Korean Journal of Medical Education

"Assessment"

Original Research

An analysis of educational needs to enhance the response competency of infectious disease control personnel to emerging infectious diseases: Sun Young Jeong, Sungae Choi, Jaeyeun Kim, Sojin Lee, Young-soon Park, Kyunghee Chun; Korean J Med Educ 2026;38(2):168-180.
Published online May 27, 2026; DOI: https://doi.org/10.3946/kjme.2025.115

Abstract
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Purpose
This study aimed to explore the training experiences and educational needs of personnel working at nationally designated infectious disease control institutions in South Korea. Specifically, it sought to identify the barriers encountered in infectious disease response, assess the perceived effectiveness of current training programs, and determine key competencies and tailored educational needs across occupational groups.
Methods
A qualitative study was conducted using focus group interviews with 34 participants, including healthcare and nonhealthcare personnel engaged in infectious disease control. Participants were recruited through snowball sampling. Data was collected over 5 weeks via online interviews, transcribed verbatim, and analyzed using qualitative content analysis. Investigator triangulation and member checking were used to enhance the analytical rigor.
Results
The participants reported that the current training program contributed to improved confidence, role clarity, and interdepartmental collaboration. However, multiple barriers were identified, including a lack of standardized scenarios, insufficient hands-on training, unclear guidelines, and low accessibility across roles. Key educational needs included scenario-based simulations, job-specific content, advanced clinical skills, psychological support, and interorganizational collaboration. Training preferences varied by job category, underscoring the need for differentiated role-based training modules.
Conclusion
These findings highlight the importance of shifting from theory-based to practice-oriented education on infectious disease responses. To build sustainable preparedness systems, training programs should be scenario-driven, repetitive, and psychologically supportive. Institutional policies must ensure flexibility, equity of access, and proper incentives for participation. Future efforts should prioritize the development of standardized competency-based curricula tailored to diverse occupational roles within infectious disease response systems.

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Metaverse-based objective structured clinical examinations: an exploratory approach to advancing clinical competency assessment: Yeon-Ju Huh, Joon Sung Shin, Narae Yoon, Ju Whi Kim, Do Hoon Kim, Chanwoong Kim, Seoi Jeong, Yejin Yoon, Soyeon Shin, Hyoun-Joong Kong, Sun Jung Myung; Korean J Med Educ 2026;38(2):139-148.
Published online March 20, 2026; DOI: https://doi.org/10.3946/kjme.2025.151

Abstract
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Purpose
This developmental study explored the conceptual feasibility and applicability of a metaverse-based clinical assessment platform as a complementary tool to conventional objective structured clinical examinations in undergraduate medical education.
Methods
A targeted literature review and expert consensus process were conducted to identify domains of clinical competence in which metaverse technologies could provide added value. Based on these findings, prototype virtual patient simulations were developed within a metaverse environment. Large language models (LLMs) were integrated to support dynamic, interactive history-taking simulations, and pilot modules for physical examination were also created.
Results
Integration of LLMs into virtual patient scenarios enabled realistic, context-sensitive medical interviews, facilitating interactive dialogue between examinees and simulated patients. In contrast, physical examination modules faced technical limitations, particularly in replicating procedures requiring tactile or haptic feedback, such as palpation and percussion. Nevertheless, the metaverse environment enabled delivery of consistent and reproducible scenarios, supporting objective assessment of communication and diagnostic reasoning skills.
Conclusion
Metaverse-based simulations augmented by LLMs offer a promising approach to scalable and standardized clinical assessment, particularly within cognitive and interpersonal competency domains. Although current technological constraints limit the fidelity of physical examination simulations, rapid advancements in immersive and haptic technologies may help overcome these barriers in the near future. Further research is needed to evaluate the educational efficacy, validity, and feasibility of deploying such platforms in summative, high-stakes assessment contexts.

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Short Communication

From setting to vetting: using artificial intelligence for Single Best Answer questions review: Olivia Ng, Siew Ping Han, Magdalene Hui Min Lee, Dong Haur Phua; Korean J Med Educ 2026;38(1):10-14.
Published online February 19, 2026; DOI: https://doi.org/10.3946/kjme.2025.068

Purpose
Maintaining the quality of Single Best Answer (SBA) questions remains a challenge in medical education, especially as artificial intelligence (AI)-generated items become more common. While considerable attention has been paid to AI question generation, the vetting process is under-explored and difficult to scale.
Methods
This study investigates the feasibility and reliability of using a large language model to support the vetting of SBA questions. An AI-based reviewer, QA-bot, was developed using custom GPT and embedded with 25 criteria aligned with Bloom’s taxonomy (Levels 1–3). QA-bot and two experienced educators independently evaluated 32 AI-generated SBA questions using the shared evaluation rubric.
Results
The rubric showed high internal consistency (Cronbach’s alpha=0.878), and strong inter-rater reliability between human reviewers (intraclass correlation coefficient [ICC]=0.893). QA-bot demonstrated good alignment with human raters (ICC=0.861 and 0.840). While the AI performed well on objective, rule-based criteria, it was less consistent in detecting irrelevant complexity and accurately judging difficulty.
Conclusion
These findings suggest that AI can function as an efficient first-pass reviewer, improving consistency and reducing workload, with human oversight remaining essential for educational and clinical relevance.

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The new wave of generative artificial intelligence in medical education
Eulho Jung, Anita Samuel
Korean Journal of Medical Education.2026; 38(1): 1. CrossRef

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Original Research

Primary care education in Korean medical and nursing schools: current status, perceptions, and educational needs: Songrim Kim, Yul Ha Min, Jun Yim, So Jung Yune, Kwi Hwa Park; Korean J Med Educ 2026;38(1):44-53.
Published online February 13, 2026; DOI: https://doi.org/10.3946/kjme.2025.101

Abstract
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Purpose
This study examined the current status, perceptions, and educational needs of primary care education in medical and nursing schools to provide foundational data that can inform effective curriculum development.
Methods
In total, 40 medical and 64 nursing schools were eligible for this study. Data were collected through an online survey using Google Forms, developed by the research team, from November 2024 to January 2025. Frequency analysis and independent t-tests were performed to compare perceptions on primary care education between the two schools types. Borich Needs Assessment and Locus-for-Focus model were used to identify and prioritize educational needs.
Results
Responses from 21 medical and 24 nursing schools were analyzed. All medical schools primarily offered education in primary care clinics (100%), whereas most nursing schools offered it in community healthcare institutions (87.5%). Visits and observations were the most common educational methods (>80%). Reports, presentations, and discussions were the most used assessment methods (>60%). Multidisciplinary team-based practicums were limited in both medical (9.5%) and nursing (25.0%) schools. Both groups rated the need to expand primary care education and multidisciplinary team approach highly (>4.4/5). “Longitudinality” and “generalism” were educational priority needs across both groups, whereas other elements showed variations.
Conclusion
This study identified the shared and distinct aspects of primary care education across schools. The findings highlight the importance of enhancing and tailoring primary care education to each school’s specific context and needs, while fostering interprofessional collaboration to strengthen community-based healthcare.

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Needs and gaps of faculty development for medical schools: Ji Hyun Im, Wha Sun Kang, Seung Hee Lee, Dae Chul Jeong, Dae Hyun Kim, Man-Sup Lim, Miran Kim, Ji-Hyun Seo, Dong Hyeon Lee; Korean J Med Educ 2024;36(2):189-201.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.295

Abstract
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Purpose
Current faculty development (FD) programs are mostly limited to medical education and often lack a comprehensive and systematic structure. Therefore, the present study aimed to explore the current status and needs of FD programs in medical schools to provide a basis for establishing FD strategies.
Methods
We conducted an online survey of medical school FD staff and professors regarding FD. Frequency, regression, and qualitative content analyses were conducted. FD programs were categorized into the classification frameworks.
Results
A total of 17 FD staff and 256 professors at 37 medical schools participated. There are gaps between the internal and external FD programs offered by medical schools and their needs, and there are gaps between the programs the professors participated in and their needs. Recent internal and external FD programs in medical schools have focused on educational methods, student assessment, and education in general. Medical schools have a high need for leadership and self-development, and student assessment. Furthermore, professors have a high need for leadership and self-development, and research. The number of participants, topics, and needs of FD programs varied depending on the characteristics of individual professors.
Conclusion
Medical schools should expand their FD programs to meet the needs of individuals and the changing demands of modern medical education. The focus should be on comprehensive and responsive programs that cover various topics, levels, and methods. Tailored programs that consider professors’ professional roles, career stages, and personal interests are essential for effective FD.

Citations

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The Development of a Faculty Development Program Framework for Medical Education
Lise McCoy, Sebastian R. Diaz, S. Dennis Baker
Journal of Medical Education and Curricular Development.2026;[Epub] CrossRef
Needs analysis of leadership education based on the medical leadership competency framework in Korean medical schools
Ji Hyun Im, Hyoseon Choi, Wha Sun Kang, Eun Key Kim, Dong Hyeon Lee
Korean Journal of Medical Education.2025; 37(3): 319. CrossRef
Current status and challenges of faculty development in Korean medical education and strategies for advancement
Dong Hyeon Lee
Korean Journal of Medical Education.2024; 36(4): 415. CrossRef

4,101 View
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4 Scopus

Validating the Korean shorter Diagnostic Thinking Inventory in medical education: a pilot study: Jihyun Si; Korean J Med Educ 2024;36(1):17-26.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.281

Purpose
Developing clinical reasoning across the medical curriculum requires valid, reliable, and feasible assessment tools. However, few validated tools are available for the convenient and efficient quantification of clinical reasoning. Thus, this study aimed to create a shorter version of the Diagnostic Thinking Inventory (DTI) and validate it in the Korean medical education context (DTI-SK).
Methods
The DTI-SK was constructed using content validity and a translation and back-translation process. It comprises two subcategories and 14 items. Its validity and reliability were explored using exploratory and confirmatory factor analyses, mean comparisons of four medical student groups (med 1 to med 4), and internal consistency using Cronbach’s α. Two hundred medical students were invited to participate through email, and the survey was administered for 2 weeks.
Results
Data from 136 students were analyzed. Exploratory factor analysis revealed two factors with eigenvalues greater than 1.0 and they together explained 54.65% of the variance. Confirmatory factor analysis demonstrated that the model had acceptable level of fit and convergent validity. Discriminant validity was confirmed using heterotrait-monotrait criterion. Group comparisons demonstrated that the med 4 students showed significantly higher scores than the med 1 and 2 students. The inventory exhibited strong internal consistency for all items (Cronbach’s α=0.906).
Conclusion
The findings indicated that the DTI-SK is a reliable and valid tool for measuring medical students’ clinical reasoning in the context of Korean medical education.

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Analysis of the perceptions, competencies, and educational needs for global health among Korean medical students: Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park; Korean J Med Educ 2024;36(1):1-15.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.280

Abstract
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Purpose
The purpose of this study was to examine perceptions of global health education (GHE) among medical students and their involvement in global health activities and identify priorities of educational needs for developing GHE programs.
Methods
This study was cross-sectional and conducted through an online survey for medical students. The participants were students attending medical schools nationwide, and the final analysis target was 678. The survey developed questionnaires necessary for research purposes regarding global health-related experiences and perceptions, level of awareness of global health competencies (GHC), and needs assessments. The data were analyzed using the frequency analysis, chi-square test, independent t-test, Borich Needs Assessment Model, and the Locus for Focus Model.
Results
In total, 60.6% (411/678) agreed on the need for GHE, whereas 12.1% (82/678) agreed on the appropriateness of GHE in the current medical school curriculum, indicating a perception gap between the necessity and the status. At the current level of awareness of global health and GHC, we identified statistically significant differences according to gender, participation in global health activities, and GHE. In the analysis of the educational needs of GHC, all items of GHC had statistically significant differences between the importance level and the current level, and priorities were derived. The competency with the highest priority was domain A (Global Burden of Disease).
Conclusion
We expect the findings of this study to be used in Korean medical education as fundamental data to prepare a hereafter research foundation for GHE and discuss systematic GHE based on GHC.

