Korean Journal of Medical Education

"Graduate medical education"

Original Research

Social media engagement and professional identity among Indonesian medical students: a cross-sectional analysis of patterns, intensity, and correlation: Natalia Puspadewi, Amelia Thiopelus, Daniel Ardian Soeselo, Dwi Jani Juliawati, Gisella Anastasia, Christian Ardianto; Korean J Med Educ 2026;38(2):130-138.
Published online May 20, 2026; DOI: https://doi.org/10.3946/kjme.2025.129

Abstract
PDF

Purpose
Professional identity (PI) formation occurs over time through immersive social—digital and in-person—interactions. While digital social interactions may support the PI formation of medical students, their influence remains underexplored. This study aimed to describe the patterns and intensity of social media use and analyze its association with PI.
Methods
This quantitative cross-sectional study was conducted at a private medical school in Jakarta, Indonesia. All undergraduate medical students were invited to participate in this study. Data were collected using the Social Networking Activity Intensity Scale (SNAIS) and the MacLeod Clark Professional Identity Scale (MCPIS-9) questionnaire. Data were analyzed descriptively and statistically.
Results
A total of 451 students participated in this study. Participants reported moderate overall social media use intensity (mean SNAIS=2.96±0.51), with higher use for entertainment than social interaction. The mean MCPIS-9 score was 3.76±0.44. Content engagement, measured using a content engagement index (CEI) reflecting the intensity of engagement with educational and informational content across selected social media activities, was generally low and driven mainly by browsing behaviors (CEI=0.51±0.64). Weak but significant correlations were observed between CEI and MCPIS-9 (ρ=0.139, p=0.003) and between SNAIS and MCPIS-9 (r=0.102, p=0.030). One-way analysis of variance revealed significant differences in MCPIS-9 scores by duration of use for WhatsApp and X, but not for other platforms.
Conclusion
Participants mainly used social media for entertainment purposes. Social media use intensity and content engagement showed weak but significant associations with PI.

395 View
17 Download

Enhancing history-taking education through GPT-4-based virtual patients and automated assessment: a study of medical student perceptions: Jaehyun Byun, Hongik Kim, Jihan Lim, Junyeong Choi, Sangzin Ahn; Korean J Med Educ 2026;38(1):64-73.
Published online February 20, 2026; DOI: https://doi.org/10.3946/kjme.2025.108

Purpose
To develop and evaluate a large language model (LLM)-based learning tool, featuring virtual patients (VPs) and virtual assessors (VAs), and to assess its impact on medical students’ perceptions of history-taking education compared to conventional learning methods.
Methods
A tool using the GPT-4 API was developed to provide seven clinical VP scenarios and a VA that delivered both immediate, reflective dialogue and comprehensive written feedback. First- and second-year medical students participated in a 6-day study. Pre- and post-participation surveys using a 5-point Likert scale assessed perceptions of the LLM tool versus conventional methods across usability, self-efficacy, and feedback quality domains.
Results
Twenty-one students completed the study. The LLM-based tool demonstrated statistically significant improvements over conventional methods in all assessed domains. Students reported greater comfort during practice (mean 4.57 vs. 2.95, p=0.0002). Significant gains were seen in six of eight self-efficacy measures, including confidence in handling unfamiliar cases (4.00 vs. 2.90, p=0.0002). All nine feedback quality dimensions improved significantly, with feedback perceived as more specific (4.43 vs. 3.24, p=0.0005) and personalized (4.19 vs. 3.19, p=0.0001).
Conclusion
An LLM-based learning tool featuring VPs and VAs can significantly enhance medical students’ perceived learning experience in history-taking education. It offers a scalable, accessible, and cost-effective complementary training method. Future research should validate these subjective improvements with objective performance metrics.

Citations

Citations to this article as recorded by

AI-Assisted Training for Teleconsultation Competencies in Undergraduate Medical Education: A Narrative Review
Wojciech Michał Glinkowski, Barbara Jacennik, Aldona Katarzyna Jankowska, Tomasz Cedro, Szymon Wilk, Rafał Doniec
Applied Sciences.2026; 16(10): 4858. CrossRef

949 View
68 Download
Crossref
1 Scopus

Project-based learning in teaching health equity: a qualitative study: Natalia Puspadewi, Elisabeth Rukmini, Gisella Anastasia, Christopher David Kurniawan, Gracia Amanta; Korean J Med Educ 2025;37(2):119-131.
Published online May 29, 2025; DOI: https://doi.org/10.3946/kjme.2025.329

Purpose
Addressing health inequities is an integral part of contemporary medical education (ME), yet traditional lecture-based formats often fail to develop students’ deeper understanding and engagement. This study examined how a project-based learning (PjBL) approach influenced students’ learning experiences related to health equity.
Methods
This was a qualitative phenomenology study. We designed an elective course on health equity using the PjBL approach and active learning methods. All participating students were asked to complete a group project aimed at addressing a specific health inequity issue from the surrounding community. Data were collected through reflective writing at the end of the course and analyzed using deductive thematic analysis. Twenty-seven codings were identified from 259 meaningful quotes (interrater agreement 99.62%) and grouped into four categories: character, role, competence, and learning experience.
Results
Three major themes emerged from data analysis: (1) key learning experiences during the ME course (active learning, role-modeling, collaborative learning, comprehensive learning, and affective learning); (2) topics that facilitated students’ understanding of health inequities and physicians’ roles, particularly in addressing health inequities in Indonesia; and (3) the influence of the ME course on students’ outlook and beliefs.
Conclusion
Although this study did not introduce a novel method of instruction, it underscores the value of PjBL in enhancing students’ capacity to understand and tackle health inequities.

Citations

Citations to this article as recorded by

Project Based Learning (Pjbl) Model on Creativity and Learning Outcomes Project of Vocational High School Students
Maya Fitria Eva Kristiana, Kustiyowati, Eges Triwahyuni
JPI (Jurnal Pendidikan Indonesia).2025; 14(4): 801. CrossRef

1,517 View
89 Download
Crossref
1 Scopus

Short Communication

Relationship between intern performance assessed by peers and academic performance in medical school: a preliminary study: Kyong-Jee Kim; Korean J Med Educ 2025;37(1):77-83.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.326

Abstract
PDF

Purpose
This study investigated the association between intern doctors’ performance as assessed by their peers and their academic performance in medical school.
Methods
A retrospective cohort analysis was conducted with 21 graduates from a South Korean medical school who interned at an affiliated center. Participants underwent bi-annual peer evaluation for intern performance evaluations using a 5-point Likert scale on professionalism, clinical competencies, and interpersonal skills. Associations between peer ratings and grade point average (GPA), exit assessment scores, and Korean Medical Licensing Examination (KMLE) scores were analyzed.
Results
Peer ratings showed moderate to strong positive associations with exit assessments and KMLE scores, but no relationship with cumulative GPAs. Peer ratings correlated more strongly with objective structured clinical examinations than written tests.
Conclusion
Medical students’ outcomes in exit assessments and KMLEs, especially clinical performance tests, are strong predictors of their performance as intern doctors. These findings highlight the value of clinical performance assessments for predicting intern doctors’ performance and suggest the need for more comprehensive and authentic assessment methods to enhance their predictive validity.

1,737 View
43 Download

Integrating artificial intelligence into medical curricula: perspectives of faculty and students in South Korea: Suyoun Kim, Su Hyun Kim, Hansea Kim, Young-Mee Lee; Korean J Med Educ 2025;37(1):65-70.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.324

Abstract
PDF

Purpose
With the accelerated adoption of artificial intelligence (AI) in medicine, the integration of AI education into medical school curricula is gaining significant attention. This study aimed to gather the perceptions of faculty members and students regarding the integration of AI education into medical curricula in the Korean context.
Methods
Faculty members and medical students’ perspectives on integrating AI into medical curricula were assessed through thematic analysis of free-written responses from 157 faculty members and 125 students in a national online survey on medical AI competencies in South Korea.
Results
Three key themes emerged: content, which prioritizes basic knowledge and its practical applications, with an emphasis on ethical and legal responsibilities; curricular design, which advocates for a spiral curriculum tailored to learners' needs; and concerns, which highlight balancing AI integration with the principal goals of medical education while critically evaluating ongoing advancements.
Conclusion
Our study adds valuable insights into the content and methods to prioritize AI education. Given the rapid evolution of medical learners and AI technologies, continuous and timely needs assessment for AI curriculum development is crucial to maintain relevance and effectiveness.

Citations

Citations to this article as recorded by

Artificial Intelligence in Neurology and Stroke Education: Current Applications and Future Directions
Braydon Dymm, Abdullah Khalid
Seminars in Neurology.2026; 46(01): 049. CrossRef
Not all AI is created equal: considerations for equity in medical education
Michael Soh, Nidhi Goel, Violet Kulo
Korean Journal of Medical Education.2026; 38(1): 15. CrossRef
Are future doctors ready for AI? Artificial intelligence in the field of medicine: perception among medical students in North Karnataka: a cross-sectional study
Shamin Eabenson, M. R. Gudadinni, M. C. Yadavannavar, Rekha Udgiri, A. M. Rangoli
International Journal Of Community Medicine And Public Health.2026; 13(3): 1384. CrossRef
Bedside skills as context engineering: reframing history taking and physical examination for the AI era
Sanghyun Ahn, Eunbae B. Yang
Korean Journal of Medical Education.2026; 38(2): 207. CrossRef
Transforming Learning in the Digital Age: Examining the Role of AI for Catholic Religious Education Teachers
Hartutik Hartutik, Dani Kusuma, Stepanus Istoto Raharjo, Dewi Ratna Jai, Irene Nindita Pradnya, Matilda Stella Pradnya, Johanis Luturmas
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika.2025; 9(2): 429. CrossRef
Development and evaluation of a Wikipedia based group assessment to enhance science communication
Katelyn Mroczek, Pru Mitchell, Brian Patrick McSharry, Alice Woods, Belinda Spry, Timothy Paustian, Thiru Vanniasinkam
Frontiers in Education.2025;[Epub] CrossRef
From Bainbridge to bedside: applying automation insights to medical curriculum and assignment design in the artificial intelligence era
Sangzin Ahn
Korean Journal of Medical Education.2025; 37(4): 519. CrossRef

3,067 View
117 Download
Crossref
8 Scopus

Original Research

“Hey, can I go home?”: a qualitative case study of wellbeing and the work environment in surgical training: Belinda Balhatchet, Heike Schütze, Nicole Williams; Korean J Med Educ 2024;36(4):401-414.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.313

Abstract
PDF

Purpose
Surgical trainees are at high risk of burnout and poor wellbeing during their training. A range of workplace factors have been linked to poor wellbeing, including excessive work hours, lack of support networks, and training program demands. However, little is understood about the individual experiences of Australian trainees and their perceptions of the impact of the work environment on wellbeing. The aim of this study was to explore the experiences of Australian surgical trainees regarding their wellbeing in the surgical learning environment.
Methods
Eleven semi-structured interviews were conducted with Australian surgical trainees at the start of their training and 18 months later, exploring their perspectives of wellbeing in the workplace. Results were analyzed thematically using the Job Demands-Resources model as a scaffold.
Results
Seven themes emerged: (1) relationships with colleagues, (2) work hours and workload, (3) the learning environment and supervision, (4) training program requirements, (5) moving around, (6) hospital and team administration, and (7) hospital facilities and programs. Participant experiences between training commencement and 18 months follow-up did not change.
Conclusion
Trainees have unique experiences of wellbeing in the workplace. Some workplace factors, such as relationships with colleagues, can be demands or resources depending on their nature. Effective leadership and administrative practices, mentorship, and proactive rostering act as resources for trainees to balance workplace demands, and these should be prioritized by hospitals and training institutions to improve and protect trainee wellbeing.

Citations

Citations to this article as recorded by

Surgeon’s mental health: an overlooked crisis in the post-pandemic surgical landscape
G Gulothungan, Ramkumar Vahalingam, Y P Ragini, Hitesh Chopra, Talha Bin Emran
International Journal of Surgery Open.2026; 64(2): 153. CrossRef

2,160 View
53 Download
Crossref

A qualitative study on the internal response of medical students during the transgender healthcare education: a focus on professional identity: Seung Yeon Jeon, Hyun Bae Yoon, Jee Eun Park, Sun Young Lee, Jung won Yoon; Korean J Med Educ 2022;34(4):281-297.
Published online November 29, 2022; DOI: https://doi.org/10.3946/kjme.2022.237

Abstract
PDF

Purpose
This qualitative study examined the inner response of medical students who participated in a transgender healthcare education program. The factors that effected the inner response were investigated in order to suggest strategies for improving the effectiveness of the transgender healthcare education program.
Methods
The transgender healthcare education program consisted of 2 hours of lectures and 2 hours of clinical role-play over 3 weeks. Eight 4-year medical students in Seoul, South Korea, were selected considering gender, the route of admission to medical school, and religion. Each student was interviewed individually for approximately 30 minutes 3 times before, during, and after the educational program, and interviews were analyzed using thematic analysis.
Results
By attending the transgender healthcare education program, students have shown three types of inner response—confusion, acceptance, and negotiation. The students’ personal identities and professional identities influenced these responses. In particular, students’ existing professional identities motivated them to learn about transgender healthcare and played a key role in resolving the discomfort that occurred during the educational program. Through the transgender healthcare education, students were able to reduce prejudice against transgender people, understand the unique medical needs of the transgender population and increase their self-efficacy related to transgender health care.
Conclusion
The transgender healthcare education program allowed medical school students to acquire medical knowledge related to transgender patients and increase their cultural competence as future medical professionals. In addition, as the professional identity is critical in educating transgender healthcare, it should be considered thoroughly in order to effectively educate the medical students.

Citations

Citations to this article as recorded by

Peritoneal inclusion cyst following total laparoscopic hysterectomy and bilateral salpingo-oophorectomy in a transgender man
Gaeun Kim, Sunghong Joo, Ildong Kim, Soongyu Kim, Jung-won Yoon
Journal of Surgical Case Reports.2026;[Epub] CrossRef
Heteronormativity and cisgenderism in medical training: A scoping review of lesbian, gay, bisexual, transgender, queer and plus (LGBTQ+) issues in medical training in Asia
Yiu Tung Suen, Eliz Miu Yin Wong, Randolph C.H. Chan, Suchon Tepjan, Peter A. Newman
Social Science & Medicine.2025; 370: 117822. CrossRef
Exploring the approaches and impacts of education interventions for transgender and gender diverse health on pre-registration healthcare students: A scoping review
Majella Jones, Christie Bennett, Judy Bauer, Julia McCartan, Janeane Dart
Nurse Education Today.2025; 153: 106803. CrossRef
Developing institution-specific admission competency criteria for prospective health sciences students
Eunhee Kang, Ryan Jin Young Kim, Young-Seok Park, Shin-Young Park, Jihyun Lee
BMC Medical Education.2024;[Epub] CrossRef
Transgender Attitudes and Beliefs Scale-Greek (TABS-Gr) version: translation and initial evaluation of psychometric properties among medical students
Polychronis Voultsos, Angeliki Papana, Stella Alexandri, Christina-Erato Zymvragou
BMC Medical Education.2023;[Epub] CrossRef

5,623 View
158 Download
Crossref
5 Scopus

Medical students’ self-directed learning skills during online learning amid the COVID-19 pandemic in a Korean medical school: Jihyun Si; Korean J Med Educ 2022;34(2):145-154.
Published online May 31, 2022; DOI: https://doi.org/10.3946/kjme.2022.226

Abstract
PDF

Purpose
This study examined medical students’ self-directed learning skills in online learning contexts, and whether there were any differences among the student groups (from pre-medical program year 1 to medical program year 2) amid the coronavirus disease 2019 (COVID-19) pandemic. It also explored the components of self-directed learning skills influencing their perceived learnring performance and satisfaction in online learning contexts.
Methods
This study used a cross-sectional survey design and convenience sampling. It was conducted in a Korean medical school, which delivered all courses online because of the COVID-19 pandemic. The self-directed learning skill survey, which included student satisfaction and perceived learning performance items, was disseminated over two weeks through email to the participants. The collected data were analyzed through descriptive statistics, analysis of variance, and multiple regressions.
Results
The survey response rate was 70% (140/200). The overall mean of self-directed learning skills was 3.85. Students in medical year 2 showed the highest score (4.15), while students in medical year 1 showed the lowest score (3.69). The learning plan category score (3.74) was the lowest among the three categories. The pre-medical program year 1 students showed the lowest score in the perceived learning performance (3.16), and only the learning plan category impacted student satisfaction (t=2.605, p=0.041) and perceived learning performance (t=3.022, p=0.003).
Conclusion
When designing online learning environments, it is imperative to provide features to help students set learning goals and search diverse online learning resources. In addition, it is an effective strategy to provide the students in medical program year 1 with self-directed learning skills training or support for successful online learning.

