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 The Commission on Higher Education of the Philippines mandates a minimum National Medical Admission Test (NMAT) percentile rank—typically the 40th percentile—for medical school admission. However, percentile rank is cohort-dependent and varies in meaning across testing years. This study re-examined its validity as an admissions criterion and evaluated whether the NMAT General Performance Score (GPS), a standardized z-score, offers a more stable and valid basis for predicting academic performance.
Methods We conducted a retrospective analysis of 42,261 first-time Physician Licensure Examination (PLE) takers from 2012 to 2022. NMAT and PLE records were linked, and logistic regression models were used to assess associations between NMAT scores and PLE outcomes. Predictive performance was evaluated using both receiver operating characteristic (ROC–Youden) and Precision–Recall (PR–F1) analyses to identify optimal cutoffs.
Results Percentile ranks exhibited substantial year-to-year variability, with the same percentile corresponding to different GPS scores. A pooled GPS-to-percentile crosswalk is provided for interpretive reference but does not indicate fixed rank equivalence. In contrast, PR-F1 analysis of GPS appropriate for an imbalanced dataset showed consistent predictive validity (area under the ROC curve=0.918). The ROC–Youden index identified a cutoff at GPS=581, while the F1-optimized threshold was lower (GPS=377), favoring inclusivity. A midpoint cutoff (GPS=435) balanced stringency and access.
Conclusion The NMAT GPS is a more stable and equitable predictor of licensure performance than percentile rank. Its use may improve the fairness and consistency of medical school admissions and better align selection with long-term academic outcomes.
Purpose Since the coronavirus disease 2019 (COVID-19) pandemic, the educational environment has moved toward online-based education, which may significantly impact medical students’ educational experiences. However, the same events may be understood differently by different individuals depending on their personalities. Therefore, the changing educational environment during the COVID-19 pandemic may not have been perceived equally by all students. This study aimed to investigate medical students’ personality profiles and the difference between academic burnout and engagement according to their personality profiles.
Methods During the 2021–2022 academic year, when online-based education was implemented due to the pandemic, a survey was conducted among medical students in Korea (N=325). First, we used latent profile analysis to identify the sub-types of the Big Five personalities. Second, we used analysis of variance and post hoc comparisons to study the difference between academic burnout and engagement among these sub-types.
Results The Big Five personality traits of medical students in our sample were classified into three profiles. Profiles with relatively high neuroticism, while other personality traits were low, had both the highest academic burnout and academic engagement. Alternatively, the profiles showing relatively low neuroticism, while other personality traits were high, had the lowest academic burnout and the highest academic engagement.
Conclusion Personality is a stable trait that affects an individual’s behavior and response to the environment. Thus, individuals with specific personalities differ in their reactions to their environment. This may provide an advantage to some medical students’ careers.
Purpose This study aimed to analyze the research trends of the Korean Journal of Medical Education (KJME) since it became an English-language journal.
Methods A total of 274 articles published in KJME from 2016 to 2023 were analyzed. All article types were included in the analysis. NetMiner ver. 4.0 (Cyram Inc., Korea) was used for the main keyword and topic modeling analysis.
Results Of the 274 articles, 170 (62%) and 104 (38%) were by domestic and international authors, respectively. The main keywords with high frequency were “students,” “learning,” “experience,” “pandemic,” and “perception.” Three topics were derived using topic matching analysis: “residents’ perception and attitude of the pandemic,” “assessment of learning and achievement,” and “learning experiences in the pandemic.”
Conclusion Since the shift to English-language journals, medical education research has witnessed an increase in the number of articles published by international authors. Research on postgraduate education has increased. Research topics are relevant to situations such as the coronavirus disease 2019 pandemic. These findings can help researchers select research topics and encourage them to submit their research to the journal.
Purpose This study identified factors that affect lecture evaluation by analyzing sophomores from Dankook University, examining each cluster’s characteristics, and comparing differences among trajectories.
Methods This study identified factors that affect lecture evaluation by analyzing sophomores from Dankook University, examining each cluster’s characteristics, and comparing differences among trajectories.
Results The lecture evaluation score decreased as the teaching hours per instructor in a year increased by an hour, and the number of instructors per lecture increased by one individual. During trajectory analysis, the first trajectory had lower lecture evaluation scores overall but relatively high appropriateness of the textbook and punctuality of class, whereas the second trajectory had higher lecture evaluation scores overall for all four items.
