Purpose The purposes of this study were to analyze the course outcomes of integrated courses of a medical school that introduced an outcome-based curriculum and to suggest ways to improve techniques in the description of outcomes.
Methods In order to investigate the course outcomes of 39 courses in the first and second grades at Kyungpook National University School of Medicine in Korea, verbs for the course outcome were classified according to Bloom’s taxonomy and frequency analysis was completed. The appropriateness of use of verbs in description of the outcomes was also analyzed.
Results The total number of course outcomes for both grades was 497. The number of course outcomes per credit ranged from a minimum of 0.9 to a maximum of 22.0. Most of the course outcomes were classified as the comprehension domain according to Bloom’s taxonomy. The most frequently used verb was “explain,” accounting for 61.0% (n=303) of the entire course outcome verbs. Some verbs in the outcomes, however, were unmeasurable.
Conclusion The major findings of this study include the followings. First, the number of course outcomes varied according to courses. Second, several course outcomes included unmeasurable verbs. Finally, most of the verbs used to describe course outcome belonged to the two lower levels of Bloom’s taxonomy—knowledge and comprehension. In order to improve the description of course outcomes, this study suggests that it is necessary to adjust the number of course outcomes, applicate overt behavior verbs, and elevate the level of course outcomes from the lower memorizing level to the higher application level.
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Application of the flipped classroom model based on Bloom’s Taxonomy of Educational Objectives in endodontics education for undergraduate dental students Yaru Wei, Zhengjun Peng PeerJ.2025; 13: e18843. CrossRef
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Purpose The purpose of this study was to develop criteria to evaluate a premedical curriculum to ultimately improve the quality of premedical education.
Methods The first draft of the evaluation criteria was developed through a literature review and expert consultation. The Delphi survey was conducted to ensure the validity of the draft.
Results The final premedical curriculum criteria consisted of three evaluation areas (curriculum development, curriculum implementation, and curriculum outcome), five evaluation items (educational objective, organization of curriculum, instructional method, class management,
and educational outcome), and 18 evaluation indicators.
Conclusion There should be further discussion on the evaluation questionnaire and the content for each evaluation indicator with regard to its practical application. Also, a concrete evaluation system, including evaluation standards and rating scales, should be developed.
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Changes in Self‐Leadership and Self‐Efficacy After Leadership Training of First‐Year Premedical Students Dong-Mi Yoo, Wha Sun Kang Korean Medical Education Review.2016; 18(2): 83. CrossRef
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PURPOSE This study aims to explore the improvement of medical curriculums by examining the relationship between attributes of the Korean physicians and their needs for specialized departments and professionals for enhancing Korean physicians' social competence.
METHODS The uniqueness of this study is in its conduction a survey about the Korean physicians' needs of specialized departments and professionals for physicians' social competence or not, unlikely that previous studies focused on reviews. Subjects of this study are 288 physicians among the members of the Korean Society of Medical Education and The Korea Intern Resident Association. The hierarchical regression analyses are conducted.
RESULTS The authors present the results. First, the needs of specialized departments decline if physicians have ever majored on basic medical and learned professionalism ethics.
Second, the older physicians are, the much more learned professionalism ethics and the needs of leadership competence physicians have, the necessities of specialized professionals are reduced. Finally, the physicians' needs of patient-oriented communication and sympathy of human in society as well as professionalism ethics increase recognitions of the importance of specialized professionals.
CONCLUSION These results show that strengthening systemic and educators' individual capacity for successful social competence curriculums is important.
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A Survey of Medical Students’ Social Participation and Direction in Medical Education Song I Lee, Dong-ho Chang, So Youn Park, Tai Young Yoon, Oh Young Kwon Korean Medical Education Review.2018; 20(2): 103. CrossRef
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There has been a recent tendency to attach special importance to writing education. Books on 'writing to heal' are being written in or translated into Korean. According to these texts, writing is a valuable tool for internal healing, depending on the mode of application. Writing can have positive effects and give hope to an individual or group, but it can also be a source of frustration and despair. Based on the distinct effects of writing, we cannot overemphasize the significance of writing education. Writing is generally taught during a premedical course that targets students who will eventually practice medicine. Many reports have examined immorality in medical students and health care providers, which is a reason that writing education is important for medical systems. 'Writing for Healing' is open to freshmen at Yonsei University Wonju College of Medicine.
