Korean Journal of Medical Education

"Competency"

Original Research

Perceived training needs and barriers among Korean residents: a cross-sectional survey for competency-based education: Tae Hyun Kim, Min-jung Lee, Seung Hee Lee; Korean J Med Educ 2026;38(3):213-222.
Published online August 31, 2026; DOI: https://doi.org/10.3946/kjme.2026.160

Abstract
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Purpose
Current South Korean resident education relies heavily on apprenticeship models rather than the systematic curricula needed for multifaceted competency development. Therefore, a rigorous needs assessment is required for effective program design, particularly to target year-specific educational differences.
Methods
A cross-sectional survey of all residents at a single hospital branch was conducted in December 2023. An online questionnaire reviewing residents’ perceptions of the current program, needs assessment for a proposed institutional core competency program, and evaluation of preferred educational topics was performed. Responses were analyzed utilizing Kruskal-Wallis, McNemar’s, and chi-square tests, and compared in terms of education areas and residency years.
Results
A survey of 117 residents revealed that while the current residency program is perceived as strong in clinical training, residents ideally desire a more comprehensive education encompassing clinical practice, research, and general competencies. There was a high willingness to participate in a new institutional core competency program, with a strong preference for online learning formats and supportive measures such as workload reduction to overcome barriers. Importantly, the analysis of preferred topics showed that educational needs evolve significantly throughout the residency, shifting from foundational clinical skills and stress management in junior years to advanced topics like research methodology, academic writing, and health systems in senior years.
Conclusion
These findings support that bridging the discrepancy between residents’ current clinical-focused training and their desired comprehensive education necessitates the implementation of stage-specific curricula, blended learning models, and organizational support systems for an effective, competency-based resident education.

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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.

1,695 View
79 Download

Review Article

Cultivating future pharmacists: a systematic review of educator-led reflective practice methods and their impact on student competencies: Nurul Maziyyah, Bangunawati Rahajeng, Widya Wasityastuti, Eti Nurwening Sholikhah; Korean J Med Educ 2026;38(1):82-94.
Published online February 19, 2026; DOI: https://doi.org/10.3946/kjme.2025.052

Abstract
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Purpose
This study aimed to explore various educator-led reflective practice methods implemented in pharmacy education, along with their outcomes and impacts on students.
Methods
A PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) systematic review method was used, and articles from the year 2003 to 2024 were obtained from three databases, namely PubMed, SCOPUS, and ERIC with keywords defined according to the study objective.
Results
A total of 298 articles were identified from the databases with a total of 25 included for review. Studies generally showed moderate quality, with an average MERSQI (Medical Education Research Study Quality Instrument) score of 10.56. The literatures revealed that reflective practice has significantly increased during the past few decades, employing various methods, including written, non-written, and digital approaches. Reflective practice gave impact to several outcomes such as improvement in students’ academic performance, critical thinking skills, clinical reasoning and decision-making abilities, metacognitive skills, deep-information processing skills, professional attitude, self-awareness, as well as collaborative skills.
Conclusion
Reflective practice in pharmacy education has evolved, integrating diverse methods that yield significant benefits in learning and teaching process. Although positive outcomes were seen in the studies, methodological limitations suggest a need for more rigorous research. Structured and efficient educator-led reflective practice in pharmacy education is crucial for preparing students to meet the growing demands in healthcare system.

1,690 View
46 Download

Original Research

Competency gaps in respiratory therapy: evidence from a global survey: Tisha Ann Skariah, Udaya Kumar Rao, Manjush Karthika; Korean J Med Educ 2025;37(4):437-451.
Published online November 27, 2025; DOI: https://doi.org/10.3946/kjme.2025.355

Abstract
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Purpose
Respiratory therapy (RT) has become a vital component of modern healthcare, particularly in managing acute and chronic pulmonary conditions. The rising global burden of respiratory diseases has amplified the demand for skilled RT professionals capable of performing high-risk, low-frequency procedures with precision. Despite the shift toward competency-based education in healthcare, RT training remains fragmented. Disparities in training quality, assessment methodologies, and simulation access result in inconsistent clinical competencies among RT graduates. The absence of a standardized, globally recognized competency framework further compounds these challenges, affecting workforce readiness and patient safety. To date, no global study has systematically quantified competency disparities across RT programs using a standardized framework, leaving a critical gap in comparative evidence needed to guide educational policy and global accreditation.
Methods
A cross-sectional survey was conducted targeting RT professionals, educators, and institutional leaders across multiple countries. Quantitative data were analyzed using descriptive statistics, chi-square tests, and gap percentage analysis to identify variations in training practices, competency expectations, and observed deficiencies.
Results
Findings revealed significant competency gaps, especially in advanced interventions like extracorporeal membrane oxygenation and lung ultrasound. Inconsistencies in assessment tools, simulation integration, and remediation protocols were noted across institutions. The majority of respondents emphasized the need for competency standardization.
Conclusion
The study confirms a pressing global need for a structured, evidence-based competency framework in RT education. Standardization will improve clinical consistency, facilitate workforce mobility, and enhance patient care outcomes worldwide.

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Validation of performance evaluation indicator after graduation from medical school: Minkyung Oh; Korean J Med Educ 2025;37(4):419-427.
Published online November 27, 2025; DOI: https://doi.org/10.3946/kjme.2025.354

Abstract
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Purpose
Evaluating the performance of medical school graduates after graduation is important. However, reliable and comprehensive tools to evaluate the performance of medical professionals after graduation are lacking. The purpose of this study was to evaluate the validity and reliability of performance indicators for post-graduation competencies of medical school graduates.
Methods
Nineteen performance indicators were validated to evaluate competencies considering the talent image of a medical school, which are medical professionalism, clinical skills, communication, collaboration, and leadership. The reliability of the assessment tool was tested using Cronbach’s alpha, construct validity was evaluated through factor analysis, and content validity was evaluated using a Delphi expert panel.
Results
The overall reliability of the performance indicators was high, with a Cronbach’s alpha of 0.9110. Factor analysis revealed five core factors accounting for 70% of the total variance. These factors were classified as “collaboration,” “clinical professionalism,” “patient-centered care,” “professionalism,” and “systematic treatment and self-development.” Content validity was confirmed by the Delphi panel, and all items achieved a content validity ratio of 1, indicating strong content validity.
Conclusion
The developed performance indicators are reliable and valid tools for assessing the competencies of medical school graduates. These indicators can be used to evaluate the quality of medical education and to improve the curriculum. It is also important to establish a system to periodically assess competencies after graduation.