Citations

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Exploring Trends and Challenges in Global Health Medical Education: A Scoping Review
Victor Augusto Danelle, Ivan Araujo Pires, Beatriz Helena Wolpe Pereira, Elaine Rossi Ribeiro, William Augusto Gomes de Oliveira Bellani
Physis: Revista de Saúde Coletiva.2025;[Epub] CrossRef
Explorando tendências e desafios na educação médica em saúde global: revisão de escopo
Victor Augusto Danelle, Ivan Araujo Pires, Beatriz Helena Wolpe Pereira, Elaine Rossi Ribeiro, William Augusto Gomes de Oliveira Bellani
Physis: Revista de Saúde Coletiva.2025;[Epub] CrossRef
Simulation Needs Assessment Project (SNAP): Use of the Borich Model in Undergraduate Medical Education
Samantha Wong, Bradson Serikawa, Meliza Roman, Nicole Hada, Jannet Lee-Jayaram, Benjamin W. Berg
International Medical Education.2025; 4(4): 42. CrossRef
The effectiveness of competency-based global health education programs for medical students
Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park
Korean Journal of Medical Education.2024; 36(3): 243. CrossRef

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Short Communication

Perceptions of medical students toward assessors in interprofessional education: Kyung Hye Park; Korean J Med Educ 2023;35(3):297-301.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.268

Abstract
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Purpose
This study aims to establish if medical students think it is fair to be assessed by nursing professors in interprofessional education (IPE) and why.
Methods
Eighty-seven third-year medical students who participated in the IPE in 2022 submitted self-reflection essays. They were asked how they perceived the assessors, and 86 medical students responded to content analyses.
Results
Sixty-seven students (77.9%) agreed to be assessed by nursing professors. They believed that interprofessional assessment is possible because it is an IPE. They also believed that this was an opportunity to be assessed from various perspectives. Nineteen students (22.1%) objected because the assessment criteria may be different and nursing professors would not understand the learning experiences of medical students.
Conclusion
Regarding the reasons medical students oppose it, IPE developers should supplement the development of assessment criteria and understand learners’ experiences during planning assessment.

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Research on the application effect of inter-professional training program for newly enrolled medical staff in operating room based on digital information technology
Manhong Zhang, Wenjun Wang
BMC Medical Education.2024;[Epub] CrossRef

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1 Scopus

Educational implications of assessing learning outcomes with multiple choice questions and short essay questions: Hyo-Jin Kwon, Su Jin Chae, Joo Hyun Park; Korean J Med Educ 2023;35(3):285-290.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.266

Abstract
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Purpose
This study investigates the characteristics of different item types to assess learning outcomes and explore the educational implications that can be obtained from the results of learning outcome assessments.
Methods
Forty-five second-year premedical students participated in this study. Multiple choice question (MCQ) and short essay question (SEQ) scores and pass rates for 10 learning outcomes were analyzed. Descriptive statistics and correlation analysis were used to analyze the data.
Results
The correlation analysis indicated that there was a significant correlation between SEQs and pass rate but there was no significant correlation between MCQs and pass rate. Some students with identical scores on the MCQs had different scores on the SEQs or on the learning outcomes.
Conclusion
This study showed that students’ achievement of learning outcomes can be assessed using various types of questions in outcome-based education.

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Correction of Table: Educational implications of assessing learning outcomes with multiple choice questions and short essay questions
Hyo-Jin Kwon, Su Jin Chae, Joo Hyun Park
Korean Journal of Medical Education.2024; 36(1): 111. CrossRef
The performance of OpenAI ChatGPT-4 and Google Gemini in virology multiple-choice questions: a comparative analysis of English and Arabic responses
Malik Sallam, Kholoud Al-Mahzoum, Rawan Ahmad Almutawaa, Jasmen Ahmad Alhashash, Retaj Abdullah Dashti, Danah Raed AlSafy, Reem Abdullah Almutairi, Muna Barakat
BMC Research Notes.2024;[Epub] CrossRef

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105 Download
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1 Scopus

Medical Education in an Asian Context

Needs assessment for faculty development in dental education, at the University of Health Sciences, Lao PDR: Talany Khounyotha, Byung-il Yeh, Sangmi Teresa Lee, Chunui Lee, Kyung Hye Park; Korean J Med Educ 2022;34(4):327-336.
Published online November 29, 2022; DOI: https://doi.org/10.3946/kjme.2022.241

Abstract
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Due to the short history of dental education in Laos, the educational system is still incomplete, with only a few faculty development (FD) programs. This study aims to identify the needs assessment for FD, in Lao dental education. A survey was conducted, with dentists from the Faculty of Dentistry, in 2022. Data on demographics, perceived importance, and ability, on the 13 roles and competencies of teachers, as well as the 26 FD items’ needs assessment were collected. Data were compared between the two groups (lecturers and assistant teachers), and analyzed to identify different needs. Sixty-seven responses were included, after excluding inappropriate ones. Lecturers and assistant teachers expressed their needs for developing a syllabus, and teaching using simulation. Lecturers revealed the need to improve their roles as resource developers, followed by learning facilitators and lecturer in a classroom setting. Assistant teachers reported their prioritized needs for improving their role as on-the-job role models, followed by lecturer in a classroom setting, and mentor, personal adviser, or tutor. Assistant teachers showed higher educational needs scores than lecturers, in most questionnaire items. Although the needs assessment of FD indicates different needs, based on the differing roles and responsibilities, assistant teachers’ needs scores are generally higher. An FD program could prioritize the most common needs of both groups at an early stage, but the topics most needed by each group should also be considered. This study can inform a future FD program, to improve Lao dental education.

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Navigating Change: Using Needs Assessment to Enhance Programming in Centers for Teaching and Learning
Susan Anderson, Nicole Weinberg, Gabriel Huddleston
To Improve the Academy: A Journal of Educational Development.2026;[Epub] CrossRef

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Original Research

Online continuing medical education in Mongolia: needs assessment: Baljinnyam Baatarpurev, Basbish Tsogbadrakh, Solongo Bandi, Gal-Erdene Samdankhuu, Sumberzul Nyamjav, Oyungoo Badamdorj; Korean J Med Educ 2022;34(3):191-200.
Published online August 26, 2022; DOI: https://doi.org/10.3946/kjme.2022.229

Abstract
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Purpose
Due to the shortage in the healthcare workforce, insufficient qualifications, a lack of infrastructure and limited resources in Mongolia, it is not always possible for healthcare workers in rural areas who wish to attend continuous training and retraining courses to do so. However, in order to provide high-quality care, the demand for distance learning and the upgrading of knowledge and practice of many medical topics (especially related to morbidity and mortality) are necessary for the rural population. This study aimed to assess the needs of e-learning medical education, of graduates in Mongolia.
Methods
A cross-sectional research design was implemented. We collected data from 1,221 healthcare professionals (nursing professionals, physicians, midwives, and feldshers) who were randomly selected from 69 government hospitals in Mongolia. Data were collected using self-assessment questionnaires which captured the needs assessment in a survey for online continuous medical education in Mongolia. Data were analyzed using descriptive statistics and Kruskal-Wallis statistical test.
Results
Ninety percent of the respondents reported that they plan on attending online continuous medical education with the most preferred specialty area being emergency medicine. Results using the Kruskal-Wallis statistical technique suggested the preferred specialty area, educational content, appropriate time schedule, available devices, and tools were statistically significant and were different between the nursing professionals, physicians, midwives, and feldshers (p<0.05).
Conclusion
Findings provide important evidence for the implementation of measures and strategies which can assist healthcare professionals in low and middle-income areas/countries to constructively address their need for enhanced knowledge and practice through distance learning.

Citations

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Transforming Mongolian Nursing Education: A Cultural–Historical Activity Theory Analysis of Historical Activity Systems
Buyandelger Batmunkh, Munguntuul Enkhbat, Tuguldur Gankhuyag, Bat-Ulzii Enkh-Amgalan, Enkhbold Dogmidsangi, Oyungoo Badamdorj
International Medical Education.2026; 5(3): 73. CrossRef
Medical education in Mongolia: Challenges and opportunities
Oyungoo Badamdorj, Ryenchindorj Erkhembayar, Bayarbat Gombo, Baljinnyam Baatarpurev, Dorjbalam Gansukh, Basbish Tsogbadrakh, Oyuntsetseg Sandag, Tserendagva Dalkh, Sumberzul Nyamjav
Medical Teacher.2024; 46(9): 1160. CrossRef
ОЦІНЮВАННЯ ЗАЦІКАВЛЕНОСТІ МЕДИЧНОЮ ОСВІТОЮ В УКРАЇНІ І СВІТІ
ПИВОВАРОВ Олександр Васильович
Academis notes. Series: Pedagogical sciences.2023; 5: 77. CrossRef

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Critical e-learning quality factors affecting student satisfaction in a Korean medical school: Jihyun Si; Korean J Med Educ 2022;34(2):107-119.
Published online May 31, 2022; DOI: https://doi.org/10.3946/kjme.2022.223

Abstract
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Purpose
This research investigated the critical factors that affect the e-learning quality. The student satisfaction model with the five factors such as content, system, learner, instructor and interaction was proposed and empirically examined. It also investigated the relationship between the interaction and other constructs.
Methods
This study used a cross sectional survey design, and convenience sampling. To examine the critical factors and their relationship, a survey of 28 items was developed based on previous studies and sent out through a learning management system to all the students (n=250) enrolled in the pre-med 1 to the medicine 3 in one medical school in Korea. The medical school delivered all the courses online due to the coronavirus disease 2019 pandemic. The collected data (n=209, 83.6%) were analyzed through structural equation modeling by using IBM AMOS ver. 26.0 and IBM SPSS ver. 26.0 (IBM Corp., Armonk, USA).
Results
The determinants of e-learning student satisfaction were system, learner, instructor, and interaction qualities, which together explained 72.6% of the variance of student satisfaction and the determinants of e-learning interaction quality were content and system qualities, which together explained 62.9% of the variance of interaction quality.
Conclusion
The results of this study presented practical guidelines to improve e-learning quality in terms of student satisfaction in medical education contexts. The results indicated that more efforts should be directed toward improving interaction features such as interactive teaching styles, collaborative activities, providing instructors and learners with proper training for e-learning prior to e-learning and a quality of contents, and upgrading e-learning system for better performance and service.

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A. López, D. Coiro, P. Mora, E.E. Hernández, N. Diaz, L. Rodríguez, M.S. Gallo, I. O’Farril
Radioprotection.2025; 60(4): 318. CrossRef
Impact of Information Quality on Satisfaction with E-Learning Platforms: Moderating Role of Instructor and Learner Quality
Mariam A. Alterkait, Manal Y. Alduaij
Sage Open.2024;[Epub] CrossRef
Uzaktan Eğitim Sisteminin Başarısını Etkileyen Faktörlerin Belirlenmesi
Abdullah Eren
Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi.2024; (59): 249. CrossRef
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Batool Nehrir, Jamileh Mokhtari, Mehdi Raei, Malihe Sadat Moayed
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Differences in perception of online anesthesiology between Thai medical students and teachers during the COVID-19 pandemic
Darunee Sripadungkul, Suwitcha Sripadungkul, Suhattaya Boonmak, Polpun Boonmak
Korean Journal of Medical Education.2023; 35(1): 45. CrossRef
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Seyed Faraz Mahdavi Ardestani, Sasan Adibi, Arman Golshan, Paria Sadeghian
Healthcare.2023; 11(14): 2035. CrossRef

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153 Download
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9 Scopus

Application of Bloom’s taxonomy to formative assessment in real-time online classes in Korea: Seung-Joo Na, Young Geon Ji, Dong Hyeon Lee; Korean J Med Educ 2021;33(3):191-201.
Published online August 27, 2021; DOI: https://doi.org/10.3946/kjme.2021.199

Abstract
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Purpose
This study aims to design that using formative assessment as an instructional strategy in real-time online classes, and to explore the application of Bloom’s taxonomy in the development of formative assessment items.
Methods
We designed the instruction using formative assessment in real-time online classes, developed the items of formative assessment, analyzed the items statistically, and investigated students' perceptions of formative assessment through a survey.
Results
It is designed to consist of 2–3 learning outcomes per hour of class and to conduct the formative assessment with 1–2 items after the lecture for each learning outcome. Formative assessment was 31 times in the physiology classes (total 48 hours) of three basic medicine integrated. There were nine “knowledge” items, 40 “comprehension” items, and 55 “application” items. There were 33 items (31.7%) with a correct rate of 80% or higher, which the instructor thought was appropriate. As a result of the survey on students’ perceptions of formative assessment, they answered that it was able to concentrate on the class and that it was helpful in achieving learning outcomes.
Conclusion
The students focused during class because they had to take formative assessment immediately after the learning outcome lecture. “Integration of lesson and assessments” was maximized by solving the assessment items as well as through the instructor’s immediate explanation of answers. Through formative assessment, the students were able to utilize metacognition by learning what content they understood or did not understand. Items that consider Bloom’s taxonomy allow students to remember, understand, and apply to clinical contexts.