Citations

Citations to this article as recorded by

A Systematic Review of Self-directed Learning in Medical Education in Undergraduate Medical Students
Dharmendra Kumar Gupta, Arunima Chaudhuri, Dip Gaine
Current Medical Issues.2025; 23(1): 61. CrossRef
A digital recipe for enhancing clinical reasoning: the role of e-learning by concordance (E-LbC): a quasi-experimental study
Hadeel Aboueisha, Enjy Abouzeid, Moataz A. Sallam, Wagdy Talaat
BMC Medical Education.2025;[Epub] CrossRef
Access and utilization of e-learning on tropical medicine at higher education institutions in Indonesia: A mixed-methods study
Eti Poncorini Pamungkasari, Atik Maftuhah, Susan Dierickx, Bulan Kakanita Hermasari, Vitri Widyaningsih, Yusuf Ari Mashuri, Adaninggar Angesti Laras, Anis Sofia Harjanti, Nada Syifa Al Biruni, Utiya Nabila Maulani, Sami Alcedo, Elsa Herdiana Murhandarwati
PLOS One.2025; 20(12): e0335664. CrossRef
Understanding the impact of online teaching on students’ learning and performance: a post-pandemic analysis
Sarika Sharma, Jatinderkumar R. Saini
Interactive Learning Environments.2024; 32(9): 5089. CrossRef
Development of Self-Directed Learning Readiness among Undergraduate Engineering Students during the COVID-19 Pandemic
Mary Katherine Watson, Elise M. Barrella, Kevin Skenes
Journal of Civil Engineering Education.2024;[Epub] CrossRef
Dental Students’ Satisfaction With Web-Based Learning During the Initial Phase of the COVID-19 Pandemic: Mixed Methods Study
Minjung Lee, So Youn An, Jungjoon Ihm
Journal of Medical Internet Research.2024; 26: e50278. CrossRef
From Dependent to Self-Directed Learning in Medical Education: Can Online Modular Intervention Facilitate the Transition?
Vasantmeghna Murthy, Arun Mohanram
Indian Journal of Psychological Medicine.2024; 46(5): 459. CrossRef
Fostering Self-Directed Learning Capacity in Medical Students through Learning Online Course
Zhensheng Wang, Chunyan Wei, Yin Yang, Heng Wang, Zenglei Wang, Yongmei Chen
Creative Education.2024; 15(12): 2390. CrossRef
Self-directed learning assessment practices in undergraduate health professions education: a systematic review
Tracey A.H. Taylor, Kyeorda Kemp, Misa Mi, Sarah Lerchenfeldt
Medical Education Online.2023;[Epub] CrossRef
Self-directed learning: Alternative for traditional classroom learning in undergraduate ophthalmic education during the COVID-19 pandemic in China
Lin Chen, Xiao-Jiao Tang, Qing Liu, Xuan Zhang
Heliyon.2023; 9(5): e15632. CrossRef
Extraversion in COVID-19 Coping and Actionable Insights from Considering Self-Directed Learning
Carol Nash
COVID.2023; 3(6): 831. CrossRef
Effectiveness of Twitter Threads to Improve Medical Student Electrocardiogram (ECG) Reading-Skills. The TwittUVa-ECG Non-Randomized Pre-Post Study
A. López-Prado, P. Miramontes-González, J. C. Martín-Escudero, J. L. Pérez-Castrillón, A. Dueñas-Laita, M. J. Rollán, L. Corral-Gudino
Medical Science Educator.2023; 33(6): 1359. CrossRef

5,755 View
136 Download
Crossref
12 Scopus

Development of student empathy during medical education: changes and the influence of context and training: Dujeepa D. Samarasekera, Shuh Shing Lee, Su Ping Yeo, Gominda Ponnamperuma; Korean J Med Educ 2022;34(1):17-26.
Published online March 1, 2022; DOI: https://doi.org/10.3946/kjme.2022.216

Abstract
PDF

Purpose
Empathy levels have been observed to often decrease when medical undergraduates move to the clinical years, particularly in the Western countries. However, empathy either remains similar or increases in many Asian medical schools. This study investigated the longitudinal empathy profile of medical students in Singapore.
Methods
Two cohorts of medical students who enrolled in 2013 and 2014 to the National University of Singapore were tracked for 5 years. The Jefferson Scale of Empathy–student version was used. Analyses on the mean of the empathy level and individual factors, year-wise and gender comparison were conducted.
Results
Average response rates for cohort 1 and 2 were 68.1% (n=181–263) and 55.4% (n=81–265), respectively. For both cohorts, there was no significant change across year of study in the mean empathy score. Average scores for both cohorts were 113.94 and 115.66. Though not significant, we observed mean empathy to be lowest at the end of year 5 (112.74) and highest in year 2 (114.72) for cohort 1 while for cohort 2, the lowest level of empathy was observed in year 5 (114.20) and highest in year 4 (118.42). Analysis of subcomponents of empathy only showed a significant difference for cohort one factor 1 (perspective taking) and factor 3 (standing in patients’ shoes) across the study years.
Conclusion
No significant change in empathy score was observed during the transition from pre-clinical to clinical years, unlike many Western and Far-Eastern studies. This might be due to the curriculum and influence of the Asian values.

Citations

Citations to this article as recorded by

The influence of workplace experience and professional education on enhancing empathy among doctors, nurses and healthcare students: A comparative cross-sectional study
Honghong Cai, Qing Wu, Pei Wang
International Journal of Nursing Studies.2026; 173: 105275. CrossRef
Threshold Effects of Empathy on Self‐Compassion in Dental Hygiene Students: A Segmented Regression Analysis
Maya Izumi, Hsiu‐Yueh Liu, Sumio Akifusa
European Journal of Dental Education.2026;[Epub] CrossRef
Changes in Self-Reported Empathy After a Basic Medical Communication Course Among Premedical Students: Single-Group Longitudinal Study
Seong Ju Jeon, Hyo Hyun Yoo
JMIR Medical Education.2026; 12: e92215. CrossRef
Empathy for patients among Colombian physical therapy students: A cross-sectional study
C.F. Giraldo-Jiménez, M. Lotero-Pereira, J. Gamarra-Moncayo, A. Reyes-Reyes, F. Reyes-Reyes, V. Díaz-Narváez
Fisioterapia.2025; 47(4): 201. CrossRef
Increase in self-reported empathy during medical school training: A longitudinal study
Nieves Díez, María Cristina Rodríguez-Díez, Leire Arbea, José Pereira, Fermín Rodríguez, Marcos Trelles, Alfredo Gea, Loreto García del Barrio, Omnia Samir El Seifi
PLOS One.2025; 20(9): e0332343. CrossRef
Empathy as a factor of professional success of future technical specialists
Ol’ga A. Sheypak, Elena V. Sudilina
Vestnik of Samara State Technical University Psychological and Pedagogical Sciences.2025; 22(3): 123. CrossRef
The Greek Jefferson Scale of Empathy—Medical Student Version (JSE-S): Psychometric Properties and Its Associated Factors
Polychronis Voultsos, Petros Galanis, Marianna-Foteini A. Dafni, Venetia-Sofia Velonaki, Georgia-Neta Andreou, Leda Kovatsi
Behavioral Sciences.2024; 14(3): 195. CrossRef
Applying narrative medicine to prepare empathetic healthcare providers in undergraduate pharmacy education in Singapore: a mixed methods study
Zhe Han, Keith C. Barton, Li-Ching Ho, Kai Zhen Yap, Doreen Su-Yin Tan, Shuh Shing Lee, Constance Xue Rui Neo, Amanda Han Lin Tan, Brian Ming Yao Boey, Charis Jia Yan Soon, Paul J. Gallagher
BMC Medical Education.2024;[Epub] CrossRef
The impact of empathy on medical students: an integrative review
Hao Chen, Hanwen Xuan, Jinquan Cai, Meichen Liu, Lei Shi
BMC Medical Education.2024;[Epub] CrossRef
Cognitive empathy variations during internship: a study from Iran
Habibeh Ahmadipour, Niloofar Soltanzadeh
BMC Medical Education.2024;[Epub] CrossRef
Levels of Empathy in Students and Professors with Patients in a Faculty of Dentistry
Víctor P. Díaz-Narváez, Joyce Huberman-Casas, Jorge Andrés Nakouzi-Momares, Chris Alarcón-Ureta, Patricio Alberto Jaramillo-Cavieres, Maricarmen Espinoza-Retamal, Blanca Patricia Klahn-Acuña, Leonardo Epuyao-González, Gabriela Leiton Carvajal, Mariela Pad
Behavioral Sciences.2024; 14(9): 817. CrossRef
Developing empathy in healthcare professions students: protocol of a mixed-methods non-controlled longitudinal intervention study
Andre Matthias Müller, Nicola Siew Pei Ngiam, Michael Dunn, Dujeepa D. Samarasekera, Benjamin Yen Seow Goh, Charlene En Hui Goh, Ann Toh, Jeannette Lee, Wai-Ping Yau, Lydia Siew Tang Lau, Paul John Gallagher
Frontiers in Medicine.2024;[Epub] CrossRef
Comprehensive Analysis of Empathy by Using Jefferson Scale of Empathy – Student Version Among Undergraduate Medical and Dental Students
Sana Noor, Anusha Nauroz Ali, Faryal Arif, Aneeqa Ravail, Arbia Ihsan, Izza Siddiqui
Pakistan Journal of Health Sciences.2024; : 139. CrossRef
Transforming healthcare with integrated inter-professional education in a research-driven medical school
Dujeepa D. Samarasekera, Yap Seng Chong, Kenneth Ban, Lydia Siew Tiang Lau, Paul John Gallagher, Chen Zhi Xiong, Andre Matthias Müller, Nicola S.P. Ngiam, Mun Loke Wong, Tang Ching Lau, Michael Charles Dunn, Shuh Shing Lee
Medical Teacher.2024; 46(12): 1553. CrossRef
Empathy levels among undergraduate medical students in Karachi, Pakistan: a cross-sectional study
Masooma Naseem, Burhanuddin Tahir, Afia Salman, Sara Qadir, Rida Farhan, Sajjad Ali, Zehra Naseem, Warda Ahmed, Mahfuza Anan
Annals of Medicine & Surgery.2023; 85(8): 3858. CrossRef

6,105 View
163 Download
Crossref
15 Scopus

Exploring the preconception of the first year of medical students on medicine before entering medical school: Ye Ji Kang, Jun Soo Hwang, Yanyan Lin, Hyo Jeong Lee, Sang Yun Han, Do-Hwan Kim; Korean J Med Educ 2021;33(4):369-379.
Published online November 30, 2021; DOI: https://doi.org/10.3946/kjme.2021.205

Abstract
PDF

Purpose
First-year students can form a preconception based on life experiences before entering college and identifying learners’ existing characteristics can be useful foundation data for curriculum development. This study examines what preconceptions freshman students had about medicine before entering medical school.
Methods
A total of 110 first-year students were asked about what preconceptions they had about “medicine”. A total of 1,124 data were used in the content analysis method.
Results
The results were extracted into 5, and 12 twelve categories. On the theme of “scientific discipline”, the knowledge students had about general health was based on scant expertise and little evidence. Students perceived medicine as Western and scientific, considering Korean traditional medicine as unscientific. Students believed that “medical practice” should be a “disease treatment” and “patient-centered” approach rather than a “social responsibility”. In “the role of the doctor”, students were concerned about the doctor's being financially stable on the positive side, and about the high-intensity workload on the negative side. In “medical education”, students believed that studying medicine would be “hard and difficult” because of the “importance of memorizing” and “extensive study load”. In “specialty stereotype”, students had biases that were mostly concentrated on “psychiatry” and “surgery”
Conclusion
Perception of “medicine” has been revealed to a varied range of themes, but some have been inaccurate or unrealistic. These prejudices and groundless beliefs have a gap with the learning outcomes that students should achieve in the curriculum, and these preconceptions seem to have been influenced by South Korea’s unique cultural context.

Citations

Citations to this article as recorded by

Exploring the transition from pre-university education to undergraduate medical school
Prabanjini Rajkumar, Lucy Victoria Everett Wilding
The Asia Pacific Scholar.2025; 10(2): 97. CrossRef
Chinese medical students’ perceptions of gout: a pilot study
Youyang Wang, Yibo Wang, Yue Yin, Xinxin Han, Na Xu, Yun Zhang, Xuejun Zeng
BMC Medical Education.2025;[Epub] CrossRef
A Systematic Career Advising Model and Strategies for Medical Students
Young-Hee Lee
Korean Medical Education Review.2022; 24(3): 193. CrossRef

6,273 View
170 Download
Crossref
2 Scopus

Mobile learning in clinical settings: unveiling the paradox: Shuh Shing Lee, Sook Muay Tay, Ashokka Balakrishnan, Su Ping Yeo, Dujeepa D. Samarasekera; Korean J Med Educ 2021;33(4):349-367.
Published online November 30, 2021; DOI: https://doi.org/10.3946/kjme.2021.204

Abstract
PDF

Purpose
The use of mobile devices among medical students and residents to access online material in real-time has become more prevalent. Most literature focused on the technical/functional aspects of mobile use. This study, on the other hands, explored students, doctors and patients’ preferences and reasons towards the use of mobile devices in clinical settings underpinned by the Technology Acceptance Model 2 (TAM 2).
Methods
This research employs an exploratory research design using survey and semi-structured interviews. An online survey was administered to clinical year medical students, followed by semi-structured interviews with the doctors and patients. Questions for the online survey and semi-structured interviews were derived from previous literature and was then reviewed by authors and an expert panel. A convenience sampling was used to invite voluntary participants.
Results
Survey findings showed that most medical students used their devices to find drug information and practice guidelines. The majority of the students accessed UpToDate followed by Google to access medical resources. Key barriers that students often encountered during the use of mobile devices were internet connectivity in the clinical settings, reliability of the information, and technical issues. Thematic analysis of the interviews revealed four themes: general usage by students, receptivity of the use of mobile devices by students, features in selecting resources for mobile learning, and limitation in the current use of mobile devices for learning.
Conclusion
The findings from this study assist in recommending suitable material using mobile devices to enhance learning in the clinical environment and expand the TAM 2.

