Korean Journal of Medical Education

"Medical students"

Original Research

Latent class analysis of medical students by admission type in Korea: effects on academic performance and career paths: Soongu Kim, Ilseon Hwang, Cheon-woo Han; Korean J Med Educ 2026;38(2):149-157.
Published online May 20, 2026; DOI: https://doi.org/10.3946/kjme.2025.093

Abstract
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Purpose
This study employed latent class analysis (LCA) to classify medical students based on their pre-admission characteristics and examine differences in academic performance, mental health, and post-graduation career paths.
Methods
A total of 314 medical students who matriculated from 2015–2018 at a Korean medical school participated for this study. LCA was performed with their gender, region of origin, admission type, and gap years (i.e., a period for retaking the college entrance examination) as classification variables. Mental health was assessed using BDI-II (Beck Depression Inventory-II), SSI-Beck (Scale for Suicidal Ideation-Beck), and K-Scale (Korean Internet Addiction Scale). Academic outcomes and career paths were compared across latent classes through analysis of variance and regression analyses.
Results
Three distinct latent classes were identified in the total sample (n=314): the rolling admission–regional talent group (25.0% of the total sample), the regular admission–male retaker group (57.3%), and the non-local female group (17.7%). The regular admission-male retaker group showed significantly higher internet over- dependency levels (p<0.001), lower academic performance (p<0.001), and higher grade repetition rates (p<0.05) than the others. The rolling admission-regional talent group had the highest proportion of students working at their alma mater-affiliated hospitals (p<0.05).
Conclusion
The research findings could present practical implications to the medical school systems because this research analyzed the mental health status, academic performance, and career paths based on the admission types of medical school students. Furthermore, the results imply that a specific policy and/or a student support system should be required for medical students’ achievement and their successful transition to career.

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Short Communication

Enacted practices and developmental experiences of senior medical student tutors in a structured peer tutoring program: Dong Mi Yoo, A Ra Cho, Sun Kim; Korean J Med Educ 2026;38(1):95-101.
Published online February 24, 2026; DOI: https://doi.org/10.3946/kjme.2025.111

Purpose
This study examined tutors’ practices, challenges, and developmental experiences within a structured senior–junior tutoring program implemented at a Korean medical school.
Methods
Fourteen tutors participated across two one-semester cycles—seven tutors in 2022 and seven in 2023. Each cycle included standardized tutor orientation, weekly one-on-one tutoring sessions, and faculty oversight. Data sources consisted of 24 tutor activity reports and semi-structured tutor interviews, and a survey of tutees was additionally conducted to contextualize the tutoring environment. Qualitative data were analyzed thematically.
Results
Tutors engaged in five major domains of tutoring practice: diagnostic assessment of learning routines, structured academic coaching, lifestyle and behavioral stabilization, management of communication and relational challenges, and iterative adjustment of goals and strategies. They reported that peer tutoring required substantial emotional and relational work, often addressing broader behavioral patterns rather than isolated content gaps. Consistent with tutors’ accounts, tutees’ survey responses indicated improvements in learning motivation, study strategies, time management, and satisfaction with communication.
Conclusion
Structured peer tutoring extended beyond academic assistance to encompass academic, behavioral, and emotional guidance. Participation also contributed to tutors’ metacognitive awareness, communication skills, and emerging professional identity. These findings offer implications for developing sustainable peer-led support programs in medical education.

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Personal Views

Preparing doctors for 21st century healthcare: imperative for entrepreneurial competence in medical education: Kavitha Ashok Kumar, S. M. Ferdous Azam, Ashok Kumar Jeppu; Korean J Med Educ 2026;38(1):112-115.
Published online February 23, 2026; DOI: https://doi.org/10.3946/kjme.2025.147

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Original Research

Analysis of academic stress factors in basic medical science courses among medical students: suggestions for curriculum improvement: Gwanwook Bang, So-Youn Park; Korean J Med Educ 2026;38(1):54-63.
Published online February 23, 2026; DOI: https://doi.org/10.3946/kjme.2025.072

Abstract
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Purpose
This study aimed to identify the academic stress experienced by medical students in basic medical science courses and analyze its underlying factors.
Methods
A survey was conducted among 228 students from a medical school in Seoul, South Korea, of whom 204 who had completed at least one basic science course were included in the final analysis. A modified stress scale for medical students and a newly developed subject-specific academic stress scale, validated through literature review, student feedback, and expert review, were employed. Data were analyzed using IBM SPSS ver. 25.0 with descriptive statistics, t-tests, chi-square tests, and one-way analysis of variance.
Results
The overall academic stress among students was relatively high. The highest stress levels were observed in cell biology (mean=7.15), followed by bioinformatics (mean=5.97), molecular biology (mean=5.47), and organic chemistry (mean=5.20). Key stress factors included a lack of connectivity with clinical subjects, excessive learning volume, and inappropriate difficulty levels.
Conclusion
Academic stress varied significantly across courses, underscoring the need for curriculum improvements in basic medical science education. Faculty should consider adjusting course difficulty, enhancing clinical integration, motivating students, and managing workloads to reduce stress and support learning outcomes.

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Review Article

The impact of simulation on the development of critical thinking and reflection among nursing and medical students: a systematic review: Sana Loubbairi, Laila Lahlou, Abdelkader Amechghal, Hicham Nassik; Korean J Med Educ 2025;37(2):187-202.
Published online May 29, 2025; DOI: https://doi.org/10.3946/kjme.2025.334

Abstract
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Simulation is an educational approach that promotes the mastery of technical skills while advancing the development of non-technical competencies, both of which are widely acknowledged as essential in clinical practice. This review aimed to synthesize findings on the impact of simulation in enhancing critical thinking and reflection among nursing and medical students. Following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a systematic review was conducted by searching the following databases: PubMed, Science Direct, and Scopus. The quality of the included studies was assessed using Joanna Briggs Institute critical appraisal tools. The protocol was previously registered in the PROSPERO registry (CRD42022371971). From 1,323 studies identified in primary research, 16 were included in this review, involving a total of 1,283 students. Of the 16 studies, seven investigated the impact of simulation on critical thinking and reported a positive effect compared to traditional teaching methods. For student reflection, only one study addressed this theme and reported a positive effect on nursing students. This review demonstrated that simulation has a positive impact on critical thinking; however, its impact on reflection remains inconclusive. Further research is essential to explore its effects across diverse populations, including those in developing countries, to maximize its educational potential in health professions education.

Citations

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Pedagogical mediation with ICT for the development of critical thinking in primary education: A systematic review
León-Díaz Fredy, Boude Oscar, Vargas-Sanchez Ana
Thinking Skills and Creativity.2026; 60: 102085. CrossRef
The Effect of High-Fidelity Simulation vs. Simulation with Standardized Patients on the Development of Reflective Practice Among Medical Students
Sana Loubbairi, Laila Lahlou, Yassmine El Moussaoui, Abdelkader Amechghal, Hicham Nassik
International Medical Education.2026; 5(1): 19. CrossRef
Defect-based scenario simulation teaching in the specialized skills training of nurse anesthetists: a before–after within-subject design
Yanli Ma, Han Li, Huan Zhang, Fengli Gao, Xiaobei Ma
BMC Medical Education.2026;[Epub] CrossRef
Development of Critical and Clinical Thinking in Medical Education: Methods, Strategies, and Practical Approaches
Olena Ivanivna Levchyk, Tetiana Borysivna Lazarchuk, Nadiia Ivanivna Yarema, Viktoriia Rostyslavivna Mykuliak, Oksana Ihorivna Kotsyuba
Academic Visions.2026;[Epub] CrossRef
Innovative approaches to training future doctors: from mentoring to simulation-based learning and artificial intelligence
Svitlana Viktorivna Kucher, Tetiana Yuriivna Chernets, Mariia Myronivna Ruda, Nataliia Yaroslavivna Vereshchahina, Kateryna Volodymyrivna Myndziv
Academic Visions.2026;[Epub] CrossRef
Design and Effect Evaluation of High-Simulation Scenario Simulation Teaching for Comprehensive Experiment in Health Assessment
璋琳王
Creative Education Studies.2025; 13(08): 112. CrossRef
The influence of final-year undergraduate nursing students’ participation in simulation on their critical thinking: A mixed methods systematic review
Kate Harry, Beth Pierce, Elizabeth Forster
Nurse Education in Practice.2025; 89: 104617. CrossRef

4,888 View
140 Download
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6 Scopus

Facilitating clinical reasoning for medical students in clinical settings: a scoping review: Yeny Dyah Cahyaningrum, Yoyo Suhoyo, Gandes Retno Rahayu; Korean J Med Educ 2025;37(2):163-186.
Published online May 29, 2025; DOI: https://doi.org/10.3946/kjme.2025.333

Abstract
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This scoping review describes the responsibilities of facilitators, especially clinical teachers, in facilitating clinical reasoning and factors affecting the implementation of the strategies. This review was conducted by collecting and identifying original data in peer-reviewed full English journals published between 2004 and 2021. It followed Arksey and O’Malley’s framework and adhered to the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews guidelines. The process included formulating review questions, developing a comprehensive search strategy, selecting relevant studies, extracting data, and presenting findings. Initial searches were conducted on PubMed, EBSCO, Scopus, and EMBASE, with a research librarian ensuring the efficiency and comprehensiveness of the search. The search based on the PCC approach (population, concept, context approach) encompassed “clinical reasoning,” “facilitation,” and “clinical teachers.” Out of the initial 2,004 records retrieved from the four databases, a thorough screening process led to the 30 studies included in the review, revealing three primary themes and multiple strategies related to clinical reasoning facilitation in clinical settings. These themes involved the responsibilities of clinical teachers, strategies utilized, and factors influencing clinical reasoning learning in clinical settings. In the clinical settings, clinical teachers have crucial responsibilities in facilitating clinical reasoning learning, including creating a safe environment, demonstrating effective practices, using appropriate strategies, and assessing students’ abilities. While this review has explored the responsibilities of clinical teachers, specific strategies that enhance clinical reasoning abilities need further investigation. Additionally, the impacts of identified factors on strengthening clinical reasoning abilities require more analysis.

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An RQMN Integrated Teaching Model to Improve Clinical Competence in Undergraduate Internal Medicine Education: A Randomized Controlled Study
Haoruo Zhang, Liqi Liao, Rui Cao, Chunlin Gong, Jiaoyue Zhong, Xindan Zhang, Siting Hong
Journal of Medical Education and Curricular Development.2026;[Epub] CrossRef
Helpful strategies identified and utilized by physiotherapy students from culturally and linguistically diverse backgrounds during clinical placements in Australia
Stephen West-Newman, Martin Sale, Roma Forbes, Stacie Attrill
Physiotherapy Theory and Practice.2025; 41(12): 2654. CrossRef
Improving Large Language Model Applications in the Medical and Nursing Domains With Retrieval-Augmented Generation: Scoping Review
Yiqun Miao, Yuhan Zhao, Yuan Luo, Huiying Wang, Ying Wu
Journal of Medical Internet Research.2025; 27: e80557. CrossRef

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2 Scopus

Original Research

Enhancing medical student training during psychiatry clerkship through a school-based mental health approach: a qualitative study: Sylas Sebastian Neela Sekhar, Tan Ming Gui, Nicholas Pang Tze Ping, Koh Yunn Min; Korean J Med Educ 2025;37(2):133-142.
Published online May 29, 2025; DOI: https://doi.org/10.3946/kjme.2025.330

Abstract
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Purpose
This study evaluated a school-based mental health program within a psychiatry clerkship to enhance medical students’ competencies in mental health literacy, empathy, communication, and adaptability. The program aimed to bridge theoretical knowledge with practical skills through experiential learning in a real-world, community-based setting.
Methods
The study utilized convenience sampling to select 32 medical students from the 2023–2024 psychiatry clerkship cohort. Four focus group discussions, each lasting 60–90 minutes, provided qualitative data, which were analyzed using reflexive thematic analysis in Atlas.ti (ATLAS.ti GmbH, Germany) to identify themes related to professional development.
Results
Five key themes emerged, highlighting significant gains in context-sensitive communication, empathy, and mental health literacy specific to adolescent issues. The students reported increased clinical confidence, enhanced resilience through psychological techniques such mindfulness and motivational interviewing, and benefited from sustained engagement and peer support, fostering collaboration and stress management.
Conclusion
The school-based mental health program enhanced essential competencies in mental health literacy, empathy, communication, and practical skills for medical students. By integrating experiential learning into medical education, the program addressed training gaps, equipping future healthcare providers with the skills necessary for holistic and patient-centered mental healthcare across diverse clinical settings. The approach showed potential for broader applications in medical education to prepare students for comprehensive mental health support skills.

