This review aims to explore the use and educational impact of the Pecha Kucha presentation format in medical education, as well as its integration with active learning methodologies. A comprehensive literature search was conducted in Medline, Embase, ScienceDirect, and Scopus to identify studies that assessed Pecha Kucha in undergraduate, postgraduate, or patient education. Fourteen English-language studies published up to September 2024 were included. Studies were evaluated for design, participant population, learning outcomes, and pedagogical integration. The selected studies employed quantitative, qualitative, and mixed-method approaches. Most studies reported positive educational outcomes, including improved knowledge retention, clearer communication, and enhanced learner engagement. Pecha Kucha was particularly effective when integrated with self-directed, problem-based, case-based, or team-based learning strategies. Participants, including students, residents, and patients, highlighted the format’s value in promoting concise, visually engaging presentations, although some noted difficulties adapting to its strict timing constraints. Pecha Kucha is a promising educational tool that incites active learning, efficient communication, and engagement in medical education. When combined with other pedagogical strategies, it contributes to a more dynamic and student-centered learning environment.
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Korean J Med Educ 2021;33(4):419-430. Published online November 30, 2021
Since coronavirus disease 2019 was declared a global pandemic by the World Health Organization, it has become a challenging situation to continue medical education, including in Indonesia. The situation prohibited face-to-face (direct) educational activities in clinical settings, therefore also postponing examinations involving especially procedural skills. Adaptations were urgently needed to maintain the delivery of high-stake examinations to sustain the number of ophthalmology graduates and the continuation of eye health service. Objective structured clinical examination (OSCE) has been one of our widely used method to assess clinical competencies for ophthalmology residents, and is the one method that involves gatherings, close contact of examiners, examinees and patients, therefore the most difficult to adjust. Pandemic challenges brought technical changes in our delivering the OSCE to online, maximizing digital platforms of meetings, while still concerned to guarding the safety of candidates, patients and staffs. OSCE scenarios were also made as timely efficient as possible by changing continuous station models to a cascade one. The purpose of this article is to document our experience in conducting a feasible and reproducible OSCE in this pandemic era filled with limitations.
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Purpose Continuing professional development is essential for improving health care services, especially in developing countries. Most of the training programs in Mongolia were not based on a targeted needs assessment. Therefore, we aimed to apply a mixed methods design to assess the training needs of Mongolian health professions.
Methods We conducted a needs assessment using a convergent parallel mixed methods design in two steps. The survey and interview questions were developed to identify priority areas, targeted trainees, and effective training methods. A survey on 60 respondents, 15 individual interviews, and a focus group interview with 14 participants were conducted in the first step. In the second step, 12 representatives of key stakeholders were invited to a second focus group interview.
Results Current health policy areas, areas related to future national plans, and areas not currently receiving governmental or international support were suggested as the main priorities. The stakeholder suggested that trainees should be selected based on their professional experience and language level, as well as each hospital’s needs. Building teams including various professions, such as nurses, technicians, and biomedical engineers, was recommended as a way to exchange ideas with each other and to build teamwork for future collaboration.
Conclusion Medical training needs are dynamic and complex; therefore, a deep understanding of the context and setting is necessary. In this study, we assessed the targeted training needs of Mongolian health professions through a mixed methods design, which could be an effective way to conduct needs assessments for training programs.
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Correction of author's name: Applying a mixed methods design for needs assessment of an international fellowship training program for Mongolian health professions Nomin Amgalan, Jwa-Seop Shin, Seung-Hee Lee, Oyungoo Badamdorj, Hyun Bae Yoon Korean Journal of Medical Education.2020; 32(4): 349. CrossRef
Purpose This study investigated student experiences of mobile technology in a medical English course using a free mobile classroom application, Socrative and its impact on student learning to help them achieve the competency expected in the course.
Methods Questionnaires were administered of year 2 medical students enrolled in a medical English course between 2016 and 2017 to investigate their experience in using Socrative. Learning outcomes were assessed by comparing students’ academic performance with that of the 2015 cohort, who had taken the same course without using mobile technology, and also by measuring changes in their self-efficacy in English over time during the course.