Citations

Citations to this article as recorded by

Facilitators and Barriers to Adoption of Mobile Learning Technologies in Undergraduate Health Professional Education in Clinical Environments: A Scoping Review
Ariadna Huertas-Zurriaga, Beata Dobrowolska, Agnieszka Chrzan-Rodak, Angela Fessl, Sebastian Dennerlein, Stephanie Herbstreit, Carlos Martínez-Gaitero, Esther Cabrera, Carles Garcia, Raymond Elferink, Tamsin Treasure-Jones, Daniel Moreno-Martinez, Cristin
Journal of Medical Systems.2026;[Epub] CrossRef
Effectiveness of a Text MessageBased Educational Support Programme: A Randomised Controlled Trial
Döndü Kurnaz, Zeynep Dilşah Karaçam Yılmaz, Meltem Demirgöz Bal
Acıbadem Üniversitesi Sağlık Bilimleri Dergisi.2026;[Epub] CrossRef
SurgeryMate app: developing and evaluating a training app for surgical instruments and operating room equipment
Sorayya Rezayi, Zahra Zare, Azam Seyf Ashrafi, Leila Shahmoradi, Fatemeh Sadat Mirmohammad Meigooni
BMC Medical Education.2026;[Epub] CrossRef
User Experience and Usability Evaluation of an Educational Mobile Application Developed for Fostering Ethics Literacy
Andriani Piki, Nicos Kasenides, Nearchos Paspallis
Information.2026; 17(2): 193. CrossRef
Uso de um aplicativo mobile voltado ao ensino e aprendizado de habilidades médicas para acadêmicos de medicina
Ingrid Jade Muniz Wanderley, Alexandre Marques da Rocha, Luma Maria Favacho Bordalo, Bruno Acatauassú Paes Barreto
Cuadernos de Educación y Desarrollo.2025; 17(1): e7173. CrossRef
Technology Acceptance Model in Medical Education: Systematic Review
Jason Wen Yau Lee, Jenelle Yingni Tan, Fernando Bello
JMIR Medical Education.2025; 11: e67873. CrossRef
Navigating the Mobile Learning Landscape in Moroccan Nursing Education: A Descriptive Study with a Focus on Clinical Learning
Hind Essfadi, Abderahim Khyati, Omar Abidi, Mohamed Radid
The Open Nursing Journal.2024;[Epub] CrossRef
User interface design in mobile learning applications: Developing and evaluating a questionnaire for measuring learners' extraneous cognitive load
Masyura Ahmad Faudzi, Zaihisma Che Cob, Masitah Ghazali, Ridha Omar, Sharul Azim Sharudin
Heliyon.2024; 10(18): e37494. CrossRef
Medical students’ perception of mobile learning during COVID-19 in Iran: A national study
Soleiman Ahmady, Nasrin Khajeali, Noushin Kohan, Afagh Zarei, Bikram Biswas, Mohammad Barzegar, Azadeh Kordestani Moghaddam, Ehsan Namaziandost
PLOS ONE.2024; 19(10): e0308248. CrossRef
Investigating the User Interface Design Frameworks of Current Mobile Learning Applications: A Systematic Review
Masyura Ahmad Faudzi, Zaihisma Che Cob, Ridha Omar, Sharul Azim Sharudin, Masitah Ghazali
Education Sciences.2023; 13(1): 94. CrossRef
M-Learning adoption in higher education towards SDG4
Lydia Maketo, Tomayess Issa, Theodora Issa, S. Zaung Nau
Future Generation Computer Systems.2023; 147: 304. CrossRef

6,502 View
166 Download
Crossref
15 Scopus

Short Communication

Pre-clerkship students’ perception and learning behavior of online classes during coronavirus disease 2019 pandemic: Ye Ji Kang, Do-Hwan Kim; Korean J Med Educ 2021;33(2):125-131.
Published online May 26, 2021; DOI: https://doi.org/10.3946/kjme.2021.194

Abstract
PDF

Purpose
This study aims to analyze pre-clerkship medical students’ learning strategies and perceptions in online classes during the coronavirus disease 2019 pandemic.
Methods
To develop the survey items, 20 pre-clerkship students were interviewed about their learning experiences in the first semester of 2020. A total of 425 pre-clerkship students have participated in the survey, which comprised four parts (general experience, learning strategies, important features, and overall satisfaction).
Results
Before classes began, students generally had “neutral expectations” about online classes (2.90 out of 5). At the end of the semester, overall satisfaction with the curriculum was moderate (3.04 out of 5). Premedical students reported lower scores in “daily study hours” and “regular lifestyle” and higher scores in “experience of playing recorded lectures solely for an attendance check” (p<0.001). In addition, first-year premedical students not only showed significantly lower utilization of learning strategies compared to other grades (p<0.001).
Conclusion
Although pre-clerkship students mostly shared similar perceptions and behaviors in their learning regardless of grade level, some characteristics were either more prominent in premedical students on the whole or limited to first-year premedical students.

Citations

Citations to this article as recorded by

Enhancing Professionalism Online (Netiquette) in Medical Schools: A Systematic Scoping Review
Donovan Kai Wei Ng, Jonathan Zhen Liang, Ruth Si Man Wong, Vijayprasanth Raveendran, Gillian Li Gek Phua, Warren Fong, Crystal Lim, Jamie Xuelian Zhou, Lalit Kumar Radha Krishna
Journal of Medical Education and Curricular Development.2025;[Epub] CrossRef
The impact of online education during the Covid-19 pandemic on the professional identity formation of medical students: A systematic scoping review
Jonathan Zhen Liang, Donovan Kai Wei Ng, Vijayprasanth Raveendran, Mac Yu Kai Teo, Elaine Li Ying Quah, Keith Zi Yuan Chua, Jun Kiat Lua, Jasmine Lerk Juan Owyong, Andrew Vimal Vijayan, Nur Amira Binte Abdul Hamid, Ting Ting Yeoh, Eng Koon Ong, Gillian Li
PLOS ONE.2024; 19(1): e0296367. CrossRef
Student Perceptions of Online Education and Digital Technologies during the COVID-19 Pandemic: A Systematic Review
Romana Emilia Cramarenco, Monica Ioana Burcă-Voicu, Dan-Cristian Dabija
Electronics.2023; 12(2): 319. CrossRef
Burnout of Faculty Members of Medical Schools in Korea
Ji-Hyun Seo, Hwa-ok Bae, Bong Jo Kim, Sun Huh, Young Joon Ahn, Sung Soo Jung, Chanwoong Kim, Sunju Im, Jae-Bum Kim, Seong-Joon Cho, Hee Chul Han, Young-Mee Lee
Journal of Korean Medical Science.2022;[Epub] CrossRef

5,970 View
145 Download
Crossref
4 Scopus

Original Research

The feasibility and satisfaction of an online global health education course at a single medical school: a retrospective study: Su-Jin Lee, Jayoung Park, Yoon Jung Lee, Sira Lee, Woong-Han Kim, Hyun Bae Yoon; Korean J Med Educ 2020;32(4):307-315.
Published online November 30, 2020; DOI: https://doi.org/10.3946/kjme.2020.178

Abstract
PDF

Purpose
The aim of this study was to evaluate the feasibility and satisfaction of an online global health education course for medical students in comparison with an in-person of the course and to assess students’ preferences regarding online methods of delivery.
Methods
Second-year medical students enrolled in this course in 2019 (in-person) and 2020 (online). The attendance rate, satisfaction in the course evaluation survey, and academic achievement on the written final examination were utilized to compare the two different methods of course delivery. The medical students who took the online course were also asked about their preferences regarding the method of course delivery and the advantages and drawbacks of each method of online lectures.
Results
There was no significant difference in the attendance rate and overall satisfaction between the two groups. The mean score on the written examination of the online course (84.1±19.6) showed comparable effects to the in-person course (78.0±18.3). The percentages of students who achieved high performance (55.5%) and the achieved minimum requirement (95.9%) were also maintained compared to the in-person course (14.6% and 93.6%, respectively). Medical students preferred the online course to the in-person course; in particular, they preferred prerecorded videos over live streaming online lectures.
Conclusion
The participation, satisfaction, and the academic achievement of the online course were comparable to those of the in-person course. However, the greatest drawback of the online course was the lack of interaction between peer learners. Therefore, diverse methods for online education should be considered to increase students’ sense of belonging to a learning community.

Citations

Citations to this article as recorded by

Perspectives and impact of a graduate global surgery course
Sacha Williams, Ruth Devaraj, Noel Peter, Ashok Handa, Anant Jani, Kokila Lakhoo
Global Surgical Education - Journal of the Association for Surgical Education.2026;[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
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
Beyond the surface: unraveling global health curriculum insights through interviews of learners and educators using the CIPP model
Yoonjung Lee, Jayoung Park, Woong-Han Kim, Jwa-Seop Shin, Hyun Bae Yoon
Korean Journal of Medical Education.2024; 36(1): 41. 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
What Are the Current Status and Educational Needs of Global Health Education in Medical Schools? A Nationwide Survey in Korea
Songrim Kim, Sun Young Kyung, Ie Byung Park, Kwi Hwa Park
Korean Medical Education Review.2023; 25(3): 258. CrossRef
Remote online global health education among U.S. medical students during COVID-19 and beyond
Peter P. Moschovis, Anupama Dinesh, Anna-Sophia Boguraev, Brett D. Nelson
BMC Medical Education.2022;[Epub] CrossRef
Establishing a Virtual Global Health Education Partnership: The Cleveland-Cusco Connection
Nora K. Lenhard, Crystal An, Divya Jasthi, Veronica Laurel-Vargas, Ilon Weinstein, Jorge A. Vargas, Katherine Jones, Suet Kam Lam
Medical Science Educator.2022; 32(5): 1087. CrossRef
Is it feasible and effective to provide faculty development programs online for clinical teachers?
Ji Hyun Im, Ju Whi Kim, Wan Beom Park, Ilkyu Han, Seung Hee Lee, Jwa Seop Shin, Hyun Bae Yoon
Korean Journal of Medical Education.2021; 33(2): 139. CrossRef

7,117 View
152 Download
Crossref
8 Scopus

Short Communication

The perception of medical residents and faculty members on resident duty hour regulation: Eui-Ryoung Han, Eun-Kyung Chung; Korean J Med Educ 2020;32(1):67-72.
Published online March 1, 2020; DOI: https://doi.org/10.3946/kjme.2020.154

Abstract
PDF

Purpose
This study investigated the perceptions of medical residents and faculty members before the implementation of the duty hour regulation in December 2017.
Methods
A survey was administered to 263 residents and 358 faculty members in the Chonnam National University Hospital. The subjects were given a self-administered structured questionnaire designed to measure their perspectives on duty hour regulation. They were also asked to answer an open-ended question regarding their expectations or concerns regarding duty hour regulation. The response rates were 50.2% for residents and 24.0% for faculty members.
Results
Residents and faculty members regarded the improvement of junior residents’ well-being favorably, but had conflicting views regarding senior residents. Residents expressed difficulty in completing unchanged workloads within the limited time, while faculty members were more concerned about worsening patient safety due to the discontinuity of care and insufficient resident education.
Conclusion
Medical residents and faculty members had differing concerns regarding duty hour regulation. Further studies and the development of future policies should be considered to improve resident education and patient safety within the limited duty hour regulation.

Citations

Citations to this article as recorded by

Evaluation of educational environment using the short-version Postgraduate Hospital Educational Environment Measure (PHEEM): A multicenter study
Amin Hoseini Shavoun, Azim Mirzazadeh, Homa Kashani, Seyed Reza Raeeskarami, Roghayeh Gandomkar
Journal of Education and Health Promotion.2025;[Epub] CrossRef
Medical Students' Views on Physician Working Hour Regulations in Japan—A Cross‐Sectional Study
Hirohisa Fujikawa, Junji Haruta
The Clinical Teacher.2025;[Epub] CrossRef
Competency-Based Neurosurgical Residency Training Program in Korea
Kawngwoo Park, Sang-Don Kim, Seung-Won Choi, Dae-Hyun Kim, Eun-Kyung Park, In-Suk Bae, Jin-Uk Baek, Kun Soo Lee, Sun-Ho Lee, Soo Bin Im, Youngjin Jung, Sung-Pil Joo, Man Kyu Choi, Bum-Joon Kim, Hyun Ho Choi, Junseok W Hur
Journal of Korean Neurosurgical Society.2025; 68(5): 501. CrossRef
Supervising physicians’ perceptions on physician work-hour regulations in Japan: a nationwide cross-sectional study
Hirohisa Fujikawa, Hidetaka Tamune, Yuji Nishizaki, Kiyoshi Shikino, Taro Shimizu, Yu Yamamoto, Miwa Sekine, Kazuya Nagasaki, Hiroyuki Kobayashi, Yasuharu Tokuda
BMC Medical Education.2025;[Epub] CrossRef
A qualitative study on the adoption of the new duty hour regulations among medical residents and faculty in Korea
Eui-Ryoung Han, Eun-Kyung Chung, Pracheth Raghuveer
PLOS ONE.2024; 19(4): e0301502. CrossRef
Challenges and solutions of medical residency: the example of Iran
Behrooz Rahimi, Ali Nemati, Behzad Tadayon, Mahmood Samadpour, Amin Biglarkhani
BMC Health Services Research.2024;[Epub] CrossRef
Laypeople's Perspective on Physician Work-Hour Restrictions in Japan: A Cross-Sectional Study
Hirohisa Fujikawa, Junji Haruta
Journal of Patient Experience.2024;[Epub] CrossRef
Resident Education on the Surgical Treatment of Distal Radius Fractures Using a Point-of-View Camera
Min Bom Kim, Jeong Hyun Lee
Clinics in Orthopedic Surgery.2023; 15(3): 343. CrossRef
Trends in Incidences and Survival Rates in Pediatric In‐Hospital Cardiopulmonary Resuscitation: A Korean Population‐Based Study
Jaeyoung Choi, Ah Young Choi, Esther Park, Suhyeon Moon, Meong Hi Son, Joongbum Cho
Journal of the American Heart Association.2023;[Epub] CrossRef
Incidence and Mortality Trends in Critically Ill Children: A Korean Population-Based Study
Jaeyoung Choi, Esther Park, Ah Young Choi, Meong Hi Son, Joongbum Cho
Journal of Korean Medical Science.2023;[Epub] CrossRef
Meaning and Status of Health-related Quality of Life Recognized by Medical Professionals: a Qualitative Study
Jeehee Pyo, Minsu Ock, Bohyun Park, Nam-eun Kim, Eun Jeong Choi, Hyesook Park, Hyeong Sik Ahn
Journal of Korean Medical Science.2021;[Epub] CrossRef
Analysis and suggestions on medical educators’ roles
Meeran Joo, Yoo-mi Chae, Man-Sup Lim, Seok-gun Park
Korean Journal of Medical Education.2021; 33(4): 411. CrossRef
Changes in the working conditions and learning environment of medical residents after the enactment of the Medical Resident Act in Korea in 2015: a national 4-year longitudinal study
Sangho Sohn, Yeonjoo Seo, Yunsik Jeong, Seungwoo Lee, Jeesun Lee, Kyung Ju Lee
Journal of Educational Evaluation for Health Professions.2021; 18: 7. CrossRef

6,705 View
123 Download
Crossref
16 Scopus

Original Research

Connected in cinema: educational effects of filmmaking classes on medical students: Seung Suk Nam, Jung-Ho Cha, Kihun Sung; Korean J Med Educ 2019;31(4):319-330.
Published online November 29, 2019; DOI: https://doi.org/10.3946/kjme.2019.142

Abstract
PDF

Purpose
The purpose of this study is to explore what the students experienced in short filmmaking class performed to 1st grade premedical students of a medical school, and to trace educational effects of the class.
Methods
Taking a qualitative approach, the authors used semi-structured interviews to collect the data. This study employed the quota sampling method to purposefully select students to interview. Data coding and analysis were performed based on the grounded theory. The filmmaking experiences consistently described by the interviewees were labeled and reorganized into categories through the open, axial, and selective coding.
Results
The students experience the group filmmaking class as a participatory class. Learners also experienced the procedure of performing complicated group tasks according to detailed and scheduled processes. Participation leads to collaboration. Collaboration here is through communication and participation, not through mechanical cooperation. Students also experience various dimensions of communication. The students learned that successful performance of the group filmmaking process is enabled through consideration towards others, and experience a sense of connectedness resulting in a type of community spirit. Having fun and interest, finally, the students experience the sense of accomplishment and sharing through joint screening.
Conclusion
Students’ shared experiences and their education effects of the filmmaking class can be explained in terms of the above mentioned seven closely intertwined categories. In this class, the students were able to express emotions they would not normally express. Through this, the students were able to find the true character and new aspects of their fellow students, forming intimacy, which led to a sense of belonging and connectedness.