Conclusion The two trajectories showed differences in teaching methods (understanding of lecture content and usefulness of the lecture) rather than in external factors (appropriateness of the textbook and punctuality of class). Therefore, to improve lecture satisfaction, enhancing instructors’ instructional competencies through lectures and adjusting the teaching hours by assigning an adequate number of instructors per lecture are recommended.
Purpose First-year students can form a preconception based on life experiences before entering college and identifying learners’ existing characteristics can be useful foundation data for curriculum development. This study examines what preconceptions freshman students had about medicine before entering medical school.
Methods A total of 110 first-year students were asked about what preconceptions they had about “medicine”. A total of 1,124 data were used in the content analysis method.
Results The results were extracted into 5, and 12 twelve categories. On the theme of “scientific discipline”, the knowledge students had about general health was based on scant expertise and little evidence. Students perceived medicine as Western and scientific, considering Korean traditional medicine as unscientific. Students believed that “medical practice” should be a “disease treatment” and “patient-centered” approach rather than a “social responsibility”. In “the role of the doctor”, students were concerned about the doctor's being financially stable on the positive side, and about the high-intensity workload on the negative side. In “medical education”, students believed that studying medicine would be “hard and difficult” because of the “importance of memorizing” and “extensive study load”. In “specialty stereotype”, students had biases that were mostly concentrated on “psychiatry” and “surgery”
Conclusion Perception of “medicine” has been revealed to a varied range of themes, but some have been inaccurate or unrealistic. These prejudices and groundless beliefs have a gap with the learning outcomes that students should achieve in the curriculum, and these preconceptions seem to have been influenced by South Korea’s unique cultural context.
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Purpose This aim of this study is to examine trends in medical education research in the Korean Journal of Medical Education(KJME) and suggest improvements for medical education research.
Methods The main variables were keywords from research papers that were published in KJME. Abstracts of papers (n=499) that were published from 1991 through 2015 were analyzed by social network analysis (NetMiner 4.0) a common research method
for trends in academic subjects.
Results The most central keywords were ”medical education,” ”clinical competence,” ”medical student,” and ”curriculum.” After introduction into graduate medical school, newly appearing keywords were ”professional behavior,” ”medical humanities,” ”communication,”
and ”physician-patient relation.” Based on these results, we generated a schematic of the network, in which the five groups before introduction to graduate medical school expanded to nine groups after introduction.
Conclusion Medical education research has been improving qualitatively and quantitatively, and research subjects have been expanded, subdivided, and specific. While KJME has encompassed medical education studies comprehensively, studies on medical students have risen in number. Thus, the studies that are published in KJME were consistent with the direction of journal and a new study on the changes in medical education is being conducted.
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Purpose The educational purpose of a medical school is important, because it guides educational decisions in an individual organization and projects the image of the doctors that we are generating. By analyzing the educational goals of entire medical schools, this study aimed to examine the current orientation and future direction of undergraduate medical education in Korea.
Methods Educational goals were collected from the website of each medical school and subjected to inductive content analysis. After identifying categories and themes, we examined the differences between medical school subgroups and compared the categories with competencies that have been suggested by the “Korean Doctor's Role.” Results Thirteen themes were identified: medical expertise, professionalism, contribution to various levels of society, self-management and development, basic educational ideology, research ability, cooperation, leadership, dealing with future change, respect for life, creativity, problem-solving ability, and ability to educate. There was a significant difference in educational goals between medical schools when grouped by geographic location and affiliation of research-driven hospitals. Of the 16 competencies that are suggested by the Korean Doctor's Role, 12 had one or more corresponding categories.
Conclusion Per their current educational purposes, Korean medical schools pursue a broad variety of competencies that need cultivating during the course of undergraduate medical education. Further research is needed to determine how best to apply these educational purposes in actual institutions and ultimately lead them to become part of the competency of a graduate.
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Purpose This school-level longitudinal study examined 7 years of clinical performance data to determine differences (effects) in students and annual changes within a school and between schools; examine how much their predictors (characteristics) influenced the variation in student performance; and calculate estimates of the schools’ initial status and growth.