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S. Prabhath, A. D Souza, L. Andrade, A.K. Pandey, L.C. Prasanna
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Development of contextual learning models through collaboration between lecturers, students, and village governments in nursing education
Nikmatur Rohmah, Awatiful Azza, Ilanka Cahya Dewi
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Evaluation of medical school faculty members’ educational performance in Korea in 2022 through analysis of the promotion regulations: a mixed methods study
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Himel Mondal, Shaikat Mondal, Nirupama Ray
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19 Scopus

Short Communication

Exploring the strategies for successfully building e-portfolios in medical schools: Su Jin Chae, Yong Won Lee; Korean J Med Educ 2021;33(2):133-137.
Published online June 1, 2021; DOI: https://doi.org/10.3946/kjme.2021.188

Abstract
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Purpose
The purpose of this study is to examine the characteristics of resistance among medical students toward e-portfolios and find the strategies for them to successfully prepare e-portfolios.
Methods
Participants were a group of 258 medical students. The questionnaire comprised 13 items developed based on the innovation resistance theory. The data were analyzed using descriptive analysis and Spearman’s correlation analysis using PASW SPSS version 18.0 (SPSS Inc., Chicago, USA).
Results
Students perceived that e-portfolios have a high degree of relative advantage, trialability, and complexity as their innovation resistance characteristics. Regarding perceived risk, they did not want others to see their information, but they had a high degree of demand for communication with their professors.
Conclusion
The successful use of portfolios can serve as a tool for student management and assessment that can reflect their introspection, personal development, and academic performance. This study proposed the strategies to promote the use of e-portfolios by strengthening education on the need for them, specific feedback of instructors, and students’ autonomy.

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Cultural and contextual dimensions of portfolio-based learning: A mixed-methods study
Ahmad A. A. Omer, J. Vadivelu, Hong Wei-Han
Medical Teacher.2026; : 1. CrossRef
Analysis of the growth trajectories of junior residents in Japan: a longitudinal cohort study using data from a nationwide e-portfolio system (EPOC2)
Nobutoshi Nawa, Eriko Okada, Yu Akaishi, Ayako Kashimada, Hiroko Okada, Tsuyoshi Okuhara, Takahiro Kiuchi, Makoto Takahashi, Sachiko Ohde, Tsuguya Fukui, Yujiro Tanaka, Masanaga Yamawaki
BMJ Open.2025; 15(1): e087625. CrossRef
Portfolios in competency-based medical education: a roadmap to holistic MBBS training
Sarandeep Singh Puri, Neha Goel, Pradeep Garg
MGM Journal of Medical Sciences.2025; 12(2): 378. CrossRef
Early perceptions of portfolios in an outcome-based curriculum
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Medical Student Portfolios: A Systematic Scoping Review
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Journal of Medical Education and Curricular Development.2022;[Epub] CrossRef
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Anugraha John, Hari Teja Avirneni, Sinthu Sarathamani Swaminathan
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6 Scopus

Exploring medical educators’ readiness and the priority of their educational needs for online teaching: Jihyun Si, Hyun-Hee Kong, Sang-Hwa Lee; Korean J Med Educ 2021;33(1):37-44.
Published online March 2, 2021; DOI: https://doi.org/10.3946/kjme.2021.185

Abstract
PDF

Purpose
This study investigated medical educators’ readiness for online teaching by exploring their perceived ability and importance of online teaching competencies and identified the highest priority of their educational needs.
Methods
In this study, 144 medical education faculty members from a university were invited to participate. The faculty online teaching readiness scale was virtually distributed at the end of the spring semester of 2020 and 38 faculty members responded for 2 weeks. The collected data were analyzed with descriptive statistics, paired t-tests, Borich Needs Assessment, and the Locus for Focus model.
Results
The overall average perceived ability was 2.76, while the overall average perceived importance was 3.36. The course design and the technical competency categories showed the highest and lowest educational needs, respectively. Five competencies were given the highest priority of educational needs.
Conclusion
The results revealed that the medical educators are not ready for online teaching; thus, urgent educational needs for online teaching competencies exist.

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Validation of the Faculty Readiness to Teaching Online (FRTO) scale
Stella Y. Kim, Florence Martin
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Cross-sectional study of self-reported pain related to temporomandibular disorders and emotional state of medical school faculty and students: Post-COVID-19 pandemic
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Demystifying Educational Demands: Analyzing the Needs for the Online Comprehensive Test Application at Islamic University
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Original Research

Evaluation of usefulness of smart device-based testing: a survey study of Korean medical students: Youngsup Christopher Lee, Oh Young Kwon, Ho Jin Hwang, Seok Hoon Ko; Korean J Med Educ 2020;32(3):213-221.
Published online September 1, 2020; DOI: https://doi.org/10.3946/kjme.2020.172

Abstract
PDF

Purpose
This study aims to understand the characteristics of smart device-based testing (SBT) by comparing the typical characteristics of students’ satisfaction with SBT, its usefulness, advantages, and disadvantages when compared with existing testing methods.
Methods
A total of 250 students from the first to third year were selected as the final targets of the study and the questionnaire was developed by faculty members who participated in the survey from the start of the SBT. The total number of questions is 12, and the questionnaire used a 4-point scale. The data obtained were analyzed using the IBM SPSS ver. 23.0 (IBM Corp., Armonk, USA).
Results
Answers to the “satisfaction with SBT” were generally negative, while answers to the “usefulness of SBT” were generally positive. There was no difference in satisfaction across gender and smart device ownership, whereas there were significant differences across years. With reference to the usefulness of SBT, students responded positively, while about the overall configuration and completeness of SBT, students responded negatively. Students also seemed to show a greater preference toward the pencil-paper test.
Conclusion
On the other hand, students generally thought that SBT helped to assess medical knowledge better and was a more objective method of knowledge assessment than a pencil-paper test. We believe that students preferred the traditional paper-pencil test due to their unfamiliarity with SBT. We believe that an appropriate and careful remedy for drawbacks of the SBT will have a significant impact in the accumulation of actual clinical knowledge and in the improvement of practical skills for medical students.

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Students’ Perspective: How Can Cognitive Behavior Therapy (CBT) Learning Media Be Made More Interesting?
Rita Prawati, Sunarti, Puan Maharani Fauza Fauza, Nanang Erma Gunawan
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Development and application of a mobile-based multimedia nursing competency evaluation system for nursing students: A mixed-method randomized controlled study
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Evaluation of Student Satisfaction with Ubiquitous-Based Tests in Women’s Health Nursing Course
Mi-Young An, Yun-Mi Kim
Healthcare.2021; 9(12): 1664. CrossRef

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Short Communication

Comparison of students' performance of objective structured clinical examination during clinical practice: Jihye Yu, Sukyung Lee, Miran Kim, Janghoon Lee; Korean J Med Educ 2020;32(3):231-235.
Published online July 21, 2020; DOI: https://doi.org/10.3946/kjme.2020.168

Abstract
PDF

Purpose
Clinical practice for medical students aims to improve their clinical competency. Since students gain experience in clinical practice, it is assumed that their capacity for care is strengthened. This study aimed to verify whether there is a change in the competency of medical students after clinical practice.
Methods
We assessed the clinical performance of 120 medical students who were enrolled in the fifth year over the academic years 2016–2018. Objective structured clinical examination (OSCE) was used to measure the clinical competency.
Results
The OSCE scores for November fifth grade improved significantly compared to May fifth grade. The scores in September of sixth grade were slightly lower than those of November of fifth grade, but there was no statistically significant difference.
Conclusion
It was confirmed that the clinical practice of fifth-year students improved their clinical competency, but it did not show any significant shift in the clinical competency of sixth-year students. The results of this study suggest that it is very important to organize the curriculum so that students can continue to experience patient-facing care throughout the entire clinical practice course to produce highly qualified physicians.

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Karthikeyan P Iyengar, Vijay Kumar Jain, Pirabu Sakthivel, Nipun Malhotra, Pranav Ish
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Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava
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Original Research

Perceptions of the interprofessional education of the faculty and the level of interprofessional education competence of the students perceived by the faculty: a comparative study of medicine, nursing, and pharmacy: So Jung Yune, Kwi Hwa Park, Yul Ha Min, Eunhee Ji; Korean J Med Educ 2020;32(1):23-33.
Published online March 1, 2020; DOI: https://doi.org/10.3946/kjme.2020.150

Abstract
PDF

Purpose
This study will compare differences in perception of interprofessional education (IPE) in the faculty of medicine, nursing, and pharmacy. It will also analyze differences in the level of importance of IPE competences and the present competence levels of their students perceived by the faculty.
Methods
The study included 115 participants from the faculty of medicine, 31 from nursing, and 23 from pharmacy. The surveys contained 21 questions on their perceptions of IPE, and perception on the nine competences of IPE. The results were analyzed using analysis of variance and χ² analysis, and the Borich coefficient was calculated to identify the educational order of priority from the competence levels of their student of IPE.
Results
Participants of 14.8% responded that they were aware of IPE, 95.8% responded that they did not have experience in IPE, and 95.8% responded that IPE was necessary. Among the subfactors of perception of IPE, the faculty of medicine had significantly lower perceptions of the importance, effectiveness, and support of IPE (p<0.001). The present competence levels of their students were significantly lower (p<0.001) than the level of importance of IPE competences perceived by the faculty, and its perception was at its lowest in the faculty of medicine. The needs assessment of the IPE program was in the order of communication skills (10.210), conflict-solving skills (10.114), problem-solving skills (9.319), empathy skills (9.110), and collaborative leadership (8.624) among the nine competences.
Conclusion
This study will contribute to providing basic data needed to develop faculty development programs on IPE and IPE programs for their students.

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The Impact of Simulation-based Interprofessional Education on Systems Thinking, Innovative Behaviors, and Perceptions in Nursing Educators
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Readiness for interprofessional education among health profession lecturers at a University in Vietnam: A cross-sectional study
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18 Scopus

Applying a mixed methods design for needs assessment of an international fellowship training program for Mongolian health professions: Nomin Amgalan, Jwa-Seop Shin, Seung-Hee Lee, Oyungoo Badamdorj, Hyun-Bae Yoon; Korean J Med Educ 2019;31(3):227-237.
Published online August 26, 2019; DOI: https://doi.org/10.3946/kjme.2019.133

Abstract
PDF

Purpose
Continuing professional development is essential for improving health care services, especially in developing countries. Most of the training programs in Mongolia were not based on a targeted needs assessment. Therefore, we aimed to apply a mixed methods design to assess the training needs of Mongolian health professions.
Methods
We conducted a needs assessment using a convergent parallel mixed methods design in two steps. The survey and interview questions were developed to identify priority areas, targeted trainees, and effective training methods. A survey on 60 respondents, 15 individual interviews, and a focus group interview with 14 participants were conducted in the first step. In the second step, 12 representatives of key stakeholders were invited to a second focus group interview.
Results
Current health policy areas, areas related to future national plans, and areas not currently receiving governmental or international support were suggested as the main priorities. The stakeholder suggested that trainees should be selected based on their professional experience and language level, as well as each hospital’s needs. Building teams including various professions, such as nurses, technicians, and biomedical engineers, was recommended as a way to exchange ideas with each other and to build teamwork for future collaboration.
Conclusion
Medical training needs are dynamic and complex; therefore, a deep understanding of the context and setting is necessary. In this study, we assessed the targeted training needs of Mongolian health professions through a mixed methods design, which could be an effective way to conduct needs assessments for training programs.