Citations

Citations to this article as recorded by

The effectiveness and mechanisms of a filmmaking intervention for adolescent aggression: a mixed methods study
Yuxuan Zhang, Annis Lai Chu Fung, Yanni Liang, Qin Sun, Shiguang Ni
Child and Adolescent Psychiatry and Mental Health.2026;[Epub] CrossRef
Filmmaking as a Therapeutic Intervention for Children and Adolescents: A Systematic Review
Yuxuan Zhang, Annis Lai Chu Fung, Mengjian Hu, Houde Liu, Shiguang Ni
Research on Social Work Practice.2025;[Epub] CrossRef
Using an Artificial-Intelligence-Generated Program for Positive Efficiency in Filmmaking Education: Insights from Experts and Students
Wei Yang, Hyemin Lee, Ronghui Wu, Ru Zhang, Younghwan Pan
Electronics.2023; 12(23): 4813. CrossRef
Development of Siap Antisipasi (SIANTI) to Enhance Students’ Assertive Behavior in Preventing Physical Sexual Harassment on Junior High School Students
Fitri Ratnasari, Elia Flurentin, Arbin Janu Setiyowati
Jurnal Kajian Bimbingan dan Konseling.2022; 7(2): 44. CrossRef

7,910 View
107 Download
Crossref
4 Scopus

Changes of academic performance by integration between basic and clinical medicine in pre-clerkship medical education: So Jung Yune, Jin Sup Jung; Korean J Med Educ 2018;30(3):209-218.
Published online August 27, 2018; DOI: https://doi.org/10.3946/kjme.2018.95

Abstract
PDF

Purpose
The purpose of this study was to investigate the effect of curriculum revision on student performance in tests of the medical knowledge of students at Pusan National University.
Methods
Test scores of the Basic Medicine Comprehensive Examination (BMCE), conducted by the Medical Education Assessment Corporation, and internal clinical knowledge tests of the three integrated courses of the Pusan National University School of Medicine, during the last 3 years (2015–2017) were compared with an unpaired Student t-test and the results were considered to be significant at p<0.05.
Results
Curriculum revision in 2017 introduced the integration of basic and clinical courses at the organ level of medical education. Scores of BMCE and internal clinical knowledge tests in three integrated courses after curriculum revision showed a statistically significant increase after curriculum revision.
Conclusion
Curriculum revisions that integrated the basic and clinical courses in organ-level education improved student’s academic performance significantly.

Citations

Citations to this article as recorded by

Programmatic strategies for academic success in graduate health professions education: A scoping review
Kim D. Dao, Karolyn Miller, Bethany Nolan, Janna McGaugh
Medical Teacher.2026; 48(1): 61. CrossRef
Implementation of the Comprehensive Basic Science Examination in Medicine: A Scoping Review of the Global Level
Wagner Rios-Garcia, Sashenka Silva-Jiménez, Daniel Banegas-Báez, Yerson Alberca-Naira, Julissa Orbe-Ortiz, Alondra A. Rios-Garcia
Medical Science Educator.2025; 35(6): 3185. CrossRef
Evaluation of integrated foundational medical curriculum from Wuhan University: a cross-sectional study based on questionnaires
Xianlong Zhou, Bingyang Lv, Xingxing He, Dongxu Li, Xiaoyang Zhang, Wei Fan, Ping Wang, Jie Liu, Mingxia Yu
Cogent Education.2024;[Epub] CrossRef
Using project-based learning to enhance curricular integration and relevance of basic medical sciences in pre-clerkship years
Fatma Alzahraa Abdelsalam Elkhamisy, Azza Hassan Zidan, Mohamed Fathelbab Fathelbab
Alexandria Journal of Medicine.2022; 58(1): 1. CrossRef
Comparison of Quality of Life of Medical Students in Annual and Modular System in Public Sector Medical Colleges in Karachi, Pakistan
Ayema Haque, Sobia Mansoor, Farheen Malik, Jawad Ahmed, Zeba Haque
International Journal of Medical Students.2022; 10(3): 258. CrossRef

8,424 View
119 Download
Crossref
3 Scopus

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.

Citations

Citations to this article as recorded by

Cultural Safety Education for Medical Students: Practice and Development in Korean Medical Education
HyeRin Roh, Kyung Hye Park
Korean Medical Education Review.2026; 28(1): 32. CrossRef
Development and delivery of justice, equity, diversity, inclusion, and anti-oppression concepts in entry-level health professional education: A scoping review: BEME Guide No. 88
Emma Coulter, Conner McQueen, Zeina Abu-Jurji, Isabelle Chan-Emery, Mark Rukavina, Rachel Solecki, Sarah Wojkowski, Jasdeep Dhir
Medical Teacher.2025; 47(3): 388. CrossRef
Retrospective study of cultural biases and their reflections among Korean medical students: a cultural hybridity perspective
Kyung Hye Park, Ki-Byung Lee, HyeRin Roh
Korean Journal of Medical Education.2025; 37(1): 23. CrossRef
Medical students’ experience of culturally diverse family presence during resuscitation simulation
Kyung Hye Park, Jannet J. Lee-Jayaram, Benjamin W. Berg
Korean Journal of Medical Education.2025; 37(1): 71. CrossRef
Interactive learning spaces: the challenges and prospects of internationalizing medical education / Espacios de aprendizaje interactivo: dificultades y perspectivas de la internacionalización de la educación médica
Qing Ye, Yunben Chen
Culture and Education: Cultura y Educación.2024; 36(2): 446. CrossRef
Examining the Role of Medical School Faculty in Developing Students’ Cultural Humility Skills: Insights From a Single-Center Multimethod Study
Dhanesh D. Binda, Angelique C. Harris, Taralyn Tan, Krisztina Fischer, Rose L. Molina, Darshan Mehta
Global Advances in Integrative Medicine and Health.2024;[Epub] CrossRef
Barriers and facilitators in providing care for patients with a migration background
Ann Claeys, Saloua Berdai‐Chaouni, Sandra Tricas‐Sauras, Liesbeth De Donder
Journal of Clinical Nursing.2023; 32(5-6): 912. CrossRef
The Relationship Between Cultural Intelligence and Cultural Competence of Students of Nursing and Midwifery During COVID-19: A Cross-Sectional Study
Zeynab Bakhtiari, Nasrin Hanifi, Nasrin Jafari Varjoshani
Journal of Medical Education and Curricular Development.2023;[Epub] CrossRef
Factors influencing multicultural acceptance of Korean nursing students
Minkyung Gu, Sohyune Sok
BMC Nursing.2023;[Epub] CrossRef
Relationship Between Cultural Intelligence with Communication Skills and Social Interactions of Emergency Department Staff: A Cross-sectional Study
Majid Baratipour, Nasrin Hanifi, Kourosh Amini
Medical - Surgical Nursing Journal.2022;[Epub] CrossRef
Alternatives to Student Outbound Mobility—Improving Students’ Cultural Competency Skills Online to Improve Global Health Without Travel
Anette Wu, Vinay Maddula, Jasmine Singh, Mandeep Gill Sagoo, Chung-Liang Chien, Richard Wingate, Heike Kielstein, Hannes Traxler, Cecilia Brassett, Jens Waschke, Fransziska Vielmuth, Takeshi Sakurai, Mina Zeroual, Jorgen Olsen, Salma El-Batti, Suvi Virant
Medical Science Educator.2021; 31(4): 1441. CrossRef
Patient/Consumer Codesign and Coproduction of Medical Curricula: A Possible Path Toward Improved Cultural Competence and Reduced Health Disparity
Warren Kealy-Bateman, Georgina M. Gorman, Adam P. Carroll
Sage Open.2021;[Epub] CrossRef
Early Years Research Elective: Changing Perspectives and Dealing with Uncertainty
Aleksander Dawidziuk, Rishikesh Gandhewar, Yash Kulkarni
Journal of Medical Education and Curricular Development.2020;[Epub] CrossRef
View of UK medical students on interacting with multicultural patients: is it a natural or a taught skill?
Samiullah Dost, Bilal Master, Salman Momin, Ahmed Najjar, Faisal Jamshaid, Ziyan Kassam
Korean Journal of Medical Education.2018; 30(3): 261. CrossRef

9,134 View
149 Download
Crossref
10 Scopus

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.

Citations

Citations to this article as recorded by

Teaching clinical reasoning: principles from the literature to help improve instruction from the classroom to the bedside
Steven J. Durning, Eulho Jung, Do-Hwan Kim, Young-Mee Lee
Korean Journal of Medical Education.2024; 36(2): 145. CrossRef
The relationship between medical students’ empathy and burnout levels by gender and study years
Hyoung Seok Shin, Hyunmi Park, Young-Mee Lee
Patient Education and Counseling.2022; 105(2): 432. CrossRef
An analysis of verbs used in the course outcomes of outcome-based integrated courses at a medical school based on the taxonomy of educational objectives
Sanghee Yeo
Korean Journal of Medical Education.2019; 31(3): 261. CrossRef

9,817 View
212 Download
Crossref
3 Scopus

Original Research

Medical students’ clinical performance of dealing with patients in the context of domestic violence: Hyun-Hee Kong, Sunju Im, Ji-Hyun Seo, Do-Kyong Kim, HyeRin Roh; Korean J Med Educ 2018;30(1):31-40.
Published online February 28, 2018; DOI: https://doi.org/10.3946/kjme.2018.79

Abstract
PDF

Purpose
The aim of this study was to inquire about the clinical performance and determine the performance pattern of medical students in standardized patient (SP) based examinations of domestic violence (DV).
Methods
The clinical performance sores in DV station with SP of third-year (n=111, in 2014) and 4th-year (n=143, in 2016) medical students of five universities in the Busan-Gyeongnam Clinical Skills Examination Consortium were subjected in this study. The scenarios and checklists of DV cases were developed by the case development committee of the consortium. The students’ performance was compared with other stations encountered in SP. The items of the checklists were categorized to determine the performance pattern of students investigating DV into six domains: disclosure strategy (D), DV related history taking (H), checking the perpetrator’s psychosocial state (P), checking the victim’s condition (V), negotiating and persuading the interviewee (N), and providing information about DV (I).
Results
Medical students showed poorer performance in DV stations than in the other stations with SP in the same examination. Most students did confirm the perpetrator and commented on confidentiality but ignored the perpetrator’s state and patient’s physical and psychological condition. The students performed well in the domains of D, H, and I but performed poorly in domains P, V, and N.
Conclusion
Medical students showed poor clinical performance in the DV station. They performed an ‘event oriented interview’ rather than ‘patient centered’ communication. An integrated educational program of DV should be set to improve students’ clinical performance.

Citations

Citations to this article as recorded by

Attitudes of Nursing Students About Reporting Child Abuse in Izmir, Türkiye: Descriptive Study
Dilek Zengin, Aycin Ezgi Onel, Hatice Bal Yılmaz
Child Abuse Review.2025;[Epub] CrossRef
Şiddetle Mücadelede Hekimin Rolü; Trakya Tıp Fakültesi’nden Öğrenci Görüşlerinin Kalitatif Değerlendirilmesi
F. Gülsüm ÖNAL
Tıp Eğitimi Dünyası.2023; 22(66): 15. CrossRef
Knowledge of child abuse and neglect in nursing students: Assessment and perspectives
Francesco Lupariello, Giuliana Mattioda, Giancarlo Di Vella
Journal of Forensic Sciences.2023; 68(6): 2012. CrossRef
Knowledge and Attitudes of Medical and Nursing Students in Greece Regarding Child Abuse and Neglect
Dionysia-Chara Pisimisi, Plouto-Antiopi Syrinoglou, Xenophon Sinopidis, Ageliki Karatza, Maria Lagadinou, Alexandra Soldatou, Anastasia Varvarigou, Sotirios Fouzas, Gabriel Dimitriou, Despoina Gkentzi
Children.2022; 9(12): 1978. CrossRef

10,725 View
177 Download
Crossref
3 Scopus

Review Article

Podcasting in medical education: a review of the literature: Daniel Cho, Michael Cosimini, Juan Espinoza; Korean J Med Educ 2017;29(4):229-239.
Published online November 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.69

Podcasts are increasingly being used for medical education, both within teaching institutions and on an international scale by major journals. To date, there are no evidence-based guidelines for the development of educational podcasts. To review the state of the literature, MEDLINE, SCOPUS, and ERIC were searched in May 2016 for articles describing audio format podcasts used in medical education. Eighty-four articles met inclusion criteria. A qualitative synthesis of the evidence was done using Kirkpatrick’s model for evaluating outcomes. Twenty-four articles described reaction outcomes, eleven described learning outcomes, and one described behavioral outcomes. None measured patient impact. The literature demonstrates that podcasts are both feasible and accepted by learners. The mean length of reported podcasts was 18 minutes, which falls within the recommended range in at least one paper, and is consistent with reported listener preference. Interview format, clear disclosures, and accurate information were reported as desirable. There is limited evidence showing the efficacy of podcasts as teaching tools, or regarding best practices in making podcasts. More rigorous studies evaluating efficacy, changes in behavior, and changes in patient outcomes need to be performed in order to prove podcasts’ value and to justify production costs.