1,635 View
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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 J Med Educ 2025;37(3):319-330.
Published online August 28, 2025; DOI: https://doi.org/10.3946/kjme.2025.344

Abstract
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Purpose
Leadership in healthcare is vital, but it remains fragmented within medical school curricula. It is often confined to isolated courses lacking cohesive integration. Using the Medical Leadership Competency Framework (MLCF), this study examines leadership curricula and competencies in Korean medical schools, providing a foundation for educational strategies that enhance leadership development.
Methods
We conducted survey among professors responsible for leadership education in medical schools. Our questionnaire assessed leadership competencies and curriculum content. We analyzed responses from 34 medical schools using frequency and content analysis.
Results
Leadership-related content in institutional missions, educational objectives, and graduation competencies predominantly aligned with MLCF domains 1 and 2. Leadership courses were primarily offered at the premedical and medical stages, with a strong emphasis on these domains. However, perceptions of the necessity of leadership subcompetencies varied by educational stage, with most considered essential during clinical clerkships. High priority competencies included domains 1 and 2, particularly 2.2 (building and maintaining relationships), 2.4 (working within teams) and 1.4 (acting with integrity). While 61.8% of respondents intended to develop leadership curricula, they emphasized the need to define medical leadership within the Korean context, specify leadership competencies, and design tailored curricula.
Conclusion
This study underscores the need for medical leadership education and the development of competency-based curricula that reflect Korea’s healthcare landscape. A well-integrated leadership curriculum can better equip medical students to become future healthcare leaders.

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Health Systems Science Competencies for Korean Medicine Education: Three-Round Delphi and Nominal Group Techniques
Suji Lee, Seon-Kyoung Kim, Yoonjin Jeong, Sunju Im, Hye-Yoon Lee
Innovations in Acupuncture and Medicine.2026;[Epub] CrossRef

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3 Scopus

Validation of criteria for evaluating competency-based curriculum in medical schools using the Delphi hierarchy process method: So-Young Lee, Seung-Hee Lee; Korean J Med Educ 2025;37(3):247-267.
Published online August 28, 2025; DOI: https://doi.org/10.3946/kjme.2025.339

Abstract
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Purpose
This study examines the implementation of the competency-based curriculum (CBC), which has become the primary educational model in Korean medical schools. It also presents valid evaluation criteria developed through expert consensus to support ongoing improvements in curriculum quality.
Methods
This study examines the implementation of the CBC, which has become the primary educational model in Korean medical schools. It also presents valid evaluation criteria developed through expert consensus to support ongoing improvements in curriculum quality.
Results
Three rounds of Delphi surveys were completed to validate the valid evaluation criteria. Criteria with lower content validity ratios were revised and supplemented based on expert feedback. Ultimately, the process resulted in the identification of five evaluation areas, 16 evaluation items, and 51 evaluation indicators. Among these, the indicators focusing on learner achievement were found to be the most significant.
Conclusion
This study developed an evaluation model and valid evaluation criteria specifically designed for the curricula of Korean medical schools. These were created based on expert consensus, which adds to the strength and relevance of the proposed framework. The establishment of valid evaluation criteria is expected to enhance evaluation practices, promote educational quality, and support the continuous improvement of medical education.

Citations

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Development of Global Airport Competitiveness Measurement Indicators using the AHP
Yu-Jin Choi, Joon-kyu Lee
Journal of the Korean Society for Aviation and Aeronautics.2026; 34(1): 176. CrossRef

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84 Download
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Short Communication

Medical students’ experience of culturally diverse family presence during resuscitation simulation: Kyung Hye Park, Jannet J. Lee-Jayaram, Benjamin W. Berg; Korean J Med Educ 2025;37(1):71-76.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.325

Abstract
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Purpose
This report describes the development of a simulation scenario for medical student that incorporates cultural diversity within the context of family presence during resuscitation (FPDR).
Methods
Using a hybrid simulation approach, we designed a scenario focusing on communication with a family that immigrated from Korea to the United States during cardiopulmonary resuscitation (CPR). The scenario objectives were for learners to perform CPR with family presence, communicate with the family, and understand and negotiate cultural needs. Following a pilot scenario with two inexperienced volunteer medical students as learners, the program was evaluated through anonymous surveys and informal focus group feedback.
Results
Students noted that this simulation differed from previous experiences as compared with emphasizing family communication rather than patient diagnosis or treatment. Students valued experiencing the practical application of cultural competence concepts. The suggestions for scenario improvement included balancing two student participation roles, adjusting the timeline, and utilizing a standardized family member.
Conclusion
This pilot study suggests that an FPDR simulation program can be effectively repeated with multiple medical students and applied to CPR simulations involving diverse cultural backgrounds.

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“Script Killing” immersive teaching improves the competency of emergency medicine residents rotating across departments
Dalong Zhang, Jiankai Gao, Xingguo Niu, Haoran Si, Yang Sun, Mingzhe Li, Tianyi Yao, Juhua Tang
Frontiers in Public Health.2026;[Epub] CrossRef

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1 Scopus

Review Article

Current status and challenges of faculty development in Korean medical education and strategies for advancement: Dong Hyeon Lee; Korean J Med Educ 2024;36(4):415-427.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.314

Abstract
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Medical school professors take on many roles, including teaching, research, service, and practice, and are expected to evolve through their work and activities both on and off campus. At the same time, they are expected to gradually develop essential competencies as educators through faculty development (FD). However, FD does not yet cover the entire spectrum of faculty roles and does not adequately address the diverse characteristics of medical school faculty. In light of the recent interest in FD in Korean medical schools and an increasing number of articles on FD, I here review the history of and recent articles about FD in Korea. I also suggest seven short- and long-term strategies to overcome the major challenges facing FD, with the aim of helping to revitalize and advance FD in Korean medical schools and FD institutions.

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Embedded librarianship supporting medical and health science educators’ skills development: case report
Anna Liss Jacobsen, Patricia A. Kritek, Somnath Mookherjee
Medical Reference Services Quarterly.2026; : 1. CrossRef
Medical students’ perspectives on effective and ineffective teaching behaviors in lectures
KwangHo Mun, Hye Jin Park
Korean Journal of Medical Education.2025; 37(2): 219. 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

3,093 View
55 Download
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2 Scopus

Original Research

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 J Med Educ 2024;36(3):243-254.
Published online August 29, 2024; DOI: https://doi.org/10.3946/kjme.2024.299

Abstract
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Purpose
This study aimed to develop a competency-based global health education (GHE) program for medical students and analyze its effectiveness.
Methods
The study had a pretest–posttest control group design. The program was developed based on the eight global health competency domains for medical students and implemented for 18 hours over 6 weeks beginning in September 2023. The intervention and control groups comprised 34 students and 41 students, respectively. The analytical methods used were t-test, chi-square test, and analysis of covariance.
Results
Experience with global health activities and pretest scores were controlled as covariates to exclude the effects of participants’ general characteristics and pretest scores. The intervention group had outscored the control group on interest in a global health career and the necessity of GHE and also showed significantly higher posttest scores on global competence, global citizenship, and global health competence. Students were generally satisfied with the GHE program.
Conclusion
A global health competency-based GHE program effectively increases medical students’ interest in global health careers, their understanding of the need for GHE, and their global competence, global citizenship, and global health competence. This study is expected to promote GHE program development and research.