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Correction of author's name: Applying a mixed methods design for needs assessment of an international fellowship training program for Mongolian health professions
Nomin Amgalan, Jwa-Seop Shin, Seung-Hee Lee, Oyungoo Badamdorj, Hyun Bae Yoon
Korean Journal of Medical Education.2020; 32(4): 349. CrossRef

7,784 View
105 Download
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Students’ self-assessment of achievement of terminal competency and 4-year trend of student evaluation on outcome-based education: Sanghee Yeo, Bong Hyun Chang; Korean J Med Educ 2019;31(1):39-50.
Published online March 1, 2019; DOI: https://doi.org/10.3946/kjme.2019.117

Abstract
PDF

Purpose
This study was designed to allow a student at School of Medicine, Kyungpook National University (KNUSOM) to self-assess how well they had achieved competency and to analyze the differences and trends of the scores by year. Furthermore, students are asked to evaluate the need for curriculum improvement by competency, the tendency of the score is analyzed by year, and the results are reflected in the improvement of the curriculum.
Methods
We conducted a questionnaire survey for fourth-year students of KNUSOM who took medical education classes from 2015 to 2018. Questionnaire items were evaluated on the basis of their current achievement of 30 subordinate competencies of competency and the degree of necessity with respect to revising the curriculum. One-way analysis of variance was performed for the yearly difference analysis.
Results
The students’ scores on the graduation competency were 2.03 to 4.06. In the yearly difference analysis, there was no significant difference in the average of 30 total competencies, but 16 of the sub-competencies showed significant year-to-year differences. The scores for the 30 graduation competencies were different for each year, but the competencies showing high scores and low scores were found to be similar each year.
Conclusion
We found that the achievement level of the students was approximately 60% to 70%. We were able to confirm the contents of the education that the students continuously demand. The curriculum trend graphs for each year showed that the students‘ scores improved when the curriculum was being revised. We found that it is necessary to accept the students’ self-evaluation reliable as the students indicated that the contents of the curriculum should be added to the areas where the contents were lacking in the present curriculum.

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Self-assessment practice scale among nursing and midwifery students: psychometric properties of the Persian version
Mojgan Firouzbakht, Hamid Sharif-Nia, Zeinab Gholamnia Shirvani, Saeideh Ghaffarifar
Teaching and Learning in Nursing.2026; 21(2): e666. CrossRef
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Suji Lee, Hye-Yoon Lee, Sunju Im
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Integration of early clinical exposure into curriculum enhances self-assessment of professional competencies in medical practice
Tsuyoshi Oshiro, Shintaro Suzuki, Naoki Kagawa, Himawari Ono, Rieko Goto, Atsuko Furuta, Makiko Arima, Shizuma Tsuchiya, Hiroaki Ogata, Edward Barroga, Miki Izumi
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Teaching-learning behavior in medicine according to students’ perspective: what most influences academic achievement?
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Teaching-learning behavior in medicine according to students’ perspective: what most influences academic achievement?
Mia Kusmiati, Susanti Dharmmika, Asri Maharani Dewi
F1000Research.2021; 10: 1157. CrossRef

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6 Scopus

Original Article

Flipped clinical training: a structured training method for undergraduates in complete denture prosthesis: Anbarasi K, Kasim Mohamed K, Phagalvarthy Vijayaraghavan, Deivanayagam Kandaswamy; Korean J Med Educ 2016;28(4):333-342.
Published online December 1, 2016; DOI: https://doi.org/10.3946/kjme.2016.39

Abstract
PDF

Purpose
To design and implement flipped clinical training for undergraduate dental students in removable complete denture treatment and predict its effectiveness by comparing the assessment results of students trained by flipped and traditional methods.
Methods
Flipped training was designed by shifting the learning from clinics to learning center (phase I) and by preserving the practice in clinics (phase II). In phase I, student-faculty interactive session was arranged to recap prior knowledge. This is followed by a display of audio synchronized video demonstration of the procedure in a repeatable way and subsequent display of possible errors that may occur in treatment with guidelines to overcome such errors. In phase II, live demonstration of the procedure was given. Students were asked to treat three patients under instructor’s supervision. The summative assessment was conducted by applying the same checklist criterion and rubric scoring used for the traditional method. Assessment results of three batches of students trained by flipped method (study group) and three traditionally trained previous batches (control group) were taken for comparison by chi-square test.
Results
The sum of traditionally trained three batch students who prepared acceptable dentures (score: 2 and 3) and unacceptable dentures (score: 1) was compared with the same of flipped trained three batch students revealed that the number of students who demonstrated competency by preparing acceptable dentures was higher for flipped training (χ ² =30.996 with p<0.001).
Conclusion
The results reveal the supremacy of flipped training in enhancing students competency and hence recommended for training various clinical procedures.

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The availability of open‐access videos offered by dental schools
Marco Antonio Dias da Silva, Andresa Costa Pereira, Anthony Damien Walmsley
European Journal of Dental Education.2019; 23(4): 522. CrossRef

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225 Download
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3 Scopus

Course-embedded assessment in Korean nursing baccalaureate education: Hyun Kyoung Kim; Korean J Med Educ 2016;28(3):295-303.
Published online June 30, 2016; DOI: https://doi.org/10.3946/kjme.2016.36

Abstract
PDF

Purpose
This study aimed to evaluate the program outcome in nursing baccalaureate in Korea. The analysis based on course embedded assessment. The concrete objectives were establishment of program outcome assessment, confirmation of student competency through weighting of program outcomes, and using the results of the evaluation in the circular feedback process in a nursing school in Korea.
Methods
This study was conducted with a nursing education curriculum in a Korean nursing school. Data were collected through 28 students’ program outcome measurement from January 2013 to December 2014. Data were analyzed using a pairwise comparison method and analytic hierarchy process.
Results
There were 1 to 3 direct and indirect assessment tools and for each program outcomes and each tool had measurable rubrics. There were 1 to 3 direct assessment tools for each program outcome, and each tool had measurable rubrics. This model derived rank of program outcomes from "care integration" to "global perception" through weight calculation. All direct assessment results were over 70%. The indirect assessment results were over the cutoff except for program outcomes 4 and 7.
Conclusion
Each step of course embedded assessment was adaptive in nursing program outcome measure. The achievement of learning outcome provided reasonable tools for faculty and students.

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Reform of PBL Teaching Mode of Microcomputer System and Embedded Application Course Group
Peifen Ding, Baoqi Zhao, Gopal Chaudhary
Computational Intelligence and Neuroscience.2022; 2022: 1. CrossRef

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1 Scopus

Avoiding student infection during a Middle East respiratory syndrome (MERS) outbreak: a single medical school experience: Seung Won Park, Hye Won Jang, Yon Ho Choe, Kyung Soo Lee, Yong Chan Ahn, Myung Jin Chung, Kyu-Sung Lee, Kyunghoon Lee, Taehee Han; Korean J Med Educ 2016;28(2):209-217.
Published online May 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.30

Abstract
PDF

Purpose
In outbreaks of infectious disease, medical students are easily overlooked in the management of healthcare personnel protection although they serve in clinical clerkships in hospitals. In the early summer of 2015, Middle East respiratory syndrome (MERS) struck South Korea, and students of Sungkyunkwan University School of Medicine (SKKUSOM) were at risk of contracting the disease. The purpose of this report is to share SKKUSOM’s experience against the MERS outbreak and provide suggestions for medical schools to consider in the face of similar challenges.
Methods
Through a process of reflection-on-action, we examined SKKUSOM’s efforts to avoid student infection during the MERS outbreak and derived a few practical guidelines that medical schools can adopt to ensure student safety in outbreaks of infectious disease.
Results
The school leadership conducted ongoing risk assessment and developed contingency plans to balance student safety and continuity in medical education. They rearranged the clerkships to another hospital and offered distant lectures and tutorials. Five suggestions are extracted for medical schools to consider in infection outbreaks: instant cessation of clinical clerkships; rational decision making on a school closure; use of information technology; constant communication with hospitals; and open communication with faculty, staff, and students.
Conclusion
Medical schools need to take the initiative and actively seek countermeasures against student infection. It is essential that medical schools keep constant communication with their index hospitals and the involved personnel. In order to assure student learning, medical schools may consider offering distant education with online technology.

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Original article

Usefulness of 360 degree evaluation in evaluating nursing students in Iran: Tabandeh Sadeghi, Marzeyeh Loripoor; Korean J Med Educ 2016;28(2):195-200.
Published online February 25, 2016; DOI: https://doi.org/10.3946/kjme.2016.22

Abstract
PDF

Purpose
This study aimed to evaluate the clinical nursing students using 360 degree evaluation.
Methods
In this descriptive cross-sectional study that conducted between September 2014 and February 2015, 28 students who were selected by census from those who were passing the last semester of the Nursing BSc program in Rafsanjan University of Medical Sciences. Data collection tools included demographic questionnaire and students’ evaluation questionnaire, to evaluate “professional behavior” and “clinical skills” in pediatric ward. Every student got evaluated from clinical instructor, students, peers, clinical nurses, and children’s mothers’ point of view. Data analysis was done with descriptive and analytic statistics test including Pearson coefficient using SPSS version 18.0.
Results
The evaluation mean scores were as following: students, 89.74±6.17; peers, 94.12±6.87; children’s mothers, 92.87±6.21; clinical instructor, 84.01±8.81; and the nurses, 94.87±6.35. The results showed a significant correlation between evaluation scores of peers, clinical instructor and self-evaluation (Pearson coefficient, p<0.001), but the correlation between the nurses’ evaluation score and that of the clinical instructor was not significant (Pearson coefficient, p=0.052).
Conclusion
360 Degree evaluation can provide additional useful information on student performance and evaluation of different perspectives of care. The use of this method is recommended for clinical evaluation of nursing students.

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Abdullah Bektaş, Keziban Avcı
Süleyman Demirel Üniversitesi Vizyoner Dergisi.2026; 17(50): 743. CrossRef
Comparing the impact of 360-degree evaluation and conventional methods on the performance evaluation of Iranian nurses
Shiva Khaleghparast, Mahsa Kamali, Samira Chaibakhsh, Leila Sari, Fahimeh Khosrobeigi Bozchaloei, Saeideh Mazloomzadeh, Samaneh Karimian
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Human Resources for Health.2024;[Epub] CrossRef
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Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi.2023; 10(3): 273. CrossRef
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Case Report

Increased correlation coefficient between the written test score and tutors’ performance test scores after training of tutors for assessment of medical students during problem-based learning course in Malaysia: Heethal Jaiprakash, Aung Ko Ko Min, Sarmishtha Ghosh; Korean J Med Educ 2016;28(1):123-125.
Published online January 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.18

Abstract
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This paper is aimed at finding if there was a change of correlation between the written test score and tutors’ performance test scores in the assessment of medical students during a problem-based learning (PBL) course in Malaysia. This is a cross-sectional observational study, conducted among 264 medical students in two groups from November 2010 to November 2012. The first group’s tutors did not receive tutor training; while the second group’s tutors were trained in the PBL process. Each group was divided into high, middle and low achievers based on their end-of-semester exam scores. PBL scores were taken which included written test scores and tutors’ performance test scores. Pearson correlation coefficient was calculated between the two kinds of scores in each group. The correlation coefficient between the written scores and tutors’ scores in group 1 was 0.099 (p<0.001) and for group 2 was 0.305 (p<0.001). The higher correlation coefficient in the group where tutors received the PBL training reinforces the importance of tutor training before their participation in the PBL course.

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Hui Mao, Ribesh Khanal, ChengZhang Qu, HuaFeng Kong, TingYao Jiang, Musa Adekunle Ayanwale
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Basir Abidin, Noor A Suliman, Tan C Hing
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The relationship between the monitored performance of tutors and students at PBL tutorials and the marked hypotheses generated by students in a hybrid curriculum
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Medical Education Online.2017; 22(1): 1270626. CrossRef

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3 Scopus

Original Article

Ubiquitous testing using tablets: its impact on medical student perceptions of and engagement in learning: Kyong-Jee Kim, Jee-Young Hwang; Korean J Med Educ 2016;28(1):57-66.
Published online January 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.10

Abstract
PDF

Purpose
Ubiquitous testing has the potential to affect medical education by enhancing the authenticity of the assessment using multimedia items. This study explored medical students’ experience with ubiquitous testing and its impact on student learning.
Methods
A cohort (n=48) of third-year students at a medical school in South Korea participated in this study. The students were divided into two groups and were given different versions of 10 content-matched items: one in text version (the text group) and the other in multimedia version (the multimedia group). Multimedia items were delivered using tablets. Item response analyses were performed to compare item characteristics between the two versions. Additionally, focus group interviews were held to investigate the students’ experiences of ubiquitous testing.
Results
The mean test score was significantly higher in the text group. Item difficulty and discrimination did not differ between text and multimedia items. The participants generally showed positive responses on ubiquitous testing. Still, they felt that the lectures that they had taken in preclinical years did not prepare them enough for this type of assessment and clinical encounters during clerkships were more helpful. To be better prepared, the participants felt that they needed to engage more actively in learning in clinical clerkships and have more access to multimedia learning resources.
Conclusion
Ubiquitous testing can positively affect student learning by reinforcing the importance of being able to understand and apply knowledge in clinical contexts, which drives students to engage more actively in learning in clinical settings.

