Korean Journal of Medical Education

"Program"

Original Research

A satisfaction-focused CIPP evaluation of Mongolia’s undergraduate occupational therapy program: a cross-sectional study: Bulganchimeg Sanjmyatav, Erdenetsetseg Myagmar, Karen P. Y. Liu, Janet Lok Chun Lee, Munkh-Erdene Bayartai, Batgerel Oidov, Solongo Bandi, Oyungoo Badamdorj; Korean J Med Educ 2025;37(4):391-400.
Published online November 27, 2025; DOI: https://doi.org/10.3946/kjme.2025.352

Purpose
This study evaluated Mongolia’s undergraduate occupational therapy program using the CIPP (Context, Input, Process, Product) model, drawing on feedback from students, alumni, faculty, and program managers to understand its current state and identify areas for improvement.
Methods
We conducted a cross-sectional survey using the CIPP evaluation model. The model-based questionnaire requested responses using a Likert scale from 1 to 5. Responses were collected from 34 students, 19 alumni, 24 faculty members, and five program management team members. They were analyzed quantitatively using descriptive and inferential statistics.
Results
All participants expressed satisfaction with the context, process, and product components of the occupational therapy program, with scores of 3.4 or higher. For the input component, the faculty members and program managers gave satisfactory ratings, while the students and alumni gave neutral ratings, on average. There was a significant difference between the average input scores of the first-year and third-year students, and between the first-year and fourth-year students (p<0.05). Lecturers teaching basic professional subjects rated the program’s inputs higher than those teaching general subjects. On average, the students rated the program’s “context” higher than alumni, while faculty members rated “input” higher than both students and alumni. Additionally, the program’s managers rated “input” higher than the students (p<0.05).
Conclusion
The occupational therapy program in Mongolia has been improving annually. While it is generally rated as “satisfactory,” there is a need for enhanced resources to better support the program.

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Short Communication

Evaluation of a basic-clinical integrated pharmacology case-based learning program from a student perspective using the CIPP model: Hee Jae Lee, Seok Hoon Kang, Sang In Park, Wan Joo Chun, Kwon In Youk; Korean J Med Educ 2024;36(4):429-434.
Published online October 17, 2024; DOI: https://doi.org/10.3946/kjme.2024.308

Abstract
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Purpose
This study aimed to systematically evaluate the effectiveness of case-based learning (CBL) within a basic-clinical integrated educational program using the Context, Input, Process, and Product (CIPP) evaluation model.
Methods
The CBL program was integrated into the Pharmacology–Clinical Case Practice component of the pharmacology course, a mandatory course for first-year medical students. To evaluate the program, a CIPP model-based questionnaire was developed, assessing needs, goals, resources, educational management, and outcomes. To ensure the reliability and validity of the variables, factor analysis was performed, reducing an initial set of 28 items to 18 final observation variables distributed across four factors. The survey, designed to measure learner satisfaction, was administered to 37 students who participated in the Pharmacology–Clinical Case Practice course during the first semester of 2022.
Results
Participants rated their satisfaction with the CBL program based on the CIPP model (on a 5-point scale), giving an average score of 4.17. This suggests that learners who followed the CBL program combining basic and clinical components generally found the program operationally effective with positive outcomes.
Conclusion
The teaching model and evaluation model applied in this study can be utilized in various majors when operating CBL classes that link basic and clinical education in medical schools in the future.

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Original Research

Needs and gaps of faculty development for medical schools: Ji Hyun Im, Wha Sun Kang, Seung Hee Lee, Dae Chul Jeong, Dae Hyun Kim, Man-Sup Lim, Miran Kim, Ji-Hyun Seo, Dong Hyeon Lee; Korean J Med Educ 2024;36(2):189-201.
Published online May 30, 2024; DOI: https://doi.org/10.3946/kjme.2024.295

Abstract
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Purpose
Current faculty development (FD) programs are mostly limited to medical education and often lack a comprehensive and systematic structure. Therefore, the present study aimed to explore the current status and needs of FD programs in medical schools to provide a basis for establishing FD strategies.
Methods
We conducted an online survey of medical school FD staff and professors regarding FD. Frequency, regression, and qualitative content analyses were conducted. FD programs were categorized into the classification frameworks.
Results
A total of 17 FD staff and 256 professors at 37 medical schools participated. There are gaps between the internal and external FD programs offered by medical schools and their needs, and there are gaps between the programs the professors participated in and their needs. Recent internal and external FD programs in medical schools have focused on educational methods, student assessment, and education in general. Medical schools have a high need for leadership and self-development, and student assessment. Furthermore, professors have a high need for leadership and self-development, and research. The number of participants, topics, and needs of FD programs varied depending on the characteristics of individual professors.
Conclusion
Medical schools should expand their FD programs to meet the needs of individuals and the changing demands of modern medical education. The focus should be on comprehensive and responsive programs that cover various topics, levels, and methods. Tailored programs that consider professors’ professional roles, career stages, and personal interests are essential for effective FD.

