Korean Journal of Medical Education

"Medicine"

Original Research

Structured oral clinical assessment for pharmacotherapy competencies in medical education: a study of validity and reliability analyses of seven domains: Abdul Khairul Rizki Purba, David Sontani Perdanakusuma, Arifa Mustika, Tanja Fens, Maarten Jacobus Postma; Korean J Med Educ 2025;37(3):331-343.
Published online August 28, 2025; DOI: https://doi.org/10.3946/kjme.2025.345

Purpose
To develop and validate a structured oral clinical assessment (SOCA) tool to evaluate pharmacotherapy competencies among medical students during clinical clerkships.
Methods
The instrument was designed around seven core pharmacotherapy domains. A total of 30 pharmacology experts participated in the face and content validity assessments. The cognitive complexity was evaluated using Bloom’s taxonomy. Nine trained examiners assessed 77 clerkship students using the SOCA tool. Construct validity was tested using Spearman correlation, whereas inter-rater reliability was analyzed using Cohen’s kappa and Krippendorff’s alpha. Internal consistency was assessed using Cronbach’s alpha.
Results
All items showed strong content validity (item-level content validity index and face validity index=1.00). Most questions reflected moderate to high cognitive complexity (Bloom’s C2–C5). Construct validity was supported by significant domain-total score correlations (r=0.406–0.750; p<0.05). Inter-rater reliability was substantial (kappa=0.651–0.830; Krippendorff’s alpha=0.639–0.834), and internal consistency was acceptable (Cronbach’s alpha=0.759).
Conclusion
The SOCA tool has strong validity and reliability for evaluating pharmacotherapy competence through oral clinical examination. It offers a structured, feasible alternative to existing formats and has the potential for broader use following external validation.

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Gender perception of physician candidates: a cross-sectional study from Turkey: Nefise Betül Ercan, Nazan Karaoğlu; Korean J Med Educ 2025;37(3):269-280.
Published online August 28, 2025; DOI: https://doi.org/10.3946/kjme.2025.340

Abstract
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Purpose
This study investigated how socio-cultural characteristics, including gender, age, socioeconomic status, religiosity, and parental education, influence the gender perceptions of medical students and how these perceptions are influenced by medical education.
Methods
This cross-sectional study enrolled 380 volunteer medical students who completed a questionnaire comprising sociodemographic items, the validated Nijmegen Gender Awareness in Medical Scale, and the Perception of Gender Scale (PGS). Statistical significance was set at p<0.05.
Results
Mean PGS scores were significantly higher among first-semester students compared to sixth-semester students (101.94±19.40 vs. 95.52±19.83, p=0.013) and among female compared to male participants (106.51±13.28 vs. 87.71±19.94, p<0.001). Self-reported “very religious” participants demonstrated significantly lower PGS scores compared to other religious categories in both female (p<0.001) and male (p=0.002) subgroups. Gender Role Ideology towards Doctors scores showed a moderate negative correlation with PGS scores (r=–0.459, p<0.001).
Conclusion
Female gender, younger age, urban living, higher income, and higher levels of maternal and paternal education supported a positive gender perspective. Towards the end of medical education, gender perceptions tend to become less egalitarian. These findings highlight the potential for medical education to negatively impact gender perceptions and underscore the need for integrating gender awareness training into medical curricula to promote more equitable attitudes among future physicians.

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Cross-time analysis of physical exercise and traditional gender concepts: Chinese women in the CGSS 2013 and 2023
Lei Sun, Ping Fang
BMC Public Health.2026;[Epub] CrossRef
Impact of sports participation on gender inequality ideology among Chinese women—an empirical study based on the CGSS 2023 data
Ping Fang, Peng yu Huo, Yan Lu, Shu sheng Shi, Lei Sun
Frontiers in Public Health.2025;[Epub] CrossRef

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3 Scopus

Review Article

Challenges and recommendations in the implementation of audiovisual telemedicine communication: a systematic review: Imelda Ritunga, Mora Claramita, Sandra Widaty, Hardyanto Soebono; Korean J Med Educ 2024;36(3):315-326.
Published online August 29, 2024; DOI: https://doi.org/10.3946/kjme.2024.305

Abstract
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This systematic review aims to identify the elements of doctor-patient communication in telemedicine, emerging challenges, and proposed recommendations. Four databases, including Science Direct, PubMed, Cochrane, and ProQuest, were searched using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The inclusion criteria consisted of original research papers, availability of free full text, and publications during the past 10 years. A total of 13 articles completed the selection process and satisfied the established criteria. The issues and recommendations of telemedicine communication were categorized into three distinct groups: pre-consultation, during-consultation, and post-consultation. Preparation encompasses the arranging of visual elements, safeguarding patient privacy and confidentiality, and addressing any technical challenges that may arise. The consultation encompasses nonverbal behavior, empathy, the doctor-patient connection, and a physical examination. Post-telemedicine consultations refer to medical appointments that occur after a telemedicine session, typically involving follow-up medical interactions. Telemedicine presents unique challenges in doctor-patient consultations that differ from face-to-face interactions. Therefore, clinicians must acquire communication skills specific to telemedicine to ensure effective consultations and achieve optimal health results.

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Assessment of Telemedicine Perceptions, Usability, and Implementation Barriers Among Physicians in Kazakhstan Using the Telehealth Usability Questionnaire-Model for Assessment of Telemedicine-Kazakhstan Version (TUQ-MAST-KZ) Questionnaire: Pilot Cross-Sec
Kulzhamila Kenessova, Mariya Anartayeva, Kanatzhan Кеmelbekov, Aizat Seidakhmetova, Altynshash Kushkarova, Talgat Rysbekov, Aigul Sultangaziyeva
JMIR Formative Research.2026; 10: e83667. CrossRef
Advancing conversational diagnostic AI with multimodal reasoning
Khaled Saab, Chunjong Park, Tim Strother, Jan Freyberg, David G. T. Barrett, Yong Cheng, Wei-Hung Weng, David Stutz, Nenad Tomasev, Anil Palepu, Valentin Liévin, Yash Sharma, Roma Ruparel, Abdullah Ahmed, Elahe Vedadi, Kimberly Kanada, Cian Hughes, Yun Li
Nature Medicine.2026; 32(5): 1726. CrossRef
Mapping global inequities in telemedicine implementation: An umbrella review of barriers and facilitators
Angelo Capodici, Alessandro Filippeschi, Francesca Noci, Alessandra Michelucci, Safae El Motarajji, Vera Benedetto, Andrea Vandelli, Claudio Passino, Michele Emdin, Sabina Nuti, Carlo Alberto Avizzano, Nicola Bellè, Alberto Giannoni, Yagnik Dave
PLOS One.2026; 21(7): e0351885. CrossRef
Use and Acceptance of Innovative Digital Health Solutions Among Patients and Professionals: Survey Study
Fritz Seidl, Florian Hinterwimmer, Ferdinand Vogt, Günther M Edenharter, Karl F Braun, Rüdiger von Eisenhart-Rothe, Peter Biberthaler, Dominik Pförringer
JMIR Human Factors.2025; 12: e60779. CrossRef

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6 Scopus

Original Research

Experiences and perspectives on patient-centered education of medical students in Korea: Inji Yeom, Kiduk Kim, Junhwan Choi, Dong-Mi Yoo; Korean J Med Educ 2022;34(4):259-271.
Published online November 29, 2022; DOI: https://doi.org/10.3946/kjme.2022.235