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Practical application and evaluation of an integrated training pathway for mental health literacy and clinical communication skills for undergraduate dental students based on simulation-based training
Yao Wang, Lanlan Ye, Meiqin Zhou, Xi Chen
Frontiers in Medicine.2026;[Epub] CrossRef
Effectiveness of AI-enhanced virtual patients for psychiatric interview training in health professions education: a meta-analysis
Senay Kilincel, Furkan Bulut, Pelin Goksel, Mirac Baris Usta, Tuba Mutluer, Oguzhan Kilincel
Frontiers in Medicine.2026;[Epub] CrossRef

2,295 View
59 Download
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2 Scopus

The role of transfer motivation and self-efficacy on student satisfaction during early clinical experiences in South Korea: a cross-sectional study: In-Kyung Song, Hwa-Young Jang, Su Jin Chae; Korean J Med Educ 2025;37(1):13-21.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.319

Abstract
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Purpose
This study aimed to identify the factors influencing premedical students’ satisfaction with early clinical experience and determine the mediating effect of self-efficacy on the relationship between learning motivation and satisfaction.
Methods
This cross-sectional study included 35 second-year premedical students who completed the early clinical experience course and responded to course evaluation questionnaires on self-efficacy, transfer motivation, and student satisfaction. The data were analyzed using descriptive statistics, Pearson’s correlation, Baron and Kenny’s hierarchical multiple regression analyses, and the Sobel test.
Results
Student satisfaction was significantly correlated with self-efficacy (r=0.724, p<0.01) and transfer motivation (r=0.538, p<0.01). Self-efficacy and transfer motivation were also highly correlated (r=0.789, p<0.01). Multiple regression analyses and Sobel test indicated that self-efficacy fully mediated the relationship between student satisfaction and transfer motivation (Z=2.704, p<0.01).
Conclusion
In this study, early clinical experience program increased premedical students’ self-efficacy and transfer motivation for clinical knowledge and confirmed that self-efficacy mediated student satisfaction. These findings demonstrate the positive effects of early clinical experience on the medical school curriculum and suggest the need for educational strategies to increase self-efficacy in learning.

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Association between non-academic activities and professional identity formation of Indonesian medical students: a nationwide cross-sectional study: Sydney Tjandra, Arnold Keane, Defin Allevia Yumnanisha, Mukhlis Akmal Taher, Hansel Andita Kristiandi, Anyta Pinasthika, Nadia Greviana; Korean J Med Educ 2025;37(1):1-12.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.318

Purpose
This study explores the association between student involvement in non-academic activities (NAA) and the stages of professional identity formation (PIF) among Indonesian medical students.
Methods
This cross-sectional survey was distributed to students in 50 medical schools, across both preclinical and clinical students in years 2-6. Respondents completed a Developmental Scale (DS) questionnaire to assess PIF and self-reported the number of hours spent on different NAA. Descriptive and bivariate analyses were performed; multiple linear regression was utilized to predict PIF.
Results
Indonesian medical students reported a median of 13 NAA hours and a median DS score of 5.07 on a scale of 7. NAA hours were significantly different across sex groups, years of study, university regions, and institution types. Female participants spent significantly more hours on NAA than male students and PIF was predicted by the number of hours spent on research and competition-related activities. Shifts between the types of NAA were also observed among year groups.
Conclusion
NAA are positively associated with the PIF process, with students’ active involvement in research and competitionrelated activities as predictors in this area. Supporting these activities becomes imperative for medical schools in order to optimize students’ potential, motivation, and PIF.

2,710 View
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Structural relationships between psychological factors and college adjustment among medical students in South Korea: focusing on helicopter parenting and respectful parenting: Jin Young Lee, Ie Byung Park, So Jung Yune, Kwi Hwa Park; Korean J Med Educ 2024;36(4):357-366.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.309

Abstract
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Purpose
This study aims to determine the impact of helicopter parenting and respectful parenting on medical students’ mindset, grit, self-directedness, and college adjustment.
Methods
This study constructed a hypothetical model based on the relationship between helicopter parenting, respectful parenting, mindset, grit, self-directedness, and college adjustment. It set up a structural model to test the fit of the model based on empirical data. The significance of the mediating effects of the paths was tested using multiple mediation analysis.
Results
The fit of the initial measurement model did not meet the goodness-of-fit acceptance criteria; therefore, revised models were established. The revised models all showed good fit indices, and the overall path coefficients were significant. Helicopter parenting and respectful parenting are inversely correlated and affect the mindset of medical students, which, in turn, affects their adjustment to college through grit and self-directedness. The results of the multimodal effects of each pathway showed that helicopter parenting negatively affects college adjustment, while respectful parenting has a positive mediating effect on college adjustment.
Conclusion
Parenting attitudes have a significant impact on medical students’ mindset, grit, and self-direction, which affects their college adjustment. Parents need to respect their children’s autonomy and independence and avoid excessive interference.

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How Parenting Influences Lifelong Learning: A Cross‐Cultural Review of Indonesia and Japan
Diana, Dai Matsumoto, Rina Windiarti, Eem Munawaroh, Zakki Nurul Amin, Akaat Hasjiandito, All Fine Loretha, Wisnu Kristanto, Qotrun Nada Nafiah
European Journal of Education.2026;[Epub] CrossRef
Grit in Undergraduate Medical Education: A Scoping Review
Tamal Joyti Roy, Nobonita Saha, Summer Chavez, Winston Liaw, M. Mahbub Hossain
Medical Science Educator.2026;[Epub] CrossRef

3,213 View
162 Download
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2 Scopus

Short Communication

Enhancing medical students’ documentation skills: the impact of an assessment and feedback program: Young-A Ji, Jung Je Park, Ji-hyun Seo; Korean J Med Educ 2024;36(3):335-340.
Published online August 29, 2024; DOI: https://doi.org/10.3946/kjme.2024.307

Abstract
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Purpose
We not only developed a clinical practice program for the assessment and feedback vis-à-vis medical students’ medical records but also evaluated the effectiveness of this program via a self-assessment of medical students’ competence in writing medical records pre- and post-program.
Methods
In 2022, 74 third-year medical students were divided into four groups and participated in a 2-week program. The students’ medical records were graded on a scale ranging from 1 to 3 daily, and the mean scores for 2 weeks were compared. Pre- and post-program, the students’ self-assessment survey was conducted.
Results
The mean scores increased from 1.30 in the first week to 2.14 in the second week. The mean score of self-assessment showed significant improvements, increasing from 2.43 to 4.00 for medical record, 2.64 to 4.08 for write present illness, 2.08 to 3.89 for initial orders, 2.35 to 4.34 for signature, and 2.38 to 3.97 for consent (all p<0.001).
Conclusion
We found that providing students with real-time assessment and feedback on their medical records increased their skills and confidence in medical records writing.

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Benefits of Chain-of-Thought Prompting for Clinical Record Rubric Evaluation in Undergraduate Medical Education: Experimental Evaluation Study With Medical Faculty
Alberto Nogales, Sophia Denizon, Alonso Mateos Rodriguez, Javier Cervera Cordero, Gonzalo Pandelet Barainca, Enrique Aranguren Moliner, Emilio Cervera Barba
JMIR Medical Education.2026; 12: e88652. CrossRef
Teaching communication competencies across the undergraduate medical curriculum: a qualitative exploratory case study
Elena María Trujillo Maza, Valentina Navarro Palau, Mariana Lema-Vélez, Sofía Gnecco González, Andrés Cuervo Landinez, Andrés Camilo Cardozo Alarcón
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Patricia Morris, Rose McCloskey, Alexis McGill, Lisa Keeping-Burke, Alex Goudreau, Holly Knight, Sarah Buckley, David Mazerolle, Courtney Jones
JBI Evidence Synthesis.2025; 23(10): 1938. CrossRef

3,199 View
61 Download
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3 Scopus

E-portfolio utilization in medical school clinical practice: assessing satisfaction and learning advantages: Mi Ryoung Song, Ji Hye Yu, Su Kyung Lee, So Yong Moon, Mi Ran Kim, Jang Hoon Lee; Korean J Med Educ 2024;36(3):327-333.
Published online August 29, 2024; DOI: https://doi.org/10.3946/kjme.2024.306

Abstract
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Purpose
This study aimed to investigate the difference in satisfaction and learning benefits between e-portfolios compared to paper portfolios during clinical practice in medical schools.
Methods
Utilization of and satisfaction with e-portfolios among 40 third-year medical students in the medicine department of Ajou University School of Medicine was collected using an online survey in December 2020. The collected data were analyzed using descriptive statistics and an analysis of variance.
Results
Students perceived that e-portfolios were highly beneficial for consistently documenting activities during clinical practice, when compared to paper-based portfolios (mean±standard deviation [SD]=2.60±1.22). However, the least rated aspect was that e-portfolios require less time than paper-based portfolios (mean±SD=1.80±1.14). Additionally, among the various clinical practice courses using e-portfolios, the highest satisfaction was observed with the fewest content items in the e-portfolio.
Conclusion
To maximize the potential benefits of e-portfolios, improvements in implementation and usability are essential. Additionally, for effective utilization of e-portfolios in clinical practice, it is necessary to clearly define students’ required competencies and ultimate goals, and structure content accordingly.

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Maria Hofmann, Niklas Krebs, Norbert Krämer
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Danbi Lee, Miryoung Song, Yonghwan Kim, Yon Chul Park
Korean Journal of Family Practice.2025; 15(2): 102. CrossRef
Self-Coded Digital Portfolios as an Authentic Project-Based Learning Assessment in Computing Education: Evidence from a Web Design and Development Course
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Yingfang She
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Original Research

Analysis of the current status of interview evaluations in Korean medical schools and professors’ perceptions of the interview evaluations process: Chungwon Ha, Ye Ji Kang, Seung-Hee Lee, Dong Hyeon Lee, Keunho Kim; Korean J Med Educ 2024;36(3):275-285.
Published online August 29, 2024; DOI: https://doi.org/10.3946/kjme.2024.302

Abstract
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Purpose
This study aimed to investigate the overall operational status of medical school admission interview evaluations in South Korea and explore the operational experience of universities conducting interview evaluations.
Methods
This study used a mixed-methods approach, combining quantitative and qualitative methods. Through a nationwide survey and data collection from 39 medical schools, the quantitative analysis explored interview evaluations procedures, the purpose of the interview evaluations, and the competencies expected of medical school freshmen. Concurrently, qualitative data were obtained through focus group discussions with 12 professors from 10 medical schools, providing in-depth insights into the operational experiences and challenges faced during interview evaluations.
Results
In the quantitative data, interview evaluations were most prevalent in the “comprehensive school records screening” for rolling admissions (85.5%), but less common in regular admissions (18.6%). Private schools (64.2%) showed a statistically significant higher proportion of interview admissions than public schools (11.1%) in the “high school grades focused admission” (p<0.01). Metropolitan areas (50.0%) conducted interview evaluations more frequently than non-metropolitan areas (11.1%) in the “College Scholastic Ability Test-focused admissions” (p<0.05). In the qualitative data, professors recognize the dominant role of “negative selection” in filtering out unsuitable candidates. Challenges in maintaining a consistent evaluator pool and team-based question development were acknowledged. Strategies, such as seeking student feedback for question improvement and conducting study meetings for interviewer preparation are essential.
Conclusion
This study illuminates the operation of admissions interview evaluations in South Korea, revealing variations across regions and admissions types. These findings offer insights for enhancing medical school admission processes, guiding future research and policy.

