Purpose This study employed latent class analysis (LCA) to classify medical students based on their pre-admission characteristics and examine differences in academic performance, mental health, and post-graduation career paths.
Methods A total of 314 medical students who matriculated from 2015–2018 at a Korean medical school participated for this study. LCA was performed with their gender, region of origin, admission type, and gap years (i.e., a period for retaking the college entrance examination) as classification variables. Mental health was assessed using BDI-II (Beck Depression Inventory-II), SSI-Beck (Scale for Suicidal Ideation-Beck), and K-Scale (Korean Internet Addiction Scale). Academic outcomes and career paths were compared across latent classes through analysis of variance and regression analyses.
Results Three distinct latent classes were identified in the total sample (n=314): the rolling admission–regional talent group (25.0% of the total sample), the regular admission–male retaker group (57.3%), and the non-local female group (17.7%). The regular admission-male retaker group showed significantly higher internet over- dependency levels (p<0.001), lower academic performance (p<0.001), and higher grade repetition rates (p<0.05) than the others. The rolling admission-regional talent group had the highest proportion of students working at their alma mater-affiliated hospitals (p<0.05).
Conclusion The research findings could present practical implications to the medical school systems because this research analyzed the mental health status, academic performance, and career paths based on the admission types of medical school students. Furthermore, the results imply that a specific policy and/or a student support system should be required for medical students’ achievement and their successful transition to career.
Purpose This study aimed to identify the academic stress experienced by medical students in basic medical science courses and analyze its underlying factors.
Methods A survey was conducted among 228 students from a medical school in Seoul, South Korea, of whom 204 who had completed at least one basic science course were included in the final analysis. A modified stress scale for medical students and a newly developed subject-specific academic stress scale, validated through literature review, student feedback, and expert review, were employed. Data were analyzed using IBM SPSS ver. 25.0 with descriptive statistics, t-tests, chi-square tests, and one-way analysis of variance.
Results The overall academic stress among students was relatively high. The highest stress levels were observed in cell biology (mean=7.15), followed by bioinformatics (mean=5.97), molecular biology (mean=5.47), and organic chemistry (mean=5.20). Key stress factors included a lack of connectivity with clinical subjects, excessive learning volume, and inappropriate difficulty levels.
Conclusion Academic stress varied significantly across courses, underscoring the need for curriculum improvements in basic medical science education. Faculty should consider adjusting course difficulty, enhancing clinical integration, motivating students, and managing workloads to reduce stress and support learning outcomes.
Purpose The purpose of this study was to investigate the effect of motivational regulation strategies (MRSs) on cognitive learning and academic performance.
Methods The participants were a total of 510 pre-medical and medical students. Survey instruments assessed the use of MRSs and cognitive learning strategies. Students’ grade point averages were used for academic performance. Structural equation modeling was used to analyze data, using Mplus ver. 7.4 (Muthén & Muthén, Los Angeles, USA).
Results Confirming the measurement model validity, the results of structural model indicated the followings: (1) MRSs had a significant impact on cognitive learning, while these strategies negatively affected academic performance; (2) cognitive learning significantly influenced academic performance and mediated the effect of MRSs on academic performance; and (3) only academic levels had a significant effect on cognitive learning.
Conclusion The findings from this study confirmed that MRSs were highly influential to predicting students’ cognitive learning which affects their better learning performance. Thus, instructional design and practice to support learning motivation is needed to promote cognitive learning and training programs to practice the effective methods of using MRSs in learning need to be provided.
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Purpose Test equating studies in medical education have been conducted only for high-stake exams or to compare two tests given in a single course. Based on item response theory, we equated computer-based test (CBT) results from the basic medical education curriculum at the College of Medicine, the Catholic University of Korea and evaluated the validity of using fixed passing scores.
Methods We collected 232 CBTs (28,636 items) for 40 courses administered over a study period of 9 years. The final data used for test equating included 12 pairs of tests. After test equating, Wilcoxon rank-sum tests were utilized to identify changes in item difficulty between previous tests and subsequent tests. Then, we identified gaps between equated passing scores and actual passing scores in subsequent tests through an observed-score equating method.
Results The results of Wilcoxon rank-sum tests indicated that there were no significant differences in item difficulty distribution by year for seven pairs. In the other five pairs, however, the items were significantly more difficult in subsequent years than in previous years. Concerning the gaps between equated passing scores and actual passing scores, equated passing scores in 10 pairs were found to be lower than actual passing scores. In the other two pairs, equated passing scores were higher than actual passing scores.
Conclusion Our results suggest that the item difficulty distributions of tests taught in the same course during successive terms can differ significantly. It may therefore be problematic to use fixed passing scores without considering this possibility.
Purpose The spotter’s (objectively structured practical examination) is an assessment tool which is widely used to test the practical knowledge of anatomy extensively. In Indian context it is used as an inclusive model in the gross anatomy practical examination and the marks allotted to it varies. The traditional spotter examination often has been blamed for only incorporating the initial levels of revised Bloom’s taxonomy. This study retrospectively analysed the pre-professional spotter’s examination score and tested its efficacy in terms of reliability, internal consistency, validity, educational impact, and resource intensiveness.
Methods The summative data of student’s score on four different days of unrepeated spotter’s examination and final theory examination score was collected and tabulated. These four group of students acted as independent cohorts. The difficulty index (DI), point biserial correlation (PBC), Cronbach α (CA) and descriptive statistics of each cohort were calculated. Revised bloom taxonomy rating was applied to spotter’s.