Abstract
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Purpose
This study analyzed the current status of and correlations between Korean medical students’ experiences and perspectives surrounding patient-centered medical education (PCME).
Methods
A structured PCME questionnaire composed of three categories, understanding patients within social and cultural contexts, understanding patients’ individual health contexts through communication, and placement of patients at the center of medical education, was used. The students were stratified into pre-medical (Pre-med), medical (Med), and policlinic (PK) groups because of curriculum differences by grade. The χ² test was applied to analyze the association between students’ experiences with and perspectives on PCME. A Cramer’s V of 0.200 was considered a large effect size for any association between experiences with and perspectives on PCME.
Results
Among the respondents, 50.6% answered that they did not know about patient-centered medicine before the survey. With increasing school years went up from Pre-med to PK, fewer students agreed that PCME should be added to pre-clinical medicine curricula (p<0.001), that patients should be in the center throughout medical education (p=0.011), and that patients’ personal histories, values, and objectives are important PCME (p=0.001). Students who said they learned PCME for each category were more likely to consider PCME important (Cramer’s V was 0.219 and 0.271 for “with,” and “for the patients” respectively, p<0.001 for “about/with/for the patients”). Students in all groups chose clinical practice as the best method for PCME (p=0.021). Med group chose the lectures as the most effective tool to learn about the importance of communication (p<0.001).
Conclusion
Students who experienced PCME were likely to perceive PCME as important and it showed that experiences of PCME had positive effects on PCME perceptions. Despite students’ preferences for clinical practice as the best method for PCME, PK reported that they did not learn PCME, and regarded PCME as less important compared to students at earlier stages of their medical education. Therefore, more intensive and holistic PCME curricula rather than only clinical practice exposure may be necessary.

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Patients’ Perceptions of Physicians’ Health Literacy Competencies and “Good” Communication in Family Medicine: A Q Methodology Study
Pei-Ling Tseng, Hui-Fang Yang, Shao-Yi Cheng, Hsiang-Ru Lai, Chiu-Mieh Huang, Jia-Yi Chen, Chen-Yin Tung
INQUIRY: The Journal of Health Care Organization, Provision, and Financing.2026;[Epub] CrossRef
The Capacity of the Associative Experiment with Keyword Stimuli to Explicate the Doctors’ Communicative Intentions in the Doctor-Patient Relationship
N. V. Potapova, A. A. Rumyantseva, V. A. Kameneva
NSU Vestnik. Series: Linguistics and Intercultural Communication.2023; 21(3): 118. CrossRef

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Education program on medical error disclosure for emergency medicine residents using standardized patients: Chanwoong Kim, Kyung Hye Park, Eun Kyung Eo; Korean J Med Educ 2022;34(1):1-16.
Published online March 1, 2022; DOI: https://doi.org/10.3946/kjme.2022.215

Abstract
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Purpose
We aimed to develop a program for error disclosure for emergency medicine (EM) residents to determine its effects.
Methods
Fifteen EM residents participated in 2020. The program included two-error disclosure sessions using standardized patients (SPs), a didactic lecture, and debriefing. The Kirkpatrick model was used to evaluate this program. Satisfaction scores and narrative reactions were collected (level 1). Residents were asked to choose their actions and explain reasons for the representative error cases before and after the program (level 2). After 2 months, they were asked to write their experiences of disclosing errors to real patients (level 3). The differences in the disclosing communication scores allocated by the SPs were compared between the senior and junior residents.
Results
The residents’ satisfaction scores were high. Before the program, some residents chose not to disclose errors when there were no harmful sequelae at the time of the incident. After the program, opinions changed, and the residents thought that all errors should be disclosed. Before the program, most residents disclosed the errors to patients first; after the program, they would report to the hospital first to receive guidance. After 2 months, five residents reported disclosing errors to real patients. The senior residents’ total scores and the scores for “prevention of future errors” were higher.
Conclusion
The residents showed confidence in error disclosure while maintaining rapport with the real patient, and some were satisfied with their disclosure approach. Our error disclosure program for EM residents had a positive effect on their behavior and attitude toward error disclosure.

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Medical Error: Using Storytelling and Reflection to Impact Error Response Factors in Family Medicine Residents
Sherry Adkins, Rahaf Alta’any, Kewaljit Brar, Humaira Kauser, Savannah Hughbanks, Kelly Rabah, Stacy Flowers
Journal of Medical Education and Curricular Development.2024;[Epub] CrossRef

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Review Article

Preparing for medical education after the COVID-19 pandemic: insightology in medicine: Yon Ho Choe; Korean J Med Educ 2021;33(3):163-170.
Published online August 27, 2021; DOI: https://doi.org/10.3946/kjme.2021.196

Abstract
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It is necessary to reflect on the question, “How to prepare for medical education after coronavirus disease 2019 (COVID-19)?” Although we are preparing for the era of Education 4.0 in line with the 4th industrial revolution of artificial intelligence and big data, most measures are focused on the methodologies of transferring knowledge; essential innovation is not being addressed. What is fundamentally needed in medicine is insightful intelligence that can see the invisible. We should not create doctors who only prescribe antispasmodics for abdominal pain, or antiemetic drugs for vomiting. Good clinical reasoning is not based on knowledge alone. Insightology in medicine is based on experience through Bayesian reasoning and imagination through the theory of mind. This refers to diagnosis of the whole, greater than the sum of its parts, by looking at the invisible using the Gestalt strategy. Identifying the missing process that links symptoms is essential. This missing process can be described in one word: context. An accurate diagnosis is possible only by understanding context, which can be done by standing in someone else’s shoes. From the viewpoint of medicine, Education 4.0 is worrisome because people are still clinging to methodology. The subject we should focus on is “human”, not “artificial” intelligence. We should first advance the “insightology in medicine” as a new paradigm, which is the “essence” that will never change even when rare “phenomena” such as the COVID-19 outbreak occur. For this reason, we should focus on teaching insightology in medicine, rather than teaching medical knowledge.

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PROSPECTS OF APPLICATION OF ARTIFICIAL INTELLIGENCE IN THE TRAINING AND CONTINUOUS PROFESSIONAL DEVELOPMENT OF PEDIATRICIANS
Oleksandr Volosovets, Oleksandr Naumenko, Inna Kucherenko, Ruslan Tsymbalyuk, Oksana Vygovska, Sergii Kryvopustov, Sergii Kramariov, Ievgeniia Burlaka, Viktoria Khomenko, Oleksii Kuznetsov
Eastern Ukrainian Medical Journal.2026; 14(2): 348. CrossRef
Correction: Preparing for medical education after the COVID-19 pandemic: insightology in medicine
Yon Ho Choe
Korean Journal of Medical Education.2021; 33(4): 449. CrossRef
On pandemics and pivots: a COVID-19 reflection on envisioning the future of medical education
Heeyoung Han, Amy Clithero-Eridon, Manuel João Costa, Caitriona A. Dennis, J. Kevin Dorsey, Kulsoom Ghias, Alex Hopkins, Kauser Jabeen, Debra Klamen, Sophia Matos, John D. Mellinger, Harm Peters, Suzanne Pitama, C. Leslie Smith, Susan F. Smith, Boyung Suh
Korean Journal of Medical Education.2021; 33(4): 393. CrossRef

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Original Research

The flipped classroom model for an undergraduate epidemiology course: Sangho Sohn, Young-Mee Lee, Jaehun Jung, Eun Shil Cha, Byung Chul Chun; Korean J Med Educ 2019;31(2):103-113.
Published online May 30, 2019; DOI: https://doi.org/10.3946/kjme.2019.122

Purpose
The flipped classroom has been suggested as a method for efficient teaching in medical education. However, its feasibility and effectiveness in the educational environment are often overlooked. The authors redesigned an epidemiology course applying the flipped classroom method under a traditional curriculum consisting of heavily scheduled classroom hours and explored its feasibility and effectiveness.
Methods
In the fall semester of 2017, we flipped the ‘practice of epidemiology’ course for third-year medical students at Korea University College of Medicine. We provided online lectures and assigned readings as pre-class materials, and substituted group discussions and communicative activities for traditional lectures. We conducted pre- and post-course surveys to review students’ perceptions. We also analyzed the pre-test results and final exam scores for quantitative comparison.
Results
Ninety-seven students out of 120 completed the course. Most students made use of the online lectures, but not the reading materials. Lack of time was the most frequently cited reason for under-preparedness. We observed improvements in preparedness, participation, and effectiveness at the end of the course, while changes in satisfaction were unclear. Students’ perceptions of course relevance and difficulty were predictive of pre-test outcomes, but the effects of preparedness and length of materials were insignificant. The authors found no evidence of differing test scores before and after the course.
Conclusion
This study supports the feasibility of the flipped classroom model even under a traditional, heavily scheduled medical curriculum. To encourage self-directed learning and achieve better learning outcomes, restructuring pre-existing curricular components should also be considered in parallel with new instructional methods.