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Self-Efficacy–Based Leader Development Program to Address Loneliness in Older Adults
Thanida Nilamphachat, Farkjit Rattanapanyakorn, Wachira Suriyawong, Tharadol Rodkaeo, Decha Tamdee, Rukchanok Koshakri, Theerachol Satsin, Natsuda Khatichop, Nuth Graipaspong, Sasiri Tangsasom, Panawat Sanprakhon
Journal of Gerontological Nursing.2026; 52(7): 18. CrossRef
A bibliometric analysis of global health curriculum teaching models: Current status, hotspots, and trends in higher education between 2014 and 2024
Beiran Qian, Yuxuan Li, Bin Wu, Yutong Lu, Kun Tang
Global Health Research and Policy.2026; 11(1): 59. CrossRef
Design, development and validation of the “START CBME” module: a foundational program to acquaint first-year medical students with competency-based medical education
Krishna Mohan Surapaneni
Journal of Medical Education Development.2025; 18(3): 145. CrossRef
A Quasi-Experimental Assessment of Student Self-Efficacy in Professional Skills Following a Competency-Based Graduate Program Redesign
Monideepa B. Becerra, Salome K. Mshigeni, Marwa Ahmad, Robert M. Avina
Pedagogy in Health Promotion.2025;[Epub] CrossRef

4,580 View
132 Download
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4 Scopus

Identifying teaching competencies for medical residents using a modified Delphi method: Tadayuki Hashimoto, Makoto Kikukawa; Korean J Med Educ 2024;36(1):51-63.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.284

Abstract
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Purpose
This study aimed to identify the teaching competencies of medical residents.
Methods
A modified Delphi study was conducted from January to March 2017. Twenty-four panelists (six medical educators, program directors, chief residents, and residents each) from various facilities in Japan participated in the study. The consensus criterion for this study was that more than 80% of the panelists gave a rating of 6 or higher on the 7-point Likert scale (“not at all important” to “extremely important”) without any comments. The modified Delphi approach resulted in a list of 27 resident teaching competencies after three rounds. These competencies were categorized based on Harden and Crosby’s 12 roles of medical teachers.
Results
Our study revealed that, of the 12 roles, residents were primarily viewed as “clinical or practical teachers,” “teaching role models,” “on-the-job role models,” “learning facilitators,” and “student assessors.”
Conclusion
The 27 resident teaching competencies indicate the importance of educational proximity for residents as teachers. It is expected that this finding will contribute to competency-based resident-as-teacher education.

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A Longitudinal Competency-Based Residents-As-Teachers Online Program: A Pilot Study Across Multiple Medical Specialties
Shunsuke Kosugi, Tadayuki Hashimoto, Makoto Kikukawa
Journal of Medical Education and Curricular Development.2026;[Epub] CrossRef

5,794 View
128 Download
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Medical Education in an Asian Context

Evaluation of the public health clinical rotation in medical school: a qualitative case study design: Pariawan Lutfi Ghazali, Sani Rachman Soleman; Korean J Med Educ 2023;35(1):93-102.
Published online February 28, 2023; DOI: https://doi.org/10.3946/kjme.2023.252

Abstract
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Public health clinical rotation in the Faculty of Medicine, Universitas Islam Indonesia, was conducted in Puskesmas (community health center). This study aims to evaluate the public health clinical rotation in Puskesmas, part of the clinical clerkship of the Faculty of Medicine, Universitas Islam Indonesia. Several concerns have been highlighted regarding the implementation of clinical rotations in public health in Puskesmas. A briefing session before placement in the village must be coherent with a guidebook. The placement of students in the village was based on community health issues determined by the Puskesmas supervisor. Priority in the curriculum was given to converting the alertness village (Desa Siaga) into a Program Indonesia Sehat–Pendekatan Keluarga (Healthy Indonesia Program–Family Education) program throughout implementation. Moreover, scheduling after four major clinical programs was difficult, and the writing of reports served as a guide for establishing the correct format. Therefore, the objective of the evaluation was to assess knowledge, skill, and psychomotor, and the burden of assignment in Puskesmas was difficult to accomplish a primary task in the community.

4,321 View
109 Download
2 Scopus

Original Research

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
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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
BMC Medical Education.2025;[Epub] CrossRef
Evaluating the Strengths and Barriers of Competency-Based Education in the Health Professions
Jennie B. Jarrett, Abigail T. Elmes, Eden Keller, Cindy D. Stowe, Kimberly K. Daugherty
American Journal of Pharmaceutical Education.2024; 88(6): 100709. CrossRef
Teaching-learning behavior in medicine according to students’ perspective: what most influences academic achievement?
Mia Kusmiati, Susanti Dharmmika, Asri Maharani Dewi
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Zhi Ling Ng, Hazwan Mat Din, Nor Fadhlina Zakaria, Liyana Najwa Inche Mat, Wan Zul Haikal Wan Zukiman, Anim Md Shah, Ummi Nadira Daut, Hakimah Mohammad Sallehuddin
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216 Download
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6 Scopus

Short Communication

Developing a core competency model for translational medicine curriculum: Hyun Bae Yoon, Do Joon Park, Jwa-Seop Shin, Curie Ahn; Korean J Med Educ 2018;30(3):243-256.
Published online August 27, 2018; DOI: https://doi.org/10.3946/kjme.2018.99

Abstract
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Purpose
This study aimed to develop a core competency model for translational medicine curriculum in the Korean graduate education context.
Methods
We invited specialists and key stakeholders to develop a consensus on a core competency model. The working group composed of 17 specialists made an initial draft of a core competency model based on the literature review. The initial draft was sent to the survey group by email to ask whether they agreed or disagreed with each core competency. The working group simplified, merged, or excluded the competencies that received less than 80% agreement among the 43 survey respondents. The working group also reorganized the order of the domains and competencies based on the survey results, and clustered the domains into four major areas.
Results
The final core competency model has four areas, 12 domains, and 34 core competencies. The major areas are theory-based problem assessment and formulation, study design and measurement, study implementation, and literature review and critique.
Conclusion
This new core competency model will provide guidance for the competency based education of translational medicine in Korea.