Methods A school-level longitudinal model was tested: level 1 (between students), level 2 (annual change within a school), and level 3 (between schools). The study sample comprised students who belonged to the CPX Consortium (n=5,283 for 2005~2008 and n=4,337 for 2009~2011).
Results Despite a difference between evaluation domains, the performance outcomes were related to individual large-effect differences and small-effect school-level differences. Physical examination, clinical courtesy, and patient education were strongly influenced by the school effect, whereas patient-physician interaction was not affected much.
Conclusion Student scores are influenced by the school effect (differences), and the predictors explain the variation in differences, depending on the evaluation domain.
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Purpose The purpose of this study is to provide basic data for the development of a career guidance program through a demand survey. For this purpose, three study topics were examined: Is there a difference between the satisfaction and importance of a career program? Is there a difference between the satisfaction and importance of a career program by gender, grade level? and What type of mentor and the mentoring way of medical students demanded?
Methods The subjects were 380 students at Seoul National University College of Medicine. The data were analyzed by frequency analysis, paired t-test, and Borich’s formula.
Results By t-test with matched samples for satisfaction-importance, We noted statistically significant differences in all domains. In particular, the difference was greater in the second year. According to the needs analysis, the most urgent program is meeting with seniors in various career areas. Also, medical students hope for mentor from clinical professors of the university and successful medical practitioners, and personal counseling.
Conclusion These results show that medical students need a career guidance program. The findings of the study can be used to guide the development of career education programs and curriculum for medicine students.
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Purpose Medical students experience various stresses that arise in a special environment. However, there is no specific stress scale for medical students with regard to their environment in Korea. Therefore, in this study, we developed and confirmed the validity of a stress scale for medical students in Korea.
Methods A draft version of the scale was developed on the basis of open-ended questionnaires from 97 medical students. The validity of the content of this scale was evaluated by three medical educationists. The scale was administered to 435 third and fourth grade medical students as the main survey. For our data, we performed an exploratory factor analysis and confirmatory factor analysis. We used Cronbach α index to determine internal consistency.
Results Six factors with 40 items were extracted through the exploratory factor analysis: academic stress (9 items); clerkship stress (11 items); interpersonal stress (7 items); career stress (8 items); health-related stress (3 items); and financial stress (2 items). These factors showed a statistically significant correlation. The confirmatory factor analysis demonstrated a favorable RMSEA (0.053) and reasonable fit (CFI=0.847, TLI=0.833). Cronbach α values of the six factors ranged from 0.63 to 0.85.
Conclusion The medical student stress scale had a good model fit. It is a valid and reliable instrument in identifying stress in medical students and can be used in future studies. Also, the scale is expected to provide individual stress profiles for students to help them manage stress more effectively.
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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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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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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.
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PURPOSE Although standardized patients (SPs) have been used widely in medical education, there has been little research on SP trainers. The purpose of this study was to examine the roles SP trainers by establishing their job description and assessing the importance, frequency, and difficulty of each task element.
METHODS SP trainers' responsibilities were defined and their job descriptions were developed based on a focus group interview (FGI) of 6 panels. The validity of the duties, tasks, and task elements that were elicited from the FGI was examined by the 6 panels and a medical school professor. The data were collected using a questionnaire survey from 24 SP trainers in April 2011. The questionnaire pertained to the importance, frequency, and difficulty of the duties, tasks, and task elements that were identified in SP trainers' job descriptions.
RESULTS The job description of SP trainers consisted of 10 duties, 25 tasks, and 76 task elements. The average level of importance of the 10 duties was 4.29; "SP training" was identified as the most important duty (4.79+/-0.41). Of the 76 task elements, "providing training regarding the scoring criteria and standardizing the scoring system" had the highest levels of importance and frequency (4.83+/-0.48, 4.08+/-1.06). "Standardizing the acting abilities of SPs" was the most difficult task element (4.50+/-0.66).
CONCLUSION By analyzing the job description of SP trainers, this study is expected to help define the roles of SP trainers and facilitate their deployment.
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PURPOSE The lecture is a technique for delivering knowledge and information cost-effectively to large medical classes in medical education. The aim of this study was to analyze teaching quality, based on triangle analysis of video recordings of medical lectures, to strengthen teaching competency in medical school.