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Assessing the Effectiveness of Flipped Classroom Among Undergraduate Medical Students: A Crossover Quasi-experimental Study
Rekha Dutt, Kaushik Mukhopadhyay, Babaji Ghewade, Vaibhav P Anjankar, Adarshlata Singh, Chandrika Das, Semanti Das
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A Standardized Education Program on Deceased Organ and Tissue Donation for Premedical and Medial Students in Korea
Hee Jung Jeon, Samuel Lee, Soohyeon Seo, Byungmin Yoo, Donguk Kim, Gaeun Yi, Jun Beom Lee, Suji Kim, Jieun Oh, Hee Chul Han, Byungil Park, Taerim Lee, In Sung Moon, Yeong Hoon Kim, Curie Ahn, Hyun Bae Yoon
Transplantation Direct.2024; 10(2): e1563. CrossRef
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Louis Kusi Frimpong, Stephen Leonard Mensah, Emmanuel Angmor, Shine Francis Gbedemah, Seth Asare Okyere
Societal Impacts.2024; 4: 100064. CrossRef
Evaluation of an Epidemiological Skills Laboratory Course Using a Direct Teaching and Online Flipped Classroom Method in Iran: An Interventional Study
Ali Ahmadi, Noushin Kohan, Eisa Rezaei, Ali Akbar Haghdoost
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The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review
Cho Naing, Maxine A. Whittaker, Htar Htar Aung, Dinesh Kumar Chellappan, Amy Riegelman
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Yongming Zhang, Ting Huang, Mengling Tang, Lin Meng, Xiaolu Wu, Kun Chen
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The impact of the transition from flipped classroom to online lectures on learning outcomes and student satisfaction in a rehabilitation medicine clerkship during the COVID-19 pandemic
Phichamon Khanittanuphong, Khanin Iamthanaporn, Jongdee Bvonpanttarananon
BMC Medical Education.2022;[Epub] CrossRef
Analysis of Research Trends in the Korean Journal of Medical Education and Korean Medical Education Review Using Keyword Network Analysis
Aehwa Lee, Soon Gu Kim, Ilseon Hwang
Korean Medical Education Review.2021; 23(3): 176. CrossRef
Application of flipped classroom based on the Rain Classroom in the teaching of computer‐aided landscape design
Li Da‐Hong, Li Hong‐Yan, Li Wei, Jun‐Jie Guo, Li En‐Zhong
Computer Applications in Engineering Education.2020; 28(2): 357. CrossRef
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Toshiharu Mitsuhashi
PeerJ.2020; 8: e9640. CrossRef

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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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Asselef T Bekele, Solomon W Beza, Shewatatek Gedamu, Markus Berndt
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Nigerian Journal of Medicine.2020; 29(2): 308. CrossRef

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Original Article

Learners’ perspective: where and when pre-residency trainees learn more to achieve their core clinical competencies: Eusang Ahn, Ducksun Ahn, Young-Mee Lee; Korean J Med Educ 2016;28(4):355-371.
Published online December 1, 2016; DOI: https://doi.org/10.3946/kjme.2016.41

Abstract
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Purpose
While it is known that effective clinical education requires active involvement of its participants, regular feedback, communication skills and interprofessional training, limited studies have been conducted in Korea that demonstrate how pre-residency trainees acquire their core clinical skills. This is a cross-sectional study of interns and students across a third-tier university hospital in Korea to examine where and when they acquire core clinical skills.
Methods
A total of 74 students and 91 interns were asked to participate in a closed-ended questionnaire, and 50 participants (20 students and 30 interns) were involved in semistructured individual interviews. The questionnaire was based on the Accreditation Council for Graduate Medical Education core competencies.
Results
The majority of core clinical skills were acquired during their rotations in emergency medicine, general surgery, and cardiothoracic surgery. The semistructured interviews revealed that these departments required their trainees to be highly involved and analytical, and participate in clinical discourse.
Conclusion
The common factor among the three departments is an environment in which trainees are highly involved in clinical duties, and are expected to make first-contact patient encounters, participate in clinical discourse, interpret investigative results and arrive at their own conclusions. Work-based learning appear to be key to the trends observed, and further study is warranted to determine whether these findings are indicative of true acquisition of clinical competence.

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Short Communication

Analysis of medical student’s book reports on Cronin’s The Citadel: would young doctors give up ideals for prestige and wealth?: Se Won Hwang, Hun Kim, Ae Yang Kim, Kun Hwang; Korean J Med Educ 2016;28(2):231-235.
Published online May 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.31

Abstract
PDF

Purpose
The purpose of this study is to find what medical students think the reward for their future work should be and whether they would keep their ideals or abandon them for prestige and wealth by analyzing the book reports of Cronin’s The Citadel.
Methods
Participants were 50 medical students of junior class. A month before the classroom lecture, the book and digital video disk were provided. Students had discussions in groups of seven and wrote book reports which include answers of three questions.
Results
Regarding what should be the reward for the medical doctor, two-thirds of students (66.7%) answered with spiritual compensation, while one-third (33.3%) chose material reward. In the situation presented to Manson, three-fifths (60.0%) answered they would keep their ideals (idealist), while the remaining two-fifths (40.0%) decided they would abandon them. Less than one-third of students (30.0%) answered they would reveal the corruptions of the doctor’s society, while two-thirds (64.0%) would not.
Conclusion
The larger number of idealists who prefer spiritual reward rather than a material reward represents the innocence of youth as in portrayed in The Citadel.

Citations

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Evaluation of critical thinking course for premedical students using literature and film
Do-Hwan Kim
Korean Journal of Medical Education.2019; 31(1): 19. CrossRef
Analysis of the perceptions of medical students applying contextual relevance to literature
Kun Hwang, Ae Yang Kim, Hun Kim
The Asia Pacific Scholar.2018; 3(2): 47. CrossRef

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2 Scopus

Opinion

Humanities in medical education: between reduction and integration: Taehee Han; Korean J Med Educ 2015;27(3):163-165.
Published online August 26, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.3.163

Abstract
PDF

Reductive logic has been a major reasoning style in development of modern biomedical sciences. However, when “medical humanities” is developed by reductive reasoning, integrative and holistic values of humanities tend to be weakened. In that sense, identity and significance of “medical humanities” continue to be controversial despite of its literal clarity. Humanities in medical education should be established by strengthening humanistic and socialistic aspects of regular medical curriculum as well as developing individual “medical humanities” programs.

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Arts-Based Medical Education in South Korean Medical Schools: A Descriptive Review
Jung- Sik Huh, Shinki An
Korean Medical Education Review.2026; 28(2): 92. CrossRef
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Young Hwan Lee
Korean Journal of Medical Education.2015; 27(3): 159. CrossRef

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3 Scopus

Original Article

Medical students’ agenda-setting abilities during medical interviews: HyeRin Roh, Kyung Hye Park, Young-Jee Jeon, Seung Guk Park, Jungsun Lee; Korean J Med Educ 2015;27(2):77-86.
Published online May 26, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.2.77

Abstract
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Purpose
Identifying patients’ agendas is important; however, the extent of Korean medical students’ agenda-setting abilities is unknown. The study aim was to investigate the patterns of Korean medical students’ agenda solicitation.
Methods
A total of 94 third-year medical students participated. One scenario involving a female patient with abdominal pain was created. Students were video-recorded as they interviewed the patient. To analyze whether students identify patients’ reasons for visiting, a checklist was developed based on a modified version of the Calgary-Cambridge Guide to the Medical Interview: Communication Process checklist. The duration of the patient’s initial statement of concerns was measured in seconds. The total number of patient concerns expressed before interruption and the types of interruption effected by the medical students were determined.
Results
The medical students did not explore the patients’ concerns and did not negotiate an agenda. Interruption of the patient’s opening statement occurred in 4.62±2.20 seconds. The most common type of initial interruption was a recompleter (79.8%). Closed-ended questions were the most common question type in the second and third interruptions.
Conclusion
Agenda setting should be emphasized in the communication skills curriculum of medical students. The Korean Clinical Skills Exam must assess medical students’ ability to set an agenda.

