ANOVA to analyze the differences in academic achievement between students who moved seats versus those who did not.
RESULTS The most common reasons for seat selection were to focus better on the lecture (60 students), to focus better on lecture, and to feel familiar with the same seat (60 students). Students' preferred seats were in rows A4, A7, A5, and A3 (in descending order), which are primarily the central sections, and columns B15, B1, B14, B19 (in descending order), which are primarily both ends of the division. The difference in academic achievement between students who moved seats and those who did not was not significant (p>0.05). Among students who did not move seats, the difference in academic achievement between 9 seating areas was not significant in 6 subjects (p>0.05).
CONCLUSION The results of this study suggest that we should reconsider a professor's general perception regarding academic achievement according to seat location.
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PURPOSE The purpose of this study is to compare the effects of achievement goal orientation and self-efficacy across grade levels; to verify correlations among achievement goal orientation, self-efficacy, course interests and academic achievement (GPA); and to examine predictions of achievement goal orientation and self-efficacy on course interests and academic achievement (GPA) across grade levels. METHODS: Participants were 347 medical students with the breakdown being premedical students (n=104, 30.0%), first-year medical students (n=130, 37.5%), and third-year medical students (n=113, 32.5%). The scales of 3 achievement goal orientations (performance approach, performance avoidance, and mastery), academic self-efficacy, and course interests were used in the study. The final grade was used as the academic achievement (GPA). We conducted a one-way ANOVA, Pearson's correlation analysis, and multiple regression analysis to resolve the research questions. RESULTS: Premedical students revealed higher performance approach and higher self-efficacy than medical students. First-year medical students had higher mastery goal. Third-year medical students showed higher performance avoidance and lower mastery goal than the first-year medical students and premedical students. Course interests correlated positively with performance approach, mastery goal, and self-efficacy regardless of grade level. Academic achievement correlated positively with performance approach, mastery goal and self-efficacy in premedical students and performance approach and mastery goal in first-year medical students.
Performance approach and self-efficacy showed positive correlations with academic achievement in third-year medical students. For course interests, mastery goal and performance approach were the best predictors; and for academic achievement, performance approach was the best predictor in all participants. Mastery goal in premedical students and self-efficacy in third-year medical students significantly predicted academic achievement. CONCLUSION: These findings suggest that, to enhance course interests and academic achievement, it is desirable to consider individual characteristics such as academic goal orientation and level of self-efficacy when designing the learning environment.
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PURPOSE The purpose of this study was to explore the interrelationship between the types of high school attended and academic achievement in medical school. We hypothesized that graduates of science or language high schools would achieve higher grades in science or humanity/social science courses during the early medical years because of their previous learning. In addition, we hypothesized that this difference would lessen throughout medical school.
METHODS The academic scores of 94 students who graduated from E medical school were analyzed. Of the 94, 79 students graduated from general high-schools, 8 were from special science high schools, and 7 were from special language high schools. The academic scores for 13 courses were analyzed: 4 from the pre-medical phase, 3 from the pre-clinical phase, and 6 from the clinical phase. Among the 13 courses, 8(Information & computing, Genetics, Biochemistry, Doctoring, Internal medicine, Reproduction medicine, Internal medicine clerkship, and Obstetrics & gynecology clerkship) were categorized as science courses, while 5 (Philosophy, Behavior science, Preventive medicine, Psychiatry, and Psychiatry clerkship) were categorized as humanity/social sciences courses.
RESULTS The graduates of the language high schools obtained significantly higher scores in Genetics(premedical) and Psychiatry clerkship(clinical). The differences in the 11 other subjects were not statistically significant. In the clinical phase, the science high school graduates had slightly higher grades in the lecture courses while the language high school graduates obtained higher scores in the clerkship courses.
CONCLUSION This study supports the hypothesis that there is no significant difference in academic achievements and the type of high school the students attended.