METHODS The subjects of this study were 13 medical professors who taught 1st- and 2nd-year medical students and agreed to a triangle analysis of video recordings of their lectures. We first performed triangle analysis, which consisted of a professional analysis of video recordings, self-assessment by teaching professors, and feedback from students, and the data were crosschecked by five school consultants for reliability and consistency.
RESULTS Most of the distress that teachers experienced during the lecture occurred in uniform teaching environments, such as larger lecture classes. Larger lectures that primarily used PowerPoint as a medium to deliver information effected poor interaction with students.
Other distressing factors in the lecture were personal characteristics and lack of strategic faculty development.
CONCLUSION Triangle analysis of video recordings of medical lectures gives teachers an opportunity and motive to improve teaching quality. Faculty development and various improvement strategies, based on this analysis, are expected to help teachers succeed as effective, efficient, and attractive lecturers while improving the quality of larger lecture classes.
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CONCLUSION The developmental process with which the educational goals and objectives were established through a needs analysis and workshops was effective, efficient, and supportive in medical education.
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PURPOSE Problem-based learning (PBL) is a constructive learning environment that solves ill-structured problems through collaborative learning. The purpose of this study was to analyze the interaction of students and a tutor in a small-group PBL discussion. This study examined how the types of interactions are composed over the meeting.
METHODS Fourteen third-year subjects from Chonnam National University Medical School, Korea formed two tutorial groups.
Two tutorial sessions were videotaped and analyzed. All videotapes were transcribed to analyze the interaction type.
The criteria of interaction analysis were learning-oriented interaction (exploratory questioning, cumulative reasoning, handling conflicts about the knowledge), procedural interactions, and irrelevant task interactions.
RESULTS Nearly all discourses between tutors and students were learning-oriented interactions. The results showed that students spent more time on cumulative reasoning. In contrast, tutors implemented more exploratory questioning.
Little time was spent on handling conflicts about knowledge and procedural and irrelevant/off-task interactions.
CONCLUSION To improve critical thinking and problem-solving competence in PBL, we should consider various efforts to encourage discussion about conflicting knowledge. A PBL tutor training program should be provided to facilitate PBL group discussions.
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PURPOSE The "standardization" of standardized patients (SP) is one of the most crucial factors for a successful clinical performance examination (CPX). This study aimed to examine the inter-rater reliability among SPs who portrayed the same case during a CPX. METHODS: The context was a CPX conducted under the supervision of CPX Seoul-Gyeonggi Consortium in K medical school in August 2007. K medical school ran 12 stations consisting of duplicated sets of 6 cases. In total, thirty SPs participated with 5 SPs acting each of the 6 cases. The SPs evaluated the student's performances in addition to portraying the cases. ANCOVA (analysis of covariance) was used to compare scores rated by the different SPs. The dependent variables were the case scores and the 4 subcomponent (history taking, physical examination, Clinical courtesy, and Patient-physician interaction) scores for each case; the independent variable was the SPs; and the covariate was the CPX total score.
RESULTS The Headache and Cough stations showed an acceptable level of reliability. Otherwise, Weight Loss and Facial Flushing failed to show consistent scores in all 4 subcomponents. Diarrhea and Lt. hemiparesis showed partial consistency. In terms of the subcomponents, the physical exam scores were most consistent and the patient-physician interaction scores were most inconsistent. CONCLUSION: This study tested the level of "standardization" of one set of CPX cases with mixed results. The authors hope that our results will contribute to quality assurance of CPX.
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Analysis of First Clinical Skills Examination in the Korean Medical Licensing Examination: Focus on Examinees' Experience in a Medical School Kyung Ae Jun, Sang Yop Shin Korean Journal of Medical Education.2011; 23(3): 203. CrossRef
Effects of Teaching Method using Standardized Patients on Nursing Competence in Subcutaneous Injection, Self-Directed Learning Readiness, and Problem Solving Ability Mi-Ran Eom, Hyun-Sook Kim, Eun-Kyung Kim, Kayeon Seong Journal of Korean Academy of Nursing.2010; 40(2): 151. CrossRef
Faculty Observer and Standardized Patient Accuracy in Recording Examinees' Behaviors Using Checklists in the Clinical Performance Examination Jaehyun Park, Jinkyung Ko, Sunmi Kim, Hyobin Yoo Korean Journal of Medical Education.2009; 21(3): 287. CrossRef
PURPOSE Web-based instructional programs have been criticized that it is not easy to grasp learners' learning behaviors. This study applied the web-based instructional program with log data analysis plans to a group of participants, and (1) explored variables of learners' learning behaviors, and (2) compared the level of learners' understanding about the topic before and after the program completion.
