Purpose A doctor’s professional behavior and clinical competency reflect a range of personal and interpersonal qualities, attributes, commitments, and values. This study aimed to identify the most influential factor of medical competence regarding patient management ability.
Methods We used an analytic observational design with a cross-sectional approach, and gathered the perceptions of medical school graduates of Bandung Islamic University via an online questionnaire scored on a Likert scale. Two hundred and six medical graduates who graduated at least 3 years prior to survey were included in the study. The factors evaluated included humanism, cognitive competence, clinical skill competence, professional behavior, patient management ability, and interpersonal skill. IBM AMOS ver. 26.0 (IBM Corp., Armonk, USA) was used for structural equation modelling of the six variables latent and 35 indicator variables.
Results We found that graduates have highly positive perceptions of the humanism (95.67%). Followed by interpersonal skills (91.26%), patient management (89.53%), professional behavior (88.47%), and cognitive competence (87.12%). They rated clinical skill competence the lowest (81.7%). Regarding factors that contribute to patient management ability, the aspects of humanism, interpersonal skill, and professional behavior were found to significantly affect patient management ability (p-value=0.035, 0.00, and 0.00, respectively) with a critical rate of 2.11, 4.31, and 4.26 consecutively.
Conclusion Humanism and interpersonal skill are two important factors that medical graduates assessed very positively. According to surveyed medical graduates, their expectations of the institution were met regarding humanism. However, there is a need to strengthen medical students’ clinical skills and improve their cognitive abilities through educational programs.
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Fase Perkembangan Anak Sekolah Dasar dan Pembinaannya dalam Perspektif Islam Meilinda Ekawati, Azkiy Silva Setti, Siti Triani Amelia Mulyati Jurnal Pendidikan Islam.2024; 1(4): 14. CrossRef
Medical postgraduates are the new force of scientific research groups in China. However, the limitation of their English language ability restricts their publication of high-level Science Citation Index (SCI) papers to a large extent. Measures to improve students’ SCI language ability from macro, intermediate and micro aspects were discussed through flipped classroom teaching mode, such as students’ reading papers before class, students’ practicing paper writing after class, and teacher’s making comments in class. The feedback from the questionnaire showed that 96.65% of the students were satisfied with the teaching mode and 93.57% of them had improved their confidence in SCI writing. For the problems mentioned in the feedback, it was suggested that colleges and universities should formulate policies to encourage teachers to engage in medical English teaching, meanwhile teachers should constantly improve their professional quality, so as to help students improve their SCI language ability rapidly.
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A systematic review of flipped classroom approaches in language learning Pan Qi, Nurul Farhana Binti Jumaat, Hassan Abuhassna, Li Ting Contemporary Educational Technology.2024; 16(4): ep529. CrossRef
Purpose Although there have been studies emphasizing the re-education of North Korean (NK) doctors for post-unification of the Korean Peninsula, study on the content and scope of such re-education has yet to be conducted. Researchers intended to set the content and scope of re-education by a comparative analysis for the scores of the preliminary examination, which is comparable to the Korean Medical Licensing Examination (KMLE).
Methods The scores of the first and second preliminary exams were analyzed by subject using the Wilcoxon signed rank test. The passing status of the group of NK doctors for KMLE in recent 3 years were investigated. The multiple-choice-question (MCQ) items of which difficulty indexes of NK doctors were lower than those of South Korean (SK) medical students by two times of the standard deviation of the scores of SK medical students were selected to investigate the relevant reasons.
Results The average scores of nearly all subjects were improved in the second exam compared with the first exam. The passing rate of the group of NK doctors was 75%. The number of MCQ items of which difficulty indexes of NK doctors were lower than those of SK medical students was 51 (6.38%). NK doctors’ lack of understandings for Diagnostic Techniques and Procedures, Therapeutics, Prenatal Care, and Managed Care Programs was suggested as the possible reason.
Conclusion The education of integrated courses focusing on Diagnostic Techniques and Procedures and Therapeutics, and apprenticeship-style training for clinical practice of core subjects are needed. Special lectures on the Preventive Medicine are likely to be required also.