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Agenda-setting in the clinical encounter: A systematic review protocol
Ailyn Sierpe, Renata W. Yen, Gabrielle Stevens, Aricca D. Van Citters, Glyn Elwyn, Catherine H. Saunders, Yohannes Kebede
PLOS ONE.2024; 19(10): e0312613. CrossRef
Interrupted opening statements in clinical encounters: A scoping review
Amanda C. Coyle, Renata W. Yen, Glyn Elwyn
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Codebook for rating clinical communication skills based on the Calgary-Cambridge Guide
Else Dalsgaard Iversen, Maiken Overbeck Wolderslund, Poul-Erik Kofoed, Pål Gulbrandsen, Helle Poulsen, Søren Cold, Jette Ammentorp
BMC Medical Education.2020;[Epub] CrossRef
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Sunju Im, Do-Kyong Kim, Hyun-Hee Kong, Hye-Rin Roh, Young-Rim Oh, Ji-Hyun Seo
Korean Journal of Medical Education.2016; 28(1): 35. CrossRef
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HyeRin Roh
Korean Medical Education Review.2016; 18(3): 132. CrossRef

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5 Scopus

Review

Five suggestions for future medical education in Korea: Eunbae B. Yang, Kwang Ho Meng; Korean J Med Educ 2014;26(3):167-178.
Published online September 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.3.167

Abstract
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This study is to investigate the historical characteristics of medical education and healthcare environment in Korea and to suggest the desirable direction for future medical education. We draw a consensus through the literature analysis and several debates from the eight experts of medical education. There are several historical characteristics of medical education: medical education as vocational education and training, as a higher education, rapid growth of new medical schools, change to the medical education system, curriculum development, reinforcement of medical humanities, improvement of teaching and evaluation methods, validation of the national health personnel licensing examination, accreditation system for quality assurance, and establishment of specialized medical education division. The changes of health care environment in medical education are development of medical technologies, changes in the structures of the population and diseases, growth of information and communication technology, consumer-centered society, and increased intervention by the third party stakeholder. We propose five suggestions to be made to improve future medical education. They are plan for outcome and competency-based medical education, connection between the undergraduate and graduate medical education, reinforcement of continuous quality improvement of medical education, reorganization of the medical education system and construction of leadership of ”academic medicine.“

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Korean Medical Education Review.2014; 16(3): 141. CrossRef

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Original Article

Premedical students' experiences in community-oriented primary care: Eal Whan Park; Korean J Med Educ 2013;25(3):229-237.
Published online September 30, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.3.229

Abstract
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PURPOSE
Medical students must be taught community medicine to understand common community-wide health problems and develop the skills that are needed to solve them. In this study, community-oriented primary care (COPC) projects were undertaken by premedical students in a community medicine course, and their experience was assessed.
METHODS
We analyzed the final reports of 570 premedical students who completed their community group projects from 2000 to 2012.
RESULTS
Eighty-nine community projects were completed by the students. The average number of students per project was 6.3 (range, 3-9). The total number of project themes was 39. Sex education for high school students, guidance on learning for low socioeconomic children, and education on smoking cessation for high school students were the most frequently selected topics. The most common subjects in the projects were high school students, preschool children, elderly people, and hospice patients. With regard to methodology, the students administered questionnaires in 58 cases and held health education programs in 48 cases. In 42 cases, students used social welfare-related community resources. In their final reports, many students felt that an understanding of their identities as future physicians and of the health care and social welfare systems was meaningful.
CONCLUSION
Premedical students' experiences in COPC projects varied and were positive. Teaching community medicine in a premedical course increased students' confidence with their future role as compassionate, socially responsible physicians and their understanding of community resources in a health care network.

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Songrim Kim, Yul Ha Min, Jun Yim, So Jung Yune, Kwi Hwa Park
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Current status and needs of community-based practice in public healthcare institutions among Korean medical schools: a cross-sectional study
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Nele R. M. Michels, Roar Maagaard, Igor Švab, Nynke Scherpbier
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Do-Hwan Kim, Ah Reum An, Eun Jeong Kim, Jong-Koo Lee, Seung-Hee Lee
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Review

Teaching Medical Humanities through an Illness Narrative: Im-Kyung Hwang; Korean J Med Educ 2013;25(2):81-88.
Published online June 30, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.2.81

Abstract
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There has been growing interest regarding the 'medical humanities' in most medical schools in Korea. Medical humanities is an interdisciplinary field of humanities, social science, and the arts that aims to have a critical or supplementary role in medical education and practice. Thus, diverse educational methods should be applied to achieve the goals of medical humanities. The illness narrative is one of the most powerful tools in this context. An illness narrative is a patient's story about his illness, including the meaning of the illness in his life. The illness narrative is widely accepted as an effective educational tool in medical humanities. But, in Korea, there has been concern about the nature, theoretical background, and usefulness of the illness narrative. Medical students and doctors can obtain empathy and clinical wisdom through telling, hearing, reading, and writing illness narratives. In this article, I will examine the nature and meaning of illness narratives in teaching medical humanities and discuss several examples of narrative training programs.

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Original Article

Correlation of CPX Scores with the Scores on Written Multiple-Choice Examinations on the Certifying Examination for Family Medicine in 2009 to 2011: Jung Jin Cho, Ji Yong Kim, Hoon Ki Park, In Hong Hwang; Korean J Med Educ 2011;23(4):315-322.
Published online December 31, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.4.315

Abstract
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PURPOSE
Recently, the clinical practice examination (CPX) using standardized patients has been introduced into several specialty certifying examinations in Korea. The purpose of this paper was to determine the correlation of a resident's performance on the CPX with the comprehensive written multiple-choice question (MCQ) examination on the certifying examination for family medicine.
METHODS
The subjects of this study were 1,023 residents who completed the 1st and 2nd certifying examination for family medicine between 2009 and 2011. We determined the correlation between the total scores and 4 domain scores (history taking, physical examination, patient education, and patient-physician interaction) on the CPX with the MCQ scores of the 1st written test and 2nd slide examination and the correlation between the total CPX score and scores on the CPX domains.
RESULTS
The correlation between CPX score with each MCQ examination (0.21~0.45 with 1st written MCQ, 0.15~0.33 with 2nd slide MCQ) was lower than that between each MCQ examination (0.46~0.59). The CPX score on patient education did not correlate with the 1st written and 2nd MCQ scores. The CPX scores on history taking and physical examination correlated slightly with the 1st written MCQ scores. The global ratings of preceptor examiners had the highest correlation (r=0.68~0.82) with the total CPX scores.
CONCLUSION
Considering the mild correlation of CPX scores with each MCQ examination, the CPX is more likely to measure other qualities, such as critical thinking and communication skills.