METHODS A total of 44 nursing students in their third year of one university participated in this descriptive study with one group pre-test and post-test design.
RESULTS The variables were actually produced, and reflected how participants completed the program. Participants' knowledge about the topic improved after the program completion. However, when the participants were divided into two groups depending on their learning behaviors, participants with honest learning behaviors performed better.
CONCLUSION This study confirmed that it was possible to grasp learners' learning activities by analyzing log data, and suggested that answering multiple choice items through internet may not be enough to determine the effects of an instructional program usage. More studies are in need to select appropriate indicators that could reflect learners' learning behaviors effectively and efficiently.
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PURPOSE This study aimed to inquire into the educational implication of peer evaluation in PBL in relation to the evaluation system. METHODS: 89 third and fourth-year medical students in PBL courses participated in this study.
Descriptive statistics analysis and correlation analysis were performed. RESULTS: Based on the results of the interviews with all the forth-year students, the feedback method of peer evaluation was modified and the peer evaluation sheet was revised. On the new peer evaluation system, the percentages of indiscriminant scores were significantly lower than those on the previous system. Peer evaluation on the new evaluation system was positively related to tutor evaluation, written examination, and quizzes. Correlations between the peer evaluation scores each units were higher than those of the tutor evaluation scores. All third-year students within the bottom ten percent on the peer evaluation score failed to successfully complete that year. CONCLUSION: The peer evaluation with feedback based on faculty counseling and a user-friendly evaluation sheet can be used as an effective method for assessing student performance in PBL and to screen for maladjusted students.
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Effects of Module Development and Role Play Course on Clinical Practice Examination Scores during a 4th Year Clerkship Kyong-Min Park, Kye-Yeung Park, Nam-Eun Kim, Bong-Kyung Seo, Hoon-Ki Park, Hwan-Sik Hwang Korean Journal of Family Medicine.2018; 39(1): 23. CrossRef
Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea Sanghee Yeo, Bong Hyun Chang Korean Journal of Medical Education.2016; 28(1): 9. CrossRef
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PURPOSE The third year students at Gyeong-Sang National University College of Medicine were asked to perform objective structured clinical examination (OSCE) at the end of the 2004 academic year. In this article, we analysed the correlation among the scores of OSCE with those of Final Term Examination in Internal Medicine (FTE), Clerkship Performance in Internal Medicine (CP) and Case Conference Examination (CCE), which assess knowledge, skill and attitude, and problem solving ability in medicine, respectively. We also analyzed difficulty and discrimination indexes of the test questions or evaluation criteria, and assessed their objectivity. METHODS: 1) Relevance: the pearson correlation analysis was performed on the scores of 85 students from 6 OSCE stations, FTE, CP and CCE. 2) Analysis on the evaluation criteria: the difficulty and discrimination indexes of the 59 evaluation criteria were calculated. 3) Objectivity: in order to assess objectivity in the scores, the Student t-test was performed on the scores of students from 4 OSCE stations where there was a change in the examiners after the morning sessions and on the students from 2 OSCE stations that had no change of examiners. RESULTS: 1) Relevance: Correlation coefficients between the scores of OSCE and FTE, CP or CCE were 0.335, 0.326 and 0.421, respectively (p < 0.01). 2) Analysis on the evaluation criteria: difficulty indexes of the 59 criteria ranged from 0.15 to 0.98, and 43% of the criteria belonged to the acceptable range. Discrimination indexes ranged from -0.22 to 0.61, and 69% of the criteria were acceptable. 3) Objectivity: The student t-test showed significant differences between the scores of the morning and afternoon sessions in 2 of the 4 stations, where the examiners were changed in the afternoon (p < 0.01). CONCLUSION: Our results suggest that OSCE performed in 2004 may have relevance to a valid tool in assessing clinical competence of medical students in terms of knowledge, skill, attitude and problem solving ability. However, in order to reuse the test materials in the future, evaluation criteria need to be refined further based on difficulty and discrimination indexes, and measures to improve objectivity of examiners should also be studied.