Citations

Citations to this article as recorded by

A Novel Mentoring Method Using Podcasting in Otolaryngology
Cristina Cabrera‐Muffly
The Laryngoscope.2026; 136(3): 1186. CrossRef
Podcasts as a tool to support patient participation in hospital consultations: An intervention study
Jannie Christina Frølund, Anders Løkke, Hanne Irene Jensen, Flemming Skjøth, Helle Poulsen, Ingeborg Farver-Vestergaard
Patient Education and Counseling.2026; 142: 109393. CrossRef
Live Podcasting as an Educational Intervention in Dentomaxillofacial Radiology: Controlled Cohort Study
Anna-Lena Hillebrecht, Daniel Fritzsche, Thamar Voss, Anne Kruse, Andreas Keßler, Kirstin Vach, Markus Jörg Altenburger, Rainer Schmelzeisen, Wiebke Semper-Hogg
JMIR Medical Education.2026; 12: e77980. CrossRef
Evaluation of the podcasting as learning (PAL) project
Carmen G. Vela, Rosaleen D. Bloom
Teaching and Learning in Nursing.2026; 21(2): e416. CrossRef
Implementation and User Evaluation of the SANGYAN Digital Health Platform to Enhance Knowledge About COVID-19 and Other Health Conditions: Quasi-Experimental Study
Ashish Joshi, Ashruti Bhatt, Surapaneni Krishna Mohan, Gunjan Malhotra, Doilyn Oliveira, Saravanavel Kalpana Revathi, Ashoo Grover
JMIR Infodemiology.2026; 6: e67504. CrossRef
Building resilient health professions education in fragile contexts: AMEE guide No. 182
Mohamed Hassan Taha, Majed Wadi, Abdelrahim Mutwakel Gaffar, Esra Abdallah Abdalwahed Mahgoub, Ghaith Alfakhry, David Taylor, Mohamed Elhassan Abdalla
Medical Teacher.2026; : 1. CrossRef
Podcasting in Ophthalmology: Advancing Education, Knowledge Dissemination, and Implications for Health Equity
Eleanor Richardson, Lorraine Provencher
Clinical Ophthalmology.2026; Volume 20: 1. CrossRef
Podcast-based learning and organizational communication in the public sector: a mixed-methods analysis
Sri Sediyaningsih, Iwan Tri Hariyanto, Irmayati Irmayati, Mohamad Adning
Frontiers in Communication.2026;[Epub] CrossRef
The Historical Evolution of Microlearning in Health Professions Education: Bibliometric Analysis
Jennie C De Gagne, Paige S Randall, Elizabeth R Blackwood, Katherine A Carlson, Hee Sun Kang
JMIR Medical Education.2026; 12: e91616. CrossRef
To Determine the Effectiveness of Current Ethical Teachings in Medical Students and Ways to Reform this Aspect
Rida Saleem, Syeda Zainab Fatima, Roha Shafaut, Asifa Maqbool, Faiza Zakaria, Saba Zaheer, Musfirah Danyal Barry, Haris Jawaid, Dr. Fauzia Imtiaz
Journal of Academic Ethics.2025; 23(3): 1211. CrossRef
Influence of Active Production Versus Passive Consumption of Podcasts on Medical Students' Learning Outcomes
Matthias Carl Laupichler, Alexandra Aster, Lara Soyubey, Gilda Masala, Greta Winkelhorst, Rike Remmert, Tobias Raupach, Anthea Peters
The Clinical Teacher.2025;[Epub] CrossRef
Scholarly Podcasting for Research Dissemination: A Scoping Review
Lindsay Persohn, Stephanie Branson
Sage Open.2025;[Epub] CrossRef
Digital Health Intervention (SANGYAN Podcast) to Enhance Knowledge Related to COVID-19 and Other Health Conditions: Protocol for an Implementation and Evaluation Study
Ashish Joshi, Surapaneni Krishna Mohan, Apurva Kumar Pandya, Ashoo Grover, Sofia Rani Saggu, Saravanavel Kalpana Revathi, Shruti Sharma
JMIR Research Protocols.2025; 14: e41175. CrossRef
Annals in Action
J. Bradford Hill, P. Laxminarayan Bhandari, Kyle S. Gabrick, William C. Lineaweaver
Annals of Plastic Surgery.2025; 94(4): 397. CrossRef
The impact of podcast-based interventions on mental health: A systematic scoping review
Elise R. Carrotte, Beth Hobern, Alsa Wu, Christopher Groot, Fincina Hopgood, Michelle Blanchard, Lisa Phillips, Ariel Soares Teles
PLOS Mental Health.2025; 2(3): e0000272. CrossRef
Evaluating podcasts as a tool for OSCE training: a randomized trial using generative AI-powered simulation
Vincent Dupont, Dominique Guerrot, Leila Bouazzi, Lucile Figueres, Yves-Marie Pers, Emmanuel Guenou, Coralie Barbe, Kevin Yauy
BMC Medical Education.2025;[Epub] CrossRef
Redesigning online research methodology education: insights from undergraduate rehabilitation students' experiences in South Africa
Quinette Abegail Louw, Karina Berner, Alida De Beer, Maria Yvonne Charumbira, Conran Joseph
BMC Medical Education.2025;[Epub] CrossRef
"Transition to Clinical Years" Podcast Series: A Pilot Project to Support Rising Third-Year Students
Karen W Price, Harsha Bhagtani, Sofia Abraham-Hardee, Douglas Yeager, Ramu Anandakrishnan
Cureus.2025;[Epub] CrossRef
Podcasts in Mental, Physical, or Combined Health Interventions for Adults: Scoping Review
Elizabeth M Dascombe, Philip J Morgan, Ryan J Drew, Casey P Regan, Gabrielle M Turner-McGrievy, Myles D Young
Journal of Medical Internet Research.2025; 27: e63360. CrossRef
Exploring the impact, challenges, and integration of podcasts in patient education: a systematic review
Saeed Khayat Kakhki, Nahid Aghebati, Hossein Karimi Moonaghi
BMC Medical Education.2025;[Epub] CrossRef
Creating podcasts to develop communication and teamwork in nursing and occupational therapy
Olga López-Martín, María del Carmen Zabala Baños, Javier Dorado Chaparro
Teaching and Learning in Nursing.2025; 20(4): e1113. CrossRef
Soundwaves of knowledge: using podcasts to facilitate learning in higher education
Jeanette Engzell, Charlotte Norrman, Annelie Norberg, Cia Lundvall
Educational Media International.2025; 62(3): 361. CrossRef
Letter to the editor: medical podcasts
Vahid Mohammadpour Karizaki
The Journal of Sexual Medicine.2025; 22(9): 1707. CrossRef
Journal podcasting of health and medical science
Scott Greeves, Rhesa Ledbetter, Rachel McGovern, Keith Wiley
Frontiers in Communication.2025;[Epub] CrossRef
When physicians become patients: A podcast series for learning from patient experiences
M.A. van Helvoort, K.J.A. van Dijsseldonk, B. Post
PEC Innovation.2025; 7: 100423. CrossRef
Development and early reach of a podcast-based innovation to support medical residents' personal and professional development
Maaike P. Smit, Karsten A. van Loon, Reinoud J.B.J. Gemke, Matthijs de Hoog, Janielle van der Velden
Medical Education Online.2025;[Epub] CrossRef
AI-Generated Podcasts as a Supplemental Pharmacology Learning Tool: A Feasibility Study in Undergraduate Medical Education
Keshab Raj Paudel
Medical Science Educator.2025; 35(6): 2735. CrossRef
The Potentials and Pitfalls of Podcasting to Push the Epistemological Boundaries of Action Research
Joseph Levitan, Adam Stieglitz
International Review of Qualitative Research.2025;[Epub] CrossRef
Podcasting in primary care: attitudes of Scottish GP specialty trainees and trainers towards podcast-based education in primary care
Varun Rana, Blair H. Smith, Callum J Leese
BJGP Open.2025; : BJGPO.2024.0248. CrossRef
Evaluating AI-Generated Podcasts Versus Traditional Reading for Learning From Medical Articles: Protocol for a Mixed-Design Study Among Resident Physicians
Matthias Stadler, Constanze Richters, Martin R Fischer, Fabian Hutmacher
JMIR Research Protocols.2025; 14: e78505. CrossRef
Revolutionizing PICU Education With Podcasts
Christina Carr, Patricia Beck, Ashley M. Moody, Michael A. Maymi
AACN Advanced Critical Care.2025; 36(4): 401. CrossRef
Podcasts in primary care: How do we harness the potential?
Callum Leese
InnovAiT: Education and inspiration for general practice.2024; 17(1): 51. CrossRef
Using Podcasting to Engage Online and Distance Learning Students: A Pilot Study
Astrid H. Kendrick, David Scott, Jessica Gobran
Technology, Knowledge and Learning.2024; 29(2): 879. CrossRef
Online learning in health professions education. Part 2: Tools and practical application: AMEE Guide No. 163
Ken Masters, Raquel Correia, Kataryna Nemethy, Jennifer Benjamin, Tamara Carver, Heather MacNeill
Medical Teacher.2024; 46(1): 18. CrossRef
Embracing the (r)evolution of social media and digital scholarship in pediatric nephrology education
Shweta S. Shah, Emily Zangla, Md. Abdul Qader, Swasti Chaturvedi, Sai Sudha Mannemuddhu
Pediatric Nephrology.2024; 39(7): 2061. CrossRef
Educational Podcasts in Plastic Surgery: A Cross-Sectional Analysis of Content, Metrics, and Target Audiences
William M. Tian, Tara D. Thomason, Hannah C. Langdell, Anika G. Gnaedinger, Brooke E. Barrow, Jessica M. Berns, Sabrina M. Wang, Brett T. Phillips
Journal of Surgical Education.2024; 81(2): 304. CrossRef
Raising awareness of anti-fat stigma in healthcare through lived experience education: a continuing professional development pilot study
Christine Heidebrecht, Dianne Fierheller, Sara Martel, Alex Andrews, Amanda Hollahan, Laura Griffin, Sonia Meerai, Raeden Lock, Helia Nabavian, Chelsea D’Silva, May Friedman, Ian Zenlea
BMC Medical Education.2024;[Epub] CrossRef
Framework for a radiography student podcast
Emily Girard, Amanda Punch, Yobelli Jimenez
Journal of Medical Radiation Sciences.2024; 71(2): 312. CrossRef
Evaluating the Appropriateness of Podcasts to Improve the Knowledge and Awareness of Selected Health Topics Among Undergraduate General Nursing Students: Protocol for an International Feasibility Study
Alanna Denny, Brian Curtin, Simon Taylor-Robinson, Griphin Baxter Chirambo, Liezel Cilliers, Tsung-Shu Joseph Wu, Ciara O'Meara, Richard Booth, John O'Donoghue
JMIR Research Protocols.2024; 13: e50735. CrossRef
Development of Podcasts in a Hospital Setting: A User-Centered Approach
JC Frølund, A Løkke, HI Jensen, I Farver-Vestergaard
Journal of Health Communication.2024; 29(4): 244. CrossRef
Moving Beyond Stethoscope: Implementation of Podcast-based Medical Education
Saurabh RamBihariLal Shrivastava, Prateek Sudhakar Bobhate, Laxmikant Umate
Indian Journal of Medical Specialities.2024; 15(1): 1. CrossRef
Evaluation of the creation of podcasts for instructional delivery in a post-graduate training elective course
Taylor D. Steuber, Holly Salonia, Sean E. Smithgall
Currents in Pharmacy Teaching and Learning.2024; 16(5): 319. CrossRef
Decision-Making During Asynchronous Electives: Insights From Emergency Medicine-Bound Medical Students
Aarti Jain, Michael Shamoon, David Diller, Jeffrey Riddell
Cureus.2024;[Epub] CrossRef
Questionnaire for assessing education podcasts (QAEP): A cross-cultural adaptation to a Danish context
Stinna Bibi Pedersen, Rebecca Bauer Tørring
Nordisk sygeplejeforskning.2024; 14(2): 1. CrossRef
The Use of Podcasts as Patient Preparation for Hospital Visits—An Interview Study Exploring Patients’ Experiences
Jannie Christina Frølund, Anders Løkke, Hanne Irene Jensen, Ingeborg Farver-Vestergaard
International Journal of Environmental Research and Public Health.2024; 21(6): 746. CrossRef
O podcast como ferramenta para o ensino em saúde do idoso na graduação em Medicina
Marcia Helena Ribeiro de Oliveira, Milena Coelho Fernandes Caldato, Camille Cezanne Marins Carneiro
Revista Brasileira de Educação Médica.2024;[Epub] CrossRef
A podcast to teach medical humanities at medical school: a text-mining study of students’ lived experience
Emmanuel Roze, Christelle Nilles, Céline Louapre, Barbara Soumet-Leman, Marie-Christine Renaud, Agnès Dechartres, Cyril Atkinson-Clement
Medical Education Online.2024;[Epub] CrossRef
Listen to your heart: a critical analysis of popular cardiology podcasts
Harish Kamalanathan, Lewis Hains, Stephen Bacchi, Wrivu N. Martin, Ammar Zaka, Flynn Slattery, Joshua G. Kovoor, Aashray K. Gupta, Peter Psaltis, Pramesh Kovoor
Frontiers in Medicine.2024;[Epub] CrossRef
How (Cautious) Social Media Use May Improve Education and Pipeline Efforts of a Growing Postpandemic Forensic Pathologist Workforce Shortage
Casey P. Schukow, Carley Holmes, Meagan Chambers, Omar Rayes, Nicole R. Jackson, Amy H. Deeken, Leigh A. Hlavaty
American Journal of Forensic Medicine & Pathology.2024; 45(4): 281. CrossRef
Comparing the Effectiveness of Two Learning Methods of Lecture Videocast and Handout on Learning and Satisfaction of Nursing Students
M Shamshiri, M Mohammadi, S Ershadifard
Journal of Health and Care.2024; 25(3): 212. CrossRef
Introducing a short-medium format, paediatric surgical podcast into the formal teaching resources of a medical school
Catherine A Brown, Patrina Caldwell, Karen M Scott, John N Colgan, Andrew J A Holland
Journal of Pediatric Surgery Open.2024; 8: 100172. CrossRef
Study preferences and exam outcomes in medical education: insights from renal physiology
Sofie Fagervoll Heltne, Sigrid Hovdenakk, Monika Kvernenes, Olav Tenstad
BMC Medical Education.2024;[Epub] CrossRef
Podcasts and Informal Learning: Exploring Knowledge Acquisition and Retention
Ema Meden, Marko Radovan, Damijan Štefanc
Education Sciences.2024; 14(10): 1129. CrossRef
Listen up: a systematic review of the utilization and efficacy of podcasts for medical education
Katharine E. Caldwell, Jorge G. Zarate-Rodriguez, J. Chancellor Fox, Lauren Yaeger, Paul E. Wise
Global Surgical Education - Journal of the Association for Surgical Education.2024;[Epub] CrossRef
Co-design and evaluation of an audio podcast about sustainable development goals for undergraduate nursing and midwifery students
Tara Anderson, Patrick Stark, Stephanie Craig, Johanna McMullan, Gail Anderson, Clare Hughes, Kevin Gormley, Jane Killough, Nuala McLaughlin-Borlace, Laura Steele, Sara Lynch, Jesús Sánchez-Martín, Francisco Zamora-Polo, Adam Rodman, Rongrong Li, Gary Mit
BMC Medical Education.2024;[Epub] CrossRef
Evolution in Congenital Cardiology Education: The Rise of Digital-Learning Tools
Jonathan D. Windram, Ashley Neal, Colin J. McMahon
CJC Pediatric and Congenital Heart Disease.2023; 2(2): 93. CrossRef
Impact of podcasting on novel and conventional measures of academic impact
Gabriel Levin, Ross Harrison, Raanan Meyer, Pedro T Ramirez
International Journal of Gynecological Cancer.2023; 33(2): 183. CrossRef
An Evaluation of Emergency Medicine Core Content Covered by Podcasts
Jeffrey Riddell, Scott Kobner
Western Journal of Emergency Medicine.2023; 24(1): 15. CrossRef
A New Podcast for Reducing Stigma Against People Living With Complex Mental Health Issues: Co-design Study
Elise Carrotte, Fincina Hopgood, Michelle Blanchard, Christopher Groot, Lisa Phillips
JMIR Formative Research.2023; 7: e44412. CrossRef
Incorporation of podcast as an adjunctive study material for national board examination: A preliminary study
Neha Sethi, Jessica Lettelleir, Keith A. Mays
Journal of Dental Education.2023; 87(7): 1042. CrossRef
Podcasts, Mental Health, and Stigma: Exploring Motivations, Behaviors, and Attitudes Among Listeners
Elise R. Carrotte, Michelle Blanchard, Christopher Groot, Fincina Hopgood, Lisa Phillips
Communication Studies.2023; 74(3): 200. CrossRef
Podcasts as an integral part of free open access medical education
Carol Anne da Silva Fernandes, Larissa Xavier Santiago da Silva Vieira, Francisco Theogenes Macêdo Silva, Marcos Kubrusly, Kristopherson Lustosa Augusto
Revista Brasileira de Educação Médica.2023;[Epub] CrossRef
Innovative digital technology adapted in nursing education between Eastern and Western countries: a mini-review
Mei-Chin Wang, Jing-Shia Tang, Yueh-Ping Liu, Chia-Chang Chuang, Chung-Liang Shih
Frontiers in Public Health.2023;[Epub] CrossRef
Curriculum Innovations: A Podcast-Based Neurologic Emergency Flipped Classroom Curriculum for Neurology Residents
Jeffrey B. Ratliff, Fábio A. Nascimento, Leticia Tornes, Jason Margolesky, Matthew Feldman, Prateek Thatikunta, Nirali Vora, Jana Wold, Winnie Lau, Nina Browner, Clio Rubinos, Michael J. Wang, Alan Wang, Stacey L. Clardy
Neurology Education.2023;[Epub] CrossRef
The Impact on Urology Residents’ Learning of Social Media and Web Technologies after the Pandemic: A Step Forward through the Sharing of Knowledge