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Qi-shun Wu, Lin Wang, Gui-rui Sang
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Xin Wang, Shuang Zhao, Han Yang, Miao Miao, Siwei An, Wenbing Yao
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Physician–Scientist Training System and Development Strategies in Korea
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10 Scopus

Original Research

Comparison of competency level of medical, non-medical students and its relevance for admission policy: Eunbae B. Yang; Korean J Med Educ 2018;30(3):219-227.
Published online August 27, 2018; DOI: https://doi.org/10.3946/kjme.2018.96

Abstract
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Purpose
This study aims to analyze the competency of medical students and its relevance for admission policy in medical schools.
Methods
This study examined the competency of 63 medical students from the 6-year program (group A) and 41 medical students from the 4-year program (group B) at Yonsei University using the Korea Collegiate Essential Skills Assessment (KCESA). The competency of groups A and B were compared to the corresponding competency levels of non-medical students (groups C and D). Group C is freshmen and D is senior students in universities. The KCESA is computer-based ability test composed of 228 items. The competency of participants were calculated on a T-scores (mean=50, standard deviation=10) based on KCESA norm-references. We conducted independent t-test for group comparisons of competency levels.
Results
There are no differences in competency levels between groups A and B. Compared with the non-medical students (group B), the medical students showed a significantly stronger ability to use resources, information-technology and higher-order thinking. In the comparison between groups B and D, medical students showed lower levels of self-management, interpersonal, and cooperative skills.
Conclusion
The cognitive ability serves as an important indicator for the decision on admission to a basic medical education program. The efforts should be made to foster the competency that medical students have been found to lack, such as self-management, interpersonal, and cooperative skills. The admission committee should assess the cognitive and non-cognitive competency of applicants in a balanced manner.

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University Admission Test Associates with Academic Performance at the End of Medical Course in a PBL Medical Hybrid Curriculum

Reinaldo B Bestetti, Lucélio B Couto, Priscila Roncato-Paiva, Gustavo S Romão, Milton Faria, Rosemary Aparecida Furlan-Daniel, Tufik José Magalhães Geleilete, Salim Demetrio Jorge-Neto, Fernanda Porfirio de Mendonça, Marcelo Engracia Garcia, Marina Toledo
Advances in Medical Education and Practice.2020; Volume 11: 579. CrossRef

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132 Download
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1 Scopus

Review Article

Understanding uncertainty in medicine: concepts and implications in medical education: Kangmoon Kim, Young-Mee Lee; Korean J Med Educ 2018;30(3):181-188.
Published online August 27, 2018; DOI: https://doi.org/10.3946/kjme.2018.92

Abstract
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In an era of high technology and low trust, acknowledging and coping with uncertainty is more crucial than ever. Medical uncertainty has been considered an innate feature of medicine and medical practice. An intolerance to uncertainty increases physicians’ stress and the effects of burnout and may be a potential threat to patient safety. Understanding medical uncertainty and acquiring proper coping strategies has been regarded to be a core clinical competency for medical graduates and trainees. Integrating intuition and logic and creating a culture that acknowledges medical uncertainty could be suggested ways to teach medical uncertainty. In this article, the authors describe the concepts of medical uncertainty, its influences on physicians and on medical students toward medical decision making, the role of tolerance/intolerance to uncertainty, and proposed strategies to improve coping with medical uncertainty.

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Short communication

Medical students interact with multicultural patients to learn cultural diversity: HyeRin Roh, Lauren Nirta; Korean J Med Educ 2018;30(2):161-166.
Published online May 30, 2018; DOI: https://doi.org/10.3946/kjme.2018.91

Abstract
PDF

Purpose
The aim was to present our experiences implementing a cultural diversity (CD) education program.
Methods
The authors held a 4-hour CD class for third-year medical students. The aim of the class was to facilitate students to realize and reflect on the importance of CD on healthcare delivery in Korea. The class was comprised of an orientation about CD in Korea, physicians and multicultural guests sharing their experiences with students, small group discussion, and Q&A panel with multicultural guests. Students provided written feedback for program evaluation. Authors classified their comments qualitatively.
Results
Students mostly responded positively to the class with a significant focus on interacting with the multicultural guests. Students realized the significance of CD in healthcare and reflected deeply on their discussion with the multicultural patients. Students needed more time to interact with multicultural guests from a greater range of cultures represented in Korea. Most did not need English interpretation.
Conclusion
The aim of the class was achieved. Medical students’ interaction with multicultural patients may promote the students’ understanding and reflection about CD in health care.

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Medical Education in an Asian Context

Developing the Korean Association of Medical Colleges graduate outcomes of basic medical education based on “the role of Korean doctor, 2014”: Min Jeong Kim, Young-Mee Lee, Jae Jin Han, Seok Jin Choi, Tae-Yoon Hwang, Min Jeong Kwon, Hyouk-Soo Kwon, Man-Sup Lim, Won Min Hwang, Min Cheol Joo, Jong-Tae Lee, Eunbae B. Yang; Korean J Med Educ 2018;30(2):79-89.
Published online May 30, 2018; DOI: https://doi.org/10.3946/kjme.2018.83

Abstract
PDF

The Korean Association of Medical Colleges (KAMC) developed graduate outcomes based on “The role of Korean doctor, 2014” to serve as guidelines regarding outcome-based education in Korea. The working group in this study analyzed 65 competencies proposed in “The role of Korean doctor, 2014” according to the developmental principle that certain outcomes should be demonstrated at the point of entry into the graduate medical education. We established 34 competencies as “preliminary graduate outcomes” (PGOs). The advisory committee consisted of 11 professors, who reviewed the validity of PGOs. Ultimately, a total of 19 “revised graduate outcomes” (RGOs) were selected. We modified the RGOs based on opinions from medical schools and a public hearing. In November 2017, the KAMC announced the “graduate outcomes for basic medical education,” which serves as a guide for basic medical education for the 40 medical schools throughout Korea. Medical schools can expand the graduate outcomes according to their educational goals and modify them according to their own context. We believe that graduate outcomes can be a starting point for connecting basic medical education to graduate medical education.