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PURPOSE This study was aimed to examine whether tutor evaluation in the PBL course assesses different aspects of learning from what written examination assesses. METHODS: 89 medical students were assessed by Self-Directed Learning Readiness Scale (SDLRS) and Learning Orientation Scale (LOS) in March 2004. Their tutor evaluation and written examination scores in the 1st semester of 2004 PBL units were collected in August 2004. Data analyses were conducted using t-test, correlation analysis, and linear regression.
RESULTS SDLRS scores were significantly correlated with tutor evaluation scores, but not with written examination scores. Both schoolwork orientation and academic orientation scores on LOS were significantly associated with tutor evaluation and written examination scores. Tutor evaluation scores were explained significantly by all predictors, such as SDLRS, schoolwork orientation, and academic orientation scores. However, written examination scores were explained significantly by academic orientation only. CONCLUSIONS: Tutor evaluation in the PBL assessed student self-directed learning readiness and academic orientation, but written examination did not. The findings show a crucial possibility that tutor evaluation may overcome shortcomings of the written examination.
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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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PURPOSE The purpose of this study was to analyze the causes of the problems in Problem Based Learning (PBL) program performed in integrated curriculum of Hematology, Seoul National University College of Medicine, 2002, and to determine the improvement strategies for a successful PBL in integrated curriculum. METHODS: This study was conducted using qualitative methods with participant observations, descriptive participants, in-depth interviews and an open questionnaire, etc. during the three days two weeks. Ten of 17 tutors including 10 faculty and 7 residents took part in the study. Among the 10 tutors, 7 were the faculty tutors, 3 were the residents tutors. The data was analyzed the causal chains which were developed by Colby. RESULTS: The main problems revealed in implementing of PBL program were a large class size, lacks of tutors, time, budget, faculty education and college authorities' interests in undergraduate medical education, etc. The main problem of a PBL program in an integrated curriculum of Hematology was the recruitment of tutors. According to the casual chains analysis, the factors that affected the recruitment of PBL tutors were related to college authorities' lack of interest in undergraduate medical education. CONCLUSION: In order to have successful PBL program in an integrated curriculum, several administrative factors, including extrinsic reward systems such as promotion and tenure decision, and departmental budgetary requirements, should be considered.
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PURPOSE Since 2000, the Korea University Medical College has conducted Comprehensive Basic Medical Sciences Examination as a summative test. Summative assessment must be dependable in that it meets the highest standards of reliability and validity. The purpose of this study were to examine the validity and reliability of Comprehensive Basic Medical Sciences Examination and to improve the quality of the examination.
METHODS The subject of this study was the examination materials and scores of the test. We conducted exploratory factor analysis to testify validity. Cronbach alpha coefficient was used to examine the reliability.
RESULTS Only one factor was extracted from exploratory factor analysis. Its eigen value was 4.61 and it explained 65.93% of total variance. We could infer the extracted factor as an ability of basic medical sciences knowledge.
The reliability coefficient of the test was ranged from 0.45 to 0.74. Of the total 335 item, overall acceptable items were 206(58.0%); the range of difficulty was 0.21~1.00 and discriminative indices were higher than 0.20.
CONCLUSION We confirmed the Comprehensive Basic Medical Sciences Examination in 2000 met the relative highest standards of reliability and validity. Item analysis could be of help to improve the quality of examination
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In order to compare a group of examinees to other group, the tests taken by two groups of examinees should be equivalent.
The first step of the equating the test is to make anchor items. In medical schools, the students prepare the examination through the thorough review of the test items of previous year. So it is said that the reuse of the same items could be undesirable.
The purpose of this study is to find out response variations to the same items between two consecutive grades when the items are reused.
The senior classes of a medical school are sampled and the test items of graduation examination was analysed. On the basis of item difficulty(item's p-value) and discrimination index, we selected 35 items. Next year, we reused those items to the same examination to the senior class of that year, and the result was analysed. Among those 35 items, 14 items were modified slightly.