Results We found heterogenous distribution of spotter’s in each cohort according to DI. The PBCs and CA of each cohort were acceptable. The majority of spotter’s tested the cognitive and comprehension domain of revised bloom’s taxonomy. There was nonsignificant difference between mean scores of cohorts but we found low positive significant correlation between theory and spotter’s score.
Conclusion We concluded that the construct of spotter’s was reliable, internally consistent, had fair validity, variable educational impact, and sustainable resource intensiveness. We propose urgent redesigning of spotter’s to include higher level of taxonomy to comply with emerging curricular changes.
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Purpose The study aimed to determine the personality types of the graduate students in Seoul National University School of Dentistry (SNU SD) and analyze the specific personal types that were linked to their performance in problem-based learning (PBL). Methods: A total of 263 graduate students in SNU SD from 2011 to 2013, participated in PBL and completed the Myers-Briggs Type Indicator (MBTI) GS form, which was analyzed statistically to determine whether their MBTI personality types were independent of their PBL performance. In particular, MBTI types were regressed on evaluation subcategories, including tutor evaluation and oral test. Results: ESTJ (20.9%) and ISTJ (18.6%) were the most common MBTI personality types in dental graduate students. Compared with males, female students performed significantly better on the PBL. Judging was the most notable type in PBL performance, with its J-P index being statistically significant. Conclusion: PBL is implemented, based on the perspective of student-centered education. Accordingly, the types of personality that usually matriculate in dental school should be monitored, and a student-centered approach to dental education should be adopted.
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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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PURPOSE The study was designed to identify how different types of transfer student personality would be constituted in Seoul National University School of Dentistry (SNU SD) and delve into what personal types were often observed more competent in academic performance.
METHODS Among 40 students who transferred to SNU SD in 2004, 15 students voluntarily participated in completing the Myers-Briggs type indicator (MBTI; GS form); then, it was tested whether or not their MBTI types would be dependent upon their final grades. In addition, another 32 out of the 50 students who were enrolled through a traditional pre-den system served as a control group.
RESULTS It was mainly found that ISTJ type was the most typical one for those transfer dental students as well as for other native dental students who excelled in their academic performance. The noticeable majority of transfer students were Introverted (67%), Sensing (80%), Thinking (86%), and Judging (80%), with S-J pattern being statistically significant.
CONCLUSION SNU SD has been in a rebuilding process in terms of student/outcome centered dental education to have it up to the global standards. For this reason, it is ultimately a crucial part of that process to understand what personality types of the dental students with different backgrounds in major are observed and thus recognize how to support their learning according to different patterns of individual personality.
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PURPOSE Cognitive researchers assume that learning strategies are related to three types of learning processes: 'surface learning,' 'strategy learning,' and 'deep learning.' A 'deep learning' approach is widely accepted to be associated with long-term success in medical school, contributing to the development of doctors who take desirable approaches to self-directed learning and studying in medical practice. Therefore, this study measured how medical students learn and determined whether the use of learning strategies differs between high and low academic performers. In addition, we compared medical college students with graduate medical school students with regard to the use of learning strategies.
METHODS To explore the learning strategies of students and their relation to academic achievement, we performed LIST (Learning Strategies in Higher Education Inventory) in a sample of 111 Year 1 medical students.
RESULTS Medical students with high academic performance scored higher in most learning strategies than low performers. Additionally, learning strategies were used more frequently by graduate medical school students than medical students, specifically with regard to organization, elaboration, critical thinking, and time management.
CONCLUSION We conclude that learning strategy instruments provide information that enables medical students to optimize their study. To foster deep learning and intrinsic motivation in students, it might also be necessary to adopt more changes in teaching and assessment in medical schools.
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PURPOSE This study was to examine whether medical students' academic motivation, general academic stress influence their perceived academic performance.
METHODS Of the 606 medical students surveyed from two universities in Seoul and Incheon, 308 completed and returned the questionnaires yielding a total response rate of 50.8%. The final sample consisted of 129 premedical students (41.9%) and 179 medical students (58.1%). Of these, 189 were male (61.4%), 94 were female (30.5%), and 25 did not identify their gender (8.1%). Their average age was 22.43 years. Measures of students' academic motivation, general academic stress, medical stress, and their perceptions of academic performance were obtained.
RESULTS Pearson's correlations indicated that students' perceptions of academic performance were associated with academic motivation, general academic stress, and medical stress. It was observed that there were gender differences in 'perceptions of academic performance,' 'intrinsic academic motivation,' and 'extrinsic academic motivation.' Females scored themselves higher in 'perceptions of academic performance,'and 'ntrinsic academic motivation,'but lower in 'xtrinsic academic motivation'than did the males. Moreover, premedical students had higher 'perceptions of academic performance' and 'extrinsic academic motivation' scores, but lower 'eneral academic stress'and 'edical stress'scores than medical students. Hierarchical multiple regression analyses showed that the 'motivation'subscale from the academic motivation measure and 'social-psychological' subscale from the general academic stress measure predicted the perceptions of academic performances of the medical students after controlling for gender and education level.
CONCLUSION Medical educators need to be aware that medical students' perceived stress and their academic motivation affects their academic performance which can have a tremendous impact on their quality of life and psychological well-being. Perhaps an academic adjustment program needs to be developed to reduce students' perceived stress in medical training.
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