Results This study found students’ positive perceptions of and overall satisfaction with their experience in using mobile technology in the medical English course. There were no differences in the academic performance between the study cohort and the comparison group. The ratio of students who were in the remediation program after the mid-term examination was 11%, whereas the remediation ratio of the 2015 cohort was 21%. Students’ self-efficacy in English improved significantly in the writing and reading domains (p<0.05).
Conclusion This study found several benefits of using Socrative in the medical English course. Socrative fostered the classroom interaction by encouraging input from every student and sharing it instantly with the whole class. There was also learning improvement with the use of Socrative. Furthermore, it has the potential to enhance assessment by offering more various forms of assessment than that of conventional audience response systems.
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Purpose Objective of this research is to find out weaknesses of undergraduate programs in terms of personnel and financial, organizational management and facilities in view of faculty and library staff, and determining factors that may facilitate program quality–improvement.
Methods This is a descriptive analytical survey research and from purpose aspect is an application evaluation study that undergraduate groups of selected faculties (Public Health, Nursing and Midwifery, Allied Medical Sciences and Rehabilitation) at Tehran University of Medical Sciences (TUMS) have been surveyed using context input process product model in 2014. Statistical population were consist of three subgroups including department head (n=10), faculty members (n=61), and library staff (n=10) with total population of 81 people. Data collected through three researcher-made questionnaires which were based on Likert scale. The data were then analyzed using descriptive and inferential statistics.
Results Results showed desirable and relatively desirable situation for factors in context, input, process, and product fields except for factors of administration and financial; and research and educational spaces and equipment which were in undesirable situation.
Conclusion Based on results, researcher highlighted weaknesses in the undergraduate programs of TUMS in terms of research and educational spaces and facilities, educational curriculum, administration and financial; and recommended some steps in terms of financial, organizational management and communication with graduates in order to improve the quality of this system.
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It is possible to begin new teaching opportunities in a variety of ambulatory care venues and design these teaching and learning programmes using the SPICES approach to curriculum reform. In an ambulatory care teaching programme it is possible to stimulate more student-centred learning and to move away from clinician-focused teaching.
Opportunities for integrated learning and problem solving can be provided and an inter-professional approach fostered.
Learning in the clinical context can be structured to meet both students' needs and curriculum requirements. Finally, opportunities for elective studies can be taken by students with a particular interest in a topic encountered.
Developing a new teaching programme in an ambulatory care venue provides an opportunity to introduce elements of the SPICES approach to learning. The new programme created can be a model of innovative teaching in a medical school wishing to develop a revised undergraduate curriculum.
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PURPOSE This study analyzed the characteristics of excellent lecturers, as perceived by medical students, and identified the teaching competency that lecturers should possess to enhance the quality of medical education in medical school.
METHODS To examine the characteristics of excellent lecturers and teaching competency, we administered open-ended questionnaires to a sample of 128 Year 2 medical students in May 2011.
RESULTS The students placed high value on the ability to organize and summarize the lecture as the most significant competence of lecturers, due to the massive amounts of information that is disseminated in medical college.
Further, they chose lecturers who communicated to students actively and used real clinical cases properly with regard to how medical knowledge applied. They also considered generating an interest in learning by linking knowledge and its application as an important priority of excellent lecturers.
CONCLUSION We conclude that there are differences in the characteristics and competencies of excellent lecturers, as perceived by medical students and others. To increase the quality of teaching, it might be necessary to offer the opportunity to observe excellent lecturers, develop faculty development programs, and create educational culture.
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The Medical Student Objectives Project of the American Association of Medical Colleges states that physicians must demonstrate "a commitment to advocate at all times the interests of one's patients over one's own interests," as well as "an understanding of the threats to medical professionalism posed by the conflicts of interest inherent in various financial and organizational arrangements for the practice of medicine." Due to these concerns, for the last some 30 years, there have been many attempts to improve medical professionalism curriculum in medical education such as altruistic attitudes and professional behaviors that those pursuing careers in medicine should possess. However, physicians today are not infrequently confronting conflicts of interest, such as those arising between the health system that employs them and the individual patient seeking care.