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Review Article

A primer on entrustable professional activities: Olle ten Cate; Korean J Med Educ 2018;30(1):1-10.
Published online February 28, 2018; DOI: https://doi.org/10.3946/kjme.2018.76

Abstract
PDF

Entrustable professional activities (EPAs) have become a popular topic within competency-based medical education programs in many countries and hundreds of publications within only a few years. This paper was written to introduce the ins and outs of EPAs. After a brief historical overview, the rational of EPAs, as a bridge between a competency framework and daily clinical practice, is explained. Next, entrustment decision-making as a form of assessment is elaborated and framework of levels of supervision is presented. For readers interested to apply the concept in practice a stepwise approach to curriculum development is proposed. The paper concludes with an overview of the state of the art of working with EPAs in across disciplines, professions and countries.

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Journal of Continuing Education in the Health Professions.2026;[Epub] CrossRef
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Journal of Innovation in Polytechnic Education.2026; 8(3): 13. CrossRef
Medication-related examination questions in clinical courses within undergraduate medical education
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European Journal of Clinical Pharmacology.2026;[Epub] CrossRef
Well, How Did We Get Here? The Current State of Pediatric Endocrinology
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BMC Medical Ethics.2026;[Epub] CrossRef
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JMIR Medical Education.2026; 12: e105347. CrossRef
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How to Conduct Usability Testing of Medical Education Simulations: Methods Tutorial Using a Telemedicine Simulation for Maternal Care
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JMIR Medical Education.2026; 12: e102697. CrossRef
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AEM Education and Training.2026;[Epub] CrossRef
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Journal of Dental Education.2025; 89(8): 1227. CrossRef
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Heart & Lung.2025; 69: 155. CrossRef
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Acta Ophthalmologica.2025; 103(4): 404. CrossRef
Integrating and Assessing Entrustable Professional Activities in Doctor of Pharmacy Curricula
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American Journal of Pharmaceutical Education.2025; 89(3): 101364. CrossRef
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Public Health Forum.2025; 33(1): 48. CrossRef
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European Urology Open Science.2025; 73: 71. CrossRef
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Nutrition & Dietetics.2025; 82(5): 487. CrossRef
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Journal of the Colleges of Medicine of South Africa.2025;[Epub] CrossRef
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Helen L Edwards, Lindsey M Pope, Sophie Park, Rachel Allan, Jayne Cullen, Rachel Lindley, Farazi Virk, Jane Kirby
Education for Primary Care.2025; 36(6): 260. CrossRef
Bridging competence and practice: The role of Entrustable Professional Activities (EPAs) in optometric education
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Military Medicine.2025; 190(Supplement): 51. CrossRef
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Journal of Surgical Education.2025; 82(12): 103679. CrossRef
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Frontiers in Public Health.2025;[Epub] CrossRef
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BMC Primary Care.2025;[Epub] CrossRef
Entrustable professional activity–aligned workplace-based assessments in the emergency department: perceptions of emergency medicine residents and assessors
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Clinical and Experimental Emergency Medicine.2025; 12(4): 391. CrossRef
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Arvie Vitente, Carmina Rafael, Rolando Lazaro
Philippine Journal of Physical Therapy.2025; 4(3): 1. CrossRef
South Africa celebrates 15 years of clinical associates
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JAAPA.2024; 37(2): 1. CrossRef
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Medical Teacher.2024; 46(10): 1328. CrossRef
Cardiac Critical Care Fellowship Training in the United States and Canada: Pediatric Cardiac Intensive Care Society-Endorsed Subcompetencies to the 2022 Entrustable Professional Activities*
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Pediatric Critical Care Medicine.2024; 25(6): e303. CrossRef
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Heart, Lung and Circulation.2024; 33(7): 1067. CrossRef
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Academic Pathology.2024; 11(2): 100111. CrossRef
Clinical supervisors’ experience of a first-time application of entrustable professional activities in clinical supervision of medical students: findings from a Swedish pilot study
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BMC Medical Education.2024;[Epub] CrossRef
American Dental Education Association Compendium Entrustable Professional Activities Workgroup report
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Journal of Dental Education.2024; 88(5): 639. CrossRef
Results of a Competency-Based Approach to Prepare General Educators to Effectively Include Students with Disabilities
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Research in Social and Administrative Pharmacy.2024; 20(9): 918. CrossRef
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Marcia L. Costa, Maria Albertina Santiago Rego, Flavia Cardoso Rodrigues, Sandy S. Pinheiro, Marcela O. Deus, Alexandre S. Moura
Jornal de Pediatria.2024; 100(6): 627. CrossRef
Integration of Entrustable Professional Activities in a Competency-Based Clinical Assessment Tool in a Nurse Practitioner Program
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Nurse Educator.2024; 49(5): 241. CrossRef
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Perspectives on Medical Education.2024; 13(1): 431. CrossRef
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Journal of Dental Sciences.2024; 19: S128. CrossRef
International Delphi study on developing entrustable professional activities (EPAs) for master’s learners in health professions education
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BMC Medical Education.2024;[Epub] CrossRef
Trainees’ Perspectives on the Next Era of Assessment and Precision Education
Kayla Marcotte, Jose A Negrete Manriquez, Maya Hunt, Maxwell Spadafore, Kenneth H Perrone, Christine Yang Zhou
Academic Medicine.2024; 99(Supplement): S25. CrossRef
Entrustable Professional Activities for MD Biochemistry: A Primer
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Indian Journal of Medical Biochemistry.2024; 29(1): 34. CrossRef
Current context and evaluation of medical residency programs: experience of six Brazilian Medical Societies
GERSON ALVES PEREIRA JÚNIOR, RAMIRO COLLEONI NETO, JAIR GIAMPANI JÚNIOR, JORGE CARVALHO GUEDES, REGINALDO RAIMUNDO FUJITA, ADRIANO FERNANDO MENDES JÚNIOR, GUSTAVO SALATA ROMÃO, LUCAS NEPOMUCENO BARROS, LUIZ ALONSO DAVID, PAULO FERNANDO CONSTANCIO DE SOUZA
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Viewing Readiness-for-Residency through Binoculars: Mapping Competency-Based Assessments to the AAMC’s 13 Core Entrustable Professional Activities (EPAs)
Kinga L. Eliasz, Michael W. Nick, Sondra Zabar, Lynn Buckvar-Keltz, Grace M. Ng, Thomas S. Riles, Adina L. Kalet
Teaching and Learning in Medicine.2023; 35(4): 436. CrossRef
Pediatric Emergency Medicine Fellowship Program Directors' Viewpoint
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Pediatric Emergency Care.2023; 39(8): 574. CrossRef
Educational impact and recommendations from implementation of student-led clinical trial recruitment: a mixed-methods study
Aya M Riad, William A Cambridge, David Henshall, Heather McAdam, Thomas M Drake, Cameron J Fairfield, Stephen R Knight, Alessandro Sgrò, Catherine Shaw, James C Glasbey, Mark A Potter, Ewen M Harrison, Kenneth A McLean
Postgraduate Medical Journal.2023; 99(1171): 484. CrossRef
Vom Lernziel zur Prüfung: Constructive Alignment in der Aus- und Weiterbildung
Tobias Albrecht, Marcus Neudert, Christian Offergeld
Laryngo-Rhino-Otologie.2023; 102(01): 55. CrossRef
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American Journal of Gastroenterology.2023; 118(5): 855. CrossRef
What to know about 2.0: Revisions to the pediatric emergency medicine milestones
Selin T. Sagalowsky, Sherri L. Rudinsky, James M. Gray, Laura Edgar
AEM Education and Training.2023;[Epub] CrossRef
Entrustable professional activities of graduate accredited General Medical Sonographers in Australia – Industry perceptions
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Journal of Medical Radiation Sciences.2023; 70(3): 229. CrossRef
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Wei-Shu Lai, Li-Chen Liu, Hsing-Mei Chen, Anastasia Anna
Nurse Education Today.2023; 126: 105812. CrossRef
Intersectional Identities: Making Sense of Skill Development on Clinical Placements
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American Journal of Pharmaceutical Education.2023; 87(5): 100050. CrossRef
Autonomy Is Desired, Entrustment Is What Matters
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Hospital Pediatrics.2023; 13(6): e150. CrossRef
A Program of Assessment Model for Point-of-Care Ultrasound Training for Pediatric Critical Care Providers: A Comprehensive Approach to Enhance Competency-Based Point-of-Care Ultrasound Training
Ivanna Natasha Maxson, Erik Su, Kyle A. Brown, M. Hossein Tcharmtchi, Sarah Ginsburg, Vidit Bhargava, Jesse Wenger, Gabriela I. Centers, Kiyetta H. Alade, Stephanie K. Leung, Sharada H. Gowda, Saul Flores, Alan Riley, Satid Thammasitboon
Pediatric Critical Care Medicine.2023; 24(11): e511. CrossRef
Correlation of Performance on ENTRUST and Traditional Oral Objective Structured Clinical Examination for High-Stakes Assessment in the College of Surgeons of East, Central, and Southern Africa
Cara A Liebert, Edward F Melcer, Hyrum Eddington, Amber Trickey, Samuel Shields, Melissa Lee, James R Korndorffer, Abebe Bekele, Sherry M Wren, Dana T Lin
Journal of the American College of Surgeons.2023; 237(1): 117. CrossRef
Entrustable Professional Activities (EPAs) for the residency program in vascular surgery
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Jornal Vascular Brasileiro.2023;[Epub] CrossRef
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Jornal Vascular Brasileiro.2023;[Epub] CrossRef
Continuing Professional Development – Medical Imaging