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Anticipatory Dignity and Digital Meritocracy: Philosophical Reflections on the Algorithmic Transformation of South Korea’s Education System
Hyungjoon Jun, Hyun Jung Lee
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Ratih Yulistika Utami, Hemma Yulfi, Melviana Lubis, Desi Isnayanti
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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 J Med Educ 2024;36(3):243-254.
Published online August 29, 2024; DOI: https://doi.org/10.3946/kjme.2024.299

Abstract
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Purpose
This study aimed to develop a competency-based global health education (GHE) program for medical students and analyze its effectiveness.
Methods
The study had a pretest–posttest control group design. The program was developed based on the eight global health competency domains for medical students and implemented for 18 hours over 6 weeks beginning in September 2023. The intervention and control groups comprised 34 students and 41 students, respectively. The analytical methods used were t-test, chi-square test, and analysis of covariance.
Results
Experience with global health activities and pretest scores were controlled as covariates to exclude the effects of participants’ general characteristics and pretest scores. The intervention group had outscored the control group on interest in a global health career and the necessity of GHE and also showed significantly higher posttest scores on global competence, global citizenship, and global health competence. Students were generally satisfied with the GHE program.
Conclusion
A global health competency-based GHE program effectively increases medical students’ interest in global health careers, their understanding of the need for GHE, and their global competence, global citizenship, and global health competence. This study is expected to promote GHE program development and research.

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Beiran Qian, Yuxuan Li, Bin Wu, Yutong Lu, Kun Tang
Global Health Research and Policy.2026; 11(1): 59. CrossRef
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Krishna Mohan Surapaneni
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Pedagogy in Health Promotion.2025;[Epub] CrossRef

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131 Download
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4 Scopus

Short Communication

Exploring the responses of preclinical medical students and professors to flipped learning for the development of clinical reasoning: Jihyun Si; Korean J Med Educ 2024;36(2):213-221.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.297

Abstract
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Purpose
This study developed and implemented case-based flipped learning using illness script worksheets and investigated the responses of preclinical students and professors to the intervention in terms of its effectiveness, design, and implementation.
Methods
The study was conducted at a medical school in Korea, where the “clinical reasoning method” course, originally a lecture-oriented course, was redesigned into a flipped learning. In total, 42 second-year medical students and 15 professors participated in this course. After the class, online surveys were conducted, and a focus group interview was held with seven students to explore the students’ experiences in more detail.
Results
In total, 37 students and seven professors participated in the survey. The mean score for all items is 3.12/4 for the student survey and 3.43/4 for the professor survey. The focus group interview results were categorized as the beneficial aspects and challenges for the development of clinical reasoning.
Conclusion
The findings indicated that their responses to the intervention were generally positive, and it is thought to be an effective instructional method for fostering clinical reasoning skills in preclinical medical students.

3,835 View
72 Download

Original Research

Differences in fear of failure and college adjustment by type of medical school entrance extrinsic motivation using a latent profile analysis: So Jung Yune, Ie Byung Park, Hyo Hyun Yoo, Kwi Hwa Park; Korean J Med Educ 2024;36(2):203-212.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.296

Abstract
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Purpose
The decision to enroll in medical school is largely influenced by extrinsic motivation factors. It is necessary to explore the factors that affect pre-med students’ motivation to enter medical school and their college adjustment, and to develop measures to help them adjust.
Methods
A total of 407 pre-med students were surveyed regarding their motivation to enter medical school, fear of failure, and college adjustment. We analyzed the latent profiles of extrinsic motivation factors using latent profile analysis. One-way analysis of variance was conducted to examine the differences in fear of failure and adaptation to university life according to the latent groups.
Results
After analyzing the latent profiles of entrance motivation, three latent profiles were selected. They were divided into high, medium, and low extrinsic motivation groups. Three profiles scored the highest on job security, followed by good grades and social status. Sophomores were more likely to be high extrinsic motivators than freshmen were. Fear of failure was high in the group with high extrinsic motivation, and adaptation to college life was highest in the group with low extrinsic motivation.
Conclusion
Job security was the most important extrinsic motivator for entering medical school, and extrinsic entrance motivation influenced fear of failure and college adjustment. Given the high level of extrinsic motivation among medical students, it is meaningful to analyze the extrinsic motivation profile of entering medical students and how it affects failure motivation and college adjustment.

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Psychometric Properties for Fear of Failure in Learning Scale Among Postgraduates: A Rasch Model Analysis
Li Wang, Azmawaty Mohamad Nor, Amira Najiha Yahya
Sage Open.2026;[Epub] CrossRef

4,102 View
82 Download
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1 Scopus

Medical students’ professionalism attributes, knowledge, practices, and attitudes toward COVID-19 and attitudes toward care provision during pandemic amidst the COVID-19 outbreak according to their demographics and mental health: Eun Kyung Choi, Sanghee Yeo; Korean J Med Educ 2024;36(2):157-174.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.293

Abstract
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Purpose
This study examines various aspects related to medical professionalism in medical students during coronavirus disease 2019 (COVID-19) pandemic, focusing on their medical professionalism attributes, KPA (knowledge, practices, and attitudes) toward COVID-19 and attitudes toward provision of care in pandemic. We assessed whether these aspects related to medical professionalism were varied by their demographics and mental health level.
Methods
Six questionnaires related to medical professionalism were distributed online to medical students in six grades at a single medical school. A one-way analysis of variance was used to examine differences in scores related to medical professionalism based on their demographics, for examples, gender, grade, residence, religion, as well as their mental health levels. Pearson correlation analysis was used to examine correlations between each variable.
Results
Female students scored higher on medical professionalism attributes and attitudes toward duty-to-care than male students. Medical professionalism attribute scores were higher with higher relationship satisfaction and resilience levels but lower with higher anxiety levels. Furthermore, these scores were significantly associated with attitudes toward COVID-19 preparedness. However, COVID-19 knowledge and practice scores were negatively associated with attitudes toward COVID-19 preparedness and careers after graduation. Meanwhile, students who took the leave of absence related to 2020 doctors’ strike had significantly lower scores on attitudes toward COVID-19 preparedness and duty to care than those who did not.
Conclusion
Our findings suggest that mental health of medical students is strongly related to their various aspects related to medical professionalism, especially their attitudes toward COVID-19 preparedness. Good mental health was positively linked to medical professionalism attributes and attitudes toward COVID-19 preparedness. However, knowledge and practice of COVID-19 were negatively associated with willingness to participate in the pandemic response. Additionally, the experience of the 2020 leave of absence impacted the attitudes of medical students toward COVID-19 preparedness (p=0.015) and their duty to care (p=0.012) negatively.

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Perceptions of preparedness for doctor roles and the medical profession in Korean graduating medical students: A 13-year trend analysis
Hyorim Ha, Hae Won Kim
Medical Teacher.2026; 48(2): 310. CrossRef

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1 Scopus

Analysis of the perceptions, competencies, and educational needs for global health among Korean medical students: Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park; Korean J Med Educ 2024;36(1):1-15.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.280

Abstract
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Purpose
The purpose of this study was to examine perceptions of global health education (GHE) among medical students and their involvement in global health activities and identify priorities of educational needs for developing GHE programs.
Methods
This study was cross-sectional and conducted through an online survey for medical students. The participants were students attending medical schools nationwide, and the final analysis target was 678. The survey developed questionnaires necessary for research purposes regarding global health-related experiences and perceptions, level of awareness of global health competencies (GHC), and needs assessments. The data were analyzed using the frequency analysis, chi-square test, independent t-test, Borich Needs Assessment Model, and the Locus for Focus Model.
Results
In total, 60.6% (411/678) agreed on the need for GHE, whereas 12.1% (82/678) agreed on the appropriateness of GHE in the current medical school curriculum, indicating a perception gap between the necessity and the status. At the current level of awareness of global health and GHC, we identified statistically significant differences according to gender, participation in global health activities, and GHE. In the analysis of the educational needs of GHC, all items of GHC had statistically significant differences between the importance level and the current level, and priorities were derived. The competency with the highest priority was domain A (Global Burden of Disease).
Conclusion
We expect the findings of this study to be used in Korean medical education as fundamental data to prepare a hereafter research foundation for GHE and discuss systematic GHE based on GHC.

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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
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
Simulation Needs Assessment Project (SNAP): Use of the Borich Model in Undergraduate Medical Education
Samantha Wong, Bradson Serikawa, Meliza Roman, Nicole Hada, Jannet Lee-Jayaram, Benjamin W. Berg
International Medical Education.2025; 4(4): 42. 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

4,626 View
139 Download
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Consensus on global health competencies for Korean medical students using a modified Delphi method: Songrim Kim, Sun Young Kyung, Ie Byung Park, Kwi Hwa Park; Korean J Med Educ 2023;35(4):389-405.
Published online December 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.275

Abstract
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Purpose
This study aimed to reach a consensus among experts on the global health competencies for medical students in Korea.
Methods
A global health competency model was developed to identify domains and competencies for medical education, and a three-round modified Delphi method was used to reach consensus among 21 experts on the essential global health competencies. The degree of convergence, degree of consensus, and content validity ratio of the model were used to reach a consensus.
Results
A list of 52 competencies in 12 domains were identified according to a literature review. In the first-round Delphi survey, the global health competencies were refined to 30 competencies in eight domains. In the second round, the competencies were reduced to 24. In the final round, consensus was reached among the expert panel members, and the competencies were finalized. The global health competency domains for medical students include global burden of disease (three items), globalization of health and healthcare (five items), determinants of health (two items), healthcare in low-resource settings (two items), global health governance (three items), health as a human right (four items), cultural diversity and health (three items), and participation in global health activities (two items).
Conclusion
The group of experts in global health achieved a consensus that 24 global health competencies in eight domains were essential for undergraduate medical education in Korea. The domains and competencies identified herein can be used to develop an undergraduate medical education curriculum in global health.

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Beyond Borders: Exploring the Clinical Journeys of Multicultural Nursing Students
Lee Jiyoung
Asian Nursing Research.2025; 19(2): 120. CrossRef
Analysis of the perceptions, competencies, and educational needs for global health among Korean medical students
Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park
Korean Journal of Medical Education.2024; 36(1): 1. 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

4,352 View
90 Download
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3 Scopus

Short Communication

Perceptions of medical students toward assessors in interprofessional education: Kyung Hye Park; Korean J Med Educ 2023;35(3):297-301.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.268

Abstract
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Purpose
This study aims to establish if medical students think it is fair to be assessed by nursing professors in interprofessional education (IPE) and why.
Methods
Eighty-seven third-year medical students who participated in the IPE in 2022 submitted self-reflection essays. They were asked how they perceived the assessors, and 86 medical students responded to content analyses.
Results
Sixty-seven students (77.9%) agreed to be assessed by nursing professors. They believed that interprofessional assessment is possible because it is an IPE. They also believed that this was an opportunity to be assessed from various perspectives. Nineteen students (22.1%) objected because the assessment criteria may be different and nursing professors would not understand the learning experiences of medical students.
Conclusion
Regarding the reasons medical students oppose it, IPE developers should supplement the development of assessment criteria and understand learners’ experiences during planning assessment.

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Research on the application effect of inter-professional training program for newly enrolled medical staff in operating room based on digital information technology
Manhong Zhang, Wenjun Wang
BMC Medical Education.2024;[Epub] CrossRef

3,055 View
117 Download
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1 Scopus

Original Research

Faculty perceptions regarding an individually tailored, flexible length, outcomes-based curriculum for undergraduate medical students: Pathiyil Ravi Shankar, Tayyaba Azhar, Vishna Devi Nadarajah, Hui Meng Er, Mahwish Arooj, Ian G. Wilson; Korean J Med Educ 2023;35(3):235-247.
Published online August 31, 2023; DOI: https://doi.org/10.3946/kjme.2023.262

Abstract
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Purpose
The perception of faculty members about an individually tailored, flexible-length, outcomes-based curriculum for undergraduate medical students was studied. Their opinion about the advantages, disadvantages, and challenges was also noted. This study was done to help educational institutions identify academic and social support and resources required to ensure that graduate competencies are not compromised by a flexible education pathway.
Methods
The study was done at the International Medical University, Malaysia, and the University of Lahore, Pakistan. Semi-structured interviews were conducted from 1st August 2021 to 17th March 2022. Demographic information was noted. Themes were identified, and a summary of the information under each theme was created.
Results
A total of 24 (14 from Malaysia and 10 from Pakistan) faculty participated. Most agreed that undergraduate medical students can progress (at a differential rate) if they attain the required competencies. Among the major advantages mentioned were that students may graduate faster, learn at a pace comfortable to them, and develop an individualized learning pathway. Several logistical challenges must be overcome. Providing assessments on demand will be difficult. Significant regulatory hurdles were anticipated. Artificial intelligence (AI) can play an important role in creating an individualized learning pathway and supporting time-independent progression. The course may be (slightly) cheaper than a traditional one.
Conclusion
This study provides a foundation to further develop and strengthen flexible-length competency-based medical education modules. Further studies are required among educators at other medical schools and in other countries. Online learning and AI will play an important role.