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Utility analysis of an adapted Mini-CEX WebApp for clinical practice assessment in physiotherapy undergraduate students
Javiera Fuentes-Cimma, Eduardo Fuentes-López, Lorena Isbej Espósito, Carlos De la Fuente, Arnoldo Riquelme Pérez, Hans Clausdorff, Gustavo Torres-Riveros, Ignacio Villagrán-Gutiérrez
Frontiers in Education.2023;[Epub] CrossRef
Development and application of a mobile-based multimedia nursing competency evaluation system for nursing students: A mixed-method randomized controlled study
Soyoung Jang, Eunyoung E. Suh
Nurse Education in Practice.2022; 64: 103458. CrossRef
How do they learn: types and characteristics of medical and healthcare student engagement in a simulation-based learning environment
Yashuang Wang, Yan Ji
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Soyoung Jang, Eunyoung E. Suh
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Evaluation of Student Satisfaction with Ubiquitous-Based Tests in Women’s Health Nursing Course
Mi-Young An, Yun-Mi Kim
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Youngsup Christopher Lee, Oh Young Kwon, Ho Jin Hwang, Seok Hoon Ko
Korean Journal of Medical Education.2020; 32(3): 213. CrossRef
The relationship of examinees’ individual characteristics and perceived acceptability of smart device-based testing to test scores on the practice test of the Korea Emergency Medicine Technician Licensing Examination
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Journal of Educational Evaluation for Health Professions.2018; 15: 33. CrossRef

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7 Scopus

Needs assessment for developing teaching competencies of medical educators: Jihyun Si; Korean J Med Educ 2015;27(3):177-186.
Published online August 26, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.3.177

Abstract
PDF

Purpose
This study conducted a needs assessment for developing teaching competencies of medical educators by assessing their perceived ability to perform teaching competencies as well as their perceived importance of these competencies. Additionally, this study examined whether there were any differences in needs assessments scores among three faculty groups.
Methods
Hundred and eighteen professors from Dong-A University College of Medicine were surveyed, and the data from 44 professors who answered all the questions were analyzed using IBM SPSS 21. The needs assessment tool measured participants’ perceived ability to perform teaching competencies and perceived importance of these competencies. The Borich formula was used to calculate needs assessment scores.
Results
The most urgent needs for faculty development were identified for the teaching competencies of “diagnosis and reflection,” followed by “test and feedback,” and “facilitation.” Additionally, two, out of 51, items with the highest needs assessment scores were “developing a thorough course syllabus” and “introducing students to the course syllabus on the first day of class.” The assistant professor group scored significantly higher on educational needs related to “facilitation,” “affection and concern for students,” and “respect for diversity” competencies than the professor group. Furthermore, the educational needs scores for all the teaching competencies except “diagnosis and reflection,” “global mindset,” and “instructional management” were higher for the assistant professor group than the other two faculty groups.
Conclusion
Thus, the educational needs assessment scores obtained in this study can be used as criteria for designing and developing faculty development programs for medical educators.

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Korean Journal of Medical Education.2024; 36(2): 189. CrossRef
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Dong Hyeon Lee
Korean Journal of Medical Education.2024; 36(4): 415. CrossRef
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Korean Medical Education Review.2023; 25(1): 17. CrossRef
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Surgery in Practice and Science.2022; 10: 100107. CrossRef
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Daniel Zhihao Hong, Annabelle Jia Sing Lim, Rei Tan, Yun Ting Ong, Anushka Pisupati, Eleanor Jia Xin Chong, Chrystie Wan Ning Quek, Jia Yin Lim, Jacquelin Jia Qi Ting, Min Chiam, Annelissa Mien Chew Chin, Alexia Sze Inn Lee, Limin Wijaya, Sandy Cook, Lali
Journal of Medical Education and Curricular Development.2021;[Epub] CrossRef
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Usefulness of ubiquitous-based testing for evaluations in medical education: Oh Young Kwon, Sang Youl Rhee, Joong Myung Choi, Young Seol Kim; Korean J Med Educ 2015;27(1):3-10.
Published online March 31, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.1.3

Abstract
PDF

Purpose
The purpose of this study was to evaluate the suitability (convenience, objectiveness, and satisfaction) of ubiquitous-based testing (UBT) as a medical education evaluation tool.
Methods
UBT was administered using a smart pad in our medical school in May 2012. A questionnaire was given twice. The pre-UBT questionnaire examined possession of a tablet computer, skillfulness of smart devices, the convenience of UBT, and the usefulness of a medical educational assessment tool. The post-UBT questionnaire evaluated the satisfaction, convenience, and preference of UBT and the usefulness of a medical educational assessment tool, as in the pre-UBT test. The survey was measured on a 4-point scale: 1 is “strongly disagree” and 4 is “strongly agree.”
Results
One hundred three students (male, 55.3%) participated in the UBT. The mean age was 29.2±2.4 years. In the pre-UBT questionnaire analysis, students responded affirmatively to the items about the skillfulness of smart devices, clinical skill assessment, and achievement of educational objectives. The responses to the items on the convenience and satisfaction with the UBT were positive in the post-UBT. The factors that affected the post-UBT questionnaire were as follows: knowledge assessment (p=0.041) and achievement of educational objectives (p=0.015) were significant, based on gender, and satisfaction with the UBT (p=0.002) was significant, based on possession of a tablet computer. The relationship between the ranks of this UBT and the average ranks of the three previous semesters was statistically significant (p<0.001).
Conclusion
Convenience, objectiveness, knowledge assessment, and composition and completion were useful items in the UBT.

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Short Communication

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

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

Citations

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A comprehensive “real need” assessment, a step toward improving the quality of faculty development programs: A survey‐based study in Hormozgan University of Medical Sciences
Marziyeh Barzegar, Hamidreza Miri, Samirerh Abedini, Farahnaz Kamali, Elham Boushehri
Health Science Reports.2024;[Epub] CrossRef
Needs and gaps of faculty development for medical schools
Ji Hyun Im, Wha Sun Kang, Seung Hee Lee, Dae Chul Jeong, Dae Hyun Kim, Man-Sup Lim, Miran Kim, Ji-Hyun Seo, Dong Hyeon Lee
Korean Journal of Medical Education.2024; 36(2): 189. CrossRef
Current status and challenges of faculty development in Korean medical education and strategies for advancement
Dong Hyeon Lee
Korean Journal of Medical Education.2024; 36(4): 415. CrossRef
Current Status and Tasks of Faculty Development Programs for Medical Education in Korea
Kwi Hwa Park, Kyung Hye Park
Korean Medical Education Review.2023; 25(1): 17. CrossRef
Faculty development: the need to ensure educational excellence and health care quality
Hyekyung Shin, Min-Jeong Kim
Kosin Medical Journal.2023; 38(1): 4. CrossRef
A needs assessment for competency development of nurse educators
Ausanee Wanchai, Duangjai Phrompayak, Benyapa Prompuk
Nursing Forum.2022; 57(6): 1445. CrossRef
The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics
Ingrid Philibert, Lyuba Konopasek, Janet Riddle
Journal of Graduate Medical Education.2019; 11(4s): 47. 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
Needs assessment for developing teaching competencies of medical educators
Jihyun Si
Korean Journal of Medical Education.2015; 27(3): 177. CrossRef
What kind of feedback do medical students want?
Jong-Yeup Kim, Baeg Ju Na, Jungmin Yun, Jaegu Kang, Seungyeon Han, Wonmin Hwang, Yera Hur
Korean Journal of Medical Education.2014; 26(3): 231. CrossRef

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Original Article

Experience of clinical skills assessment in the Busan-Gyeongnam Consortium: Beesung Kam, Young Rim Oh, Sang Hwa Lee, Hye Rin Roh, Jong Ryeal Hahm, Sun Ju Im; Korean J Med Educ 2013;25(4):327-336.
Published online December 31, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.4.327

Abstract
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PURPOSE
The purpose of this study is to judge the quality of clinical skills assessment in Busan-Gyeongnam Consortium.
METHODS
Fourth grade medical school students (n=350 in 2012 and n=419 in 2013) in the Busan-Gyeongnam Consortium were included in the study. The examination was consisted of 6 clinical performance examination (CPX) and 6 objective structured clinical examination (OSCE) stations. The students were divided into groups to take the exam in 4 sites during 3 days. The overall reliability was estimated by Cronbach alpha coefficient across the stations and the case reliability was by alpha across checklist items. Analysis of variance and between-group variation were used to evaluate the variation of examinee performance across different days and sites.
RESULTS
The mean total CPX/OSCE score was 67.0 points. The overall alpha across-stations was 0.66 in 2012 and 0.61 in 2013. The alpha across-items within a station was 0.54 to 0.86 in CPX, 0.51 to 0.92 in OSCE. There was no significant increase in scores between the different days. The mean scores over sites were different in 30 out of 48 stations but between-group variances were under 30%, except 2 cases.
CONCLUSION
The overall reliability was below 0.70 and standardization of exam sites was unclear. To improve the quality of exam, case development, item design, training of standardized patients and assessors, and standardization of sites are necessary. Above of all, we need to develop the well-organized matrix to measure the quality of the exam.

Citations

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The Relationship of Pre-Clerkship Immature Defense Style in Medical Students with Physician-Patient Interactions
So-Jin Lee, Chul-Soo Park, Bong-Jo Kim, Cheol-Soon Lee, Boseok Cha, Dongyun Lee, Jiyeong Seo, Jae-Won Choi, Young-Ji Lee, Yoon Jung Lee, Eun-Ji Lim
Psychoanalysis.2021; 32(3): 107. CrossRef
Changes in medical students' patient-centeredness attitudes by implementation of clinical performance examination
Yera Hur, Sun Kim, Joo Hyun Park, A-Ra Cho, Chang Jin Choi
Korean Journal of Medical Education.2014; 26(2): 99. CrossRef

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Improvement in Clinical Performance of Interns and Residents through Clinical Skills Assessment of the Korean Medical Licensing Examination: Su Mi Kim, Incheol Park, Hoo-Sun Chang, Eun-Cheol Park; Korean J Med Educ 2012;24(4):329-338.
Published online December 31, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.4.329

Abstract
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PURPOSE
To evaluate the clinical performance through the Korean Medical Licensing Examination clinical skills assessment (KMLE CSA) this survey was done.
METHODS
A survey of 130 interns and residents (46 applicants and 84 non-applicants for the KMLE CSA) at a university hospital in Seoul was conducted in January and February 2012. The data were gathered using a structured and self-administered questionnaire. For the items that assessed the clinical performance of these subjects, we selected 15 items that are mostly frequently used by Delphi's technique, and difficult procedural skills based on the results of medical students' performance. We also used subcomponents of the clinical problems test of the KMLE CSA.
RESULTS
The total score on the KMLE CSA improved by 1.33 points (a perfect score is 10), 1.49 points for procedural skills, and 0.84 points for clinical problems by multiple regression analysis. The variables that influenced clinical skills were sex (females had 0.86 more points than males), experience in military or public services (1.04 points higher than persons without experience), and type of school (graduates of medical school had 1.41 more points than graduates of professional graduate school).
CONCLUSION
Implementation of the KMLE CSA improved the clinical performance of medical graduates.