Severin Rodler, Cristina Eliza Bujoreanu, Loic Baekelandt, Gabriele Volpi, Stefano Puliatti, Karl-Friedrich Kowalewski, Ines Rivero Belenchon, Mark Taratkin, Juan Gomez Rivas, Alessandro Veccia, Pietro Piazza, Diego M. Carrion, Giovanni Enrico Cacciamani,
Healthcare.2023; 11(13): 1844. CrossRef
Eyes for Ears: Usage and Efficacy of a Podcast for Ophthalmic Education
Andrew E Pouw, Fei Cai, Amanda J Redfern, Jessica Chow, Benjamin K Young
Clinical Ophthalmology.2023; Volume 17: 2163. CrossRef
Social media (some) models in resident education
Amanda Bader, Maria S. Altieri
Surgery.2023; 174(3): 741. CrossRef
Students’ perspectives on a podcast-based assignment exercise, while learning to communicate about infections and vaccines
Charmaine Lloyd, Pragalathan Apputhurai, Ali Al-Rubaie
Microbiology Australia.2023; 44(3): 156. CrossRef
Evaluation of a co-designed Parkinson’s awareness audio podcast for undergraduate nursing students in Northern Ireland
Sophie Crooks, Patrick Stark, Susan Carlisle, Johanna McMullan, Shannon Copeland, Wai Yee Amy Wong, David Blake, Elaine Lyons, Nuala Campbell, Gillian Carter, Christine Brown Wilson, Gary Mitchell
BMC Nursing.2023;[Epub] CrossRef
Hunting for Pearls: A Qualitative Analysis of the Reflections of Students Creating Psychiatric Podcasts
Elsa Brew-Girard, Rachel Brown, Emma Salter, Caroline Hattersley, Oliver Hodge, Xavier Leonard, Katie Macdonald, Grace Mupanemunda, Marianne Quinn, Josephine Rahman, Alice Roberts, Kate Skuse, Melanie Tran, Stephen De Souza
Advances in Medical Education and Practice.2023; Volume 14: 1157. CrossRef
OphthoPods: An Analysis of the Educational Content and Changes of Ophthalmology Podcasts
Isaiah I. Greene, Fradah E. Gold, Nicholas E. Tan, Alexander H. Fang, Nickisa M. Hodgson
Journal of Academic Ophthalmology.2023; 15(02): e248. CrossRef
Microbe Mail: A microbiology and infectious diseases podcast for clinicians and students
Vindana Chibabhai, Gert J.K. Marais, Vinitha Alex
Southern African Journal of Infectious Diseases.2023;[Epub] CrossRef
Using Educational Podcasts in Kinesiology College Courses
Scott W. T. McNamara, Matthew Shaw
International Journal of Kinesiology in Higher Education.2022; 6(1): 27. CrossRef
Einführung digitaler Lehre im Fach Psychiatrie als Reaktion auf COVID-19: eine vergleichende Evaluation zur Präsenzlehre
Matthias Besse, Jens Wiltfang, Michael Belz, Jörg Signerski-Krieger
Der Nervenarzt.2022; 93(1): 1. CrossRef
Utilization of Moderate-Duration Summary Podcasts Compared to Long-Duration Podcasts for Psychiatry Education by Canadian Pre-clerkship Medical Students
Joey Prisnie, Gar Wai Susan Poon, Philip Stokes, Nancy Brager
Academic Psychiatry.2022; 46(1): 133. CrossRef
Health Care Professional and Caregiver Attitudes Toward and Usage of Medical Podcasting: Questionnaire Study
Clement Lee, Melissa S Zhou, Evelyn R Wang, Matthew Huber, Katie K Lockwood, Joanna Parga
JMIR Pediatrics and Parenting.2022; 5(1): e29857. CrossRef
Lernen mit digitalen Medien in der Notfallmedizin – ein Pfad durch den Dschungel der Möglichkeiten
Christian Elsenbast, Sebastian Sachs, Johannes Pranghofer, Thomas Luiz
Notfall + Rettungsmedizin.2022; 25(5): 314. CrossRef
The Role of Educational Podcast Use Among Otolaryngology Residents
Erik B. Vanstrum, Ido Badash, Franklin M. Wu, Harrison J. Ma, Deepika N. Sarode, Tamara N. Chambers, Michael M. Johns
Annals of Otology, Rhinology & Laryngology.2022; 131(12): 1353. CrossRef
Enhancing Psychiatry Education through Podcasting: Learning from the Listener Experience
Sarah Hanafi, Nima Nahiddi, Aarti Rana, Jordan Bawks, Lu Chen, Bruce Fage, Alex Raben, Nikhita Singhal, Elise Hall
Academic Psychiatry.2022; 46(5): 599. CrossRef
Where Do Medical Students Look for Information? A Study on Scientific Consultation Sources in Peru
Jeel Moya-Salazar, Betsy Cañari, Alexis Jaime-Quispe, Karina Chicoma-Flores, Hans Contreras-Pulache
Electronic Journal of General Medicine.2022; 19(3): em363. CrossRef
The use of podcasts as a tool to teach clinical reasoning: a pseudorandomized and controlled study
Ryan C. Augustin, Michael G. Simonson, Scott D. Rothenberger, Christina Lalama, Eliana Bonifacino, Deborah J. DiNardo, Sarah A. Tilstra
Diagnosis.2022; 9(3): 323. CrossRef
Newer teaching-learning methods and assessment modules in anaesthesia education
Pankaj Kundra, Madhuri Kurdi, Shikha Mehrotra, Nikahat Jahan, Kiran S, Prasanna Vadhanan
Indian Journal of Anaesthesia.2022; 66(01): 47. CrossRef
Orthopaedic Sports Medicine Podcasts Should Tailor Characteristics Such as Episode Length and Social Media Utilization for Best Audience Engagement
Justin A. Sedgewick, Evan P. Arnold, Michaela A. Stamm, Mary K. Mulcahey
Arthroscopy, Sports Medicine, and Rehabilitation.2022;[Epub] CrossRef
Undergraduate Medical Students’ Perceptions of an Online Audio-Visual-Based Module for Teaching Musculoskeletal Physical Examination Skills
Abdulaziz Z Alomar
Journal of Medical Education and Curricular Development.2022;[Epub] CrossRef
Characteristics of oncology podcasts: Attitudes, speakers, conflicts
Emma Greenstreet Akman, Kerrington Powell, Alyson Haslam, Vinay Prasad
Journal of Cancer Policy.2022; 32: 100329. CrossRef
Introducing Audio Podcasts into a Practical Laboratory Course for Pharmacy Students as a Novel Tool for Performance Assessment
Daniel Baecker
Pharmacy.2022; 10(2): 40. CrossRef
Medical Education Blog and Podcast Utilization During the COVID-19 Pandemic
Patrick E Boreskie, Teresa M Chan, Chris Novak, Adam Johnson, Jed Wolpaw, Andrew Ong, Katherine Priddis, Pranai Buddhdev, Jessica Adkins, Jason A Silverman, Tessa Davis, James E Siegler
Cureus.2022;[Epub] CrossRef
Gender Distribution of Emergency Medicine Podcast Speakers
Alexandra Mannix, Katarzyna Gore, Melissa Parsons, Maham Rehman, Sandra Monteiro, Michael Gottlieb
Annals of Emergency Medicine.2022; 80(1): 60. CrossRef
Child and Adolescent Psychiatry Entering the Media Age: a Mental Health Podcast Series for Families
Oluwemimo O. Adeyanju, Laura L. Fuller
Academic Psychiatry.2022; 46(6): 789. CrossRef
Digital Methods of Delivering Education and Training in Neuropsychology
Ryan Van Patten, John A Bellone, Taylor R Schmitt, Leslie Gaynor, Cady Block
Archives of Clinical Neuropsychology.2022; 37(6): 1103. CrossRef
Asynchronous learning among otolaryngology residents in the United States
Ronit E. Malka, John P. Marinelli, Travis R. Newberry, Matthew L. Carlson, Sarah N. Bowe
American Journal of Otolaryngology.2022; 43(5): 103575. CrossRef
Podcasting as an Effective Pedagogy for Teaching Chemistry During the COVID-19 Pandemic and Beyond
Fathy M. Hassan, Hagar M. Mekky, Yaser E. Greish
International Journal for Innovation Education and Research.2022; 10(10): 203. CrossRef
Metodologias ativas em Educação Musical
Francine Kemmer Cernev
Revista Hipótese.2022; : e022022. CrossRef
Learning on the Go: Assessing Knowledge Gained From Medical Podcasts Created for Vulvovaginal Disease Education
Julia Dmytryshyn, Amanda Selk
Journal of Lower Genital Tract Disease.2022; 26(2): 164. CrossRef
Internetalapú egészségkommunikációs lehetőségek (blogok, podcastok, videócsatornák) és a közösségi média
Tamás Horváth, Dezső Csupor, Zsuzsa Győrffy, Zsuzsa Varga
Orvosi Hetilap.2022; 163(4): 132. CrossRef
The Future Comes Early for Medical Educators
Daniel J. Minter, Rabih Geha, Reza Manesh, Gurpreet Dhaliwal
Journal of General Internal Medicine.2021; 36(5): 1400. CrossRef
Radiology podcasting as a model for asynchronous remote learning in the COVID-19 era
Tina Shiang, Christopher Cerniglia, Hannah Lin, Hao S. Lo
Clinical Imaging.2021; 71: 147. CrossRef
Podcast‐Based Learning in Otolaryngology: Availability, Breadth, and Comparison with Other Specialties
Ronit Malka, Jennifer Villwock, Erynne A. Faucett, Sarah Bowe
The Laryngoscope.2021;[Epub] CrossRef
LIMEs and LEMONs: Critically Examining the Effect of a Blog Post on Junior Faculty Learners
Anne M. Messman, Robert R. Ehrman, Larry D. Gruppen, Teresa M. Chan
AEM Education and Training.2021;[Epub] CrossRef
MacEmerg Podcast: A Novel Initiative to Connect a Distributed Community of Practice
Junghwan Kevin Dong, Maroof Khalid, Michelle Murdock, Joana Dida, Spencer Sample, Brendon Trotter, Teresa M. Chan, Jaime Jordan
AEM Education and Training.2021;[Epub] CrossRef
Evaluation of a delirium awareness podcast for undergraduate nursing students in Northern Ireland: a pre−/post-test study
Gary Mitchell, Jessica Scott, Gillian Carter, Christine Brown Wilson
BMC Nursing.2021;[Epub] CrossRef
Delivering Perinatal Health Information via a Voice Interactive App (SMILE): Mixed Methods Feasibility Study
Lisa Militello, Emre Sezgin, Yungui Huang, Simon Lin
JMIR Formative Research.2021; 5(3): e18240. CrossRef
Podcasting: A Medium for Amplifying Racial Justice Discourse, Reflection, and Representation Within Graduate Medical Education
Salmaan Kamal, Shreya P. Trivedi, Utibe R. Essien, Saman Nematollahi
Journal of Graduate Medical Education.2021; 13(1): 29. CrossRef
Continuing Medical Education in the Time of Social Distancing: The Case for Expanding Podcast Usage for Continuing Education
Tony R. Tarchichi, John Szymusiak
Journal of Continuing Education in the Health Professions.2021; 41(1): 70. CrossRef
Introduction of anaesthesia podcasts in our system - A pressing priority for the betterment of clinical practice
Vasanth Sukumar
Indian Journal of Anaesthesia.2021; 65(3): 265. CrossRef
Development and Utilization of a Medical Student Surgery Podcast During COVID-19
Roi Anteby, Imri Amiel, Mordehay Cordoba, Carl Gustaf S. Axelsson, Danny Rosin, Roy Phitayakorn
Journal of Surgical Research.2021; 265: 95. CrossRef
Social Media and Medical Education in the Context of the COVID-19 Pandemic: Scoping Review
Marc Katz, Neilanjan Nandi
JMIR Medical Education.2021; 7(2): e25892. CrossRef
Good Morning, Orthopods: The Growth and Future Implications of Podcasts in Orthopaedic Surgery
Tarun K. Jella, Thomas B. Cwalina, Alexander J. Acuña, Linsen T. Samuel, Atul F. Kamath
Journal of Bone and Joint Surgery.2021; 103(9): 840. CrossRef
Shortcomings of Rapid Clinical Information Dissemination
K.H. Vincent Lau, Pria Anand
Neurology Clinical Practice.2021;[Epub] CrossRef
Sexual health communication in COPD: The role, contents and design of patient information leaflets
Sandra Esperanza Rubio-Rask, Ingeborg Farver-Vestergaard, Ole Hilberg, Anders Løkke
Chronic Respiratory Disease.2021;[Epub] CrossRef
Podcasts for the Delivery of Medical Education and Remote Learning
Julliana Newman, Andrew Liew, Jon Bowles, Kelly Soady, Steven Inglis
Journal of Medical Internet Research.2021; 23(8): e29168. CrossRef
Social Media and Its Use in Orthopaedic Surgery Resident Education and Training
Wendell W. Cole, Andre Perez-Chaumont, Cadence Miskimin, Mary K. Mulcahey
JBJS Reviews.2021;[Epub] CrossRef
An international, interprofessional investigation of the self-reported podcast listening habits of emergency clinicians: A METRIQ Study
Brent Thoma, Scott Goerzen, Timothy Horeczko, Damian Roland, Andrew Tagg, Teresa M Chan, Stevan Bruijns, Jeff Riddell
CJEM.2020; 22(1): 112. CrossRef
Independent and Interwoven: A Qualitative Exploration of Residents’ Experiences With Educational Podcasts
Jeffrey Riddell, Lynne Robins, Alisha Brown, Jonathan Sherbino, Michelle Lin, Jonathan S. Ilgen
Academic Medicine.2020; 95(1): 89. CrossRef
Why Not a Podcast? Assessing Narrative Audio and Written Curricula in Obstetrical Neurology
Julie Roth, Andrew Chang, Brittany Ricci, Megan Hall, Niharika Mehta
Journal of Graduate Medical Education.2020; 12(1): 86. CrossRef
The current landscape of dermatology podcasts: A descriptive analysis
Lisa N. Guo, Vinod E. Nambudiri
Journal of the American Academy of Dermatology.2020; 83(4): 1204. CrossRef
Simulcast: a case study in the establishment of a virtual community of simulation practice
Benjamin Symon, Jesse Spurr, Victoria Brazil
Advances in Simulation.2020;[Epub] CrossRef
Podcasting: A Roadmap to the Future of Medical Education
Adam Rodman, Shreya Trivedi
Seminars in Nephrology.2020; 40(3): 279. CrossRef
What Traditional Lectures Can Learn From Podcasts
Holland Kaplan, Divya Verma, Zaven Sargsyan
Journal of Graduate Medical Education.2020; 12(3): 250. CrossRef
Creation of a New Educational Podcast: “Headmirror’s ENT in a Nutshell”
Jason H. Barnes, Garret Choby, Alyssa J. Smith, Patrick Kiessling, John P. Marinelli, Sarah Bowe, Matthew L. Carlson
Otolaryngology–Head and Neck Surgery.2020; 163(4): 623. CrossRef
How to create a subspecialty podcast: Headmirror's ENT podcast series
Jason H. Barnes, Garret Choby, Matthew L. Carlson
Medical Education.2020; 54(10): 956. CrossRef
Practical Techniques to Adapt Surgical Resident Education to the COVID-19 Era
Taylor M. Coe, Kristen M. Jogerst, Naomi M. Sell, Douglas J. Cassidy, Chalerm Eurboonyanun, Denise Gee, Roy Phitayakorn, Emil Petrusa
Annals of Surgery.2020; 272(2): e139. CrossRef
Podcasting in Medicine: The Current Content by Emergency Medicine Subspecialty
Andrew Little, Andrew Kalnow, Amber R Walker, Patricia Capone
Cureus.2020;[Epub] CrossRef
Post-publication promotion in rheumatology: a survey focusing on social media
Saloni Haldule, Samira Davalbhakta, Vishwesh Agarwal, Latika Gupta, Vikas Agarwal
Rheumatology International.2020; 40(11): 1865. CrossRef
Attending Physician's Attitudes Toward Podcasting as a Source of Medical Education: An Exploratory Study
Tony R. Tarchichi, John Szymusiak
Journal of Continuing Education in the Health Professions.2020; 40(2): 141. CrossRef
Podcast—An Apt Learning Tool for Generation Z
Subhash C Parija, Shanmuganathan Padmavathi
Annals of SBV.2020; 9(1): 1. CrossRef
Narrative Podcasts as a Teaching Tool in Psychiatry
Stephanie M. Davidson, Zachary Grunau, David Marcovitz, Oscar A. Gerdner, Joseph Stoklosa, Heather S. Vestal
Academic Psychiatry.2019; 43(3): 275. CrossRef
Understanding the Use and Perceived Impact of a Medical Podcast: Qualitative Study
Sarah L Malecki, Kieran L Quinn, Nathan Zilbert, Fahad Razak, Shiphra Ginsburg, Amol A Verma, Lindsay Melvin
JMIR Medical Education.2019; 5(2): e12901. CrossRef
Podcasting in Medical Education and Health Care
Emily J. Hurst
Journal of Hospital Librarianship.2019; 19(3): 214. CrossRef
Getting Started with Podcasting
Emily J. Hurst
Journal of Hospital Librarianship.2019; 19(3): 277. CrossRef
Continuing Medical Education in an On-Demand World: Is Podcasting the Netflix of Medical Education?
Tony R. Tarchichi, John Szymusiak
Hospital Pediatrics.2019; 9(10): 818. CrossRef
Effects of E-Learning in a Continuing Education Context on Nursing Care: Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews
Geneviève Rouleau, Marie-Pierre Gagnon, José Côté, Julie Payne-Gagnon, Emilie Hudson, Carl-Ardy Dubois, Julien Bouix-Picasso
Journal of Medical Internet Research.2019; 21(10): e15118. CrossRef
Concept analysis of the theories used to develop educational podcasts
Scott McNamara, Christopher Drew
Educational Media International.2019; 56(4): 300. CrossRef
Podcasting as Social Scholarship: A Tool to Increase the Public Impact of Scholarship and Research
Jonathan Bentley Singer
Journal of the Society for Social Work and Research.2019; 10(4): 571. CrossRef
Social media in knowledge translation and education for physicians and trainees: a scoping review
Teresa M. Chan, Kristina Dzara, Sara Paradise Dimeo, Anuja Bhalerao, Lauren A. Maggio
Perspectives on Medical Education.2019; 9(1): 20. CrossRef
Characteristics of Drug-Related Podcasts and This Medium’s Potential as a Pharmacy Education Tool
Sean P. Kane, Michael Shuman, Khyati Patel, Margaret Olson
American Journal of Pharmaceutical Education.2019; 83(8): 7083. CrossRef
Evaluating podcast reliability
Charlotte A. Silvers, Richard L. Pullen
Nursing Made Incredibly Easy!.2018; 16(4): 6. CrossRef