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Competency evaluation using randomized testing: feasibility of a new structured assessment method
M. Jawad Hashim, Alexander Kieu
Advances in Physiology Education.2025; 49(3): 801. CrossRef
Medical students’ thought process while solving problems in 3 different types of clinical assessments in Korea: clinical performance examination, multimedia case-based assessment, and modified essay question
Sejin Kim, Ikseon Choi, Bo Young Yoon, Min Jeong Kwon, Seok-jin Choi, Sang Hyun Kim, Jong-Tae Lee, Byoung Doo Rhee
Journal of Educational Evaluation for Health Professions.2019; 16: 10. CrossRef
Physician gender and patient centered communication: The moderating effect of psychosocial and biomedical case characteristics
Dong Wook Shin, Debra L. Roter, Yong Kyun Roh, Sang Keun Hahm, BeLong Cho, Hoon-Ki Park
Patient Education and Counseling.2015; 98(1): 55. CrossRef
Predictors of clinical practice examination scores of fourth year medical students after core clinical clerkships
Kye-Yeung Park, Hoon-Ki Park, Jong-Hoon Kim, Hwan-Sik Hwang
Korean Journal of Medical Education.2015; 27(4): 275. CrossRef

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Relationship between the Content of the Medical Knowledge Written Examination and Clinical Skill Score in Medical Students: Jee-Young Hwang, Hwee-Soo Jeong; Korean J Med Educ 2011;23(4):305-314.
Published online December 31, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.4.305

Abstract
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PURPOSE
This study was planned to investigate which medical knowledge examination score-written examination on basic medicine, individual clinical medicine, and comprehensive clinical medicine-was closely related to clinical skill score in medical students.
METHODS
Scores on basic medicine, clinical medicine, graduation assessment, clinical performance examination (CPX), and objective structured clinical examination (OSCE) for 106 students who graduated Dongguk University Medical School from 2010 to 2011 were included, and correlations between them were analyzed using T scores.
RESULTS
All scores of basic medicine, clinical medicine, graduation assessment, CPX, and OSCE correlated significantly with each other. In connection with clinical skill, graduation assessment score showed a strong correlation (r=0.547, p<0.001) with the CPX. Regarding detailed scores on the CPX, history taking score correlated significantly with medical knowledge examination scores (r=0.435~0.406, p<0.001). By regression analysis, the score on graduation assessment was 1 point higher, and that of the CPX increased by 0.538 (p<0.001).
CONCLUSION
Based on our study, comprehensive clinical knowledge is required for medical students to gain the appropriate clinical skills. Therefore, clinical skill practice and lectures that are based on the level of comprehensive clinical knowledge are recommended in the education of clinical skills in medical students.

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Hye-Jin Park, Sun-Young Kwon, Dong-Yoon Keum, Dae-Hyun Kim, Dong-Eun Kim, Jae-Bum Kim, Jin-Hee Kim, Won-Ki Baek, Jung-Sook Ha, Il-Seon Hwang, Jung-Jeung Lee, Ae-Hwa Lee, Seon-Kyoung Kim, Ha-Young Jung, Won-Kyun Park
Keimyung Medical Journal.2021; 40(2): 77. CrossRef
Medical students’ thought process while solving problems in 3 different types of clinical assessments in Korea: clinical performance examination, multimedia case-based assessment, and modified essay question
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Journal of Educational Evaluation for Health Professions.2019; 16: 10. CrossRef
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Journal of Educational Evaluation for Health Professions.2015; 12: 6. CrossRef
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Kye-Yeung Park, Hoon-Ki Park, Jong-Hoon Kim, Hwan-Sik Hwang
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102 Download
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The Present Conditions of Clinical Clerkship Management in Korea: Sang Hyun Kim, Eun Bae Yang, Duck Sun Ahn, Woo Tack Jeon, Chuhl Joo Lyu; Korean J Med Educ 2009;21(4):373-383.
Published online December 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.4.373

Abstract
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PURPOSE
This study investigated the present conditions of clinical clerkship management in Korea to make recommendations for it.
METHODS
The data were collected between April 15 and May 30 in 2009 using questionnaires that were sent to the clerkship directors of 41 colleges of medicine and medical graduate schools.
RESULTS
The elective course system was established in 78% of the institutions; the 6 core specialties were found in all medical schools. The duration of clerkship was longest in internal medicine, followed by surgery, pediatrics, obstetrics and gynecology, psychiatry, and emergency medicine. There were differences between the planning and monitoring agencies. Preclinical courses existed in 92.7% of the institutions. However, much more remains to be done ie, with regard to the issues of student assessment in clinical clerkship, faculty development programs for the faculty and residents, incentive systems for educational involvement, provisions for yearly systematic clerkships, integration of basic-clinical science-medical humanities, and community-based education.
CONCLUSION
Because clinical clerkship education is very important as a core curriculum, curriculum planning and its management must be given adequate attention. The following measures are suggested: elective systems that allow students to choose by career planning; concerns over faculty development programs for residents as a teacher; consensus on the concept, objectives, duration, content, evaluation tools of pre-clinical clerkship and clinical clerkship, and student well-being; and emphasis on community-based education.

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Songrim Kim, Bongeun Cha, Sun Young Kyung, So Jung Yune, Kyung Hye Park, Kwi Hwa Park
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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 Journal of Medical Education.2025; 37(1): 13. CrossRef
Understanding medical students’ transition to and development in clerkship education: a qualitative study using grounded theory
Hyo Jeong Lee, Do-Hwan Kim, Ye Ji Kang
BMC Medical Education.2024;[Epub] CrossRef
Self-efficacy beliefs and expectations during an Emergency Medicine Clerkship
Arif Alper Cevik, Elif Dilek Cakal, David Alao, Margret Elzubeir, Sami Shaban, Fikri Abu-Zidan
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Domestic Research of Medical Students Trends Analysis
Aehwa Lee
Korean Medical Education Review.2018; 20(2): 91. CrossRef
Evaluation of an extracurricular program for students interested in rural and public health
Do-Hwan Kim, Ah Reum An, Eun Jeong Kim, Jong-Koo Lee, Seung-Hee Lee
Korean Journal of Medical Education.2017; 29(2): 111. CrossRef
Evaluation of Process and Satisfaction for Selective Courses in a Medical School
Do-Hwan Kim, Young-Hyu Choi, Sang Yun Han, Jwa-Seop Shin, Seunghee Lee
Korean Medical Education Review.2017; 19(2): 90. CrossRef
Structured Assessment to Evaluate a Family Medicine Clerkship Program
Eun Ju Park, Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Beesung Kam, Sun Yong Baek, Yun-Jin Kim, Jae Seok Woo, Jeong-Gyu Lee, Dong-Wook Jeong, Young-Hye Cho, Yu-Hyeon Yi, Young Jin Tak
Korean Medical Education Review.2017; 19(1): 47. CrossRef
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Kyoungwoo Kim, Seunghwa Lee, Hoonki Park
Journal of the Korean Medical Association.2013; 56(10): 891. CrossRef
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Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Sunyong Baek, Jae Seok Woo
Korean Medical Education Review.2013; 15(3): 120. CrossRef
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Sun Ju Im
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Development and Validation of a Questionnaire to Evaluate Medical Students' Evidence-Based Medicine Competencies: Jaehyun Park, Taeyoung Yoon, Jinkyung Ko; Korean J Med Educ 2009;21(3):259-267.
Published online September 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.3.259

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

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Dain Jeong, Chang Park, Keiko Sugimoto, Miyang Jeon, Dooyoung Kim, Young Eun
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Application of Integrative Lecturing to Basic Medicine Courses for Undergraduate Health Allied Sciences Students: Jee Hee Kim, Tae Young Moon, Young Mee Lee, Kyoung-Han Park, Dae Joong Kim, Jang Hee Hahn, Chan Woong Kim, Jeong Hyun Park; Korean J Med Educ 2007;19(4):295-304.
Published online December 31, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.4.295

Abstract
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PURPOSE
In spite of the rapidly expanding importance of the basic sciences, the number of professors teaching basic sciences in medicine has not changed in the last decade. Thus, the need for new methods of teaching and learning has increased. The purpose of this study was to develop and assess integrative lecturing in the basic sciences for undergraduate allied health sciences students.
METHODS
We developed an alternate form of lecturing in anatomy, physiology, microbiology, and pathology, focusing on the gastrointestinal system. We tested several teaching strategies including E-learning, face-to-face, and practice. Students majoring in nursing (n=43), sports science (n=26), and emergency medical technology (n=35) participated and were asked to complete an anonymous survey.
RESULTS
The majority of the students were satisfied with the new lecture style (86.6%). They preferred integrative lectures to traditional lectures. The degree of satisfaction with E-learning and practice were much higher than with face-to-face. Most of the students identified the knowledge of interdisciplinary relationship and participating in cadaveric dissections as the important effects of this lecture style.
CONCLUSION
From this study, it can be suggested that integrative lecturing in basic sciences for public health- / medicine- related courses is effective in teaching and learning. Further studies for the development of integrative contents and system are needed.

