Purpose This study examines the implementation of the competency-based curriculum (CBC), which has become the primary educational model in Korean medical schools. It also presents valid evaluation criteria developed through expert consensus to support ongoing improvements in curriculum quality.
Methods This study examines the implementation of the CBC, which has become the primary educational model in Korean medical schools. It also presents valid evaluation criteria developed through expert consensus to support ongoing improvements in curriculum quality.
Results Three rounds of Delphi surveys were completed to validate the valid evaluation criteria. Criteria with lower content validity ratios were revised and supplemented based on expert feedback. Ultimately, the process resulted in the identification of five evaluation areas, 16 evaluation items, and 51 evaluation indicators. Among these, the indicators focusing on learner achievement were found to be the most significant.
Conclusion This study developed an evaluation model and valid evaluation criteria specifically designed for the curricula of Korean medical schools. These were created based on expert consensus, which adds to the strength and relevance of the proposed framework. The establishment of valid evaluation criteria is expected to enhance evaluation practices, promote educational quality, and support the continuous improvement of medical education.
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Purpose The practice of feedback is influenced by the characteristics of students, teachers, and the clinical environment. Most studies on feedback have been conducted in Western settings with different sociocultural backgrounds to Indonesia. This study explores feedback in Indonesian clinical clerkship using a sociocultural lens and aims to provide an exemplar of adaptive practice relevant to non-Western settings.
Methods This qualitative study was conducted using an interpretive phenomenology approach. Data were collected through focus groups with students and teachers and interviews with program coordinators. Data were transcribed verbatim and grouped according to data sources, coded, and analyzed thematically.
Results Themes identified from the focus group discussions and interviews were categorized as student, teacher, and environmental factors. Student factors include dependence on feedback, tendencies to use a group approach, difficulties recognizing social rules, a perceived lack of resilience, and tendencies to doubt praise. Factors related to teachers include a high level of expertise, being extremely busy, having a strong commitment, and being unsure of students’ acceptance of feedback. Clinical environment factors influence interactions between teachers and learners and include high power distance and collectivistic values. A safe environment is needed to ensure effective feedback interactions.
Conclusion High power distance, collectivism, and generational characteristics of students likely impact feedback practice in clinical settings. Designing a safe environment is essential for effective feedback practice.
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An English language teacher educator's feedback literacy journey: Who educates the teacher educator in Indonesia? Rini Susanti, Graham Parr, Anne Keary Learning, Culture and Social Interaction.2026; 60: 101052. CrossRef
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The Best of Both Worlds: Exploring the Interplay Between Written and Verbal Feedback in the Continuum of Medical Education Nadia Greviana, Anyta Pinasthika, Diantha Soemantri Medical Science Educator.2024; 35(2): 863. CrossRef
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