The aim of this subject is to help students identify and acknowledge internal diseases to lead a healthier life and eventually become positive and responsible health care providers. However, in addition to the vague definition of what 'healing' is, the concept of 'writing for healing' has not been defined. This paper attempts to define the concept of 'writing for healing' and considers what influences it can have on a humanities curriculum in medical colleges.
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Teaching Medical Humanities through an Illness Narrative Im-Kyung Hwang Korean Journal of Medical Education.2013; 25(2): 81. CrossRef
The educational goal of premedical education is to provide a desired college-level training in liberal arts as well as sciences, and to provide a basis for future medical studies.
However, there has been concern that the current premedical education at Korea University has been unproductive and has not met the educational goals.
The objectives of this study were to evaluate the current premedical academic curriculum at Korea University and to provide baseline data for developing an improved premedical curriculum. A survey involving faculty, residents, and students from Korea University Medical School was conducted.
The results of the study suggested that the current premedical curriculum was not relevant to future medical studies and the General Studies Program as a source for learning liberal arts and humanities, were not appropriate.
There was a growing need for structural and functional integration between premedical and medical studies and in addition to requirement of reinforcing the social and human sciences into the premedical curriculum.
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Breaking the mould: stakeholder insights into the shift from 2 + 4 to a 6-Year continuous medical curriculum in South Korea Yoonjung Lee, Jwa-Seop Shin, Wan Beom Park, Hyun Bae Yoon BMC Medical Education.2025;[Epub] CrossRef
Research and development of evaluation criteria for premedical curriculum Jinyoung Hwang, Jwa-Seop Shin, Hyun-Bae Yoon, Do-Hwan Kim, Dong-Mi Yoo, Eun Jeong Kim, Seung-Hee Lee Korean Journal of Medical Education.2015; 27(4): 255. CrossRef
Premedical students' experiences in community-oriented primary care Eal Whan Park Korean Journal of Medical Education.2013; 25(3): 229. CrossRef
Most of the medical schools are confronted with various changes to medical curricula in Korea. Some of them already established a steering group to plan a new curriculum.
The study's target is the graduates who had undertaken their 6 year-medical course of Medical School at K University. The purpose of the study is to ascertain how well the medical course they had undertaken had equipped them for practice.
The questionnaire explored the level of factual content, the adequacy of their skills training, and the development of attitudes and personal attributes during the course. A total of 204 graduates replied, a response rate of 67.5%.
The results can be summarized as follows.
The graduates' views on the preclinical course they had undertaken at school of medicine show that they felt there were 'too much' anatomy, biochemistry, and pathology. Their views on the clinical course were shown relatively to be adequate level of factual content in comparison with preclinical course.
The graduates' views were also sought concerning the help they had received in acquiring certain skills during their education. Only in the area of 'History-taking' and 'Physical examination' did most feel that the skills had been 'well covered' or 'partially covered'.
A part of the survey focused on the attitudes and personal attributes that it was hoped medical students would have acquired by the time they qualified. In most cases the respondents did feel that they had acquired the 15 items' attributes listed, at least partially, by the time they had qualified.
Medical curriculum of post-graduate course was reviewed to identify current problems and to seek the alternatives for better education for 23 universities. The major findings are as follows: The avera ge number of post-graduate students is 120 in the master's course and 94 in the doctor's course. In only four out of 23 universities, the educational aims and objectives of post-graduate course in medicine are clearly defined in written form. Classroom teaching was given to the students in forms of formal lecture, conference, seminar, discussion and so on. Only eight universities give a lecture regularly according to the lecture schedule. Some universities offer lectures in the evening or in the weekend for the students' convenience. In about 50% of universities, students were evaluated through a set of written exam, oral test, report, presentation and discussion. Obligation of thesis presentation was prescribed in 20 universities of the master's course and in 22 universities of the doctor's course. The students of all 23 universities of master's course and 22 of doctor's course have to pass comprehensive exam for the graduation of the course. For completing doctor's course, the students of 22 universities (97%) still have to pass the secondary foreign language test. In more than 70% of universities, associate professors and assistant professors with doctor's degree are allowed to supervise and examine the thesis. Based on the above results, establishment of educational aims and objectives, reinforcement of teaching and learning activities, modification of foreign language test for entrance and graduation the course, and increase in faculty members and research funds should be needed for the improvement of post-graduate program in medicine.
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