This paper briefly reviews current status of teaching medical professionalism in Korean medical schools, and discusses tasks to be coped with to further improve the medical professionalism curriculum in Korea including development of effective teaching and evaluation methods.
This paper also emphasizes the importance of the role of the medical education systems such as National Licensing Medical Examination and the Medical School Accreditation System in improving the teaching of medical professionalism in Korean medical schools.
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Scientific and humanistic aspects are integral to medicine and they must be bounded and integrated, not to suggest that one is more important than the other, or that they operate separately.In fact, the symbol of the physician, 'Caduceus' properly represents the bonding and intertwining between two forces of knowledge and wisdom or science and humanities, and as seen in the Hippocratic Oath, the humanities and the humanistic aspect of medical profession were important parts of practice thousands of years before medicine learned to use science as a new approach to acquire knowledge.
However, the advances in science and technology in the early twenty century have fostered an emphasis on knowledge and technical skills in medical education with a neglect of the traditional humane and interpersonal aspects of the practice of medicine.
Due to these concerns, for the last some 30years, there have been many attempts to improve general professional education and promote humanities curricula in medical education such as atruistic attitudes and professional behaviors that those pursuing careers in medicine should possess.
This paper briefly reviews current status of teaching medical humanities and social sciences in Korean medical schools, and discusses tasks to be coped with to further improve the medical humanities curriculum in Korea including development of effective teaching and evaluation methods.
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Licensure, credentialling and academic institutions are seeking new innovative approaches to the assessment of professional competence. Central to these recent initiatives is the need to determine standards of performance, which separated the competent from the non-competent candidate.
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Since the first survey done in 1983, this is the second national sample survey of medical students about their perception and evaluation on medical study, career plan, and medical care system. One out of every 10 students plus one in each class were systematically sampled from each grade year of 32 medical schools in Korea that had students from freshman to senior in November 1997. A questionnaire was developed by adding items related with recent changes in medical care environment and with viewpoint on medicine and physician as an occupation to the questionnaire used in 1983. The questionnaire was administered at each school under the supervision of designated collaborator of the same school in December 1997 through January 1998.
A total of 1,386 students were sampled from a total of 11,987 medical students and 1,233 students(89.0%) filled out the questionnaire. Twelve students were excluded from the analysis because of incomplete response and the final analysis was done for 1,221 students. A few demographic characteristics of the sample were compared with those of the study population to check the representativeness of the sample and found no skew. The contents of the study were divided into three parts and the first part describes the study methods, demographic and other characteristics of the sample, students' viewpoint on medical education, and students' aptitude for medicine Male students accounted for 75.7% of the sample. The proportion of students who entered medical school right after graduating from a high school was 45.8% in Seoul and 53.4% in other than Seoul area. The students who classified their own political inclination conservative were 43.9% in Seoul and 33.0% in other than Seoul and the percentage of students with progressive inclination was higher in out of Seoul than Seoul area. The proportion of students who have a religion was 57.2%; Christian 31.0%, Catholic 15.2%, and Buddhist 9.5%. The educational level of fathers of students was far higher than the level of general population, e.g.
59.8% had college or higher education. Occupation of fathers was mainly white-collar worker; professional worker 21.2%, company employee 17.2%, government official 13.1%, manager 11.8%, and medical professional 8.7%. In the decision-making process to enter the medical school, 53.7% of the students were influenced by someone else and 62.1% of them were parents. Socio-economic factor was the most common reason for recommending medical school and it accounted 33.5% of the reasons.
Medical students enjoy learning life phenomenon(47.2%) and human being(44.3%) in medical study but most disturbing factors are memory work(39.7%) and too much to study(34.1%).
If students were given another chance to choose a college as a senior student in high school, 50.3% of them said that they would choose medical school. Only 6% of students have intention to change their major subject of study if they are allowed to change now. The proportion of students who consider their scholastic aptitude is compatible with medical study was 64.9% and such proportion increased with grade. The percentage of students who are going to recommend medical school to their own son in the future was 36.6% for male and 26.7% for female students and to their own daughter 33.6% and 27.7%, respectively.
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