21,457 View
514 Download
Crossref
135 Scopus

Short Communication

Evaluation of an extracurricular program for students interested in rural and public health: Do-Hwan Kim, Ah Reum An, Eun Jeong Kim, Jong-Koo Lee, Seung-Hee Lee; Korean J Med Educ 2017;29(2):111-116.
Published online May 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.58

Abstract
PDF

Purpose
The problem regarding the geographic imbalance of the physician workforce has been a long-standing problem in South Korea. Additionally, rural medicine and public health have been marginalized across whole undergraduate curriculums. The aim of this study was to evaluate the effectiveness of an extracurricular program targeting medical students interested in rural and public health. Methods: A 2-day extracurricular program was held twice in 2015 and 2016. A total of 53 students were selected among eighty students who voluntarily applied to participate in the program. The effectiveness of the program was evaluated by pre- and post-program surveys. Results: The overall satisfaction for the program was 5.35 out of 6. The participants showed a significant improvement in perception of the clerkship experience in a rural and public health care setting as well as the importance of rural medicine and public health in South Korea. Conclusion: In conclusion, this study showed the acceptability of a short-term extracurricular program for medical students interested in rural and public health.

Citations

Citations to this article as recorded by

Impact of a short-term global health training program on competencies and career intentions in elderly care: a pilot study among public health students in the Philippines
Daeun Ro, Yuri Lee, Rowell De Guia, Emmanuel C. Macaraeg, Seojung Yoon, Boyoung Jeon, Moonyoung Cha, Hakyung Jung, Sunjoo Kang, Rachel D. Castillo
Journal of Global Health Science.2025;[Epub] CrossRef
Medical students' rural practice intention: Academic performance matters
You You, Ana Xie, Jennifer Cleland
Medical Education.2022; 56(12): 1203. CrossRef

10,556 View
153 Download
Crossref
2 Scopus

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
PDF

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.

Citations

Citations to this article as recorded by

What factors enhance students’ achievement? A machine learning and interpretable methods approach
Hui Mao, Ribesh Khanal, ChengZhang Qu, HuaFeng Kong, TingYao Jiang, Musa Adekunle Ayanwale
PLOS One.2025; 20(5): e0323345. CrossRef
Problem-based learning in dentistry, implementation, and student perceptions
Jayashri Tamanna Nerali, Lahari Ajay Telang, Ajay Telang, Pishipati Vinayak Kalyan Chakravarthy
Saudi Journal of Oral Sciences.2020; 7(3): 194. CrossRef
In-house Pre-medicine Trained Students: How Faculty Members Perceive Them?
Basir Abidin, Noor A Suliman, Tan C Hing
International Journal of Learning and Teaching.2019; : 164. CrossRef
The relationship between the monitored performance of tutors and students at PBL tutorials and the marked hypotheses generated by students in a hybrid curriculum
Jonas I. Addae, Pradeep Sahu, Bidyadhar Sa
Medical Education Online.2017; 22(1): 1270626. CrossRef

10,721 View
117 Download
Crossref
3 Scopus

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.

Citations

Citations to this article as recorded by

Development of an E-Portfolio Assessment Tool for Competency-Based Assessment of Family Medicine Residents
Danbi Lee, Miryoung Song, Yonghwan Kim, Yon Chul Park
Korean Journal of Family Practice.2025; 15(2): 102. CrossRef
Scope of Portfolio in Medical Training
Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava
Current Medical Issues.2023; 21(1): 71. CrossRef
Ensuring Successful Implementation of Portfolios in Medical Institutions
Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava
Journal of the Scientific Society.2021; 48(2): 65. CrossRef
How Do Medical Students Prepare for Examinations: Pre‐assessment Cognitive and Meta‐cognitive Activities
So-Jung Yune, Sang-Yeoup Lee, Sunju Im
Korean Medical Education Review.2019; 21(1): 51. CrossRef
Importance of clinical medicine in medical education:review of the articles in this issue
Oh Young Kwon
Korean Journal of Medical Education.2015; 27(4): 243. CrossRef

16,054 View
277 Download
Crossref
1 Scopus

Original Article

Evaluating the short-term effects of a communication skills program for preclinical medical students: Young-Mee Lee, Young Hee Lee; Korean J Med Educ 2014;26(3):179-187.
Published online September 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.3.179

Abstract
PDF

Purpose
Regardless of the growing importance of communication skills as a core clinical competence, few studies have determined the effects of communication skills courses in undergraduate medical curricula in Asian medical schools. The purpose of this study was to examine the effectiveness of a communication skills program for preclinical medical students.
Methods
A communication skills course was provided to 111 second-year medical students in a medical college in Korea. Students’ self-assessed competency of communication skills was evaluated by a questionnaire survey. To examine the improvement in observed communication skills, the students’ encounters with standardized patients (SPs) were assessed at the first session and at the final course assessment. A structured checklist, consisting of 25 communication skills items, was used for the assessment.
Results
Students’ self-assessed competency of communication skills increased significantly after completion of the course (p<0.001). The observed communication skills scores also improved significantly at the end of the course; the mean scores of the first SPs encounters was 49.6 (standard deviation [SD], 11.1), and those of cases A and B at the final assessment were 61.5 (SD, 8.4) and 69.6 (SD, 7.8), respectively (F₆₁=269.54, p<0.001).
Conclusion
Even a short period of medical communication skills course was beneficial in developing and improving communication skills competency in preclinical medical students. Further studies should be followed to examine whether the acquisition of communication skills during preclinical studies can be sustained into clerkship and actual practice.

Citations

Citations to this article as recorded by

Impact of Standardized Patient Programs on Pre-clinical Medical Students' Clinical Readiness: A Narrative Review of the Last Two Decades
Cristian V Toma, Aida Petca, Ioana G Visan, Alexandra Munteanu, Alexandru Ciudin, Viorel Jinga
Cureus.2025;[Epub] CrossRef
Do educational interventions reduce the gender gap in communication skills?- a systematic review
Alexis M. Driscoll, Rohan Suresh, George Popa, Leif Berglund, Amanda Azer, Helen Hed, Yajie Duan, Alice Chu, Aleksandra McGrath
BMC Medical Education.2024;[Epub] CrossRef
Communication skills in primary care settings: aligning student and patient voices
Chandramani Thuraisingham, Siti Suriani Abd Razak, Vishna Devi Nadarajah, Norul Hidayah Mamat
Education for Primary Care.2023; 34(3): 123. CrossRef
Developing, conducting and evaluating the internship preparatory program (Ipp)
Abeer S. Al Shahrani, Samah F. Ibrahim, Norah M. AlZamil, Eman S. Soliman, Lamya A. Almusharraf, Amel A. Fayed, Noreen Mirza
Annals of Medicine and Surgery.2022; 73: 103215. CrossRef
Religious Orientation and Subjective Well-being: The Mediating Role of Meaning in Life
Sukkyung You, Sun Ah Lim
Journal of Psychology and Theology.2019; 47(1): 34. CrossRef
Religious practices and mental health outcomes among Korean adults
Sukkyung You, Ji Eun Yoo, Yunsung Koh
Personality and Individual Differences.2019; 142: 7. CrossRef
Clinical communication skills and professionalism education are required from the beginning of medical training - a point of view of family physicians
Camila Ament Giuliani dos Santos Franco, Renato Soleiman Franco, José Mauro Ceratti Lopes, Milton Severo, Maria Amélia Ferreira
BMC Medical Education.2018;[Epub] CrossRef
How do medical students differ in their interpersonal needs?
Yera Hur, A Ra Cho, Sun Huh, Sun Kim
BMC Medical Education.2017;[Epub] CrossRef
Journal’s step to leap to the international level and communication skill
Sun Huh
Korean Journal of Medical Education.2014; 26(3): 159. CrossRef

14,342 View
178 Download
Crossref

Short Communication

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 J Med Educ 2011;23(3):203-207.
Published online September 30, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.3.203

Abstract
PDF

PURPOSE
The purpose of this study was to investigate the experience of examinees who took the first clinical skill examination in Korea.
METHODS
The data were collected by written survey, telephone, and face-to-face interviews with 46 examinees who took a clinical skills examination test at Jeju National University School of Medicine. Thirty-two questionnaires were valid for analysis.
RESULTS
Examinees' self-evaluation scores with regard to the level of difficulty of the CPX was 2.83 on average (1 for very easy, 5 for very difficult), and the score on the degree of adequate time for the CPX was 2.69 on average (1 for enough, 5 for very short). Examinees' self-evaluation scores on the level of difficulty of the OSCE was 2.37 on average (1 for very easy, 5 for very difficult), and the score on the degree of adequate time for the OSCE was 2.56 on average (1 for enough, 5 for very short).
CONCLUSION
We hope that our study provides useful information on practical questions in the development and review of exams and will be used to develop educational content and teaching methods in medical education.

Citations

Citations to this article as recorded by

Pilot application and Comparative Study between inter-raters in Clinical Performance Examination (CPX) of Ankle Sprain
Minjeong Kim
Journal of Korean Medicine.2024; 45(3): 112. CrossRef
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
Effects of Module Development and Role Play Course on Clinical Practice Examination Scores during a 4th Year Clerkship
Kyong-Min Park, Kye-Yeung Park, Nam-Eun Kim, Bong-Kyung Seo, Hoon-Ki Park, Hwan-Sik Hwang
Korean Journal of Family Medicine.2018; 39(1): 23. CrossRef
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
Student Satisfaction Study of Clinical Skills Training in Korean Medical Education
Sung Bo Sim, Ji Hyeon Kweon, Hyung Woo Kim, Jin Woo Hong, Sang Woo Shin
Journal of Korean Medicine.2013; 34(3): 37. CrossRef
Impact of Critical Thinking Disposition, General Self-Efficacy, and Leadership on Clinical Competence in Nursing Students
Jee Won Park, Chun-Ja Kim, Yong Soon Kim, Moon Sook Yoo, Hyera Yoo, Sun-Mi Chae, Jeong-Ah Ahn
Korean Journal of Medical Education.2012; 24(3): 223. CrossRef
Medical Education - Beyond the Evaluation of Intellectual Competency
Sun Kim
Korean Journal of Medical Education.2011; 23(3): 157. CrossRef

12,200 View
95 Download
Crossref

Original Article

Implementation of the Medical Research Curriculum in Graduate Medical School: Kwi Hwa Park, Tae-Hee Kim, Wook-Jin Chung; Korean J Med Educ 2011;23(2):103-110.
Published online June 30, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.2.103

Abstract
PDF

PURPOSE
The purpose of this study was to analyze the effect of the medical research curriculum on the students' satisfaction and the research self-efficacy.
METHODS
The curriculum was implemented to 79 graduate medical school students who entered in 2007 and 2008. This curriculum is implemented through 3 years consisting of 5 different sub-courses: Research design, Research ethics, Medical statistics, Writing medical paper, and Presentation. The effect of this program was measured with 2 self-administered surveys to students: the course satisfaction survey and the self-efficacy inventories. The Research Self-Efficacy Scale consisted of 18 items from 4 categories: Research design, Research ethics, Data analysis, and Result presentation. The descriptive statistics, paired t-test, and analysis of covariance (ANCOVA) were implemented.
RESULTS
The average point of satisfaction of the course was 2.74 out of 4, which told us that students generally satisfied with the course. The frequencies of tutoring for research course were 2 or 3 times on average and each session of tutorial lasted 1.5 to 2 hours. The research self-efficacy in three categories (Research design, Research ethics, and Result presentation) increased significantly (p<0.1). The self-efficacy of the male students was higher than females' one. The self-efficacy was not significantly different by the experience of research paper writing at undergraduate level.
CONCLUSION
The curriculum showed positive results in cultivating research self-efficacy of students. There is a need for improvement of the class of Statistical analysis as students reported that it was difficult.

Citations

Citations to this article as recorded by

Changes in medical students’ research-related perceptions through student-engaged medical research curriculum experience
Seong Ju Jeon, Hyo Hyun Yoo
BMC Medical Education.2024;[Epub] CrossRef
Factors That Influence Educational Effectiveness and Learning Satisfaction in Biomedical Research Programs during Premedical School
So-Jung Yune, Yong-Sang Park, Jung-Ho Cho, Jong-Min Han, Hee-Min Hwa, Sang-Yeoup Lee, Sunju Im
Korean Medical Education Review.2018; 20(1): 32. CrossRef
Student Research in Basic Medical Education: Why Do We Say Student Research?
Won Kyun Park
Korean Medical Education Review.2015; 17(2): 57. CrossRef
Medical Students’ Perception of the Research Curriculum and Activating Factors on Research during Medical School
Insook Kim, Eunbae Yang
Korean Medical Education Review.2015; 17(2): 69. CrossRef
Medical student perception of physician values in practice by individual characteristics and preferred medical specialty field
Kwi Hwa Park, Hyo Hyun Yoo, Jun Yim
Korean Journal of Medical Education.2014; 26(4): 309. CrossRef
Medical Education: Where are We Going?
Eunbae B. Yang
Korean Journal of Medical Education.2011; 23(2): 77. CrossRef

11,226 View
145 Download
Crossref

Comprehension of Patient-Physician Interaction through Analysis of Relationships between Domains in Clinical Performance Examination: Jae Jin Han, Myoung Jin Lee, Hyun-Jung Im; Korean J Med Educ 2010;22(3):177-184.
Published online September 30, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.3.177

Abstract
PDF

PURPOSE
This research investigated the psychometric properties of the patient-physician interaction (PPI) domain in the clinical performance examination (CPX). This research aimed to understand the PPI domain in the CPX through a psychometric and relationship analysis between the domains.
METHODS
Data were drawn from 1,302 examinees on a set of 6 common CPX cases and 1,066 on a 'bad news delivery' case. All cases included 7 PPI items, among which we calculated internal consistency reliability. Correlations were made between PPI and the other domains. Analyses using the structural equation model (SEM) were conducted to assess the relationships between latent factors and controlled measurement errors. To calculate the disparity between colleges, we performed a multi-level analysis. Also, we conducted t-tests to investigate the consistency of the PPI and information sharing (IS) scores in the 'bad news delivery' case.
RESULTS
Correlation between the mean PPI score and the total CPX score was high (0.707). The correlations between PPI and other domains were; 0.904 for the patient's overall satisfaction, 0.41 for history taking, and 0.327 for patient education. In SEM, these correlations between latent variables increased. The proportion of level-2 (between-school component) variance in PPI was 4.1%. For 'bad news delivery', the group that checked 'yes' on the IS items had higher PPI scores (mostly p<0.01).
CONCLUSION
PPI is an influential domain of the CPX and is highly related with the patient's overall satisfaction, clinical courtesy, and history taking. Disparities between schools in PPI are relatively small, such that the PPI could be due to individual factors rather than the school.