Citations

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Developing a best practice framework for clinical competency education in the traditional East-Asian medicine curriculum
Sang Yun Han, Seung-Hee Lee, Han Chae
BMC Medical Education.2022;[Epub] CrossRef
Study on Employee Performance Evaluation Based on Adaptive Feature Selection Fuzzy Algorithm
Yuan Qian, Jiemin Yin, R. Mo
Mobile Information Systems.2022; 2022: 1. CrossRef
A one-day surgical-skill training course for medical students’ improved surgical skills and increased interest in surgery as a career
Ho Seok Seo, Yong Hwa Eom, Min Ki Kim, Young-Min Kim, Byung Joo Song, Kyo Young Song
BMC Medical Education.2017;[Epub] CrossRef
Does medical students' clinical performance affect the actual performance during medical internship?
ER Han, EK Chung
Singapore Medical Journal.2016; 57(02): 87. CrossRef
Reforms of the Korean Medical Licensing Examination regarding item development and performance evaluation
Mi Kyoung Yim
Journal of Educational Evaluation for Health Professions.2015; 12: 6. CrossRef
Educational intervention as an effective step for reducing blood culture contamination: a prospective cohort study
W.B. Park, S.J. Myung, M.-d. Oh, J. Lee, N.-J. Kim, E.-C. Kim, J.S. Park
Journal of Hospital Infection.2015; 91(2): 111. CrossRef
Student Centered Medical Education
Sun Kim
Korean Journal of Medical Education.2012; 24(4): 279. CrossRef

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Relationship between the Content of the Medical Knowledge Written Examination and Clinical Skill Score in Medical Students: Jee-Young Hwang, Hwee-Soo Jeong; Korean J Med Educ 2011;23(4):305-314.
Published online December 31, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.4.305

Abstract
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PURPOSE
This study was planned to investigate which medical knowledge examination score-written examination on basic medicine, individual clinical medicine, and comprehensive clinical medicine-was closely related to clinical skill score in medical students.
METHODS
Scores on basic medicine, clinical medicine, graduation assessment, clinical performance examination (CPX), and objective structured clinical examination (OSCE) for 106 students who graduated Dongguk University Medical School from 2010 to 2011 were included, and correlations between them were analyzed using T scores.
RESULTS
All scores of basic medicine, clinical medicine, graduation assessment, CPX, and OSCE correlated significantly with each other. In connection with clinical skill, graduation assessment score showed a strong correlation (r=0.547, p<0.001) with the CPX. Regarding detailed scores on the CPX, history taking score correlated significantly with medical knowledge examination scores (r=0.435~0.406, p<0.001). By regression analysis, the score on graduation assessment was 1 point higher, and that of the CPX increased by 0.538 (p<0.001).
CONCLUSION
Based on our study, comprehensive clinical knowledge is required for medical students to gain the appropriate clinical skills. Therefore, clinical skill practice and lectures that are based on the level of comprehensive clinical knowledge are recommended in the education of clinical skills in medical students.

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The Development of Evaluation Methods for Outcomes in Medical Humanities Curriculum of a Medical School
Hye-Jin Park, Sun-Young Kwon, Dong-Yoon Keum, Dae-Hyun Kim, Dong-Eun Kim, Jae-Bum Kim, Jin-Hee Kim, Won-Ki Baek, Jung-Sook Ha, Il-Seon Hwang, Jung-Jeung Lee, Ae-Hwa Lee, Seon-Kyoung Kim, Ha-Young Jung, Won-Kyun Park
Keimyung Medical Journal.2021; 40(2): 77. CrossRef
Medical students’ thought process while solving problems in 3 different types of clinical assessments in Korea: clinical performance examination, multimedia case-based assessment, and modified essay question
Sejin Kim, Ikseon Choi, Bo Young Yoon, Min Jeong Kwon, Seok-jin Choi, Sang Hyun Kim, Jong-Tae Lee, Byoung Doo Rhee
Journal of Educational Evaluation for Health Professions.2019; 16: 10. CrossRef
Reforms of the Korean Medical Licensing Examination regarding item development and performance evaluation
Mi Kyoung Yim
Journal of Educational Evaluation for Health Professions.2015; 12: 6. CrossRef
Predictors of clinical practice examination scores of fourth year medical students after core clinical clerkships
Kye-Yeung Park, Hoon-Ki Park, Jong-Hoon Kim, Hwan-Sik Hwang
Korean Journal of Medical Education.2015; 27(4): 275. CrossRef

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The Correlation between the Scores of Written Examination, the Clinical Clerkship Examination, the Clinical Skill Assessment, and the Graduation Examination of the Medical Students: Suk Bong Koh, Hye Jin Park; Korean J Med Educ 2009;21(4):347-352.
Published online December 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.4.347

Abstract
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PURPOSE
The aim of this study was to investigate correlations between medical student scores on 4 examinations: the written examination, clinical clerkship examination, clinical skill assessment, and graduation examination.
METHODS
Scores for 51 students who entered Daegu Catholic Medical School in 2005 on the written examination, clinical clerkship examination, clinical skill assessment, and graduation examination were included. Correlations between the scores were analyzed statistically.
RESULTS
The scores on the written examination showed a strong correlation with those of the clinical clerkship assessment (0.833) and graduation examination (0.821). The clinical clerkship assessment scores correlated significantly with graduation examination scores (0.907). In addition, clinical skill assessment scores correlated with the written examination (0.579), clinical clerkship examination (0.570), and graduation examination (0.465) scores.
CONCLUSION
Overall, the correlation between the scores on the clinical clerkship examination and the written examination was more significant than the correlation between scores on the clinical clerkship examination and clinical skill assessment. Therefore, we need to improve the evaluation method for the clinical clerkship examination and clinical skill assessment.

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The relationship between problem-based learning and clinical performance evaluations
Sun-A Oh, Eun-Kyung Chung, Eui-Ryoung Han
Korean Journal of Medical Education.2015; 27(3): 195. CrossRef
Predictors of clinical practice examination scores of fourth year medical students after core clinical clerkships
Kye-Yeung Park, Hoon-Ki Park, Jong-Hoon Kim, Hwan-Sik Hwang
Korean Journal of Medical Education.2015; 27(4): 275. CrossRef
Assessment of Medical Students in Clinical Clerkships
Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Sunyong Baek, Jae Seok Woo
Korean Medical Education Review.2013; 15(3): 120. CrossRef
Relationship between the Content of the Medical Knowledge Written Examination and Clinical Skill Score in Medical Students
Jee-Young Hwang, Hwee-Soo Jeong
Korean Journal of Medical Education.2011; 23(4): 305. CrossRef

7,016 View
58 Download
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Differences between Scores Assessed by Examiners and Examinees on Objective Structured Clinical Examination: Mi-Hyun Han, Seok Gun Park; Korean J Med Educ 2009;21(3):279-285.
Published online September 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.3.279

Abstract
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PURPOSE
Self-assessment is important for learning. But, the reliability of self-assessment has long been questioned. We investigated this problem in an objective structured clinical examination (OSCE) setting. METHODS: Forty third-year nursing students who participated in the OSCE were given the same checklist that was used for assessment by the examiners after they finished the OSCE. Then, the scores that were calculated by the examiners and examinees were compared, measuring the average, correlation, difference in score between examinee and examiner, difference in score according to the examinee's level, and Z-score. RESULTS: Scores that were made by the examinees were significantly higher than those of the examiners (average 72.34 vs. 64.03), between which there was a loose positive correlation (r=0.34). The correlation coefficient increased (r=0.62) when a difference in score (examinee-examiner) was compared with the examiner score. When examinees were divided into 3 groups according to their scores, the difference tended to become less as the scores of examinee rose. When the Z-score was compared with the level of the examinee, examinees who had higher scores evaluated themselves lower than the examiners, and examinees with lower scores assessed themselves higher than the examiners. CONCLUSION: According to comparison of averages or correlation analysis, self-assessment by the examinee appeared to be less reliable. But when data were analyzed using difference in score, examinee levels, and Z-score, a certain tendency developed. This pattern may be due to the heterogeneity of the examinee group. Selection of appropriate analysis methods might be important to estabilish the reliability of self-assessment skills.

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A Study on Multiple Sources Evaluation for Practical Education in the Core Basic Nursing Skills in Nursing Students
Hyo-Suk Song, So Hee Lim
The Journal of Korean Academic Society of Nursing Education.2016; 22(1): 5. CrossRef
Comparison of Teacher's and Students' Evaluations on OSCE Performance among College Nursing Students
Atsumi Iikura, Eunyoung Suh
Perspectives in Nursing Science.2014; 11(2): 153. CrossRef
Unawareness of One's Own Task Incompetence: Replication of Kruger and Dunning (1999) in the Academic Domain
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한국심리학회지: 사회및성격.2013; 27(3): 59. CrossRef
The Change of perception according to the fidelity of simulation in Objective Structured Clinical Examination for Procedural Skill of 4th Medical Students
Hee-Jeong Son, Jin-Uk Kim, Yu-Ri Yi, Byeong-Moon Hwang
Journal of the Korea Academia-Industrial cooperation Society.2012; 13(3): 1178. CrossRef
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
How to Succeed in Carrying Out the First Trial of the Clinical Skills Examination in the Korean Medical Licensing Examination
Sun Huh
Korean Journal of Medical Education.2009; 21(3): 211. CrossRef

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Student Satisfaction and Self-Assessment after Small Group Discussion in a Medical Ethics Education Program: Hee-Kyung Joh, Jwa-Seop Shin; Korean J Med Educ 2009;21(3):243-257.
Published online September 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.3.243

Abstract
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PURPOSE
Small group discussions are useful tools in medical ethics education. We aimed to assess student satisfaction with specific components of a small group discussion and to evaluate student self-assessment of the objectives of education. METHODS: A structured questionnaire was developed after a literature review and a focus group interview. Components of the small group discussion were categorized by discussion case (self, other), individual activities (self-study, making materials, presentation experience), and group activities (preclass/in-class/postclass/plenary discussion, instructor's comments). The items for student self-assessment were: "To specify ethical issue in actual practice", "To get new knowledge", "To consider doctor's entity", "Empathy to others", "To get multidimensional viewpoint", "Viewpoint change", "To deliver my thought clearly", and "Ability to confront the medical ethics dilemma in the future". After the survey, an in-depth interview was performed to determine the reason behind the students' answers. RESULTS: A total of 121 students responded, for whom overall satisfaction and self-assessment were high. Students reported greater satisfaction with self-case, presentation experience, in-class discussion, and instructor's comments but less satisfaction with self-study before class and postclass discussion. Student self-assessment was highest in the ability to specify an ethical issue and lowest for viewpoint change and self-confidence. After multivariate analysis, higher student self-assessment was associated with greater satisfaction with the small group discussion. CONCLUSION: To improve the quality of medical ethics education, close investigation and monitoring of each component of the small group discussion and student achievement are essential, as is continuous feedback.

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A Review of Undergraduate Medical Ethics Education in Medicine, Dentistry, and Nursing in South Korea
Eun Kyung Choi
Korean Journal of Medical Ethics.2025; 28(3): 157. CrossRef
Teaching medical ethics through Ethical Grand Rounds
Min Ji Kim, Claire Junga Kim
Korean Journal of Medical Education.2025; 37(4): 537. CrossRef
Medical students' perception and satisfaction with group discussion and presentation in medical ohilosophy course
Min-Jeong Kim, Si-Sung Park
Kosin Medical Journal.2016; 31(1): 41. CrossRef
Investigating the Requirements of Good Teaching from Medical Students’ Perspectives
Son-Hwan Choi, Hyo-Jin Ahn
Korean Medical Education Review.2016; 18(3): 156. CrossRef
Physicians' perspectives on social competency education in academic medicine
Yun-Jung Heo, Ivo Kwon, Ok-Jin Rhee, Duck-sun Ahn
Korean Journal of Medical Education.2013; 25(4): 289. CrossRef
Investigation of the Requirements of 'Good Teaching' to Improve Teaching Professionalism in Medical Education
Eun-Jung Im, Yoo-Chul Lee, Bong-Hyun Chang, Sung-Kwang Chung
Korean Journal of Medical Education.2010; 22(2): 101. CrossRef

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Medical Students' Goals, Methods and Opinions on Self-directed Learning and Analysis of Self-assessment: Jungwon Huh, Jaejin Han, Hyunjung Im; Korean J Med Educ 2008;20(2):123-132.
Published online June 30, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.2.123

Abstract
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PURPOSE
The purpose of this study was to investigate the goals, methods and opinions of medical students on self-directed learning (SDL) and to compare the self-assessments with faculty-evaluations. METHODS: The study group included 90 medical students doing their clerkship in the department of Laboratory Medicine, Mokdong Hospital, Ewha Womans University, School of Medicine, Seoul, Korea, from August 2005 to October 2006. Students were asked to review cases, formulate learning goals, implement appropriate learning strategies and present learning outcomes. Students' opinions on SDL were collected. Their self-assessments were compared with the faculty evaluation scores using the same checklist. Three groups were defined according to the faculty scores: scores >12, high; scores 10~12, middle; scores <9, low. RESULTS: SDL was helpful in increasing confidence in students' own learning abilities and in raising interest in the patient-doctor relationship. Some students had difficulty formulating learning goals on their own. The mean of the self-assessments was significantly higher than that of faculty mean (11.8+/-2.1 vs. 10.9+/-2.3, p=.005). Rater agreement by items was approximately 30%. There was significant interaction between raters and group. Among the 'high' group, 55% under-rated their scores to middle or low levels, whereas 66% of the 'low' group rated themselves higher to high or middle levels. Spearman's correlation coefficient between faculty's and student's scores was r=.219 (p=.038) and 4.4% of the faculty evaluations was predicted by the self-assessment scores. CONCLUSION: These results suggest that SDL is an effective learning tool during clerkship. Since students' scores did not correlate with those of the faculty's, students need to develop appropriate self-assessment skills.