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A two-step structural equation modeling and explainable machine learning framework for understanding university students’ adoption of generative AI: balancing intrinsic motivations and perceived risks
Daixing Zeng, Xiaoqin Xu, Tianxing Zhu, Yong Li, Qiumin Li
Frontiers in Psychology.2026;[Epub] CrossRef
Faculty acceptance and use of generative artificial intelligence in their practice
Julián Nevárez Montes, Josemaria Elizondo-Garcia
Frontiers in Education.2025;[Epub] CrossRef
Trends and applications of artificial intelligence in competency-based education in medical programs: a scoping review
Sang Thanh Do, Cuong Ly To, Quoc Kha Vo Huynh, Duy Thanh Huynh, Song Thi-Thu Nguyen, Phuong Thi – Lan Le
MedPharmRes.2025; 9(s1): s89. CrossRef

4,522 View
109 Download
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4 Scopus

Enhancing professionalism of first-year medical students through early nursing practice training and attitude education: Ryoko Igarashi; Korean J Med Educ 2023;35(2):175-185.
Published online June 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.258

Abstract
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Purpose
This study aimed to clarify the attitudes, behaviors, and learning experiences of first-year medical students participating in a nursing practice training aimed at enhancing their professionalism.
Methods
A questionnaire survey was conducted among first-year medical students after their nursing practical training to understand their learning experiences. Descriptive statistics was performed for each questionnaire item. For free-text responses, descriptions were grouped by input data with similar content and meaning, and analyzed qualitatively. Others’ evaluation and self-evaluation were analyzed quantitatively.
Results
Most students were actively engaged and fulfilled in the training. The free comments generated these categories: “nursing care,” “roles of nurses,” “patient impressions,” “multidisciplinary cooperation,” “communication,” and “what is required of physicians. On the first day, all items evaluated had higher mean scores in the others’ evaluation than in the self-evaluation. On the second day, for “maintains standards of personal appearance (including uniform, hair, and name tag),” the others’ evaluation means were higher than the self-evaluation means. T-tests showed a significant difference in “maintains standards of personal appearance (including uniform, hair, and name tag)” (t=-2.103, degrees of freedom [df]=71.104, p<0.05) and “attends to patients with a polite manner” (t=-2.087, df=74, p<0.05) for both the high and low groups.
Conclusion
Greeting, appearance, communication skills, and attitude were found to be the important bases of attitude education in the nursing training ideally involving multidisciplinary professionals. The medical students were able to grasp what is required of doctors and objectively view such position from the viewpoints of nurses and patients.

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Aprendizado do componente atitudinal na graduação em Medicina: uma revisão de literatura
Marcia de Almeida Levy, Stella Regina Taquette, Luciana Maria Borges da Matta Souza
Revista Brasileira de Educação Médica.2026;[Epub] CrossRef
Learning the attitudinal component in undergraduate Medical education: a literature review
Marcia de Almeida Levy, Stella Regina Taquette, Luciana Maria Borges da Matta Souza
Revista Brasileira de Educação Médica.2026;[Epub] CrossRef
Perceived Professionalism among Student Nurses: What They Learning and Encountering in the Operating Room?
Yuha SHON, Heejung JEON, Sanghee KIM
Korean Journal of Medical Ethics.2023; 26(3): 209. CrossRef

3,941 View
113 Download
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Validation of the Korean version of the Reflective Practice Questionnaire in clinical clerkship of Korean medical students: Yei Jin Lee, Yu Ra Kim, Hwan Ho Lee, Sun Young Kyung, Seung Ryeol Jung, Kwi Hwa Park, So Jung Yune; Korean J Med Educ 2023;35(2):153-163.
Published online June 1, 2023; DOI: https://doi.org/10.3946/kjme.2023.256

Abstract
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Purpose
This study aims to verify whether the Reflective Practice Questionnaire (RPQ) developed by Priddis and Rogers is valid in the Korean context to identify the level of reflection of medical students in clinical practice.
Methods
A total of 202 third- and fourth-year medical students from seven universities participated in the study. After receiving approval for use from the authors, a survey was conducted on the students through an adaptation process. The original scale consists of 10 factors with 40 items. The Self-efficacy in Clinical Performance Scale (SECP), Korean Self-reflection and Insight Scale (K-SRIS), and Reflection-in-Learning Scale (RinLS) were used to validate the scale. Exploratory factor, confirmatory factor, correlation, and reliability analyses were used for data analysis.
Results
As a result of exploratory factor analysis, 10 subfactors were extracted (Kaiser-Meyer-Olkin=0.856, Bartlett’s test: χ 2 =5,044.337, degrees of freedom=780, p<0.001). Among the 40 items, one that showed a high overlapping load for other factors was excluded. As a result of confirmatory factor analysis, the 10-factor structure model was found suitable (χ 2 =1.980, comparative fit index=0.859, Tucker-Lewis index=0.841, root mean square error of approximation=0.070). As a result of the criterion validity test, most of the subfactors of the Korean version of the RPQ (K-RPQ) showed a positive correlation with K-SRIS, RinLS, and SECP. The reliability of 10 subfactors was satisfactory, ranging from 0.666 to 0.919.
Conclusion
The K-RPQ was confirmed to be a reliable and valid tool to evaluate the level of reflection among Korean medical students in clinical clerkship. This scale can be used as a tool to provide feedback on each student’s level of reflection in clinical clerkship.

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Examination of the reliability and validity of the Japanese version of the 10-item reflective practice questionnaire
Daichi Sugawara, Atsumi Iikura, Syohei Miyamoto, Akihiro Masuyama, Kanako Nakazawa, Keigo Hatto, Ayaka Matsumoto, Lon J. Van Winkle, Shane L. Rogers
Reflective Practice.2025; 26(1): 103. CrossRef
Further development of the reflective practice questionnaire
Shane L. Rogers, Lon Van Winkle, Nicole Michels, Cherie Lucas, Hassan Ziada, Eduardo Jorge Da Silva, Amit Jotangia, Sebastian Gabrielsson, Silje Gustafsson, Lynn Priddis
PeerJ.2024; 12: e16879. CrossRef
Evaluation of family medicine residents’ reflection skills
Özge Gürel, Meral Demirören, Gülşen Taşdelen Teker
BMC Medical Education.2024;[Epub] CrossRef
Grading reflective essays: the construct validity and reliability of a newly developed Tool- GRE-9
Nisrine N. Makarem, Diana V. Rahme, Dayana Brome, Bassem R Saab
BMC Medical Education.2023;[Epub] CrossRef

4,419 View
102 Download
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5 Scopus

Differences in perception of online anesthesiology between Thai medical students and teachers during the COVID-19 pandemic: Darunee Sripadungkul, Suwitcha Sripadungkul, Suhattaya Boonmak, Polpun Boonmak; Korean J Med Educ 2023;35(1):45-53.
Published online February 28, 2023; DOI: https://doi.org/10.3946/kjme.2023.248

Purpose
Traditional anesthesiology learning was disrupted by the coronavirus disease 2019 pandemic and replaced by online learning. Students and teachers did not prepare well for this change. Determining the differences in perceptions can close the gap and develop more effective curricula. Our study aims to compare students’ and teachers’ perceptions of online anesthesiology learning.
Methods
We conducted a prospective descriptive study, a cross-sectional survey between July 2020 and January 2021 in the Anesthesiology Department, Faculty of Medicine, Khon Kaen University, Thailand. Our participants were fifth-year medical students and teachers participating in online anesthesiology. We compared the perception of the teaching process, support system, learning outcomes, satisfaction, and preference. Using an online structured questionnaire survey with a 4-point Likert scale to measure the degree of agreement with each item. We analyzed the difference between students’ and teachers’ perceptions by topic.
Results
We received responses from 174 students and 24 teachers. Students had a significantly higher proportion of positive perceptions than teachers on the teaching process (theoretical teaching, problem-based learning, feedback, and response system), on a support system (technological support, connectivity, and learning materials), on learning outcomes (clinical practice readiness, critical thinking, long-term memory, and enthusiasm), satisfaction score, and online learning preference (p<0.05).
Conclusion
Differences in perception were high in many aspects of online anesthesiology learning. This perception gap was particularly evident in the teaching process, support system, and learning outcomes. And Thai students had more preference for online learning than teachers. Strategies to reduce the gap should focus on teachers’ training and supporting online learning should be concerned.

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Web-Based Virtual Environment Versus Face-To-Face Delivery for Team-Based Learning of Anesthesia Techniques Among Undergraduate Medical Students: Randomized Controlled Trial
Darunee Sripadungkul, Suhattaya Boonmak, Monsicha Somjit, Narin Plailaharn, Wimonrat Sriraj, Polpun Boonmak
JMIR Medical Education.2026; 12: e80097. CrossRef

4,391 View
100 Download
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1 Scopus

Investigating medical students’ satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience: Omar Ashour, Ahmad Muneer Alkhatib, Qusai Al Zureikat, Mustafa Al-Shaikhli, Basel Bani Ata, Talal Massad, Leen Al-Huneidy, Mohammed Qussay Al-Sabbagh, Abdallah Al-Ani; Korean J Med Educ 2023;35(1):21-32.
Published online February 28, 2023; DOI: https://doi.org/10.3946/kjme.2023.246

Abstract
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Purpose
We aimed to evaluate the disparity between video-based learning and lecture-based learning on Jordanian medical students’ satisfaction.
Methods
We conducted this cross-sectional study using a web-based questionnaire adapted from Student Evaluation of Educational Quality survey. Using convenience sampling, medical students studying at the University of Jordan and Jordan University Hospital were recruited. Participants in either clinical or basic-science years that have completed the entire survey were included in the final analysis.
Results
We surveyed a total 487 participants among which male to female ratio was 1.19:1. Participants perceived greater benefit in terms of learning, instructor enthusiasm, content organization, breadth of teaching, and quality and number of assignments when using video-based learning (all p<0.01). In contrast, face-to-face learning was associated with significantly higher benefits in terms of group interactions (p<0.01) and capacity for rapport building (p<0.01). There was no significant difference in perceived examination performance between the two learning modalities (p=0.11).
Conclusion
Video-based learning is the preferred learning modality among Jordanian medical students. Despite its dominance across multiple domains, it should be implemented as an adjunct to traditional classroom teaching for it is vital in the development of good communication skills and building rapport in medical students.