Journal of Medical Radiation Sciences.2023; 70(3): 353. CrossRef
Only as Strong as the Weakest Link: Resident Perspectives on Entrustable Professional Activities and Their Impact on Learning
Eusang Ahn, Kori A. LaDonna, Jeffrey M. Landreville, Rawad Mcheimech, Warren J. Cheung
Journal of Graduate Medical Education.2023; 15(6): 676. CrossRef
A Transparent Curriculum Design and Capability-Based Assessment Portfolio Facilitates Self-Directed Learning
Catherine M. Dean, Hayley Harris, Hugh P. McNeil, Chris Hughes
Education Sciences.2023; 14(1): 29. CrossRef
Presenting the case for implementing entrustable professional activities (EPA) in Sport and Exercise Sciences teaching: Application and alignment to develop student competencies
Eddie J. Bradley, Lisa Board, David Archer, Mikeala Morgans
Journal of Hospitality, Leisure, Sport & Tourism Education.2022; 31: 100376. CrossRef
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Journal of Medical Education and Curricular Development.2022;[Epub] CrossRef
Developing entrustable professional activities for doctoral graduates in health professions education: obtaining a national consensus in Iran
Reza Zaeri, Roghayeh Gandomkar
BMC Medical Education.2022;[Epub] CrossRef
Applying Entrustable professional activities to prescription verification activities in two skills-based laboratory courses
Emily A. Miller, Tosin David, Rachel A. Koenig, Laura Frankart, Lauren M. Caldas
Currents in Pharmacy Teaching and Learning.2022; 14(7): 892. CrossRef
Development of entrustable professional activities for advanced practice nurses education
Wentao Zhou, Chee Lien Poh, Huay Lian Chan, Shefaly Shorey
Nurse Education Today.2022; 116: 105462. CrossRef
A novel multimodal needs assessment to inform the longitudinal education program for an international interprofessional critical care team
Heyi Li, Yuqiang Sun, Amelia Barwise, Wenjuan Cui, Yue Dong, Aysun Tekin, Qingzhong Yuan, Lujun Qiao, Ognjen Gajic, Alexander Niven
BMC Medical Education.2022;[Epub] CrossRef
Comparison of a dichotomous versus trichotomous checklist for neonatal intubation
Lindsay Johnston, Taylor Sawyer, Akira Nishisaki, Travis Whitfill, Anne Ades, Heather French, Kristen Glass, Rita Dadiz, Christie Bruno, Orly Levit, Marc Auerbach
BMC Medical Education.2022;[Epub] CrossRef
Entrustable Professional Activities in Clinical Education
Catherine Corrigan, Katherine Moran, Karen Kesten, Dianne Conrad, Amy Manderscheid, Sarah L. Beebe, Elizabeth Pohl
Nurse Educator.2022; 47(5): 261. CrossRef
Entrustable professional activities in nursing education: a scoping review protocol
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BMJ Open.2022; 12(10): e061451. CrossRef
Evaluation of entrustable professional activities and competency assessment in sport and exercise sciences in higher education: Student perceptions of the impact on learning
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Journal of Hospitality, Leisure, Sport & Tourism Education.2022; 31: 100402. CrossRef
Entrustable professional activities for Junior Brazilian Medical Students in community medicine
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BMC Medical Education.2022;[Epub] CrossRef
The Role of Entrustable Professional Activities in Competency-based Medical Education for Anesthesiology Residents: A Pilot Phase
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Anesthesiology and Pain Medicine.2022;[Epub] CrossRef
The recommended description of an entrustable professional activity: AMEE Guide No. 140
Olle Ten Cate, David R. Taylor
Medical Teacher.2021; 43(10): 1106. CrossRef
Entrustable Professional Activities in Hematopathology Pathology Fellowship Training: Consensus Design and Proposal
Kristie White, Julianne Qualtieri, Elizabeth L. Courville, Rose C. Beck, Bachir Alobeid, David R. Czuchlewski, Julie Teruya-Feldstein, Lorinda A. Soma, Sonam Prakash, Dita Gratzinger
Academic Pathology.2021; 8: 2374289521990823. CrossRef
Entrustability levels of general internal medicine residents
Mostafa Dehghani Poudeh, Aeen Mohammadi, Rita Mojtahedzadeh, Nikoo Yamani
BMC Medical Education.2021;[Epub] CrossRef
It does not have to be either or! Assessing competence in medicine should be a continuum between an analytic and a holistic approach
Thomas Rotthoff, Martina Kadmon, Sigrid Harendza
Advances in Health Sciences Education.2021; 26(5): 1659. CrossRef
A patient expectations questionnaire for determining criteria for entrustment decisions
Carlos El-Haddad, Iman Hegazi, Wendy Hu
Medical Teacher.2021; 43(9): 1031. CrossRef
Entrustable professional activities framework for assessment in predoctoral dental education, developed using a modified Delphi process
Vidya Ramaswamy, Mark Fitzgerald, Theodora Danciu, Romesh Nalliah, Tracy de Peralta, Stephanie M. Munz, Carol Anne Murdoch‐Kinch
Journal of Dental Education.2021; 85(8): 1349. CrossRef
Development of entrustable professional activities for a physiotherapy undergraduate programme in Singapore
Rahizan Zainuldin, Hai Yang Tan
Physiotherapy.2021; 112: 64. CrossRef
Entrustable Professional Activities in Orthopaedics
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JBJS Open Access.2021;[Epub] CrossRef
Development of undergraduate nursing entrustable professional activities through using a participatory design approach
Modi Al-Moteri, Hanan A.M Youssef, Ahmed AbdElbagy Ibrahim Elryah, Ruba W.H Yaseen, Farzana Begum, Widad Ibrahim Abdelgadir, Mohammed Al Malki
Journal of Professional Nursing.2021; 37(4): 741. CrossRef
AfHNS fellowship: Model to improve access to head and neck cancer care in Africa and developing countries
Johannes J. Fagan, Jeff Otiti, Paul A. Onakoya, Evelyne Diom, Anna Konney, Melesse Gebeyehu, Joyce Aswani, Kenneth Baidoo, Wayne M. Koch
Head & Neck.2021; 43(10): 2907. CrossRef
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Anesthesiology and Pain Medicine.2021;[Epub] CrossRef
Competences in the training of nurses to assist the airway of adult patients in urgency and emergency situations
Fernanda Berchelli Girão Miranda, Gerson Alves Pereira-Junior, Alessandra Mazzo
Revista Latino-Americana de Enfermagem.2021;[Epub] CrossRef
Entrustment in physician-patient communication: a modified Delphi study using the EPA approach
Ayesha Younas, Rehan Ahmed Khan, Raheela Yasmin
BMC Medical Education.2021;[Epub] CrossRef
Development of the Proposed 13 Entrustable Professional Activities for Physician Assistant Graduates
Shekitta Acker, Ashley Noelke, Michael Huckabee, Katie M. Rieck
The Journal of Physician Assistant Education.2021; 32(4): 232. CrossRef
Resident evaluations in the age of competency-based medical education: faculty perspectives on minimizing burdens
Jessica E. Rabski, Ashirbani Saha, Michael D. Cusimano, FRCSC DABNS
Journal of Neurosurgery.2021; 135(3): 949. CrossRef
Development and inclusion of an entrustable professional activity (EPA) scale in a simulation-based medicine dispensing assessment
Hayley Croft, Conor Gilligan, Rohan Rasiah, Tracy Levett-Jones, Jennifer Schneider
Currents in Pharmacy Teaching and Learning.2020; 12(2): 203. CrossRef
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M. Wijnen-Meijer, M. Gartmeier, P. O. Berberat
HNO.2020; 68(4): 231. CrossRef
Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach
Muhammad Zafar Iqbal, Karen D. Könings, Mohamed Al-Eraky, Mona Hmoud AlSheikh, Jeroen J. G. van Merrienboer
Medical Education Online.2020; 25(1): 1694309. CrossRef
Students’ perceptions of learning environment and their leisure-time exercise in medical school: Does sport background matter?
Oksana Babenko, Amber Mosewich, Janelle Sloychuk
Perspectives on Medical Education.2020; 9(2): 92. CrossRef
Learning to manage uncertainty: supervision, trust and autonomy in residency training
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Medical education in an Asian context