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Teaching Clinical Medicine: What and How?: Soo-Jung Lee; Korean J Med Educ 2007;19(3):181-183.
Published online September 30, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.3.181

Abstract
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Traditional curricula of clinical medicine had generally failed to help medical students make efficient clinicians. Several aims can be suggested for the curriculum development in order to resolve the shortcomings. 1. To make students motivated and oriented when they learn: by early exposure, either direct or indirect, to patients and to clinical situation. 2. To deliver adequate amount and range of information: by differentiating between common basics and electives, and according to importance or frequency. 3. To encourage the students to learn how to find, decide, and organize what they need to learn: in order to make them life-long self learners. 4. To have the students follow the reasoning process of clinical decision as they learn: as well as to let them get used to the uncertainty of clinical situation. 5. To let students acquire knowledge assembled with the relevant attitude and skills: in the context as close as possible to the situation of clinical practice so that they become competent and well performing. 6. To equip students with non-biomedical competence: broadening the perspectives of disease, patient, and society. In order to achieve these aims, clinical medicine should be taught in the educational environment which is student-centered, problem-oriented, integrated, and systematic.

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Transnational Curriculum Studies: Reconceptualization Discourse in South Korea
Young Chun Kim
Curriculum Inquiry.2010; 40(4): 531. CrossRef

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Result of Mid-Term Evaluation in Internal Medicine Clinical Clerkship in One Medical School: Seok Gun Park; Korean J Med Educ 2004;16(2):147-155.
Published online August 31, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.2.147

Abstract
PDF

PURPOSE
To know the current status and to improve the internal medicine clinical clerkship in one medical school, the author performed a mid-term survey of the students.
METHODS
Questions were given to 48 students at the midpoint of their internal medicine clinical clerkship. Questions were about understanding the of purpose of the rotation, ability to do physical examination and procedures, bedside teaching experience and conferences, and support during clinical clerkship. Questions used 5-point Likert scale. 48 of 48 students responded. Average points for each question were calculated, and similar free answers were categorized together. RESULTS: Students began their clinical clerkship with high expectations, but soon fell into a 'busy but know-nothing' state. The purpose of the clinical clerkship was not clearly outlined. Students learned physical examination skills and procedures not directly from instructors but by watching over-the-shoulder. Bedside teaching was, in fact, 'table side' teaching. Instructors did not provide immediate feedback at the bedside on how the student gathered information from patients, Students attended conferences targeted towards residents, and they could not understand the ensuing discussions. Students had no sense of belonging to the ward team. This result was reported during a medical grand round with simple short-term strategies, which could be performed easily, and with longer-term strategies requiring more resources. CONCLUSION: The author did a mid-term survey of a clinical clerkship and reported the result with suggested strategies for improvement. The result was distributed to the faculty at other departments as well. Although there was resistance to the suggestions from the internal medicine department, this report was used to initiate clinical clerkship improvement to the clerkship in other departments. The author discusses this result along with a literature review. This paper can be a good resource for medical schools wanting to evaluate and improve their clinical clerkship.

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Assessment of Medical Students in Clinical Clerkships
Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Sunyong Baek, Jae Seok Woo
Korean Medical Education Review.2013; 15(3): 120. CrossRef
The Present Conditions of Clinical Clerkship Management in Korea
Sang Hyun Kim, Eun Bae Yang, Duck Sun Ahn, Woo Tack Jeon, Chuhl Joo Lyu
Korean Journal of Medical Education.1970; 21(4): 373. CrossRef

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The Effect of Cyber Class in Medical Education: Seung Moo Noh; Korean J Med Educ 2002;14(1):61-71.; DOI: https://doi.org/10.3946/kjme.2002.14.1.61

Abstract
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The purposes of this study are to describe some of the basic and practical services available on the internet, and to evaluate the efficacy of a lecture using the internet together with a traditional classroom lecture. Growing demands for better education and increasing amount of knowledge have brought up the need to use new methods in learning. Information and communication technology has given new opportunities and challenges in the field of education. Especially, the internet is creating information and communication spaces that are removing the traditional boundaries of time and location. It offers new ways to learn and communicate in the field of medical education. Medicine is a very suitable area to use WWW-based teaching, because a great part of it is based on visually learned topics. The internet carries vast quantities of information in all different formats and modalities such as text, figures, video and audio. Teaching and learning are complex processes, and a wide variety of techniques and facilities are needed for each student and subject, which may vary at different times. The internet will not, and should not, replace traditional classroom lectures or tutorials, but it dose have the ability to add value to these traditional teaching techniques and to make the life of the student and teacher a little easier, more varied and possibly more interesting. Preliminary results show that this kind of lecture is useful in teaching medicine, especially in self-oriented learning, but cannot replace totally a clinical teacher's share in the learning process. Feedback from the users shows that this education is widely used and needed. The internet is likely to play more important roles in many aspects of medicine in the future.

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The feasibility and satisfaction of an online global health education course at a single medical school: a retrospective study
Su-Jin Lee, Jayoung Park, Yoon Jung Lee, Sira Lee, Woong-Han Kim, Hyun Bae Yoon
Korean Journal of Medical Education.2020; 32(4): 307. CrossRef
Proper Level of Knowledge on Anatomy for Learning Embryology: Based in the Survey Analysis on the Newly Introduced Teaching Method (Group Presentation of Anatomy) to the Embryology Class
Youngil Lee
Korean Journal of Physical Anthropology.2018; 31(3): 91. CrossRef
Proper Application of Cyber Lecture on Neuroanatomy for Medical Students
Young Bok Yoo, Hun Mu Yang, Jeong Hyun Park, Young Il Lee
Korean Journal of Physical Anthropology.2014; 27(3): 123. CrossRef
A Review on Usage and Effectiveness of e-Learning in Medical Education
Joo Hyun Park, Ji Young Son, Nam Jin Yoo, Sun Kim
Korean Journal of Medical Education.2010; 22(2): 91. CrossRef

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Residency Programs for Occupational and Environmental Medicine in Korea: Eunhee Ha, Hyesook Park, Kyunghee Jungchoi, Jieun Son, Ilryong Kim, Jongtae Lee, Soohun Cho; Korean J Med Educ 2002;14(1):23-31.; DOI: https://doi.org/10.3946/kjme.2002.14.1.23

Abstract
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PURPOSE
This study was performed to obtain baseline information about the occupational and environmental medicine(OEM) residency programs in Korea.
METHODS
We surveyed 39 residents for the present training condition, satisfaction, vision of OEM, the condition and satisfaction after residency programs by self- administered questionnaire.
RESULTS
Residents want to get appropriate clinical and practical training to be a medical director in a factory or specialist of the occupational medicine based at a hospital. They report, however, that current system for OEM residency training program is not appropriate. The curricula, duration of the each curriculum, level of training hospital or institute need to be reconsidered.
CONCLUSIONS
We need to develop more systematic residency program with support from government and OEM society.