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Nurul Rimadhayanti Hamzah, Mohd Fadzil Abdul Hanid, Mohamad Ikram Zakaria
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Enseignement introductif à la transidentité en 2e cycle des études médicales : 5 ans d’expérience
B. Haye, A. Perrin, C. Dupont, L. Martinerie, N. Johnson, A. Jauregi Yarnoz, S. Cristofari
Annales de Chirurgie Plastique Esthétique.2026; 71(3): 294. CrossRef
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Pinto Francisco Impito, José Azevedo, Vasco Cumbe
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Steve Garwood
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Effectiveness of Video Teaching Versus Bedside Demonstration for Anthropometric Measurements Among Medical Undergraduates
Jisha J Chakkalackal, Veny John Akkarakaran
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Comparative effectiveness of integrated video-based learning vs. conventional didactic lectures among Indian medical graduates: a multicentric study
Saumya Singh, Aditya Pratap Singh, Anuj Singh, Harendra Kumar, Monika Sharma, Neha Singh Chauhan
BMC Medical Education.2025;[Epub] CrossRef
Exploring the meta-motivational strategies utilized by medical students in Jordan: an exploratory study
Rand Murshidi, Mahmoud Abdallat, Muhammad Hammouri, Rand Al-Huneidy, Khaled Alenezi, Abdulhadi Alrajehi, Nawal Al-Mutairi, Waleed Alkanderi, Abdulwahab Alkandari, Abdulrahman Aldousari, Sara Alenezi, Ahmad Taleb, Sayed Alzalzaleh, Adnan Alkayal, Hana Taha
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Shweta S. Shah, Emily Zangla, Md. Abdul Qader, Swasti Chaturvedi, Sai Sudha Mannemuddhu
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Video role-play versus powerpoint lecture in the knowledge domain among medical students during the COVID-19 pandemic era: A systematic review and meta-analysis
Sungkono, Firdian Makrufardi, Annisa Fairuz Nur Azizah, Firdiawan Ekaputra
Journal of Education and Health Promotion.2024;[Epub] CrossRef
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Sophia Collis, Madeline Yung, Neeti Parikh
Journal of Academic Ophthalmology.2023; 15(02): e215. CrossRef

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Personality traits and emotional status affecting academic achievements of medical students: testifying mediating effect of learning strategies: Ji-Hyun Seo, Jong Ryeal Hahm, Jung Je Park, Hwa-ok Bae; Korean J Med Educ 2022;34(4):299-308.
Published online November 29, 2022; DOI: https://doi.org/10.3946/kjme.2022.238

Abstract
PDF

Purpose
The purpose of this study is to identify possible causal relationships among personality traits, emotional status, learning strategies, and academic achievements of medical students and to testify mediating effect of learning strategies in these relationships.
Methods
The study subjects are 424 medical students in the academic year of 2020 at the Gyeongsang National University, Jinju, Korea. Using the Multi-dimensional Learning Strategy Test-II, we assessed the students’ academic achievements with personality traits, emotional status, and learning strategies. This study employed Structural Equation Modelling to explore the causal relationships among the latent variables.
Results
In the path model, personality traits directly affected academic achievements (β=0.285, p<0.05) and indirectly affected academic achievements via emotional status (β=0.063, p<0.01) and via learning strategies (β=0.244, p<0.05), respectively. Further, personality traits indirectly affected academic achievements via emotional status first and learning strategies next (β=0.019, p<0.05). Personality traits indirectly affected academic achievements through three multiple paths in the model (β=0.326, p<0.05). Learning strategies partially mediated the relationship between personality traits and academic achievements as well as the relationship between emotional status and academic achievements of medical students.
Conclusion
Study findings proved constructing the causal relationships among personality traits, emotional status, learning strategies, and academic achievements of medical students, thus supporting our hypotheses. Early habits of self-regulated learning are essential for the successful academic achievements of medical students. Therefore, medical students should know how to regulate personality traits and control emotional status, significantly affecting learning strategies.

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Hala Aboushawareb, Rana Elbayar, Aya A Mosaad, Akram ElShamy
Personalized Medicine in Psychiatry.2026; 56: 100184. CrossRef
Students’ perceptions of personalized learning paths as a strategy for E-learning development
Lam Ky Nhan
Computers and Education Open.2026; 11: 100406. CrossRef
Self-Regulated Learning and Learning Outcomes in Undergraduate and Graduate Medical Education: A Meta-Analysis
Binbin Zheng, Ting Sun
Evaluation & the Health Professions.2025; 48(4): 430. CrossRef
The significance of emotional intelligence in academic stress, resilience, and safe transition from high school to university: An SEM analysis among Northern Emirati university students
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Global Transitions.2025; 7: 109. CrossRef
Exploring emotional learning and its impact on student behavior, well-being, and resilience using structural equation modeling
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Personality and Learning Behavioral Characteristics as Predictors of Academic Achievement of Medical Students
Jang-Rak Kim, Young-A Ji, Mi-Ji Kim, Jong Ryeal Hahm
Korean Medical Education Review.2024; 26(1): 70. CrossRef

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4 Scopus

Piloting a constructive feedback model for problem-based learning in medical education: Dwiretno Pangastuti, Natalia Widiasih, Diantha Soemantri; Korean J Med Educ 2022;34(2):131-143.
Published online May 31, 2022; DOI: https://doi.org/10.3946/kjme.2022.225

Abstract
PDF

Purpose
Constructive feedback is key to successful teaching and learning. The unique characteristics of problem-based learning (PBL) tutorials require a unique feedback intervention. Based on the review of existing literature, we developed a feedback model for PBL tutorials, as an extension of the feedback facilitator guide of Mubuuke and his colleagues. This study was aimed to examine the perceptions of students and tutors on the feedback model that was piloted in PBL tutorials.
Methods
This study employed a qualitative research design. The model was tested in nine online PBL sessions, selected using the maximum variation sampling strategy based on tutors’ characteristics. All sessions were observed by the researcher. Afterwards, tutors and students in the PBL sessions were interviewed to explore their perceptions of the model.
Results
Three themes were identified based on the perceptions of the tutors and students: cognitive changes, behavioral changes, and challenges of the use of the feedback model. Both tutors and students benefited from improved cognition and behavior. However, the use of the feedback model still encountered some challenges, such as limited sources of feedback data, flexibility and adaptability of the model, content of feedback delivered, students’ characteristics and performance, tutors’ characteristics and self-perceptions, and supportive infrastructure.
Conclusion
The model can be used as a reference for tutors to deliver constructive feedback during PBL tutorials. The challenges identified in using the constructive feedback model include the need for synchronized guidelines, ample time to adapt to the model, and skills training for tutors.

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The effects of medical students’ self-oriented perfectionism on academic procrastination: the mediating effect of fear of failure: Mina Cho, Yoon-Seon Lee; Korean J Med Educ 2022;34(2):121-129.
Published online May 31, 2022; DOI: https://doi.org/10.3946/kjme.2022.224

Abstract
PDF

Purpose
Based on the logic that self-oriented perfectionism (SOP) is one of the most well-established predictors of academic procrastination (AP), we predicted that fear of failure (FF) would mediate the association between SOP and AP. The purpose of this study is to investigate the mediating effect of FF on the influence of SOP on AP in medical students.
Methods
A total of 156 undergraduate medical students completed a battery of questionnaires. This study is an analysis of cross-sectional data obtained through an offline survey. The self-report questionnaires assessed demographics and psychological scales, including the Multidimensional Perfectionism Scale, Performance Failure Appraisal Inventory, and Aitken Procrastination Inventory. The data were analyzed by descriptive statistics, correlations analysis, and multiple regression analyses using IBM SPSS ver. 22.0 (IBM Corp., Armonk, USA).
Results
SOP had a direct negative influence on AP (β=-0.420, p<0.001). Also, SOP had a significant indirect effect on AP through FF (β=0.0393; 95% confidence interval, 0.040–0.0936). These results indicated that the FF partially mediates the relationship between SOP and AP.
Conclusion
Although SOP among medical students might play an adaptive role to lessen AP, in cases FF gets higher, SOP could have opposing effects via the mediating effect of FF, leading to an actual increase in AP. Attempts to deal with the FF among medical students should be made for better academic achievements.

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Short Communication

Mixed reality-based online interprofessional education: a case study in South Korea: Yong Joon Kang, Yun Kang; Korean J Med Educ 2022;34(1):63-69.
Published online March 1, 2022; DOI: https://doi.org/10.3946/kjme.2022.220

Abstract
PDF

Purpose
The purpose of this study was to explore undergraduate medical and nursing students’ satisfaction with their mixed reality (MR)-based online interprofessional learning experience in South Korea.
Methods
This study used a case study design. A convenience sample of 30 participants (i.e., 15 third-year medical students and 15 fourth-year nursing students) participated in a 120-minute MR-based online interprofessional education (IPE) that consisted of visualization of holographic standardized patient with ischemic stroke, online interprofessional activity, and debriefing and reflection sessions. Following the MR-based online IPE, data were collected through Modified Satisfaction with Simulation Experience Scale survey and were analyzed using descriptive analyses and independent t-tests.
Results
Although medical and nursing students were highly satisfied with MR-based online interprofessional learning experience, nursing students were significantly more satisfied with it compared with medical students.
Conclusion
These results suggest that the integration of MR and online approach through the structured clinical reasoning process in undergraduate health professions programs can be used as an educational strategy to improve clinical reasoning and critical thinking and to promote interprofessional understanding.

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The effect of the COVID-19 pandemic on the patient safety attitude of medical students: Jisoo Lee, Kyung Hye Park; Korean J Med Educ 2021;33(3):227-232.
Published online August 27, 2021; DOI: https://doi.org/10.3946/kjme.2021.202

Abstract
PDF

Purpose
This study aimed to examine the differences in scores of the Attitude to Patient Safety Questionnaire (APSQ) by medical students before and after the outbreak of COVID-19.
Methods
In total, 97 and 118 medical students completed patient safety courses at Yonsei University Wonju College of Medicine in 2019 and 2020, respectively. In 2019, the course was conducted using traditional learning in the classroom, whereas, in 2020, most of the classes were conducted using non-face-to-face learning methods.
Results
In 2019 and 2020, 49 and 53 students responded to the APSQ. Only one item “Patients are not really aware of how safe their care is” had a lower score in 2020 than in 2019.
Conclusion
Although the total APSQ score did not differ between 2019 and 2020, the students in 2020 might have a poor understanding of the role of patients in medical errors.

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Patient Safety Education for Clinical Students: A Systematic Literature Review
Santi Anugrahsari, Uwes Anis Chaeruman, Hafid Abbas, Suryadi Suryadi
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Original Research

Stress and associated factors with received and needed support in medical students during COVID-19 pandemic: a multicenter study: Tidarat Puranachaikere, Somboon Hataiyusuk, Rungarun Anupansupsai, Supinya In-iw, Nattha Saisavoey, Tanawat Techapanuwat, Fasinee Arunrodpanya, Chanchai Charonpongsuntorn, Pakawat Wiwattanaworaset, Areerat Siripongpan, Wisarat Pruttithavorn, Chayut Wonglertwisawakorn, Pichaya Pojanapotha, Butsayanart Rueangrong, Nalinee Pattrakornkul, Nontaphon Piyawattanametha, Siriwan Piyawattanametha, Dheeravut Ratanapichayachai; Korean J Med Educ 2021;33(3):203-213.
Published online August 27, 2021; DOI: https://doi.org/10.3946/kjme.2021.200

Abstract
PDF

Purpose
The coronavirus disease 2019 (COVID-19) pandemic is a global health crisis that has impacted daily life due to the policies created to contain the outbreak. Recent studies showed that medical students, a high-stress population, experienced deteriorated mental well-being during the pandemic. The aim of the present study was to assess stress and the need for support among Thai medical students during the COVID-19 pandemic, as a multicenter study.
Methods
The present study was a cross-sectional questionnaire-based study which collected data from second through sixth year medical students. Data was collected during the pandemic from multiple medical schools spanning all six regions of Thailand. Questionnaires included: demographic data; the Thai version of the Perceived Stress Scale-10 (T-PSS-10) assessing stress level and the sources of stress; and the received supports from medical schools, the satisfaction with the supports, and the further necessary needs.
Results
There were 1,395 medical students who responded to the questionnaires. Mean T-PSS-10 score was 17.8. Most of the sources of stress were related to the changing of teaching and evaluation system. Students residing in larger medical schools were significantly more satisfied with received support and tended to gain greater support than those in medium and small sized schools. Stress-relieving activities arrangement was considered the most sought after additional support by students.
Conclusion
Medical student stress levels were higher during the pandemic compared to pre-pandemic levels. Stress relieving activities, availability and access to mental health resources, and other strategies to reduce stress among medical students are urgently needed.

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Voluntary peer-mentoring program for undergraduate medical students: exploring the experiences of mentors and mentees: Mina Cho, Yoon-Seon Lee; Korean J Med Educ 2021;33(3):175-190.
Published online August 27, 2021; DOI: https://doi.org/10.3946/kjme.2021.198

Abstract
PDF

Purpose
We aimed to examine the participants’ satisfaction and evaluation of the program’s appropriateness, outcomes and benefits from participants’ perspectives and gather suggestions from students to improve peer mentor programs.
Methods
From 2016 to 2018, 67 mentees and mentors participated in the peer mentoring program. All program participants were asked to participate in the survey, and the respondents were invited to focus group interview (FGI). Quantitative data was collected from the survey questionnaire. Qualitative data was gathered from the open-end questions in the survey and supplemented from additional semi-structured FGIs. The interview data were analyzed using qualitative content analysis.
Results
Nineteen responded to the survey, and six participated in the further FGI. Qualitative data contained outcomes and mutual benefits, factors for mentoring success, negative experiences, and suggestions for improvement. Especially factors for mentoring success consisted of various methods of studying assistance, motivation, autonomy, responsibility, emotional support, and relational bonding as important topics concerning mentor-mentee experiences. The satisfaction scores about the program appropriateness, others’ attitudes, program implementation, ranged from 3.5 to 3.9 (5-point Likert scores) without significant difference between mentors and mentees. The only negative experience reported by a mentee was feeling the pressure. Specific guidelines on program implementation, pre-education for mentees, appropriate matching, and mentees’ clear purpose and spontaneity were suggested to improve the program.
Conclusion
Participants were generally satisfied with the peer mentoring program, gaining academic and non-academic achievements, including emotional support and improved relationships. Furthermore, we expect that this program can be improved with participants’ suggestions in the future.