PURPOSE The purpose of this study was to examine the academic achievement of the first year medical students at Gachon University of Medicine and Science based on their characteristics (i.e. age, gender, and academic degree types (bachelors/masters), field of major (biology/ non-biology), and admission variables (i.e. MEET, GPA, attitude, interview, and English test).
METHODS The admission scores and demographic information were obtained from 39 students who had entered the university in 2005. T-test was used to examine the differences in academic achievement according to the students' characteristics. Correlations between admission variables and academic achievements were examined while multiple regression analysis was used to decipher the influence of students' characteristics and admission variables on the academic achievements.
RESULTS This study showed that the academic achievements differed significantly depending on degree level, age, and field of study, but not gender. It was also found that both the Nature Science Reasoning (NSR) of MEET subscale score and GPA score correlated significantly with academic achievement in the first year students. Attitude, interview, and English test scores did not correlate significantly. The result of the multiple regression analysis revealed that NSR 1 and 2, field of major, and age accounted for a substantial amount of the variance in academic achievement.
CONCLUSION Students with higher scores in NSR 1 and 2 who majored in biology-related fieldsand who are younger tend to do better academically in their first year of medical school. The results of this study may be helpful to graduate medical schools in designing effective admissions strategies for recruiting students, as well as, in planning the curriculum to improve the academic achievements of medical students.
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PURPOSE The purpose of this study was to explore the relation of self-efficacy with environmental factors, personality, and academic achievement in medical students.
METHODS Study subjects consisted of 141 first-year medical students at Korea University Medical School during one academic year (2003~2004). All participants completed a 24-item questionnaire on self-efficacy beliefs, a 16-item questionnaire asking demographic and socioeconomic data, and the Temperament and Character Inventory (TCI).
Spearman'sorrelation of selfefficacy with other variables was generated. The differences of self-efficacy scores according to the level of satisfaction with school life, total family income per month and the reasons for entering medical college were analyzed by ANOVA.
RESULTS Age and overall satisfaction with school correlated with self-confidence and total family income per month was related to self-regulation. Students who entered medical college due to the socioeconomic stability of medicine showed significantly lower preference for task difficulty than those who had other reasons for entering medical college. The GPAs of premedical studies correlated with self-regulation and the GPAs of Med 1 and the cumulative GPAs of premedical and Med I were related to the preference for task difficulty.
CONCLUSION This result supports that self-efficacy beliefs were related with some environmental factors, personality and academic achievements in medical students.
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The purpose of this study was to explore the relationship between personality type and study satisfaction and academic achievement of medical students. The personality of the students was examined based on MBTI personality theory.
According to MBTI theory, personality type consists of 4 dimensions, and each dimension has two contrasting preferences. These preferences are as follows: extraversion(E)-intraversion(I), sensing(S)-intuition(N), thinking(T)-feeling(F), and judging(J)-perceiving(P).
For this study, 269 students were sampled from the first to forth year of medical school. MBTI test was administered to the students and information about their study satisfaction was collected.
The results of this study were as followss: First, the result of MBTI test showed that most medical students are personality type ISTJ(22.4 %), followed by ESTJ (11.6%), ISTP (10.4%).
Second, the relationship between study satisfaction and personalty indicator "E-I" and "J-P" was statistically significant. Also, the relationship between adaptation as a subscale of satisfaction and personality indicator "E-I" and "J-P" was statistically significant. The relationship between attitude and personality was except for the indicator "S-N", statistically significant. Finally the relationship between satisfaction and personality indicator "E-I", "S-N", J-P" was statistically significant.
Third, the result of t-test showed that academic achievement was significantly associated with student's personality in the dimensions Thinking(T) and Feeling(F). Students with personal type Thinking(T) had higher academic achievement than students with personal type Feeling(F).
These results imply that a diagnosis of personality can be used to develop programs for medical students which can help them to be satisfied with academic environment and therefore to enhance their academic achievement. As well, these results can be used to analyse the appropriate aptitude for medicine which is very important in the selection of medical students.
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