Citations

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Assessment of Medical Students in Clinical Clerkships
Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Sunyong Baek, Jae Seok Woo
Korean Medical Education Review.2013; 15(3): 120. CrossRef
Differences between Scores Assessed by Examiners and Examinees on Objective Structured Clinical Examination
Mi-Hyun Han, Seok Gun Park
Korean Journal of Medical Education.2009; 21(3): 279. CrossRef

5,858 View
43 Download
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Inter-rater Reliability in a Clinical Performance Examination Using Multiple Standardized Patients for the Same Case: Jinkyung Ko, Tai Young Yoon, Jaehyun Park; Korean J Med Educ 2008;20(1):61-72.
Published online March 31, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.1.61

Abstract
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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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Effects of using Standardized Patients on Nursing Competence, Communication Skills, and Learning Satisfaction in Health Assessment
Sun Ju Choi, Mal Suk Kwon, Seon Hwa Kim, Hyeon Mi Kim, Yang Sook Jung, Geum Yi Jo
The Journal of Korean Academic Society of Nursing Education.2013; 19(1): 97. CrossRef
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

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Comparison of Self-assessment and Objective Structured Clinical Examination (OSCE) of Medical Students' Clinical Performance: Eal Whan Park; Korean J Med Educ 2008;20(1):51-60.
Published online March 31, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.1.51

Abstract
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PURPOSE
The purpose of this study was to assess the clinical experiences (in internal medicine) of medical students, and compare the self-assessment of their competency in clinical skills with the assessment of instructors through the OSCE. METHODS: The frequency of clinical experiences had by medical students and the self-assessments of their confidence in clinical skills were assessed by questionnaires administered before the OSCE. 52 medical students participated in the OSCE. After completing the OSCE, they re-evaluated their own performance of 9 clinical skills examined in the OSCE by self-assessment questionnaires. The scores of these self-assessments were compared with the scores given by the instructors. RESULTS: For 19 of 28 clinical skills items listed in the questionnaires, self-assessment of competence by medical students correlated with the frequency of performance (p<0.05). For 9 clinical skills in the OSCE, the self-assessment scores did not correlate significantly with the instructors' assessment scores (p>0.05). However, these 9 clinical skills scores from the instructors correlated significantly with the clerkship evaluation scores and the final semester grade point averages (p<0.05). CONCLUSION: There was a significant association between frequency of performance and self-assessed competency, which did not correlate significantly with the instructors' evaluation through the OSCE.

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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
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
Experience of Bedside Teaching during Clerkship in Pulmonary Medicine for Improving Clinical Performance
Sung Soo Jung, Sun Young Kim
Korean Journal of Medical Education.2011; 23(1): 41. CrossRef

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The Effectiveness of Communication Skills of Pre-medical Students: Sun Kim, Soo-Jung Lee, Chang-Jin Choi, Yera Hur; Korean J Med Educ 2006;18(2):171-182.
Published online August 31, 2006; DOI: https://doi.org/10.3946/kjme.2006.18.2.171

Abstract
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PURPOSE
Communication skills are essential skills which medical students need to acquire in order to become a doctor. More attention is being given to the subject but not many studies have been done in the medical education field. As communication skills are provided to students as a subject in medical educational curriculum, the assessment of its effectiveness needs to be undertaken.
METHODS
In the year 2005 and 2006, second year pre-medical students at The Catholic University College of Medicine took 'Communication Skills' course in total, 180 second year pre-medical students' survey results were used in the evaluation of the study question. The instrument used in the study was the modified and translated version of 'Beyer-Fetzer's Essential Elements of Communication Skills Assessment Sheet.' The assessment sheets were used as the pre-test and post-test to analyse the differences, which were put through the paired t-test.
RESULTS
All categories of communication skills showed an improvement. For year 2005, meaningful differences were shown in 'opening the discussion (p=.005)' and 'sharing information (p=.008)', whereas in 2006, improvements were shown in all areas.
CONCLUSION
From the result, it is clear that in order to create an effective communication skills program, the content should be more structured and focused on the program objectives.

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Hyo Hyun Yoo, Jung Soo Kim
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The Appropriateness of using Standardized Patients' (SPs) Assessment Scores in Clinical Performance Examination (CPX): Sun Kim, Sung-Whan Park, Yera Hur, Soo-Jung Lee; Korean J Med Educ 2005;17(2):163-172.
Published online August 31, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.2.163

Abstract
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PURPOSE
The purpose of the study is to analyse the appropriateness of using standardized patients' (SPs) assessment scores of medical students in clinical performance examination (CPX). METHODS: 110 fourth year medical students in year four were divided into two large groups (group A and group B). Each group of students performed four different cases and overall, eight cases were tested. The examination were done by professors and the SPs using the same examination paper. Test scores were analysed per station and per each test domain. The differences between the two examiners were studied using paired t-test.
RESULTS
There were significant differences in the scores given out by the professors' and the SP' s in four out of the eight stations. According to the examination results of each domain, four cases showed significant differences in the history taking category, three cases in the physical examination, one case in the information sharing, four cases in clinical courtesy, and two cases in physician-patient relationship category. Cronbach' s alpha scores of all stations were over 0.6, reflecting that the test items were appropriate for the examination. CONCLUSION: From the result of this study and according to many preceding studies, using SPs' evaluation scores in CPX is appropriate. Some limitation of this study and ideas for improvement in using SPs in CPX are suggested.

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An Student's Evaluation of the Implementation of Problem-Based Learning: Yeon Hee So, Young Mee Lee, Duck Sun Ahn; Korean J Med Educ 2005;17(1):49-58.
Published online April 30, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.1.49

Abstract
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PURPOSE
The purpose of this study is to analyze the assessment of student performance in Problem-Based Learning, which was an elective course at Korea University College of Medicine, from 2001 to 2003, and to delineate effective strategies for Problem-Based Learning. METHODS: A questionnaire was given to 126 third year Korea University medical students. The questionnaire consisted of 25 items in 2001, 37 in 2002, and 64 in 2003. These items covered self-evaluation and overall evaluation of contents, learning environments, small group activity, and tutor in PBL. The respective reliability of items in scale was .67, .75, .79, and 81. Data was analyzed using the Spsswin.11.0 RESULTS: The results of this study are as follows. By most of all respondents, PBL was recognized as a more effective learning method, more interesting, and able to provide a more diverse spectrum of information than traditional lectures. Neutral or negative responses were given for educational settings. Competence of students was increased in the PBL setting. A large percentage of learning method was through the use of textbooks. Most respondents were satisfied with the small group activity and tutor. CONCLUSION: There should be sufficient educational equipments such as rooms for small group activity, textbooks, and journals for PBL. We have to consider student's characteristics carefully and to make concrete guideline and system for effective Problem based learning.

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Gyoo-yong Chi
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Comparative Analysis of Course Satisfaction and Student Assessment Results in Redesigned Problem-Based Learning
Sejin Kim, Minjeong Kim, Seom Gim Kong, Ho Joong Jeong
Korean Medical Education Review.2022; 24(2): 128. CrossRef
Effect of Argumentation Instruction on Medical Student Experiences with Problem‐Based Learning
Hyunjung Ju
Korean Medical Education Review.2017; 19(2): 101. 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
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Korean Medical Education Review.2016; 18(3): 156. CrossRef
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Su-Jin Chae
Korean Journal of Medical Education.2012; 24(4): 347. CrossRef
Analysis of Verbal Interactions in Problem-based Learning
Sun A Oh, Eun Kyung Chung, Young Jong Woo, Eui Ryoung Han, Young Ok Kim
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Investigation of the Requirements of 'Good Teaching' to Improve Teaching Professionalism in Medical Education
Eun-Jung Im, Yoo-Chul Lee, Bong-Hyun Chang, Sung-Kwang Chung
Korean Journal of Medical Education.2010; 22(2): 101. CrossRef
Students' Response to the Questionnaire about the Usefulness of Concept Maps for Problem-Based Learning and the Forms of Concept Maps
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Student's Evaluation of Problem-BasedLearning Curriculum in Medical School
Hahn Young Kim, Ran Lee, Jongmin Lee, Hyun-Ji Cho, Kwang-Yeol Park
Korean Journal of Medical Education.2008; 20(3): 259. CrossRef

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Does Tutor Evaluation in the PBL Course Assess Different Aspects of Learning from What Written Examination Assesses?: Ji Young Kim, Hee Jung Son, Ju Hui Kim, Kyung Pyo Hong; Korean J Med Educ 2005;17(1):37-47.
Published online April 30, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.1.37

Abstract
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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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Sejin Kim, Minjeong Kim, Seom Gim Kong, Ho Joong Jeong
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Medical Students' Goals, Methods and Opinions on Self-directed Learning and Analysis of Self-assessment
Jungwon Huh, Jaejin Han, Hyunjung Im
Korean Journal of Medical Education.2008; 20(2): 123. CrossRef

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Instructional Supervision Using Class Climate Assessment: Sun Kim, Yera Hur; Korean J Med Educ 2004;16(3):289-297.
Published online December 31, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.3.289

Abstract
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PURPOSE
Class climate is defined as the general attitude of instructors and students in class. Analysing the instructor's behavior helps build a desirable class climate and improves academic achievement and class instruction.
METHODS
The checklist using a five-point scale and consisting of 28 pairs of contrary adjectives was divided into four categories of creativeness, activeness, precision, and mildness. Two different classes taught by one instructor were studied. There were five supervisors for this study and a simple statistical analysis was done. RESULTS: For the undergraduate class, the observers' assessments showed the lowest overall point in activeness and the highest in mildness. In general, points given by the instructor were higher than the supervisor's and the student's. CONCLUSION: The instructor's perception of the class was more positive than the observers' and the students'. This means that all tested categories need to be improved. One way of dealing with this problem for the instructor is to set up a meeting with the supervisor and design a class climate improvement plan.

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Course quality management based on monitoring by students at a medical school
Sanghee Yeo
Korean Journal of Medical Education.2018; 30(2): 141. CrossRef
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Hyung-Sung Park, Jung-Hwan Park, Soo-Hyun Kim
Journal of the Korea Academia-Industrial cooperation Society.2014; 15(1): 256. CrossRef

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An OSCE for Summative Assessment after Clinical Clerkship: Experience in Ewha Medical School: Jae Jin Han, Hyesook Park, Eunkyung Eo, Kyungha Yoo, Donghyeon Lee, Wha Soon Jung; Korean J Med Educ 2004;16(1):33-40.
Published online April 30, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.1.33

Abstract
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PURPOSE
To report the experience of OSCE performed as a summative assessment of the medical students in year 4 at Ewha Womans University. METHODS: Ninety-eight students took the twenty stations including 3 pairs of linked stations. We conducted duplicated OSCEs and each station runs 4 minutes 30 seconds. We analyzed the validity of stations, the reliability of duplicated OSCEs and the difference of scores according to the OSCE tools and categories. RESULTS: Mean OSCE score was 64.45+/-5.49 and Cronbach-alpha of total stations was 0.74. The scores between duplicated examinee groups and between duplicated evaluator groups were not different: the score of preceding examinee group was 63.3 and the later 65.7 (p=0.13), and the score of the first evaluator group was 64.6 and the second was 63.6 (p=0.16). However according to the individual analysis, 9 stations showed statistically discrepancies (p< 0.05) between duplicated evaluator groups. Regarding OSCE tools and categories, physical examination and skill categories did not show statistically significant differences between duplicated evaluator groups. OSCE scores showed moderate correlation with the cummulative performance grade in general (r=0.53, p< 0.01). CONCLUSIONs: OSCE could be regarded as a reasonable evaluating tool for the summative assessment after two years of clinical clerkship of the fourth year medical students. Analysis of the OSCE stations which was done individually and according to OSCE tools/categories helps to improve the OSCE more complete and the duplicated stations more coincident.