Citations

Citations to this article as recorded by

Improved detection of patient centeredness in objective structured clinical examinations through authentic scenario design
Kye-Yeung Park, Hoon-Ki Park, Hwan-Sik Hwang, Sang-Ho Yoo, Jae-Sook Ryu, Jong-Hoon Kim
Patient Education and Counseling.2021; 104(5): 1094. CrossRef
Effects of Module Development and Role Play Course on Clinical Practice Examination Scores during a 4th Year Clerkship
Kyong-Min Park, Kye-Yeung Park, Nam-Eun Kim, Bong-Kyung Seo, Hoon-Ki Park, Hwan-Sik Hwang
Korean Journal of Family Medicine.2018; 39(1): 23. CrossRef
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
A school-level longitudinal study of clinical performance examination scores
Jang Hee Park
Korean Journal of Medical Education.2015; 27(2): 107. 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
Impact of Clinical Performance Examination on Incoming Interns' Clinical Competency in Differential Diagnosis of Headache
Seong-Min Park, Yun-Mi Song, Bo-Kyoung Kim, Hyoeun Kim
Korean Journal of Family Medicine.2014; 35(2): 56. CrossRef
Teaching Clinical Performance Examination Using Action Learning Techniques
Kyung Hye Park, Woo Jeong Kim
Korean Journal of Medical Education.2012; 24(1): 23. CrossRef
The Change of CPX Scores according to Repeated CPXs
Yoon Hee Lee, Jae Hyun Park, Jin Kyung Ko, Hyo Bin Yoo
Korean Journal of Medical Education.2011; 23(3): 193. CrossRef
Current Issues in Medical Education: What Is Important?
Sun Kim
Korean Journal of Medical Education.2010; 22(3): 167. CrossRef

6,849 View
60 Download
Crossref

Integrating Problem-Based Learning into Clinical Clerkship: A Pilot Study: Kyong-Jee Kim, Chagnwon Kee; Korean J Med Educ 2009;21(4):385-391.
Published online December 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.4.385

Abstract
PDF

PURPOSE
This study aims to evaluate the effectiveness of a new teaching segment, named "problem-based clinical teaching," for the clinical clerkship in the undergraduate medical curriculum.
METHODS
Students were given a problem weekly on a case that they had seen during their rotation. The problem was provided by the instructor from a case that had already been diagnosed but came up with an additional problem that called for further investigation by the attending physician. The task for the students was to conduct the investigation and discuss the problem with the attending physician. A survey was conducted of a class of 3rd year medical students (n=43) who completed clerkships in internal medicine to measure the level of student engagement in the problem-based clinical teaching segment and the students' overall perceptions of this new teaching method.
RESULTS
Students generally agreed with the statements that they were actively engaged in the learning during the problem-based clinical teaching session. The students also perceived that this teaching session helped them acquire a deeper understanding of the knowledge and that it enhanced their problem solving skills and motivation.
CONCLUSION
Problem-based clinical teaching is a useful educational method to apply problem-based learning in clinical clerkship settings.

Citations

Citations to this article as recorded by

Accreditation Standards for Designating Teaching Hospitals for Medical Students in Korea
Jonghoon Park, Youngchang Kim, Dongseok Moon, Kwihwa Park, Sujin Chae, Hyohyun Yoo, Ducksun Ahn
Korean Medical Education Review.2015; 17(1): 15. CrossRef

6,917 View
87 Download
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 J Med Educ 2009;21(3):287-297.
Published online September 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.3.287

Abstract
PDF

PURPOSE
The purpose of the study was to examine the recording accuracy of faculty observers and standardized patients (SPs) on a clinical performance examination (CPX).
METHODS
This was a cross-sectional study of a fourth-year medical students' CPX that was held at a medical school in Seoul, Korea. The CPX consisted of 4 cases and was administered to 118 examinees, with the participation of 52 SP and 45 faculty observers. For the study we chose 15 examinees per case, and analyzed 60 student-SP encounters in total. To determine the recording accuracy level, 2 SP trainers developed an answer key for each encounter. First, we computed agreement rates (P) and kappa coefficient (K) values between the answer key-SPs and the answer key-faculty observers. Secondly, we analyzed variance (ANOVA) with repeated measures to determine whether the mean percentage of the correct checklist score differed as a function of the rater, the case, or the interaction between both factors.
RESULTS
Mean P rates ranged from 0.72 to 0.86, while mean K values varied from 0.39 to 0.59. The SP checklist accuracy was higher than that of faculty observersat the level of item comparison. Results from ANOVA showed that there was no significant difference between the percentage of correct scores by the answer key, faculty observers and SPs. There was no significant interaction between rater and case factors. CONCLUSION: Acceptable levels of recording accuracy were obtained in both rater groups. SP raters can replace faculty raters in a large-scale CPX with thorough preparation.

Citations

Citations to this article as recorded by

A study on evaluator factors affecting physician-patient interaction scores in clinical performance examinations: a single medical school experience
Young Soon Park, Kyung Hee Chun, Kyeong Soo Lee, Young Hwan Lee
Yeungnam University Journal of Medicine.2021; 38(2): 118. CrossRef
A Comparative Study on the Assessment of the Quality of Life by Older Cancer Patients and Caregivers and Assessment of Performance Status by Medical Staff
Kyoungwon Choi, Hoonsik Bae, Yeon Ok Lim, Ilsung Nam, Hyunsook Yoon, Yojin Kim, Hyen Joo Lee
Korean Journal of Health Promotion.2015; 15(3): 150. CrossRef
Assessment of Clinical Skills With Standardized Patients: State of the Art Revisited
David B. Swanson, Cees P.M. van der Vleuten
Teaching and Learning in Medicine.2013; 25(sup1): S17. CrossRef
Teaching Clinical Performance Examination Using Action Learning Techniques
Kyung Hye Park, Woo Jeong Kim
Korean Journal of Medical Education.2012; 24(1): 23. 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

7,521 View
119 Download
Crossref

Development and Validation of a Questionnaire to Evaluate Medical Students' Evidence-Based Medicine Competencies: Jaehyun Park, Taeyoung Yoon, Jinkyung Ko; Korean J Med Educ 2009;21(3):259-267.
Published online September 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.3.259

Abstract
PDF

PURPOSE
The purpose of the study was to develop and validate a questionnaire to evaluate medical students' knowledge of, attitude towards and practice of evidence-based medicine (EBM). METHODS: The participants of the study were 418 medical students enrolled in the Kyung Hee University School of Medicine in Seoul, Korea. To examine construct validity of the questionnaire, an exploratory factor analysis (EFA) was performed with 118 participants; a confirmatory factor analysis (CFA) was conducted with the remaining 281 participants. We developed 41 items with a 4-point Likert scale. An EFA was performed to verify the emergence of four dimensions of EBM competencies. The principal axis factoring method and the direct oblimin rotation method were used. To confirm construct validity, a CFA was conducted with the remaining 281 participants. To evaluate model fitness, root mean square error of approximation (RMSEA) and comparative fit index (CFI) were used as fit indices. We conducted ANOVA with Scheffe as discriminant validation, and calculated Cronbach's alpha of 4 subscales as reliability checkup.
RESULTS
After refinement procedure, factor analysis of the 32 items in therevised questionnaire yielded 4 factors. The Scree plot supported a 4 factor solution explaining 53.5% of the variance. The 4 components derived were: factor 1_knowledge on EBM (11 items; Cronbach's alpha=0.92); factor 2_ pursuit towards EBM (10; 0.88); factor 3_reluctance on EBM (7; 0.78); factor 4_practice of EBM (4; 0.75). The questionnaire could discriminate competence differences among 1-3 yr students. Satisfactory Cronbach's alpha scores were noted for each factor as well. CONCLUSION: The EBM competency questionnaire was validated.

Citations

Citations to this article as recorded by

Effectiveness of an Evidence-Based Practice Education Program for Undergraduate Nursing Students: A Systematic Review and Meta-Analysis
Dain Jeong, Chang Park, Keiko Sugimoto, Miyang Jeon, Dooyoung Kim, Young Eun
International Journal of Environmental Research and Public Health.2024; 21(5): 637. CrossRef
Analysis on Validity and Academic Competency of Mock Test for Korean Medicine National Licensing Examination Using Item Response Theory
Han Chae, Eunbyul Cho, SeonKyoung Kim, DaHye Choi, Seul Lee
Keimyung Medical Journal.2023; 42(1): 7. CrossRef
The Effects of an Evidence-based Nursing Course Using Action Learning on Undergraduate Nursing Students
Keum-S. Jang, Eun A Kim, Hyunyoung Park
The Journal of Korean Academic Society of Nursing Education.2015; 21(1): 119. CrossRef

7,283 View
111 Download
Crossref

Trends of Communication Skills Education in Medical Schools: Hong Hee Han, Sun Kim; Korean J Med Educ 2009;21(1):35-41.
Published online March 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.1.35

Abstract
PDF

PURPOSE
To investigate the past and current status of teaching communication skills in undergraduate medical education and to review how medical education is progressing.
METHODS
A selective search was conducted of the literature that was published from 1960 to Jun 2008 in the MEDLINE, EMBASE, ERIC, Psychlnfo, and KMbase databases using "communication." All articles in 13 medical journals (including Academic Medicine, Medical Education, Teaching and Learning in Medicine, Medical Teacher, and Korean Journal of Medical Education) were reviewed. Each article was categorized according to 5 subjects (curriculum, methods, assessment, student factors, and research type).
RESULTS
A total of 306 studies met the inclusion criteria for this study. Curriculum was the most frequent subject (n=85), followed by assessment (n=71), student factors (n=48), and methods (n=23). According to this research, the current trends of teaching communication skills in medical school are characterized by curriculum development,' 'blended-methods,' 'multisource assessment,' 'student attitudes,' and 'comparative studies' of education.
CONCLUSION
It is time to figure it out optimistic ways to design a formal course. Now, 4 current trends in teaching and learning are emerging in communication skills. Curriculum development is stabilizing a variety of teaching methods are being adopted; a method of multisource assessment is being identified and the need to consider student attitudesis being recognized. In the near future, objective, comprehensive, and sophisticated evaluation is going to be the top priority in teaching communication skills with a variety of research types.

Citations

Citations to this article as recorded by

Effects of medical communication curriculum on perceptions of Korean medical school students
Hyo Hyun Yoo, Sein Shin, Jun-Ki Lee
Korean Journal of Medical Education.2018; 30(4): 317. CrossRef
Domestic Research of Medical Students Trends Analysis
Aehwa Lee
Korean Medical Education Review.2018; 20(2): 91. CrossRef
Effectiveness and Learning Experience of Dental Communication Course Training in Dental Hygiene Schools
Yong-Keum Choi, Bo-Mi Shin, Jung-Hui Son, Deok-Young Park
Journal of dental hygiene science.2016; 16(2): 134. CrossRef
Correlation between Self-evaluation Factor and Academic Achievement of Medical Students according to Introduction of Explanation Meeting in Cadaveric Dissection
Jeong-Hyun Park, Jee-Hee Kim, Kwang-Hwan Kim
Journal of the Korea Academia-Industrial cooperation Society.2010; 11(7): 2475. CrossRef

6,492 View
62 Download
Crossref

Brief Communication

Student's Evaluation of Problem-Based Learning Curriculum in Medical School: Hahn Young Kim, Ran Lee, Jongmin Lee, Hyun-Ji Cho, Kwang-Yeol Park; Korean J Med Educ 2008;20(3):259-264.
Published online September 30, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.3.259

Abstract
PDF

PURPOSE
Konkuk medical school has tried to improve its problem-based learning (PBL) curriculum. In this study, we evaluated the serial changes of student satisfaction of this PBL curriculum. METHODS: Student satisfaction for the PBL curriculum was assessed using the same questionnaire for 3 years, from 2005 to 2007. Twenty individual questions were classified into five categories: individual learning, group learning, tutoring, module, and learning environment. Scores of the individual items and categories were compared.
RESULTS
For the first 3 years after the introduction of a graduate medical school, scores for the individual learning, group learning, and tutoring categories were higher those for the module and learning environment categories. Satisfaction of the learning environment, however, gradually improved. CONCLUSION: In general, satisfaction of the PBL curriculum was good for the first 3 years after the introduction of the graduate medical school. However, further investment in improving the PBL module and learning environments was necessary for the success of the PBL curriculum.

Citations

Citations to this article as recorded by

Verification of learner’s differences by team-based learning in biochemistry classes
Kwang Ho Mun, Kyo Cheol Mun
Korean Journal of Medical Education.2017; 29(4): 263. CrossRef
The Development and Validation of a Maternal Happiness Scale for Mothers with Young Children, School-Aged Children, and Adolescents
Kaisook Chung, Jaekook Park, Suhong Park, Meesook Yoo, Eunsil Choi, Bosoon Seo
Family and Environment Research.2013; 51(1): 27. CrossRef
Effects of goal relations on self-regulated learning in multiple goal pursuits: performance, the self-regulatory process, and task enjoyment
Hyunjoo Lee
Asia Pacific Education Review.2012; 13(2): 369. CrossRef

5,835 View
32 Download
Crossref

Original Article

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
PDF

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.

Citations

Citations to this article as recorded by

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
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

7,362 View
29 Download
Crossref

Lessons Learned from Optional Elective Course: Young Mee Lee, Duck Sun Ahn, Yeon Hee So; Korean J Med Educ 2001;13(2):213-220.; DOI: https://doi.org/10.3946/kjme.2001.13.2.213

Abstract
PDF

BACKGROUND
The College of Medicine at Korea University has lunched the new curriculum which incorporated optional elective courses in 2000. Optional elective course is consisted of 10 subjects. 8 subjects are conducted in classroom lectures and 2 of them are active experiences in research or community service. The purpose of this study is to identify the level of achievement of its own educational goals and objectives. Also, we tried to explore the possibilities of improving this course for the maximum educational effectiveness.. MATERIAL AND METHOD: We conducted a survey and the subjects of this study were second, and third year medical students who finished this course.
RESULTS
84.8% of respondents were aware of the goals of the course. 91.1% of them agreed this course is needed to enhance the effectiveness in undergraduate medical education. Most students agreed the course provide an opportunity to broaden their perspectives of field of medicine(81.4% of respondents). Also, this course provided good informations for students' future career choice(78.6% of respondents). However, students wanted to have more in-depth learning experience. INTERPRETATION: The implementation of the optional elective course at the Korea University, Medical College was successful. Despite of its initial success, the course has to be revised to allow students to get more in - depth study according their own interests.

Citations

Citations to this article as recorded by

A Qualitative Study on the Students' Perceptions of Elective Courses in Korean Medical Education
Hee Jun Park, Sung Uk Ma, Hye-Yoon Lee
Journal of Korean Medicine.2025; 46(1): 139. CrossRef
Medical education program implementation experience in an elective course: a case study in South Korea
Yu-Ra Kim, Seung-Min Yoo, Hye-Jin Park
Korean Journal of Medical Education.2023; 35(2): 199. CrossRef

4,334 View
35 Download
Crossref

Environment and Condition of Graduate Medical Education: Chang Yup Kim, Seok Jun Yoon, Han Ju Baek, Jug Gu Lee, Seung Ho Baek, Su Kyung Park, Chul Woung Kim, Ki Hyung Chung, Hong Jun Cho; Korean J Med Educ 1997;9(1):55-63.; DOI: https://doi.org/10.3946/kjme.1997.9.1.55

Abstract
PDF

Educational evironment and condition strongly influence the quality of graduate medical education. However, in Korea educational environment of in-hospital graduate medical education and training has not been explored in details. To evaluate current situation, we investigated 1,859 graduate trainees(residents) by self-administered questionnaire from May to July in 1996. Major findings of the survey were as follows; 1. Major providers of education were senior trainees(46.7%), compared with other sources of training such as self-study(22.9%) and staff trainers(14.5%). 2. At hospitals with less than or equal to 500 beds, formal educational programs for training were more poorly developed than hospitals with more than 500 beds. Among them, weakness in programs of case conference, staff lecture and training in affiliated hospitals was more remarkable. 3. At small hospitals with less than or equal to 500 beds, satisfaction level of trainees on their training were lower than that of trained at hospitals with more than 500beds. Research, conference, discussion with senior residents, and outpatient care were more dissatisfactory in particular. 4. Significant barriers to ideal training were work overload(57.2%) and shortage of educational programs(19.0%). Most of trainees are not satisfied with environment and condition of their training programs. To improve the quality of graduate medical education which is closely related with health care quality in the near future, general environment of education such as work load and educational programs has to be reoriented.

Citations

Citations to this article as recorded by

Correlation of In-training Examination Score with the Residency Program or the Score of the Board Examination of Laboratory Medicine
Jungwon Huh, Jongwan Kim, Jongwoo Park, Hyunok Kim
Annals of Laboratory Medicine.2006; 26(3): 227. CrossRef