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21 Scopus

Exploring the structural relationships between medical students’ motivational regulation, cognitive learning, and academic performance in online learning: Heoncheol Yun, Seon Kim, Eun-Kyung Chung; Korean J Med Educ 2021;33(2):115-124.
Published online May 26, 2021; DOI: https://doi.org/10.3946/kjme.2021.193

Abstract
PDF

Purpose
The purpose of this study was to investigate the effect of motivational regulation strategies (MRSs) on cognitive learning and academic performance.
Methods
The participants were a total of 510 pre-medical and medical students. Survey instruments assessed the use of MRSs and cognitive learning strategies. Students’ grade point averages were used for academic performance. Structural equation modeling was used to analyze data, using Mplus ver. 7.4 (Muthén & Muthén, Los Angeles, USA).
Results
Confirming the measurement model validity, the results of structural model indicated the followings: (1) MRSs had a significant impact on cognitive learning, while these strategies negatively affected academic performance; (2) cognitive learning significantly influenced academic performance and mediated the effect of MRSs on academic performance; and (3) only academic levels had a significant effect on cognitive learning.
Conclusion
The findings from this study confirmed that MRSs were highly influential to predicting students’ cognitive learning which affects their better learning performance. Thus, instructional design and practice to support learning motivation is needed to promote cognitive learning and training programs to practice the effective methods of using MRSs in learning need to be provided.

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Self-regulation of motivation in university students – a longitudinal study of interindividual differences and intraindividual trajectories
Olena Kryshko, Michael Becker, Jens Fleischer, Detlev Leutner
Learning and Individual Differences.2026; 125: 102817. CrossRef
Self-Regulated Learning and Learning Outcomes in Undergraduate and Graduate Medical Education: A Meta-Analysis
Binbin Zheng, Ting Sun
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A Meta-Analysis of the Correlation Between Self-Regulated Learning Strategies and Academic Performance in Online and Blended Learning Environments
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Laura Odontides, Katharina Scheiter, Thomas Shiozawa, Martin R. Fischer, Daniela Kugelmann, Markus Berndt
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Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review
Zhihong Xu, Yingying Zhao, Jeffrey Liew, Xuan Zhou, Ashlynn Kogut
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10 Scopus

Does the hospitalization immersion experience improve medical students’ understanding of patients’ perspectives? A qualitative study: Makoto Kikukawa, Kikuko Taketomi, Motofumi Yoshida; Korean J Med Educ 2021;33(2):97-106.
Published online May 26, 2021; DOI: https://doi.org/10.3946/kjme.2021.191

Abstract
PDF

Purpose
Although many studies have assessed the impact of interventions to increase medical students’ empathy by improving their understanding of patients’ perspectives and feelings, the impact of hospitalization experiences remains unclear.
Methods
Fifth-year medical students at Kyushu University from 2009–2013 participated in a 2-day/1-night course to provide a hospitalization experience. After the course, participants answered an online, anonymous, open-ended questionnaire created by the authors.
Results
Of 488 participants, 462 provided responses (95% response rate), which were evaluated by thematic analysis. Students understood inpatients not only through their own hospitalization experience, but also through observations of and conversations with the inpatients they encountered, from a shared perspective of both. Students experienced the realities of hospital life, stress and psychological states of being an inpatient, and psychological pressure from physicians. In addition, students observed the distress of other inpatients and dedication of medical staff. Furthermore, through communication with these inpatients, students understood other inpatients’ anxiety about illness and empathy as one of the requirements of health care providers from the patients’ perspective.
Conclusion
This qualitative study investigated the effectiveness of a course on the hospitalization experience. Results showed that medical students understood the perspectives, distress, and anxiety of being an inpatient, not only from their own experiences but also from observation and communication with other inpatients they encountered during their hospitalization. This experience appeared to be an effective teaching strategy for enhancing medical students’ empathy by improving their understanding of patients’ perspectives and feelings.

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Enhancing emotional intelligence in medical education: a systematic review of interventions
Sabyasachi Maity, Samantha Michelle De Filippis, Alexander Aldanese, Melissa A. McCulloch, Alexis P. Sandor, Jan E. Perez Cajigas, Yiorgos Antoniadis, Te-keila D. T. Rochester, Lauren Elizabeth Carter, Alexander M. Preisig, Julia Ali Kobeissi, Narendra Na
Frontiers in Medicine.2025;[Epub] CrossRef

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1 Scopus

Impact of COVID-19 pandemic on happiness and stress: comparison of preclinical and clinical medical students: Suwicha Kaewsiri Isaradisaikul, Pichcha Thansuwonnont, Phatsaworn Sangthongluan; Korean J Med Educ 2021;33(2):75-85.
Published online May 26, 2021; DOI: https://doi.org/10.3946/kjme.2021.189

Abstract
PDF

Purpose
To compare differences in happiness and stress and related factors between pre-clinical and clinical year medical students during the coronavirus disease 2019 (COVID-19) pandemic.
Methods
A cross-sectional study was conducted in the Faculty of Medicine, Chiang Mai University, Thailand. All undergraduate medical students were requested to voluntarily respond to an electronic survey. Demographic data, related factors of happiness and stress, scores from the Thai version of the Oxford Happiness Questionnaire (Thai-OHQ), and Thai Stress Questionnaire (Thai-ST5) were collected.
Results
There were 369 responses, 64.8% from preclinical students and 35.2% responses from clinical students, and 53.9% were women. The mean age of the participants was 20.62±1.81 years. The most frequent platforms that the students used to track COVID-19 information were Facebook 43.9% and Twitter 43.4%. Both groups had a low level of stress. No difference was found in the Thai-OHQ score (p=0.323) and the Thai-ST5 score (p=0.278). With multivariable analysis, two factors significantly related to the happier students included higher health satisfaction scores (p<0.001) and maintaining an exercise program during the COVID-19 pandemic (p=0.015).
Conclusion
There was no difference in the happiness and stress levels between the two groups during the first outbreak of COVID-19 in Thailand. To increase happiness, promoting awareness of health satisfaction and regularity of exercise for the medical students should be initiated. To direct the information during a disease outbreak such as the COVID-19 pandemic, Facebook, and Twitter are the primary platforms to use.

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Effects of extracurricular activities, social support, and rest on three dimensions of burnout syndrome among Thai pre-clerkship medical students: a cross-sectional study
Lita Tantipraphat, Sompoom Sunpaweravong, Kasiphak Kaikaew, Sittikorn Preechawuttidej, Sittisak Honsawek
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Danya Ibrahim, Reem Mohamed Ahmed, Ayman Zuhair Mohammad, Basil Ibrahim, Tibyan Mohammed, Mona Elfadl Mohamed, Tibyan Abdelgadir, Baraah Mohammed, Moneib Ibrahim, Kamil M. A. Shaaban
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María Bedoya-Gonzales, Yudi Yucra-Mamani, Walker Aragón-Cruz, Katia Barrientos-Paredes, Percy Gómez-Bailón, Sonia Laura-Chauca, José Fuentes-López, Claudia Flores-Gutiérrez, Marco Cossio-Bolaños, Rossana Gomez-Campos
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Saisattha Noomnual, Pajaree Konthonbut, Pornpimol Kongtip, Susan R. Woskie
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Are medical students happy despite unhappy conditions: a qualitative exploration of medical student cohorts during disruptive conditions
Stephen Esguerra, Fiona Thuy Chiu, Alyssa Espinoza, Dan Williams, Amy Clithero-Eridon
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Stress, anxiety and depression among medical students during COVID-19 pandemic: A systematic review and meta-analysis
Erfan Ayubi, Saeid Bashirian, Ensiyeh Jenabi, Majid Barati, Salman Khazaei
Personalized Medicine in Psychiatry.2023; 41-42: 100108. CrossRef
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Kazem Cheragh Birjandi, Elham Ghasemi, Davood Mirboroon, Hamidreza Ghafari
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Anshoo Agarwal, Geetha Subramaniam, Osama Khattak, GulamSaidunnisa Begum, Afaf Taha, Naglaa Ahmed Bayomy, Abdulhakim Bawadekji, Amin Khalid Makhdoom, Maali Subhi Alshammari, Farooq Ahmad Chaudhary
PeerJ.2023; 11: e16184. CrossRef
Level of happiness among medical students in Bihar-An online survey
Rajath Rao, Bijaya Nanda Naik, Saket Shekhar, Santosh Kumar Nirala, C. M. Singh, Manisha Verma, Anuvarshini Ramalingam
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Dean C. Paz, Manav Singh Bains, Morgan L. Zueger, Varasiddimounish R. Bandi, Victor Y. Kuo, Kyle Cook, Rebecca Ryznar
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Yanyan Lin, Ye Ji Kang, Hyo jeong Lee, Do-Hwan Kim
BMC Medical Education.2021;[Epub] CrossRef

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15 Scopus

Interprofessional education program for medical and nursing students: interprofessional versus uniprofessional: Yon Chul Park, Kyung Hye Park; Korean J Med Educ 2021;33(1):1-10.
Published online March 2, 2021; DOI: https://doi.org/10.3946/kjme.2021.182

Abstract
PDF

Purpose
This study determined the effects of interprofessional education (IPE) on self-efficacy and attitude by comparing an interprofessional (IP) group of medical students (MSs) and nursing students (NSs) and a uniprofessional (UP) group of MSs.
Methods
An experimental IP group consisting of 49 MSs and 62 NSs was selected, alongside a UP control group of 48 other MSs. The groups participated in a class titled “Team Communication and Interprofessional Collaboration.” A sub-analysis of the two groups’ professions was also conducted. The groups participated in the same lesson separately, with a week’s interval. The Interprofessional Attitudes Scale (IPAS) and the Self-Efficacy Perception for Interprofessional Experiential Learning (SEIEL) scale were used before and after the class to compare changes in reports of self-efficacy and attitudes in both groups. Students’ responses to learning experiences and satisfaction were also evaluated.
Results
IPAS and SEIEL values increased after the class for MSs in both groups; there were no differences between the groups. IPAS and SEIEL values increased after the class in MSs and NSs in the IP group, and the effect size for IPAS was larger for IP-group NSs than for IP-group MSs. Satisfaction scores exceeded 3.70 in both groups.
Conclusion
The UP group showed similar IPE effects as the IP group, as measured by SEIEL and IPAS, in a single IPE program that used role-play and case-based discussion. However, it would be desirable for the UP group to interact with other professions to improve understanding and experience.

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Seuk Oh, Chaeeun Jeong, Seungheon Jang, Songwhi Noh, Jina Choo
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Chaeyoon Jung, Jaeuk Oh, Sang Hui Chu
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13 Scopus

Nursing and medical students’ perceptions of an interprofessional simulation-based education: a qualitative descriptive study: Woosuck Lee, Miran Kim, Yun Kang, Yu-Jin Lee, So Myeong Kim, Janghoon Lee, Soo-Jin Hyun, Jihye Yu, Young-Suk Park; Korean J Med Educ 2020;32(4):317-327.
Published online November 30, 2020; DOI: https://doi.org/10.3946/kjme.2020.179

Abstract
PDF

Purpose
The purposes of this study were to describe the development and implementation of an interprofessional simulation-based education (IPSE) for undergraduate nursing and medical students, their perceptions of the impact of IPSE, and identify their changes in attitudes toward each other’s health professions after participating in IPSE in South Korea.
Methods
This study used a qualitative descriptive design. A purposive sample of 43 third-year medical students and a convenient sample of 44 fourth-year nursing students participated in a 2-day IPSE program that consisted of ice-breaking and patient safety activities, and 4-hour three interprofessional team-based high-fidelity simulation education sessions. Data were collected through reflective journal after the IPSE program and keywords before and after the IPSE program, and were analyzed using the content analysis and word cloud analysis.
Results
Three themes emerged: “positive experience” with understanding roles and responsibilities and learning by doing in simulation environments being reported. In the second theme, “positive learning outcomes” participants reported enhancing collaboration and confidence in communication skills. The final theme “benefits to patients of interprofessional collaborative practice” included high quality of care and patient safety. Before the IPSE experience, most medical students perceived the nurse as nightingale and syringe, and nursing students perceived the doctor as order, expert, and knowledge. After their IPSE experience, both nursing and medical students viewed each other as colleagues.
Conclusion
These results suggest that the use of high-fidelity team-based simulation in IPE is effective in practicing and developing undergraduate nursing and medical students’ interprofessional collaboration through hands-on experience.