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Developing a best practice framework for clinical competency education in the traditional East-Asian medicine curriculum
Sang Yun Han, Seung-Hee Lee, Han Chae
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Students’ self-assessment of achievement of terminal competency and 4-year trend of student evaluation on outcome-based education
Sanghee Yeo, Bong Hyun Chang
Korean Journal of Medical Education.2019; 31(1): 39. CrossRef
The Efficiency of Objective Structured Clinical Examination (OSCE) as a Method of Clinical Clerkship in the Korean Ophthalmology & Otolaryngology Department
Yu-Jin Jang, Seug-Uk Hong
The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology.2014; 27(4): 121. CrossRef
Relationship between the Content of the Medical Knowledge Written Examination and Clinical Skill Score in Medical Students
Jee-Young Hwang, Hwee-Soo Jeong
Korean Journal of Medical Education.2011; 23(4): 305. CrossRef
Correlations of Clinical Assessment Tools with Written Examinations
Eun Jeong Choi, Sung Sunwoo
Korean Journal of Medical Education.2009; 21(1): 43. CrossRef
Effects of Case Type and Standardized Patient Gender on Student Performance in a Clinical Performance Examination
Jonghoon Kim, Kiyoung Lee, Dongmi Yoo, Eunbae Yang
Korean Journal of Medical Education.2007; 19(1): 23. CrossRef
The Correlation between the Scores of Written Examination, the Clinical Clerkship Examination, the Clinical Skill Assessment, and the Graduation Examination of the Medical Students
Suk Bong Koh, Hye Jin Park
Korean Journal of Medical Education.1970; 21(4): 347. CrossRef

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Is The Assessment of Knowledge, Skills, and Attitudes in Anesthesiology Clerkships Balanced?: Kyung Han Kim; Korean J Med Educ 2003;15(3):213-219.
Published online December 31, 2003; DOI: https://doi.org/10.3946/kjme.2003.15.3.213

Abstract
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PURPOSE
This study was performed to evaluate whether the student knowledge, skills, and attitudes in anesthesiology clerkships were properly assessed in 18 medical schools.
METHODS
The author examined the survey questionnaire returned from anesthesiology professors of 8 medical schools planning to be accredited and self-assessed reports published by 10 accredited medical schools. RESULTS: The student knowledge (50%) was given a higher value in the evaluation than skills (25%) and attitudes (25%). The student knowledge was mainly evaluated using oral/written examinations, reports, recording of patient's data, and case/article presentations. The student attitude was assessed using only attitudes and attendance items. At more than half of the 13 schools, student skills were assessed based on 15 skills including insertion of iv line, intubation, blood pressure measurement, airway keep, CPR, monitoring, iv fluid /transfusion setting, arterial blood gas and Ambu 'bagging' in order of frequency. However, student skills were not evaluated in 3 of the 18 schools.
CONCLUSION
The evaluation process should be performed adequately for student knowledge, skills and attitudes in anesthesiology clerkships. Moreover, It is inappropriate to include attendance in the student's attitude evaluation as attendance is mandatory in clinical clerkship. These results suggest that the student's clinical performance (i.e., skills and attitudes) should be evaluated objectively by using OSCE, or CPX.

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Eukyoung Oh, SoJung Seo
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Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Sunyong Baek, Jae Seok Woo
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The current status of anesthesiology clerkship in Korea
Dong Jin Chang, So Woon Ahn, Ji Won Ahn, Jonghoon Kim
Korean Journal of Anesthesiology.2008; 55(2): 190. CrossRef

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A Web-Based Performance Assessment Model for OSCE (Objective Structured Clinical Examination): Hyung kyu Kwon; Korean J Med Educ 2003;15(3):203-211.
Published online December 31, 2003; DOI: https://doi.org/10.3946/kjme.2003.15.3.203

Abstract
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PURPOSE
OSCE, a performance assessment method using simulator and multimedia standardized patients can evaluate the student's clinical skills more effectively. It, however, lacks specific assessment criteria and methods for each station which OSCE consists of. Thus, in this research, we propose a web-based PBL (Problem Based Learning) performance assessment model which consists of the assessment criteria (Rubric) and the process for each OSCE station. METHODS: In our model, setting the assessment criteria (Rubric) makes the goal of problem- based learning clearer and the assessment procedure more objective by giving the concrete assessment measure. We decompose the PBL-based OSCE into five procedures: problem understanding, hypothesis clarification, the clarification of interaction role, the decision of performance assessment types, performance assessment testing. RESULTS: The web-based model was developed consisting of five corresponding areas: problem setting, assessment criteria (Rubric), community, performance assessment types (automatic production, template production), the performance assessment testing.
CONCLUSIONS
A proposed web-based PBL model will provide the concrete guidelines for clinical skill and attitude learning by giving more objective and clarified assessment criteria and by increasing the quality of assesment through the continuous development of assessment criteria.

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The Need Assessment of Management & Business Programs in Medical College: Young Mee Lee, Won Il Choi, Yeon Hee So, Duck Sun Ahn; Korean J Med Educ 2003;15(2):163-170.
Published online August 31, 2003; DOI: https://doi.org/10.3946/kjme.2003.15.2.163

Abstract
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PURPOSE
In this rapid changing society and medical practice, the professionalism in the management of a hospital is being required. However, most physicians do not have the opportunity for systematic training for management and business. The difficulties perceived by private practitioners in their real practices are surveyed in order to assess the need for education course on Management & Business in medical school. METHODS: From February 3rd, 2003 to February 20th, 2003, 2, 381 private practitioners participated in the nation-wide internet questionnaire, of which the response rate was 7.1% (168 persons). The contents of the survey include 9 criteria, which consist of problems of hospital management, the present method of management, the demand for Management & Business course, and the need for commencement of education course. RESULTS: More than 50% of the physicians who answered this questionnaire expressed difficulties in some criteria such as accounting, taxation business, and management of hospital staffs. Many physicians (66 persons; 39.3%) suggested lack of knowledge of management & business or such skills as the reason for it. Most of them dealt with these difficulties by discussing these matters with their colleagues (96 persons; 57.1%) or by themselves according to their own experiences (44 persons; 26.2%). Eighty two percent of respondents approved of establishing the new subject, Management & Business course and its education. In this survey, patient management, marketing, and tax-related fields were chosen as the most needed fields for education. CONCLUSION: It was revealed that most private practitioners realized the importance of the ability in Management & Business and agreed with the need for experiencing systematic education during medical education. Therefore, it is necessary to perform the in - depth research about establishing Management & Business course in medical school.

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Needs Assessment of Medical Students During Clerkship About Basic Medical Science: Focused on ʹLearning Outcome of Basic Medical Education: Scientific Concept and Principle‐centeredʹ
Hye jin Park, Dae Hyun Kim, Won Kyun Park, Dong yoon Kum, Seon Young Kwon, Jae Bum Kim, Jin Hee Kim, Il Seon Hwang, Min Seo Kim
Korean Medical Education Review.2016; 18(2): 65. CrossRef

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The Use of Oral Test on Pathology Course: Ji Young Kim, Seung Yeon Ha, Hyuni Cho, Young Ha Oh, Dong Hae Chung, Young Don Lee, Yong Il Kim; Korean J Med Educ 2001;13(1):59-67.; DOI: https://doi.org/10.3946/kjme.2001.13.1.59

Abstract
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Gachon Medical School used an oral examination in the pathology course taught during the 2nd semester of the 2000 school year as a performance assessment of students abilities in three areas: comprehension, logic and problem solving. The evaluation instrument was designed in four stages: assessment objectives were determined, abilities to be measured were selected, the assessment instrument was designed, and the examiners' checklist was drafted. The assessment instrument included two gross and two microscopic cases and the checklist was developed using 5 Likert type scales. The students were divided into three groups of 12 to 13 students and two examiners were allocated to each group. The mean score on the oral examination was 3.56(the highest possible score is 5.00). The correlation between examiners was 0.952 while the correlation of gross and microscopic cases was 0.979. Obviously, these data are statistically significant. The correlation between the written examination pathologic-laboratory examination was the highest, that between the oral examination and pathologic-laboratory examination was in the middle, and that between the oral examination and the written examination was the lowest. Students expressed doubts about the objectivity of individual examiners. The high correlation between the examiners' scores and how students scored on other tasks shows that students fears can be assuaged. It is concluded that the oral examination is a powerful tool in measuring students ability, and can be used in a basic medical science course. As an assessment instrument, it is both valid and reliable.

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An Experience of OSCE for Introducing Clinical Performance Assessment to Korean Medical Licensure Examination: Young Mee Lee, Kun Hwang, Sang Ho Baik, Myoung Ho Hong, Youn Seun Choi, Soo Hyun Kim; Korean J Med Educ 2001;13(1):47-57.; DOI: https://doi.org/10.3946/kjme.2001.13.1.47

Abstract
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BACKGROUND
Evaluation of clinical performance is an essential area of Medical Licensure Examination. Yet, clinical skills has been neither uniformly well taught nor adequately assessed. This study was done as a part of preliminary study to introduce clinical performance assessment to Korean Medical Licensure Examination. The goals of this study were to identify the potential logistic problems and to examine the feasibility of OSCE to Medical Licensure Examination.
METHODS
48 minutes long OSCE, which consist of eight 5-minute stations, was developed. The same examination was administered to students over a four-week period.
RESULTS
Total 26 volunteer fourth-year medical students were tested. 11 students were examined at the first administration and the rest of them were evaluated four-week later. Cronbach alpha of the total stations was 0.52. Any big administration problems were not revealed. There was no significant total score difference between early examinee and later ones. Students evaluated the OSCE contents and process positively.
CONCLUSION
To acquire more reliable and valid examination, we need to develop more objective checklist and evaluator and SP training.

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Eun Jeong Choi, Sung Sunwoo
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Ja Yun Choi, Keum Seong Jang, Soon Hee Choi, Mi Soon Hong
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Recent World Trend in Performance-based Assessments and Application of the Standardized Patient Program in Korean Medical Education: Byeong Gook Lee; Korean J Med Educ 2000;12(2):377-392.; DOI: https://doi.org/10.3946/kjme.2000.12.2.377

Abstract
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As a criterion of competence, performance-based assessment methods have been used in the health professions for centuries, and dozens of studies of their psychometric characteristics have been reported over the last several decades. Performance-based assessment methods, commonly used in medical education, include written clinical simulations (PMPs), computer-based clinical simulations, role-playing oral examinations, and standardized patient (SP) simulations. The underlying rationale for utilizing performance-based assessments is that they are tools with which one can appropriately evaluate medical students and reinforce what they have learned throughout their undergraduate studies. SPs are being widely used across the curriculum because of their potential advantages: from medical interviewing and physical diagnosis courses to clinical clerkships to residency training. The primary objective for SP encounters is to assist in the formation of fundamental medical interviewing and to improve clinical skills. However, as the program matures, SPs could be used at more advanced levels of medical training and be used to evaluate examinees, as well as obtain feedback on how well the educational program is working, at all levels including residency, continuing medical education for physicians, and even as a way to assess the abilities of foreign medical school graduates. Implementing an SP program will permit Korean medical educators to prospectively identify critical skills for their students to learn and establish explicit performance criteria for clinical competence. This study demonstrates why Korean SP programs should be implemented in the early stages in the medical education program, how to train SPs, and how to apply an SP program in an innovative curriculum, how to study about it, and how to disseminate SP programs throughout the Korean medical educational system.

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