PURPOSE The aim of the study was to introduce our experience of establish task-based learning outcomes for core clinical clerkships.
METHODS We first define our educational goal and objectives of the clinical clerkship curriculum according to knowledge, cognitive function and skill, and attitude. We selected clinical presentations and related diseases with expert panels and allocated them to core clinical departments. We classified doctor's tasks into 6 categories: history taking, physical examination, diagnostic plan, therapeutic plan, acute and emergent management, and prevention and patient education. We described learning outcomes by task using behavioral terms.
RESULTS We established goals and objectives for students to achieve clinical competency on a primary care level. We selected 75 clinical presentations and described 377 learning outcomes.
CONCLUSION Our process can benefit medical schools that offer outcome-based medical education, especially for clinical clerkships. To drive effective clerkships, a supportive system including assessment and faculty development should be implemented.
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PURPOSE This study examined how important graduates consider the 15 items of educational outcomes (importance) and how much they feel that they have achieved at graduation (accomplishment), determined whether outcomes varied according to profession, and assessed what graduates' educational needs are.
METHODS A questionnaire was given to 85 graduates of Ajou University School of Medicine. The data were analyzed by Kruskal-Wallis test using SPSS 12.0. The Borich formula was used to examine graduates' educational needs.
RESULTS Educational outcomes, such as medical knowledge and clinical skills at the basic medical levels, communication skills, and social accountabilities, were considered important in every profession. The Kruskal-Wallis test results demonstrated that the 15 items of educational outcomes were not significantly different between careers (p>0.05), but the average scores were. Doctors in private practice placed an emphasis on keeping a healthy body and mind and continuing lifelong learning; doctors in general hospitals emphasized understanding the health care industry's policies; and professors at university hospitals focused on proper medical ethics-the house staff emphasized teamwork with colleagues.
CONCLUSION These test results can be used as basic materials for reflecting on educational objectives, student performance, and revision of the curricula. Further studies on how to measure educational outcomes are necessary.
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