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Evaluation of usefulness of smart device-based testing: a survey study of Korean medical students: Youngsup Christopher Lee, Oh Young Kwon, Ho Jin Hwang, Seok Hoon Ko; Korean J Med Educ 2020;32(3):213-221.
Published online September 1, 2020; DOI: https://doi.org/10.3946/kjme.2020.172

Abstract
PDF

Purpose
This study aims to understand the characteristics of smart device-based testing (SBT) by comparing the typical characteristics of students’ satisfaction with SBT, its usefulness, advantages, and disadvantages when compared with existing testing methods.
Methods
A total of 250 students from the first to third year were selected as the final targets of the study and the questionnaire was developed by faculty members who participated in the survey from the start of the SBT. The total number of questions is 12, and the questionnaire used a 4-point scale. The data obtained were analyzed using the IBM SPSS ver. 23.0 (IBM Corp., Armonk, USA).
Results
Answers to the “satisfaction with SBT” were generally negative, while answers to the “usefulness of SBT” were generally positive. There was no difference in satisfaction across gender and smart device ownership, whereas there were significant differences across years. With reference to the usefulness of SBT, students responded positively, while about the overall configuration and completeness of SBT, students responded negatively. Students also seemed to show a greater preference toward the pencil-paper test.
Conclusion
On the other hand, students generally thought that SBT helped to assess medical knowledge better and was a more objective method of knowledge assessment than a pencil-paper test. We believe that students preferred the traditional paper-pencil test due to their unfamiliarity with SBT. We believe that an appropriate and careful remedy for drawbacks of the SBT will have a significant impact in the accumulation of actual clinical knowledge and in the improvement of practical skills for medical students.

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Medical Education in an Asian Context

Admission policies and methods at crossroads: a review of medical school admission policies and methods in seven Asian countries: Diantha Soemantri, Indika Karunathilake, Jen-Hung Yang, Shan-Chwen Chang, Chyi-Her Lin, Vishna D. Nadarajah, Hiroshi Nishigori, Dujeepa D. Samarasekera, Shuh Shing Lee, Lilybeth R. Tanchoco, Gominda Ponnamperuma; Korean J Med Educ 2020;32(3):243-256.
Published online July 21, 2020; DOI: https://doi.org/10.3946/kjme.2020.169

Abstract
PDF

Selecting the right applicants is an important part of medical student admission. While one universally accepted selection criterion is academic capacity, there are other criteria such as communication skills and local criteria (e.g., socio-cultural values) that are no less important. This article reviews the policies and methods of selection to medical schools in seven countries with varying socio-economic conditions and healthcare systems. Senior academics involved in medical education in Indonesia, Japan, Malaysia, the Philippines, Singapore, Sri Lanka, and Taiwan completed a pre-agreed pro-forma per each country to describe the country’s admission policies and methods. The details were then compared and contrasted. This review identifies tension between many of the policies and methods used in medical school admissions, such as between the need to assess non-cognitive abilities and widen access, and between the need for more medical professionals and the requirement to set high entry standards. Finding the right balance requires careful consideration of all variables, including the country’s human resource needs; socio-economic status; graduates’ expected competencies; and the school’s vision, mission, and availability of resources.

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18 Scopus

Original Research

The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students: Han Jung, Kwi Hwa Park, Yul Ha Min, Eunhee Ji; Korean J Med Educ 2020;32(2):131-142.
Published online May 28, 2020; DOI: https://doi.org/10.3946/kjme.2020.161

Abstract
PDF

Purpose
This study is to develop an interprofessional education (IPE) program for medical, nursing, and pharmacy students and to analyze the effectiveness.
Methods
Subjects consisted of 116 students (41 medical, 46 nursing, and 29 pharmacy students) enrolled in their final year. Subjects were randomly assigned to either the intervention group or the control group, with 58 in each group. A pretest-posttest control group design was used. The program was operated for a single day, and consisted of small-group activities and role-play. We utilized the following tools: Perceptions towards Interprofessional Education (PIPE), Self-Efficacy for Interprofessional Experiential Learning (SEIEL), and Perception towards Interprofessional Competency (PIC). We used t-test and analysis of covariance for analysis.
Results
The PIPE tool revealed that the scores of the intervention group were significantly higher than those of the control group (p=0.000). The result was the same when the scores were categorized into the groups medical students (p=0.001), nursing students (p=0.000), and pharmacy students (p=0.005). The SEIEL study also indicated the intervention group scored significantly higher than the control group (p=0.000). However, pharmacy students did not reveal significant (p=0.983). The intervention group scored significantly higher than the control group in the PIC. A concluding survey of the intervention group indicated that most students were satisfied with the IPE program.
Conclusion
We hope this study will provide useful information for designing and improving IPE programs in other universities.

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Short Communication

The efficacy of peer assessment in objective structured clinical examinations for formative feedback: a preliminary study: Kyong-Jee Kim, Giwoon Kim; Korean J Med Educ 2020;32(1):59-65.
Published online March 1, 2020; DOI: https://doi.org/10.3946/kjme.2020.153

Abstract
PDF

Purpose
We sought to determine the impact of medical students’ prior experience of assessing peers in the objective structured clinical examination (OSCE) on their clinical performance.
Methods
Forty-two year 4 medical students participated in an OSCE comprised of three 10-minute stations (syncope, hemoptysis, and back pain). Each student took part in two iterations of the three‐station OSCE as either the examiner or examinee, and student performance was assessed using a checklist by a medical faculty member and a student simultaneously. Students were randomly assigned to two groups and their OSCE scores were compared. Students in the control group were tested at a station first and then participated at the same station as a peer examiner, and those in the intervention group participated as a peer examiner first and then as an examinee. Moreover, student OSCE scores rated by peer examiners were compared with those awarded by faculty to evaluate the accuracy of peer assessment. Following the test, students completed surveys on their perceptions of the usefulness of this formative OSCE.
Results
Student overall OSCE scores did not differ between groups. Students in the study group performed better at the hemoptysis station (p<0.001), but poorer at the syncope station (p<0.01). Student performances at the back-pain station were similar in these two groups (p=0.48). OSCE scores rated by faculty and peer examiners were moderately negatively associated at the hemoptysis station (p<0.05), but no such association was observed at the other two stations. This trend was similar in peer examiners who were high-achievers and low-achievers in OSCEs. Students showed positive perceptions of their experience with this OSCE.
Conclusion
Student experience as peer assessor offers a feasible means of providing them greater access to OSCEs without consuming more resources, although its impact on enhancing performance in the OSCE is likely to differ across stations.

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The attitudes of Korean medical students toward patient safety: Kwi Hwa Park, Kyung Hye Park, Youngjoon Kang, Oh Young Kwon; Korean J Med Educ 2019;31(4):363-369.
Published online November 29, 2019; DOI: https://doi.org/10.3946/kjme.2019.146

Abstract
PDF

Purpose
This study investigated the attitudes of Korean medical students about patient safety to determine which perspectives required increased focus in terms of educational development.
Methods
Attitudes were assessed using the Patient Safety Questionnaire, a tool designed to measure attitudes toward patient safety among medical students. Questionnaires were distributed to 580 clinical year students across four medical schools in December 2018.
Results
A total of 300 returned questionnaires were used in the final analysis. More than half of all respondents agreed (i.e., gave more than 4 out of 7 points) with most items and thoroughly considered the concept of patient safety. However, many students misperceived several items (e.g., professional incompetence as a cause of errors, disclosure responsibility, the importance of patient safety in the curriculum, and situational awareness).
Conclusion
Attitudes toward patient safety are highly important due to their substantial impacts on behavioral decisions in the clinical setting. As such, patient safety education should be designed to place greater emphasis on proper attitude. This study’s findings should be useful for medical instructors who wish to determine the appropriate areas of curricular focus.

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Nursing Reports.2025; 15(2): 33. CrossRef
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Kentaro Miura, Suguru Kohara, Shuho Hase, Chie Sasamori, Akihito Shu, Kenji Kasai, Asuka Yokoshima, Naofumi Fujishiro, Yasuhiro Otaki
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Original Research

Differences and changes in the empathy of Korean medical students according to gender and vocational aptitude, before and after clerkship: Sanghee Yeo; Korean J Med Educ 2019;31(4):343-355.
Published online November 29, 2019; DOI: https://doi.org/10.3946/kjme.2019.144

Abstract
PDF

Purpose
The purpose of this study is to determine whether there is any change in the empathy scores of third-year medical graduate students after they have taken a clerkship and have begun gaining more opportunities to meet patients through the clerkship.
Methods
The participants were 109 third-year students in 2014 and 110 fourth-year students in 2015 at Kyungpook National University, School of Medicine. The author measured empathy using a modified and expanded version of the Korean version of the Jefferson Scale of Empathy of Physician Empathy-Student version and used the Holland-III aptitude test-S to assess vocational aptitude.
Results
As a results, male students in their third year exhibited higher scores, but there was no significant difference in the fourth year. The empathy score increased slightly when third-year students became fourth-year students, but the difference was not statistically significant. There was no statistically significant change in the scores of both male and female students between the 2 years. The results of the vocational aptitude test showed that students who preferred person-oriented specialties had higher empathy scores when they entered their fourth academic year compared to objectively-oriented students.
Conclusion
In this study, male students showed higher empathy scores than female students, an atypical finding that was inconsistent with the results of previous studies. However, the distribution of scores among male students was wider than that of female students, a finding consistent with previous studies. As such, individual differences need to be considered when developing curriculum in order to improve the empathy of medical students.

Citations

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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
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Polychronis Voultsos, Petros Galanis, Marianna-Foteini A. Dafni, Venetia-Sofia Velonaki, Georgia-Neta Andreou, Leda Kovatsi
Behavioral Sciences.2024; 14(3): 195. CrossRef
Exploring Association of Level of Empathy with Demographic Factors among Medical and Dental Students, A Comparative Cross-Sectional Study
Fatima Aslam, Sana Noor, Aafia Malik, . Rameen, Gohar Javed, Hafsah Nasir, Anusha Nauroz Ali, Mahnoor Sumaiya Nadeem
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Empathy, Moral Sensitivity, and Prosocial Behavior Among Medical Undergraduates in a South Indian Tertiary Care Teaching Institute: An Analytical Cross-Sectional Study
Sagnika Chowdhury, Naveen K G, Robin T Vavachan
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Saba Yasien, Fadwa Almuzaini
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Impact of Perfectionism and Resilience on Empathy in Medical Students: A Cross-Sectional Study
Wardah Rafaqat, Ashmal Sami, Muhammad Talal Ibrahim, Hamza Ibad, Sheharbano Awais, Ayesha Memon, Fatima Farrukh Shahbaz, Daniyaal Ahmed, Shahzaib Zindani, Abdul Lateef Leghari, Sarah Saleem
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International Journal of Environmental Research and Public Health.2020; 17(4): 1408. CrossRef

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Korean medical students’ attitudes toward academic misconduct: a cross-sectional multicenter study: Eun Kyung Chung, Young-Mee Lee, Su Jin Chae, Tai Young Yoon, Seok Yong Kim, So Youn Park, Ji-Young Park, Chang-Shin Park; Korean J Med Educ 2019;31(4):309-317.
Published online November 29, 2019; DOI: https://doi.org/10.3946/kjme.2019.141

Abstract
PDF

Purpose
This study investigated medical students’ attitudes toward academic misconduct that occurs in the learning environment during the pre-clinical and clinical periods.
Methods
Third-year medical students from seven medical schools were invited to participate in this study. A total of 337 of the 557 (60.5%) students completed an inventory assessing their attitudes toward academic misconduct. The inventory covered seven factors: scientific misconduct (eight items), irresponsibility in class (six items), disrespectful behavior in patient care (five items), dishonesty in clerkship tasks (four items), free riding on group assignments (four items), irresponsibility during clerkship (two items), and cheating on examinations (one item).
Results
Medical students showed a strict attitude toward academic misconduct such as cheating on examinations and disrespectful behavior in patient care, but they showed a less rigorous attitude toward dishonesty in clerkship tasks and irresponsibility in class. There was no difference in students’ attitudes toward unprofessional behaviors by gender. The graduate medical school students showed a stricter attitude toward some factors of academic misconduct than the medical college students. This difference was significant for irresponsibility in class, disrespectful behavior in patient care, and free riding on group assignments.
Conclusion
This study indicates a critical vulnerability in medical students’ professionalism toward academic integrity and responsibility. Further study evidence is needed to confirm whether this professionalism lapse is confined only to this population or is pervasive in other medical schools as well.