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Evaluating North Korean academic medicine’s contributions to the international medical literature: a bibliometric study Andrew Holzman, Yongbin Kim, Jaewoo Park, Douglas Rappaport Science Editing.2025; 12(2): 96. CrossRef
Challenges Experienced By North Korean Refugee Doctors in Acquiring a Medical License in South Korea: A Qualitative Analysis Shin Ha, Hui Ran Choi, Jong Koo Lee, Yo Han Lee Journal of Continuing Education in the Health Professions.2019; 39(2): 112. CrossRef
From Jeongseong to “Three-Minute Care”: Healthcare Transitions in North Korea and the Cultural Adjustment of North Korean Refugee Doctors in South Korea 박영수, 박상민, Hae Won Lee Korea Journal.2017; 57(4): 118. CrossRef
Purpose The core curriculum in graduate medical education (GME) is an educational program that covers the minimum body of knowledge and skills that is required of all residents, regardless of their specialty. This study examined the opinions of stakeholders in GME regarding the core curriculum. Methods: A questionnaire was administered at three tertiary hospitals that were affiliated with one university; 192 residents and 61 faculty members and attending physicians participated in the survey. The questionnaire comprised six items on physician competency and the needs for a core curriculum. Questions on subjects or topics and adequate training years for each topics were asked only to residents. Results: Most residents (78.6%) and faculty members (86.9%) chose “medical expertise” as the “doctor’s role in the 21st century.” In contrast, communicator, manager, and collaborator were recognized by less than 30% of all participants. Most residents (74.1%) responded that a core curriculum is “necessary but not feasible,” whereas 68.3% of faculty members answered that it is “absolutely needed.” Regarding subjects that should be included in the core curriculum, residents and faculty members had disparate preferences— residents preferred more “management of a private clinic” and “financial management,” whereas faculty members desired “medical ethics” and “communication skills.” Conclusion: Residents and faculty members agree that residents should develop a wide range of competencies in their training. However, the perception of the feasibility and opinions on the contents of the core curriculum differed between groups. Further studies with larger samples should be conducted to define the roles and professional competencies of physicians and the needs for a core curriculum in GME.
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The CanMEDS Competency Framework in laboratory medicine: a phenomenographic study exploring how professional roles are applied outside the clinical environment Chloe Bogaty, Janneke Frambach Canadian Medical Education Journal.2023;[Epub] CrossRef
Competency and Curriculum of the Resident as Teacher: A Review and Suggestions Janghee Park Korean Medical Education Review.2021; 23(1): 23. CrossRef
Current Status of the Resident Education Program and the Necessity of a General Competency Curriculum Hyeon Ju Kim, Jung-Sik Huh Korean Medical Education Review.2017; 19(2): 70. CrossRef
Hopes for the new challenges in <i>Korean Journal of Medical Education</i> Young Hwan Lee Korean Journal of Medical Education.2015; 27(3): 159. CrossRef
PURPOSE We changed a lot of the medical curricula to accept the freshman of graduate medical students in 2009. We surveyed the satisfaction of new medical curricula from graduate medical students.
METHODS We analysed the returned questionnaires from 118 freshmen of graduate medical students.
RESULTS The number of boys and girls was 56 (47.5%) and 62 (52.5%), respectively and of married students was 10 (8.5%).
The graduate students thought that the future prospect was very positive and positive in 40.7%. The 77.1 percentages of medical students understood about 40~80% of the basic medicine. The satisfaction of medical curriculum was average 3.30 by Likert scale. The satisfaction of the professor who have enough information to the subjects was 4.00 and of integrated subjects which were organically related without repetition was 2.85 by Likert scale. Graduate students asked to strengthen clinical medicine lecture and practice.
CONCLUSION Generally, the satisfaction of the new medical curricula was positive in graduate students. But the satisfaction of the contents of the integrated subjects was lowest and so we have to check the organic relationship of integrated subjects.
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Occupational and academic characteristics of medical graduates from three Peruvian universities Carlos J. Toro-Huamanchumo, Jessica Meza-Liviapoma, Antonio J. Aspajo, Joel S. Roque-Roque, Paola Novoa-Sandoval Educación Médica.2018; 19: 90. CrossRef
Medical Education: Where are We Going? Eunbae B. Yang Korean Journal of Medical Education.2011; 23(2): 77. CrossRef
Happiness of Medical Students and Tasks in Medical Education Eun Bi Lim Korean Medical Education Review.2011; 13(2): 25. CrossRef
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