Playing to our human strengths to prepare medical students for the future: Julie Chen; Korean J Med Educ 2017;29(3):193-197.
Published online August 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.65

Abstract
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We are living in an age where artificial intelligence and astounding technological advances are bringing truly remarkable change to healthcare. Medical knowledge and skills which form the core responsibility of doctors such as making diagnoses may increasingly be delivered by robots. Machines are gradually acquiring human abilities such as deep learning and empathy. What, then is the role of doctors in future healthcare? And what direction should medical schools be taking to prepare their graduates? This article will give an overview of the evolving technological landscape of healthcare and examine the issues undergraduate medical education may have to address. The experience at The University of Hong Kong will serve as a case study featuring several curricular innovations that aim to empower medical graduates with the capabilities to thrive in the future.

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Original Article

North Korean refugee doctors' preliminary examination scores: Sung Uk Chae, Jeong Hee Yang, Joon Seop Hyun, June Hee Kim, Seok Hoon Kang; Korean J Med Educ 2016;28(4):373-380.
Published online December 1, 2016; DOI: https://doi.org/10.3946/kjme.2016.42

Abstract
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Purpose
Although there have been studies emphasizing the re-education of North Korean (NK) doctors for post-unification of the Korean Peninsula, study on the content and scope of such re-education has yet to be conducted. Researchers intended to set the content and scope of re-education by a comparative analysis for the scores of the preliminary examination, which is comparable to the Korean Medical Licensing Examination (KMLE).
Methods
The scores of the first and second preliminary exams were analyzed by subject using the Wilcoxon signed rank test. The passing status of the group of NK doctors for KMLE in recent 3 years were investigated. The multiple-choice-question (MCQ) items of which difficulty indexes of NK doctors were lower than those of South Korean (SK) medical students by two times of the standard deviation of the scores of SK medical students were selected to investigate the relevant reasons.
Results
The average scores of nearly all subjects were improved in the second exam compared with the first exam. The passing rate of the group of NK doctors was 75%. The number of MCQ items of which difficulty indexes of NK doctors were lower than those of SK medical students was 51 (6.38%). NK doctors’ lack of understandings for Diagnostic Techniques and Procedures, Therapeutics, Prenatal Care, and Managed Care Programs was suggested as the possible reason.
Conclusion
The education of integrated courses focusing on Diagnostic Techniques and Procedures and Therapeutics, and apprenticeship-style training for clinical practice of core subjects are needed. Special lectures on the Preventive Medicine are likely to be required also.