The averages of the item difficulty and discrimination index on the previous examination were 0.49 and 0.20 which were in the desirable ranges. But at the next year these data were worsened to 0.84 and 0.10 respectively. This trends were not different in the slightly modified items. And there was no significant differences among the item groups classified on the basis of the level of knowledge.
We could ascertain that if a previously used item used again to a test, the item difficulty will increase(become easy) and discrimination index will decrease even though minor modification is done.
After item analysis of examinations in College of Medicine, the correlation among characteristics were examined for the better understanding of their meaning. The 78 subjected examinations in College of Medicine, Hallym University, Korea from March 1999 to October 2000 were analyzed.
Discrimination indexes (D) by the method of extreme group were positively correlated with item-total correlation(ITC) with mean correlation coefficient r=0.8506 ranged between 0.6430 and 0.9520. Number of items of each examination was positively correlated with Cronbach coefficient alpha reliability index(r=0.7920) whereas negatively correlated with standard deviation(r=-0.5691), odd-even split reliability index(r=-0.8767) and mean ITC(r=-0.4079).
Thereafter, the standard deviation was positively correlated with odd-even split reliability index (r=0.5072) and mean ITC(r=0.6166). There was negative correlation between Cronbach coefficient alpha reliability index and odd-even split reliability index(r=-0.7385). Above results suggested that the number of items in each examination was most powerful factor affecting to other item analysis characteristics. The appropriate number of items should be considered for better result of item analysis characteristics. Odd-even split reliability index is not appropriate for the estimation of the reliability among item, since it decreased according to the increase of number of items. Positive and high correlation between D and ITC means that both methods are appropriate to interpretate the discriminating power of the items.
This is made for teachers of medical schools not only to mark examination papers but also to do an item analysis easily. Functions of the program are marking examination result in text file, input of the result of descriptive examination, providing the result of item analysis according to the classical test theory(mean, standard deviation, reliability coefficient, answer response distribution, difficulty index, discriminating index, estimated number of examinee who select wrong answer), adding, saving and printing the results, providing, saving and printing record sheet, adding the results of equal or more than two separate examinations, sorting the record sheet by examinee's identification number and by record, input windows for item, and automatic inclusion of the result of item analysis in the item window. Much number of teachers of the medical schools may be encouraged to use this program to promote the quality of the evaluation.
Item analysis is the evaluating process of items used for tests. Item difficulty, discrimination, and distractor analysis are the main components of the analysis.
Discrimination index(D) by the method of extreme groups had been used for the item discrimination, but it had been known to have some disadvantages compared to item-total correlation(ITC).
This study was conducted to evaluated the feasibility and the advantages of the ITC. Medical specialist qualifying examination carried out in Jan. 1999 was selected for the study material and the items of tests for the 4 major disciplines(internal medicine, general surgery, pediatrics, and obstetrics & gynecology) were analysed.
The numbers of the items and examinee are 120 items/428 persons, 140/219, 140/229, and 140/226 (in the order of IM, GS, Ped, OB & Gyn) respectively.
The average discrimination index(D) of all items is 0.170 and the standard deviation is 0.120. For the ITC, average is 0.210 and standard deviation is 0.117. There is positive correlation between D and ITC(r=0.677).
The variation of the ITC is 0.880, which is wider than that of discrimination index(D), 0.713. Especially on the items with item's p-value greater than 0.9(n=140), the variations are 0.542 and 0.273 respectively. The difference is much distinct.
These results imply that ITC can be used as the index of the item discrimination, and has some advantages compared to discrimination index(D). The advantages are the significance of the number itself and rather independence from the item difficulty.
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A Computer-Based Examination(CBE) System is developed to take the effective examination for medical student. The server system is operated with Windows NT(Korean ver. 4.0) and the clients system with Windows 95(later than ver. OSR 2), and the Microsoft SQL server(ver. 7.0) is used for database server, and the Inprise Delphi(ver. 4.02) for development tool. This system consists of five subsystems(item bank, item selection, implementation, item analysis). The CBE system is designed to execute the multimedia data(image, sound, movie), and for professors to build question items, to extract the items for examinations on this system, and for students to conduct the examination on the client computer systems. It will reduce time to mark examination papers and to analyze the items, and can be applied for self-studying(computer assisted learning, CAL) with linking to internet or knowledge-base system.
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