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Residency programs and the outlook for occupational and environmental medicine in Korea
Youngil Lee, Jungwon Kim, Yoomi Chae
Annals of Occupational and Environmental Medicine.2015;[Epub] CrossRef

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A Study on the Development of Social Medicine Curriculum: Woo Taek Chun, Sun Kim, Eun Bae Yang; Korean J Med Educ 2001;13(2):201-212.; DOI: https://doi.org/10.3946/kjme.2001.13.2.201

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The purpose of this study is to develop social medicine curriculum model and to propose its management device. The study developed the curriculum model and its management plan as follows; First, the social medicine curriculum can be implemented starting from the first semester of first year through the first semester of fourth year, and is splitted up into two semesters for each year of medical school. Second, a semester consists of sixteen weeks, giving two hours course per week. Third, the sixteen weeks curriculum should be composed of sub courses which lasts at least four weeks each. Forth, the elective course of social medicine is of four blocks in total, and runs from second semester of the second year through first semester of the fourth year. This means the elective courses in the first semester are opened to third and fourth year students. And the elective courses in the second semester are opened to second and third year medical students. Fifth, the minimum number of elective courses should be more than four courses per semester. Sixth, the credits for core and elective social medicine courses are one point each for any lectures or laboratories carried out in the following way; one hour course provided for sixteen weeks or two hours course provided for eight weeks. The social medicine education stands firm as one of the core subjects in twenty-first century medical education. Thus, the effectiveness and systematic development of the program as well as running it will be the most important criterion for determining the competency of a medical school.

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Suggestion of Learning Objectives in Social Dental Hygiene: Oral Health Administration Area
Su-Kyung Park, Ga-Yeong Lee, Young-Eun Jang, Sang-Hee Yoo, Yeun-Ju Kim, Sue-Hyang Lee, Han-Nah Kim, Hye-Won Jo, Myoung-Hee Kim, Hee-Kyoung Kim, Da-Young Ryu, Min-Ji Kim, Sun-Jung Shin, Nam-Hee Kim, Mi-Sook Yoon
Journal of Dental Hygiene Science.2018; 18(2): 85. CrossRef
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Song I Lee, Dong-ho Chang, So Youn Park, Tai Young Yoon, Oh Young Kwon
Korean Medical Education Review.2018; 20(2): 103. CrossRef
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Dal Sun Han, Sang-Soo Bae, Dong-Hyun Kim, Yong-jun Choi
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Development and Evaluation of the ‘Doctor and Leadership’ Curriculum
Sangsook Lee, Minho Seo, Joonsik Kim, Jaeryong Kim, Woo-Hyun Park, Kyunghee Chun, Youngsoon Park
Korean Journal of Medical Education.2007; 19(4): 279. CrossRef

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New Curriculum at Kyungpook National University School of Medicine: Yoo Chul Lee, Duk Sik Kang, Echeol Kang, Yun Sik Kwak, Bo Wan Kim, Bong Hyun Chang, Dong Kyu Cho, Hee Jung Cho; Korean J Med Educ 2001;13(1):117-130.; DOI: https://doi.org/10.3946/kjme.2001.13.1.117

Abstract
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The curriculum reform was undertaken at Kyungpook National University School of Medicine (KNUSM) to meet new educational objectives in order to cope with a rapid societal changes anticipated occurring in 21st century. The KNUSM Curriculum Development Committee was charged to formulate a new curriculum, which consisted of enhancement of patient-centered care based clerkship, integrated courses based on organ systems, problem-based learning, and additional teaching on social medicine, medical informatics and biomedical engineering. The philosophy of this curricular reform has been to modify methods of teaching medical students toward self-directed learning and student-centered. This whole concept was a drastic departure from the traditional lecturing. In the new curriculum, total of 180 credit courses, 4395 hours to graduate medical school were reduced to 170 credit courses, 4250 hours. As a part of the social medicine course, a 2 credit-hour course on patient-doctor relationship was taught and two credit-hour PBL tutorials were added to freshman, sophomore and junior years. In order to carry out this education reform, three new departments were inaugurated such as Biomedical Engineering, Medical Informatics and Medical Education. The school facility has also been improved during this preparatory period. The new curriculum has been implemented in 1999 academic year after approximately 4 years of preparatory period and annual faculty workshops have been held to monitor the progress of the reform and improve courses by evaluating impact of the change on both faculty members and students as well. The interim evaluation revealed several issues remained to be resolved. In conclusion, the acceptance of this reform was excellent from both faculty members and students although there have been continuous problem solving and adjustments necessary. The real assessment of the outcome of the reform requires many years to come and there has to be continuous monitoring of the progress and adjustment of curriculum are the pivotal of a success of the sort of education reform.

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Community-Oriented Primary Care: Preparing Physicians for the Future in the United States: Joe Byungwook Kim, Yunhwan Lee, Eun Kyung Joo, Ki Hong Chun; Korean J Med Educ 2000;12(2):329-341.; DOI: https://doi.org/10.3946/kjme.2000.12.2.329

Abstract
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As the health care system continues to evolve, there will be a shift in the care that physicians are asked to provide: from high-tech to patient-centered, from treatment-focused to prevention-focused. To improve the health of communities, health providers need to apply skills beyond those contained in the traditional biomedical model and must strive to encompass the community-based public health model. Physicians must function effectively within a multidisciplinary team in order to provide optimal health care in a setting of complex needs which far exceed the capacity of any one health discipline to address adequately. Students need first hand experience working with population issues in all learning settings - the hospital, the clinic and the community - to stimulate their interest in a population perspective. The medical education community needs to search for innovative, creative approaches to help the students develop the knowledge skills, and attitudes to practice. Community-oriented primary care (COPC) addresses the need to train practitioners in primary care practice that is community-responsive and that includes a public health perspective. It helps bridge the gap between academic medicine and the community it is designed to serve while fostering linkages among providers and community groups. It provides the structure for the various members of a public health team, often isolated from one another within their own institutions, to share ideas that focus on the need for integrity and simplicity in a community- responsive health care system. But perhaps most importantly, it restores the social contract between medicine and society.

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Comparison of Medical Students' Satisfaction with Family Medicine Clerkships between University Hospitals and Community Hospitals or Clinics
Eal Whan Park
Korean Journal of Family Medicine.2016; 37(6): 340. CrossRef
Premedical students' experiences in community-oriented primary care
Eal Whan Park
Korean Journal of Medical Education.2013; 25(3): 229. CrossRef

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Curriculum Changes of Korea University College of Medicine: Young Mee Lee, Hyung Kyu Kim; Korean J Med Educ 2000;12(2):181-189.; DOI: https://doi.org/10.3946/kjme.2000.12.2.181

Abstract
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During last three decades, there has been many changes and innovations in the structure and process of medical education. The curriculum of Korea University College of Medicine, however, had sustained traditional curriculum, that is, discipline and lecture-oriented and focused on biomedical knowledges during the same period. Stimulated by educational innovations in other medical schools in Korea as well as in other countries, curricular changes has been occurred since late 1990 and new curriculum started in the year 2000 in Korea University. 12 integrated lectures, 8 elective programs for special areas such as medical informatics etc. introduced into the new curriculum. But, the large portion of new curriculum still includes department-centered lectures and total lecture hours are not much decreased. To cope with the explosion in medical scientific knowledge, longitudinal and horizontal integration between basic and clinical medical science is needed. Also, lectures should be diminished in number to allow for active learning to prepare self-directed lifelong learning doctors. Most of all, we should continuously innovate curriculum and gradually put new programs into preexisting curriculum with faculty's consensus.

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Implementation of the Evidence-Based Medicine to Korean Medical Schools: Ki Young Lim; Korean J Med Educ 1999;11(2):397-406.; DOI: https://doi.org/10.3946/kjme.1999.11.2.397

Abstract
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No abstract available.