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Shin Ha, Hui Ran Choi, Jong Koo Lee, Yo Han Lee
Journal of Continuing Education in the Health Professions.2019; 39(2): 112. CrossRef
From Jeongseong to “Three-Minute Care”: Healthcare Transitions in North Korea and the Cultural Adjustment of North Korean Refugee Doctors in South Korea
박영수, 박상민, Hae Won Lee
Korea Journal.2017; 57(4): 118. CrossRef

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3 Scopus

Program director and resident perspectives of a competency-based medical education anesthesia residency program in Canada: a needs assessment: Sylvain Boet, Ashlee-Ann E. Pigford, Viren N. Naik; Korean J Med Educ 2016;28(2):157-168.
Published online February 25, 2016; DOI: https://doi.org/10.3946/kjme.2016.20

Abstract
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Purpose
In July 2015, the University of Ottawa introduced a competency-based medical education (CBME) postgraduate program for anesthesia. Prior to program implementation, this study aimed to identify Canadian anesthesiology program directors perceptions of CBME and residents’ opinion on how the program should be designed and perceived consequences of CBME.
Methods
This two-phase, qualitative study included semi-structured interviews with Canadian anesthesia program directors (Phase I) and a focus group interview with residents enrolled in the University of Ottawa time-based anesthesia program (Phase II). Both phases sought to gauge participant’s perceptions of CBME. Interviews were recorded, transcribed verbatim and thematically analyzed.
Results
Data was combined to protect anonymity of the six participants (three program directors and three residents). Participants spoke about the perceived advantages of CBME, the need to establish definitions, and challenges to a CBME program highlighting logistical factors, implications for trainees and the role assessment plays in CBME.
Conclusion
These findings will inform CBME implementation strategies in anesthesia programs across the country, and may assist other residency programs in the design of their programs. Furthermore, our findings may help identify potential challenges and issues that other postgraduate specialties may face as they transition to a CBME model.

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22 Scopus

Case Report

Development of a portfolio for competency-based assessment in a clinical clerkship curriculum: HyeRin Roh, Jong-Tae Lee, Yoo Sang Yoon, Byoung Doo Rhee; Korean J Med Educ 2015;27(4):321-327.
Published online December 1, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.4.321

Abstract
PDF

The purpose of this report was to describe our experience in planning and developing a portfolio for a clinical clerkship curriculum. We have developed a portfolio for assessing student competency since 2007. During an annual workshop on clinical clerkship curricula, clerkship directors from five Paik hospitals of Inje University met to improve the assessment of the portfolio. We generated templates for students to record their activities and reflection and receive feedback. We uploaded these templates to our school’s website for students to download freely. Annually, we have held a faculty development seminar and a workshop for portfolio assessment and feedback. Also, we established an orientation program on how to construct a learning portfolio for students. Future actions include creating a ubiquitous portfolio system, extending the portfolio to the entire curriculum, setting up an advisor system, and managing the quality of the portfolio. This study could be helpful for medical schools that plan to improve their portfolio assessment with an outcome-based approach.

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Danbi Lee, Miryoung Song, Yonghwan Kim, Yon Chul Park
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Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava
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1 Scopus

Original Article

Development of Task-Based Learning Outcomes according to Clinical Presentations for Clinical Clerkships: HyeRin Roh, Byoung Doo Rhee, Jong Tae Lee, Sang Kyun Bae; Korean J Med Educ 2012;24(1):31-37.
Published online March 31, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.1.31

Abstract
PDF

PURPOSE
The aim of the study was to introduce our experience of establish task-based learning outcomes for core clinical clerkships.
METHODS
We first define our educational goal and objectives of the clinical clerkship curriculum according to knowledge, cognitive function and skill, and attitude. We selected clinical presentations and related diseases with expert panels and allocated them to core clinical departments. We classified doctor's tasks into 6 categories: history taking, physical examination, diagnostic plan, therapeutic plan, acute and emergent management, and prevention and patient education. We described learning outcomes by task using behavioral terms.
RESULTS
We established goals and objectives for students to achieve clinical competency on a primary care level. We selected 75 clinical presentations and described 377 learning outcomes.
CONCLUSION
Our process can benefit medical schools that offer outcome-based medical education, especially for clinical clerkships. To drive effective clerkships, a supportive system including assessment and faculty development should be implemented.

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New Challenges for Korean Medical Education: Enhancing Students’ Abilities to Deal with Uncertain Ill‐Defined Problems
Ikseon Choi, Bo Young Yoon
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Jong-Tae Lee, Byoung Doo Rhee, Hye Rin Roh
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Eun Kyung Chung
Korean Journal of Medical Education.2012; 24(1): 1. CrossRef

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Effect of Practice based Program for Procedural Skills: Hye Rin Roh, Jun Hwi Cho, Jeong Hyun Kim, Jun-Sik Cho, Jun Yeon Won, Sang Uk Woo, Sung Joon Cho; Korean J Med Educ 2006;18(2):203-216.
Published online August 31, 2006; DOI: https://doi.org/10.3946/kjme.2006.18.2.203

Abstract
PDF

PURPOSE
To evaluate the educational effectiveness of practice-based program for procedural skills at Kangwon National University College of Medicine.
METHODS
In 2005, we conducted the training program composed of 19 procedural skills for third-year medical students during their first semester clerkship. The 14-week training used simulation models and was held for 3 hours per week, one hour for didactic session and 2 hours for practical exercise. A lecture was given only for wound dressing. OSCE, consisting of four 5-minute stations, was administered to analyze the students' achievement. 53 third-year students were given a survey following skills training and OSCE.
RESULTS
Most students reported that the practice-based program was interesting and helpful in learning procedural skills. Students preferred practice to didactic medium. Students were satisfied with the faculty's instruction, but suggested that the training should be providedprior to clerkship. OSCE had an overall reliability coefficient (Cronbach's alpha) of 0.78. The mean score in the dressing case was lower than those in other cases.
CONCLUSION
The practice-based program for procedural skills was effective in motivating students' learning as well as improving theirtechnical skills. Self-directed exercises and appropriate feedback are more effective training tools than lectures.

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