Purpose This study aimed to examine the moderating effect of team-based learning (TBL) participation frequency on the relationship between medical students’ perception of the systematic management of TBL classes and their active class participation.
Methods To achieve this purpose, feedback data from 575 students who participated in TBL-based courses at Ewha Womans University College of Medicine during the second semester of the 2022 academic year and the first semester of the 2023 academic year were analyzed. Descriptive statistics, correlation analysis and moderation analysis were conducted.
Results The results of the study are as follows. First, students’ perception of systematic TBL class management showed a significant positive correlation with active class participation. Second, the frequency of TBL participation was found to play a moderating role in the relationship between the perception of systematic TBL class management and active class participation.
Conclusion This study highlights that both systematic TBL class management and the frequency of participation are key factors in promoting student engagement in medical education. Based on these findings, educational implications are discussed.
Purpose Lecture-based teaching is widely used in preclinical medical education, offering a systematic way to deliver complex information efficiently. However, its effectiveness heavily relies on the instructional behaviors of lecturers. Despite its importance, limited research has explored the specific differences between effective and ineffective teaching behaviors perceived by students. This study aims to analyze these behaviors systematically to provide actionable insights for enhancing teaching competencies.
Methods This study surveyed 92 first-year medical students to evaluate effective and ineffective teaching behaviors. A 30-item questionnaire was developed based on existing literature. Data analysis included descriptive statistics to rank teaching behaviors and chi-square tests to examine their correlations.
Results Effective behaviors included appropriate voice volume, clear pronunciation, error-free lecture materials, clear explanations of learning objectives, and humor. Ineffective behaviors were poor voice clarity, insufficient summarization, lack of follow-up session introductions, absence of online resources, and poor interaction. Significant relationships between effective and ineffective behaviors were observed in some items.
Conclusion The study highlights those effective behaviors, such as recalling prior learning, utilizing materials, and engaging students, enhance learning outcomes. Faculty development should focus on avoiding ineffective behaviors for novice faculty and reinforcing effective ones for mid-career faculty to improve teaching quality in medical education.
Purpose The purpose of this study was to identify the possible correlations of ‘satisfaction with clinical practice (SA)’ with ‘clinical learning environment (EN)’ and ‘clinical practice stress (ST).’ We searched for the mediating effect of ‘clinical practice stress’ on ‘satisfaction with clinical practice’ when the clinical learning environment influences ‘satisfaction with clinical practice.’
Methods This research investigated 208 medical and nursing students attending the school of medicine and nursing in Korea. The total number of nursing students was 135 (64.9%); 73 medical students participated (35.1%). We used the Korean-Undergraduate Clinical Education Environment in 24 questions for EN, ST scale in 24 questions, and SA scale in 10 questions. We performed measurement structural equation model analysis to identify a path of the model.
Results Medical students had significantly higher levels of ST. EN had a significant negative correlation with ST and a significant positive correlation with SA. The ST had a significant negative correlation with SA. The results of the goodness of fit index have fulfilled the criteria of goodness of fit. There was a significant mediating effect of ST on SA when EN influences SA.
Conclusion The clinical learning environment affected satisfaction with the clinical practice directly or indirectly mediated by clinical practice stress. Therefore, educational institutes should try to increase satisfaction with clinical practice by continuously monitoring and improving the clinical learning environment in addition to taking measures for decreasing the clinical practice stress.
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Purpose This study investigated the role of collective efficacy and co-regulation in terms of students’ performance during small group projects in a medical research program. The effect of collective efficacy in student performance was expected to be mediated by co-regulation.
Methods A total of 50 students who enrolled in a medical research program worked on their medical research project in small groups over a period of 9 weeks. After they had submitted their final research project reports as groups at the end of the course, the collective efficacy and co-regulation surveys were conducted online.
Results The mediation model was significant and explained 26.61% of the variance in student performance. The total effect of collective efficacy on student performance was significant and the indirect effect through co-regulation was also significant.
Conclusion These results suggest that collective efficacy influenced student performance through co-regulation in group learning contexts. Considering the fact that more and more collaborative learning now occurs in medical education, the result of this study can provide significant insights for enhancing students’ performance in small group contexts.
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Purpose This school-level longitudinal study examined 7 years of clinical performance data to determine differences (effects) in students and annual changes within a school and between schools; examine how much their predictors (characteristics) influenced the variation in student performance; and calculate estimates of the schools’ initial status and growth.
Methods A school-level longitudinal model was tested: level 1 (between students), level 2 (annual change within a school), and level 3 (between schools). The study sample comprised students who belonged to the CPX Consortium (n=5,283 for 2005~2008 and n=4,337 for 2009~2011).
