Purpose This study aimed to identify the teaching competencies of medical residents.
Methods A modified Delphi study was conducted from January to March 2017. Twenty-four panelists (six medical educators, program directors, chief residents, and residents each) from various facilities in Japan participated in the study. The consensus criterion for this study was that more than 80% of the panelists gave a rating of 6 or higher on the 7-point Likert scale (“not at all important” to “extremely important”) without any comments. The modified Delphi approach resulted in a list of 27 resident teaching competencies after three rounds. These competencies were categorized based on Harden and Crosby’s 12 roles of medical teachers.
Results Our study revealed that, of the 12 roles, residents were primarily viewed as “clinical or practical teachers,” “teaching role models,” “on-the-job role models,” “learning facilitators,” and “student assessors.”
Conclusion The 27 resident teaching competencies indicate the importance of educational proximity for residents as teachers. It is expected that this finding will contribute to competency-based resident-as-teacher education.
Purpose Despite its well-known clinical importance, physician empathy (PE) has been variably defined and its concepts among cultures are yet to be studied. This study aimed to develop a conceptual framework of PE and explore influencing factors on physicians’ empathetic behavior in the Korean clinical context.
Methods Forty-two faculty members and 67 residents participated in the two-round Delphi survey to arrive at a consensus regarding the conceptual framework of PE in 2019. To explore individual and external factors affecting physicians’ empathetic behavior, a Likert scale questionnaire based on an initial free-text response was administered to the same participants.
Results The conceptual framework of PE among Korean doctors consisted of basic communication skills and attitudes, cognitively understanding of patients’ thoughts and emotions, and communicating the doctors’ understandings to patients. Individual attributes and system- and patient-factors were revealed as influencing factors for PE in real practice. The former included communication ability, self-awareness and management, humanism, clinical competence, and good personality traits. Excessive workload, time constraints, aggressive attitudes, and negative preconceptions towards doctors were perceived as inhibiting or hindering empathy in patient care.
Conclusion PE in the Korean clinical context comprised behavioral and cognitive components. Individual attributes, as well as external factors including system- and patient-factors were identified to affect PE in clinical settings. Further studies are needed to enhance the conceptual clarity of PE and identify how to promote doctors’ empathetic practice even in less favorable healthcare environments.
Purpose To assess knowledge retention of physicians after participating in a webinar series and its perceived benefits on daily practice and career development.
Methods The webinar series comprised six separate webinars about daily practice. Online questionnaires were sent to all participating physicians via email 3 months after the webinars. The questionnaire assessed knowledge retention through the difference between initial and follow-up post-test as well as the webinar series’ benefits on daily practice and career development. Participants’ demographic information, including their age, gender, education, year of graduation, and work details, were collected to compare outcomes between demographic groups.
Results A total of 689 responses were gathered, and 622 were analyzed. At follow-up, the median knowledge score was significantly lower than the initial median knowledge score (Z=-6.973, p<0.001). Participants’ perception of the webinar series’ benefits on daily practice and career development was very positive. A significant weak negative correlation was found between age and knowledge score at follow-up (rs=-0.157, p<0.001). Physicians who graduated more recently and worked for less than 3 years scored significantly higher on knowledge tests at follow-up. Meanwhile, perception score towards webinar series’ benefits on daily practice was significantly higher among physicians with more extended work history. Male physicians scored significantly higher on perception score towards webinar series’ benefits on career development.
Conclusion Online continuing medical education programs like webinars can encourage physicians to maintain their competence, but further research on improving knowledge retention over time is necessary. Overall, physicians perceived webinars to be beneficial for their professional development.
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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.
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Purpose The aim of this study is to see what medical students think about the role of spouse of a devoted medical doctor through the book reports of The Painted Veil (1925).
Methods The 53 medical students were asked to read Maugham’s The Painted Veil and to have a discussion. In their book reports, following questions were asked to be included: What it is like to be married a devoted medical doctor? Do you think that patients realize, value, and respect the importance of doctor’s work? In the outbreak of highly infectious and fatal disease, can you carry out a heroic fight to control it?
Results Among the 53 respondents, seven students (13%) answered that they would be happy if they marry a devoted doctor and scientist and 34 (64%) unhappy. The remaining 12 (23%) could not make a decision. The six students (11%) answered that doctor is valued and respected by patients while 46 (87%) answered doctor is neither valued nor respected. The remaining one (2%) could not decide. The 20 students (38%) answered that they would fight for the infectious disease and the remaining 30 (57%) answered that they would not. The remaining three (5%) could not determine their mind.
Conclusion The Painted Veil induced a virtue of “life of balance and harmony” and “attitude of doctor who give superiority to responsibility and duty over prestige and wealth” from the medical students. It could be a good teaching material for medical humanity.
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Purpose This study analyzed the learning characteristics of primary care physicians that are necessary to develop proper educational support systems in continuing medical education. Methods: The research participants were 15 physicians with an average of 8 years of experience in primary care clinics. The data were collected through in-person interviews with each participant and analyzed by keyword coding, expert review, and content elaboration. Results: The learning styles of primary care physicians were classified as “reactive,” “organized,” and “exploratory,” according to their problem-solving approaches in clinics. The types of learning interaction were “unilateral acquisition,” “mutual exchange,” and “organization participation.” The primary motives of learning in clinics were the primary care physicians' recognition of accountability and the intrinsic enjoyment of learning itself. Conclusion: For continuous professional development—i.e., the self-directed learning of primary care physicians with problemsolving approaches—learning interactions in professional communities should be considered in continuing educational support systems.
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PURPOSE This study aimed to analyze the experience of female trainees who were trained in hospitals after graduating from medical school, focusing on methods of representing their gender in training courses.
METHODS We interviewed 8 trainees who had been trained in a hospital in Seoul and 4 faculties from June 2010 to October 2010. We analyzed their similarities and differences and developed a vocational identity formation process to represent gender.
RESULTS Gender was represented contradictorily in their training course, affecting their choice of specialties and interactions with patients. But, female trainees did not want to their being distinguished from their male counterparts with regard to being a good doctor to be influenced by meritocracy. It was difficult for them to bear children and balance work and family life due to aspects of the training system, including long work hours and the lack of replacement workers. Consequently, they asked their parents to help with child care, because hospitals are not interested in the maternity system. Female trainees did not consider being a doctor to be a male profession. Likely, they believed that their femininity influenced their professionalism positively.
CONCLUSION The methods of representing gender are influenced by the training system, based a male-dominated apprenticeship. Thus, we will research the mechanisms that influence gender-discriminated choices in specialties, hospitals, and medical schools and prepare a maternity care system for female trainees. Strategies that maximize recruitment and retention of women in medicine should include a consideration of alternative work schedules and optimization of maternity leave and child care opportunities.
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