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Institutional environment, academic attitude, and misconduct among medical students: a structural equation modeling and cluster analysis
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Lesya Lymar, Iurii Kuchyn, Kateryna Bielka, Livia Puljak
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9 Scopus

The relationship between empathy and stress: a cross-sectional study among undergraduate medical students: James Wiguna Wahjudi, Ardi Findyartini, Fransiska Kaligis; Korean J Med Educ 2019;31(3):215-226.
Published online August 26, 2019; DOI: https://doi.org/10.3946/kjme.2019.132

Abstract
PDF

Purpose
Empathy is critical for medical doctors, as it enables them to conduct good patient-centred care. Medical students are expected to learn this ability as part of their education and training.
Methods
Using a cross-sectional design, the present study was conducted to identify whether the empathy levels of medical students are affected by their stress levels. A translated version of the Perceived Stress Scale-10 was used to measure the students’ stress levels, while the Jefferson Scale of Physician Empathy was used to measure their empathy levels.
Results
A total of 464 students from one medical school in Indonesia participated in the study. Stress levels among medical students peak in their first year of study and maintain a downward trend over the following years. The students’ empathy levels increased during their first 3 years, declined significantly upon entering the first clinical year, and increased during the second clinical year. However, no correlations were found between stress level and empathy level.
Conclusion
These findings suggest that there may be other underlying factors that contribute to empathy decline among medical students upon entering their first clinical year. Further research should be conducted to identify these factors. The bounced-back of empathy level to a higher level in the second year highlights the importance of student adaptation in the clinical learning environment and the support system.

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Emotional Intelligence and Stress Resistance of Students at Classical and Medical Universities
Valentina A. Solovyova, Evgeny B. Knyazev, Sergey B. Wenig
Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics.2026; 32(1): 59. CrossRef
The impact of affective and cognitive empathy on stress in medical students
Madson Alan Maximiano-Barreto, Julia Leles Bueno, Mariana Leles Bueno, Victor Oliveira Wercelens, Julia Guimarães Mauad Ydy, Roberta Perfeito Abrahim, Jed Montayre, Késia Maria Maximiano de Melo
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Clinical Gerontologist.2024; 47(5): 716. CrossRef
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Polychronis Voultsos, Petros Galanis, Marianna-Foteini A. Dafni, Venetia-Sofia Velonaki, Georgia-Neta Andreou, Leda Kovatsi
Behavioral Sciences.2024; 14(3): 195. CrossRef
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Pakistan Journal of Health Sciences.2024; : 144. CrossRef
Empathy Among Medical Students: An Exploratory Cross-Sectional Survey
Sukhmanjit S Brar, Revadi G, Ankur Joshi, Abhijit R Rozatkar, Ehsaas Bajaj, Abhijit P Pakhare
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25 Scopus

Investigating the effects of interprofessional communication education for medical students: Seung Jae Kim, Oh Deog Kwon, Kyae Hyung Kim, Ji Eun Lee, Seung-Hee Lee, Jwa-Seop Shin, Sang Min Park; Korean J Med Educ 2019;31(2):135-145.
Published online May 30, 2019; DOI: https://doi.org/10.3946/kjme.2019.125

Purpose
Interprofessional communication skills are an essential competency for medical students training to be physicians. Nevertheless, interprofessional education (IPE) is relatively rare in Korean medical schools compared with those overseas. We attempted to evaluate the effectiveness of the first IPE program in our school.
Methods
In the first semester of the school year 2018, third-grade medical students (N=149) at the Seoul National University College of Medicine participated in ‘communication between healthcare professionals in the clinical field’ training, which consisted of small group discussions and role-play. To evaluate the effectiveness of this training, we conducted pre- and post-training questionnaire surveys. Comparing paired t-tests, we evaluated the students’ competency in interpersonal communication and their attitude towards the importance of IPE before and after the training. The Global Interpersonal Communication Competence Scale (GICC-15) was used to evaluate competency in interpersonal communication.
Results
Out of 149 students, 144 completed the pre- and post-training questionnaires. The total GICC-15 scores before and after training were 55.60±6.94 (mean±standard deviation) and 58.89±7.34, respectively (p=0.000). All subcategory scores of GICC-15 after training were higher after training and were statistically significant (p<0.05), except for two subcategories. The importance of IPE score also improved after training but was not significant (p=0.159). The appropriateness of content and training method scores were 3.99±0.92 and 3.94±1.00, respectively.
Conclusion
From the results, our school’s IPE program demonstrated a positive overall educational effect. Deployment of systematic and varied IPE courses is expected in the future, with more longitudinal evaluation of educational effect.

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11 Scopus

Understanding medical students’ empathy based on Enneagram personality types: HyeRin Roh, Kyung Hye Park, Hyo Jeong Ko, Dong Kyu Kim, Han Bin Son, Dong Hyeok Shin, Seung Hyeon Lee, Hee Young Jung, Dong Heo; Korean J Med Educ 2019;31(1):73-82.
Published online March 1, 2019; DOI: https://doi.org/10.3946/kjme.2019.120

Abstract
PDF

Purpose
High self-awareness can promote communication and empathy. The Enneagram is a well-known personality tool to enhance self-awareness. We evaluated differences in empathy among medical students using the Enneagram typology.
Methods
This cross-sectional study included first and second grade students at the Inje University College of Medicine. The Jefferson Scale of Empathy was used to measure empathy and the Korean Enneagram Personality Type Indicator was used for examining personality characteristics. Empathy scores were analyzed according to the Triads, Hornevian group, Harmonic group, and each Enneagram type.
Results
The Instinctive triad, the Withdrawns, and the Positive outlook group were the most common, and the Feeling triad, the Assertives, and the Emotional realness group were the least common. Students in the Feeling triad and the Dutifuls had higher compassionate care (CC) scores as compared to their counterparts. Type 2 and 6 students showed the two highest empathy and CC scores. The empathy score of type 3 students was the lowest. Type 7 had the lowest CC score but the highest perspective taking score.
Conclusion
These differences in empathy according to Enneagram personality types can be applied to medical education to maintain and improve medical students’ empathy.

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Evaluations of Architectural Students Performance in Design Studio Related With Their Personal Type: A View From Enneagram
Güzin Aydoğan, Mehmet Özdemir
International Journal of Art & Design Education.2026;[Epub] CrossRef
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Laura Holder, Kay B. Buerster, Alexandra Zeringue, Meredith G. Rippy, Wesley Giles, Syamal Bhattacharya
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Paul E. Bylsma, Andrea Bevolden
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Tessie Herbst
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Frequency of personality types based on enneagram in a Turkish sample: A web-based cross-sectional study
Zekeriya Aktürk, Kenan Taştan
Ortadoğu Tıp Dergisi.2020; 12(2): 211. CrossRef

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9 Scopus

Factors influencing to study medicine: a survey of first-year medical students from India: Muthuraman Narayanasamy, Anand Ruban, Prakash Somi Sankaran; Korean J Med Educ 2019;31(1):61-71.
Published online March 1, 2019; DOI: https://doi.org/10.3946/kjme.2019.119

Purpose
Students joining medical studies may be motivated by many factors. However, there may also be some factors which may concern them. Although, it can be assumed that those joining medical studies would have largely been influenced positively, how the factors interact in different groups of students has not been studied adequately.
Methods
We conducted a questionnaire-based survey in first-year medical students. Besides the demographics and intentions about their future career plans, students rated a list of positively influencing items and a list of negatively affecting items relevant to our context that influenced their decision. We performed factor analysis followed by clustering of study participants.
Results
Ninety-seven students participated in the survey which comprised of 59% females with mean age of 18.6 years. The factors extracted were named as ‘personal growth factor,’ ‘professional calling factor,’ ‘personal concerns factor,’ and ‘professional concerns factor.’ Four distinct clusters of participants differing in their average ratings to each of the above factors were identified.
Conclusion
This study provides information on the factors that influence students to join medical studies from an Indian context. The motivational patterns were varied in different sub-groups of students. The data obtained from this study may provide pointers to educators to plan training of students, changes in curricular structure that takes into account the expansion of medical education into specialties and beyond.

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18 Scopus

The effect of communication training using standardized patients on nonverbal behaviors in medical students: Kyung Hye Park, Seung Guk Park; Korean J Med Educ 2018;30(2):153-159.
Published online May 30, 2018; DOI: https://doi.org/10.3946/kjme.2018.90

Abstract
PDF

Purpose
Nonverbal communication (NVC) is important in the patient-physician relationship, but the effect of NVC education is not well kown. In this study, we try to identify if students’ NVC abilities are improved through communication training.
Methods
First-year medical students conducted medical interviews, which were performed with standardized patients (SPs) before and after communication skill education, and recorded in video. Fifty-one students were enrolled for this study. Two researchers used the NVC checklist, which consists of 12 nonverbal behaviors, to analyze and compare the students’ nonverbal expressions in the interviews recorded before and after the education.
Results
After the students participated in communication training, open body position and adequate facial expression were increased while unnecessary silence, un-purposive movements, and giggling were decreased. These results can be interpreted as positive effects of the education. However, hand gesture was increased as a negative effect of the education. The total NVC score of the 12 nonverbal behaviors in the NVC checklist improved significantly, rising from 8.56 to 10.03.
Conclusion
Communication skill education using SPs can improve nonverbal behaviors of medical students, especially facial expression, un-purposive movement, body position, unnecessary silence, and giggle, but not hand gesture. Further research is needed on a variety of teaching methods to improve NVCs.

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17 Scopus

Factors affecting the results of comprehensive pre-internship exam among medical students of Kermanshah University of Medical Sciences: Mohammad Rasool Khazaei, Afshin Zarin, Mansuor Rezaei, Mozafar Khazaei; Korean J Med Educ 2018;30(2):131-139.
Published online May 30, 2018; DOI: https://doi.org/10.3946/kjme.2018.88

Abstract
PDF

Purpose
This study was aimed to evaluate the factors affecting the results of comprehensive pre-internship exam (CPIE) among medicals students of Kermanshah University of Medical Sciences.
Methods
In this descriptive-analytical study, all students (n=240) participating in CPIE over a 3-year period (2012–2014) were selected. Data were gathered by a questionnaire, including the CPIE results and educational and demographic data. Spearman correlation coefficient, Mann-Whitney U-test, and analysis of variance were used to analyze the association of students’ success with study variables. Also, regression analysis was applied to determine the role of independent variables in students’ success.
Results
The frequency of the failed units in apprenticeship course was one of the most important risk factors associated with failure in CPIE. Average scores of pre-internship course were the most important factors of success in CPIE. The CPIE score had the highest direct relationship with grade point average (GPA) of apprenticeship course, total GPA of all three courses, GPAs of physiopathology and basic sciences courses, and score of comprehensive basic sciences examination, respectively.
Conclusion
CPIE showed the highest inverse correlation with the number of failed units in apprenticeship course. The most important factors influencing this exam were failure in apprenticeship course and GPA of previous educational stages.

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Predictive Validity of Pre-Clinical Academic Achievements in Comprehensive Basic Science Examination: A Nationwide Cohort of Iranian Medical Students
Farhang Rashidi, Reza Sattarpour, Alipasha Meysamie
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Effects of Basic Science Courses and Associated Factors on the Academic Status of Medical Students in Kermanshah University of Medical Sciences
Mohammad Rasool Khazaei, Fatemeh Abbasi, Elham Niromand, Hassan Yeghanehrad, Mozafar Khazaei
Educational Research in Medical Sciences.2019;[Epub] CrossRef