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Factors influencing attitudes toward, education, skills, barriers, and application of evidence-based practice among physiotherapists in South Korea
Ye-Seul Lee, Duck-Won Oh, Sung-Soo Kim
Physiotherapy Quarterly.2022; 30(3): 19. CrossRef
Purification and characterization of N-acetyl-D-galactosamine-binding lectin from Falcata japonica
Tamiko Nakajima, Shin Yazawa, Tadahisa Kogure, Ken Furukawa
Biochimica et Biophysica Acta (BBA) - General Subjects.1988; 964(2): 207. CrossRef

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Integration of Humanistic/Basic Scientific Subjects to Medical Thinking in A Course "Seminar on Introduction to Medicine": Development of the Program and Application in the Premedical Course: Kyung Han Kim, Yong Il Kim; Korean J Med Educ 1999;11(2):261-270.; DOI: https://doi.org/10.3946/kjme.1999.11.2.261

Abstract
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Authors developed "Seminar on Introduction to Medicine", a premedical course program which was characterized by integration of both humanistic/basic science subjects minimally touched to the forthcoming medical disciplines in Kosin University College of Medicine. The program was established aiming for effective motivation of students during the premedical course relevant enough to promote general studies leading to the medical ones aside from upgrading of their interest to the general studies prior to advance to the medical school program. The program included 14 subjects which were derived from the common socio-medical issues with scientific/humanistic background which encouraged students' active involvement in learning process by small group discussion. The immediate feedback from both faculty members and students were accepted among both students and faculties, but it required an further effort to adjust the overloading of the discussion contents and study hours among the passive learners unless otherwise independent from the discipline-centered curriculum.

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Sociodemographic Characteristics, Attitudes and Personal Values of the Applicants at a College of Medicine of University: Hee Jung Yoo, Oh Su Han, Chang Gi Hong; Korean J Med Educ 1998;10(1):29-41.; DOI: https://doi.org/10.3946/kjme.1998.10.1.29

Abstract
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Group characteristics(sociodemographic characteristics, attitudes and personal values) of the successful applicants of 1997 at Ulsan College of Medicine were compared with those of the unsuccessful ones. The principal data were the responses of pre-entrance examination questionnaire survey were administered to all applicants. The results were presented the headings of 1) sociodemographic characteristics, 2) financial status, 3) goals of college life, 4) reasons to choose university of Ulsan College of Medicine, 5) personal values. The results of the present study may serve as the basic data to make comprehensive and systematic plans for the adjustment of medical students in the future.

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Improvement of Laboratory Program by Student`s Evaluation in Occupational Medicine: Eun Hee Ha; Korean J Med Educ 1996;8(1):97-114.; DOI: https://doi.org/10.3946/kjme.1996.8.1.97

Abstract
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This study describes the laboratory program in Occupational Medicine and its improvement by the medical student's evaluation and need survey at the Department of Preventive Medicine, College of Medicine, Ewha Womans University. In November 1995, the questionnaires consisted with 2 groups and 10 items about each of 5 subjects were administered to 85 medical students. The contents of 10 items were composed of evaluation of method, contents, operation method, space, tools and handouts, time and their satisfaction of the laboratory work. The program was designed in the aspect of small group discussion followed by presentation of laboratory their results. Some important outcome of their evaluation about laboratory works were as follows; 1) Most of the students felt that the laboratory work was progressed by the proposal(76.0%) and the appropriate handout(63.0%) and recent contents(73.5%). And the feedback of report and homework was appropriate(87.3%). 2) They wanted to do small group discussion about some subject, especially case problem solving, determination of health examination and to present their results. 3) They satisfied with the content of experiment especially case problem solving and observation of the video(related to occupational accident and disease) and the method of presented and small group discussion. 4) But they complained the excessive amount of laboratory hours and time for which their desire directed Foward a proper amount for the time. A plan to induce and control the small group discussion by the subjects and self-learning program is made in next semester.

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Review

Introduction to Problem Based Learning: Sea Young Jeon, Jun Kyung Song; Korean J Med Educ 1995;6(2):84-87.; DOI: https://doi.org/10.3946/kjme.1995.6.2.84

Abstract
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Problem-based learning(PBL) is defined as a process of acquiring understanding, knowledge, skills and attitudes in the context of an unfamiliar situation, and applying such learning to that situation. PBL is a way of enabling students thinking more efficiently than they can do in the traditional methods of largely rote learning. Because mordern medical knowledge is growing at an enormous rate, PBL is though as a mean to cope with the rapidly increasing, rapidly changing information base of medicine. The definition, goals, practice, strength, and problems of PBL in medical education are discussed. The curriculum and educational philosophy of McMaster Medical School, where PBL in small group tutorials predominates the programme, are also introduced. Hinderences from implementing PBL in our medical education are discussed.

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Implementation of problem-based learning in medical education in Korea
Sanghee Yeo, Bong Hyun Chang
Korean Journal of Medical Education.2017; 29(4): 271. CrossRef
Effects of full problem based learning of dental students on self-directed learning, communication, and problem solving abilities
Kang-Wook Lee, Jin-Sil Hong, Kee-Wan Chang
Journal of Korean Academy of Oral Health.2016; 40(4): 277. CrossRef
Student's Evaluation of Problem-BasedLearning Curriculum in Medical School
Hahn Young Kim, Ran Lee, Jongmin Lee, Hyun-Ji Cho, Kwang-Yeol Park
Korean Journal of Medical Education.2008; 20(3): 259. CrossRef

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Original Article

Understanding of medical ethics among medical students and residents: Jung Kwon Lee, Soo Young Lee, Sang Keun Hahm; Korean J Med Educ 1995;6(2):78-83.; DOI: https://doi.org/10.3946/kjme.1995.6.2.78

Abstract
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BACKGROUND
Ethical issues in medical practice focuses mainly on critically ill hospitalized pateints or sophiscated technologic developments. However, in the outpatient setting physicians enco unter many problems that require ethical decision making. This study is an assessment of awareness and understanding of ethical issues commonly encountered in ambulatory setting in order to develop education curriculum.
METHODS
A questionnaire was designed to evaluate general knowledge of medical ethics using 12 clinical vignettes. The questionnaire was distributed to medical students and residents who were asked to answer whether an ethical issue was present, its significance, and what the specific issues was involved.
RESULTS
The response rate was 53%, with 106 of 200 students or residents completing the questionnaire-63 medical students, 14 interns and 25 residents. Respondents' ability to identify that an ethical issue was involved in each vignette ranged from 42.9% to 78.3%. The significance rating ranged from 2.9 to 4.1 on the Likert scale of 1 to 5. A majority of respondents did not identify the correct ethical issue invloved in each vignette.
CONCLUSION
This survey showed that the medical students and residents seem to have insufficient knowledge to recognize ethical dilemmas in ambulatory setting. Appropriate medical ethics education should be developed in medical education with particular emphasis on commonly encountered situation.

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Assessment of Professionalism among Postgraduate Medical Students: A Cross-Sectional Study from Patna, Bihar
Nidhi Prasad, Sundhareshwaran Chandrasekaran, Binay Kumar, Sanjay Kumar
Cureus.2024;[Epub] CrossRef

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Contents of Clinical Preceptorship and Evaluation of Clinical Teaching Behavior: Yoon Mi Song, Chang Yup Kim, Tai Woo You, Bong Yul Huh; Korean J Med Educ 1993;5(1):41-52.; DOI: https://doi.org/10.3946/kjme.1993.5.1.41

Abstract
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In an effort to evaluate the usage of preceptorship in a department of family medicine, we analyzed the data which gathered during 10 months, from July 1990 to April 1991. The analyzed results were as follows ; 1. The number of precepting per preceptor was 3.5 during one day. 2. In the clinical learning, the residents needed instruction most frequently in the process for diagnosing the problems of their patients. 3. For the purpose of evaluating the teaching behavior of preceptors, we asked to 21 residents and 8 preceptors of the department who experienced the preceptorship for responding a questionnaire, which contained 30 questions. Residents perceived that the most contributable teaching behavior was "deals with students in a friendly, outgoing manner". Preceptors answered that behavior as "emphasizes problem solving approaches rather than solution per se". About the least contributable teaching behavior, residents and preceptors agreed that it was "emphasis on his/her personal research". For further improvement in clinical instruction and its evaluation, it would be necessary to develop a collaborative methodology for clinical instruction and to organize an ongoing professional communication.