Results Despite a difference between evaluation domains, the performance outcomes were related to individual large-effect differences and small-effect school-level differences. Physical examination, clinical courtesy, and patient education were strongly influenced by the school effect, whereas patient-physician interaction was not affected much.
Conclusion Student scores are influenced by the school effect (differences), and the predictors explain the variation in differences, depending on the evaluation domain.
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Purpose The purpose of this study was to determine the educational effects of intraosseous (IO) vascular access for medical students and analyze the possibility of including IO access in medical education.
Methods A before-and-after study was conducted in a course with 50 participating medical students. The course comprised a 1-hour didactic lecture and a 1-hour hands-on session with a battery-operated EZ-IO device (Vidacare Corp.) and artificial tibia. After the course, the participant skills were tested (final success rate, mean procedural time, and detailed skills) with regard to IO access. Before and after the course, the knowledge, possibility of clinical use, and adequacy of medical education on IO access were examined in a structured questionnaire.
Results The final success rate of insertion was 88% (n=44), and the mean procedural time for the first trial was 78.1±20.6 seconds. ”Combination needle with drill“ and ”proper angle during insertion“ were the procedures that were performed the best, and ”dressing on insertion site“ was the worst-performed procedure. ”Proper location of landmarks“ was the only significant skill factor that was related to the success of IO access between those who succeeded and failed (p<0.05). In the analysis of the structured questionnaire, median knowledge score, possibility for clinical use, and adequacy of IO access in medical education increased significantly after the course (p<0.01).
Conclusion The educational effect of IO access for medical students was tremendous, and the knowledge of and attitude toward IO access improved significantly after the training course. We consider IO access to be adequate for medical education in Korea.
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Scientific and humanistic aspects are integral to medicine and they must be bounded and integrated, not to suggest that one is more important than the other, or that they operate separately.In fact, the symbol of the physician, 'Caduceus' properly represents the bonding and intertwining between two forces of knowledge and wisdom or science and humanities, and as seen in the Hippocratic Oath, the humanities and the humanistic aspect of medical profession were important parts of practice thousands of years before medicine learned to use science as a new approach to acquire knowledge.
However, the advances in science and technology in the early twenty century have fostered an emphasis on knowledge and technical skills in medical education with a neglect of the traditional humane and interpersonal aspects of the practice of medicine.
Due to these concerns, for the last some 30years, there have been many attempts to improve general professional education and promote humanities curricula in medical education such as atruistic attitudes and professional behaviors that those pursuing careers in medicine should possess.
This paper briefly reviews current status of teaching medical humanities and social sciences in Korean medical schools, and discusses tasks to be coped with to further improve the medical humanities curriculum in Korea including development of effective teaching and evaluation methods.
This paper also emphasizes the importance of the role of the medical education systems such as National Licensing Medical Examination and the Medical School Accreditation System in improving the teaching of medical humanities and social sciences in Korean medical schools.
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PURPOSE This study is a descriptive research comparing the awareness of medical residents' power style, communication type and organizational effectiveness in nurses and technologists. METHODS: A standardized survey questionnaire was sent to 288 nurses, 85 radiological technologists, and 107 medical technologists working at 4 university hospitals in a metropolitan area. Collected data were analyzed using statistical methods including 2-test, t-test, ANOVA, and Pearson correlation. RESULTS: There was a noticeable difference between the nurses and the technologists in their awareness of medical residents' power style and communication type. Power style and communication type correlates significantly with job satisfaction and organizational commitment. When residents exercised coercive power, downward communication took place between the residents and nurses and technologists. It also affected the overall amount of communication, job satisfaction and organizational commitment. CONCLUSION: To ensure active communication between medical residents and other allied health professionals and to promote mutually satisfying relationships, open and active communication channels should be provided. Communication skills training for every member of a hospital organization is needed to encourage effective horizontal communication.
To determine whether computer aided sessions can effectively replace some of the labor intensive laboratories in human gross anatomy, second-year medical students at the College of Medicine, Chung-Ang University were randomly assigned to either a traditional cadaver-dissection or self-learning using intensive computer programs of gross anatomy covering the same materials. After finishing the six-week anatomy course covering the upper and lower extremities, two groups of students were tested in written and practical examinations. Even though they were tested on an actual cadaver, in a statistical analysis, the performance of thirty students in the computer-lab were not significantly different from sixty-five students group in the dissecting lab. It strongly suggestes that part of traditional gross anatomy laboratory can be replaced to a digitalized laboratory.
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