Citations

Citations to this article as recorded by

The Development of a Faculty Development Program Framework for Medical Education
Lise McCoy, Sebastian R. Diaz, S. Dennis Baker
Journal of Medical Education and Curricular Development.2026;[Epub] CrossRef
Needs analysis of leadership education based on the medical leadership competency framework in Korean medical schools
Ji Hyun Im, Hyoseon Choi, Wha Sun Kang, Eun Key Kim, Dong Hyeon Lee
Korean Journal of Medical Education.2025; 37(3): 319. CrossRef
Current status and challenges of faculty development in Korean medical education and strategies for advancement
Dong Hyeon Lee
Korean Journal of Medical Education.2024; 36(4): 415. CrossRef

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4 Scopus

Beyond the surface: unraveling global health curriculum insights through interviews of learners and educators using the CIPP model: Yoonjung Lee, Jayoung Park, Woong-Han Kim, Jwa-Seop Shin, Hyun Bae Yoon; Korean J Med Educ 2024;36(1):41-50.
Published online February 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.283

Abstract
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Purpose
Our study aimed to delve beyond a surface-level understanding and explore the various dimensions of the global health curriculum from the perspective of both learners and educators using the Context, Input, Process, and Product (CIPP) model.
Methods
From 2020 to 2021, interviews were conducted with a total of 10 individuals, including five students who had taken at least one elective course and at least one elective research course, three teaching assistants (TA), and two faculty members who had taken more than four global health courses in multiple phases in the global health curriculum. Semi-structured interview questions based on the CIPP model were used and qualitative data were analyzed through content analysis.
Results
The study identified 12 sub-themes. Students held idealized views of global health careers and sought to bridge the gap through global health classes. They desired early exposure to global health courses, emphasizing both pre-medical and clinical phases. Challenges in adjusting course difficulty and recruiting faculty were identified, along with a preference for interactive teaching methods and offline discussions. The curriculum promoted reflection on medicine’s essence, expanded career perspectives, and emphasized competencies like altruism, communication skills, and crisis management in the evolving global health landscape.
Conclusion
This study showed that a comprehensive approach is possible from the perspective of learners and educators by identifying strengths, weaknesses, and the value of the curriculum’s goals, plans, implementations, and results through the CIPP model. For optimal curriculum design, a sequential approach from basic to advanced courses is essential, promoting hands-on global health experiences for students.

Citations

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The Hermeneutics of Care: Dialogues between the Contemporary Patterns and Humanistic Health Education in Recent Literature (2020–2025)
Jackson Utong, Mohd Sham Othman, Mahadir Ahmad, Caryn Mei Hsien Chan
Kalagatos .2026; 23(1): eK26018. CrossRef
A comprehensive evaluation framework for hospital infection prevention and control training for newly recruited health care personnel: Kirkpatrick–CIPP approach
Qinli Feng, Jinqi Lu, Lei Jia, Fenjuan Shi, Zaihong Zhang
JBI Evidence Implementation.2026;[Epub] CrossRef
Curricular Innovations for Personalizing Medical Education: The Experience of Seoul National University College of Medicine
Yeon-Ju Huh, Su-Min Jeong, Eunsil Kim, Hyun Bae Yoon
Korean Medical Education Review.2025; 27(3): 207. CrossRef
Research on the construction of the curriculum system of “integration of courses and certificates” for the 1+X Certificate in Early Childhood Care in the era of big data
Kuiliang Fu
Applied Mathematics and Nonlinear Sciences.2024;[Epub] CrossRef
The effectiveness of competency-based global health education programs for medical students
Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park
Korean Journal of Medical Education.2024; 36(3): 243. CrossRef
From curriculum to clinic: a qualitative study of junior doctors’ perceptions of global health and sustainable development
Charlotte Agardh, Julia Bielik, Anna-Theresia Ekman, Lotta Velin, Sibylle Herzig van Wees
BMJ Global Health.2024; 9(11): e015107. CrossRef

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3 Scopus

Summative program evaluation of a Student-Led Seminar Series in the subject of physiology: an outcome-based study: Vinu Vij, Pallavi Chitnis, Sadhana Mendhurwar; Korean J Med Educ 2022;34(1):41-48.
Published online March 1, 2022; DOI: https://doi.org/10.3946/kjme.2022.218

Abstract
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Purpose
Active involvement of students in their learning process is a recommended andragogical approach to increase student engagement. Many new teaching-learning strategies based on active learning have been implemented, but their efficacies to achieve the proposed benefits of attaining knowledge, skills, and attitude have not been evaluated, especially in the field of medical education. We substituted passive learning in the conventional tutorial classes with an active-learning strategy of Student-Led Seminar Series (SLSS) in the subject of physiology over 4 months and performed program evaluation for the SLSS.
Methods
Sixty-four first-year medical undergraduate students volunteered to participate, who were divided into groups to present seminars on the allocated topics under the guidance of a mentor. At the end of 4 months, program evaluation was done using Kirkpatrick’s model of evaluation—levels 1 and 2, which correspond to reaction and learning, respectively.
Results
Statistically significant improvement was observed in students’ satisfaction, and the self-perceived increase was observed in knowledge, skills, and attitude.
Conclusion
Program evaluation of SLSS not only established the significant impact of SLSS as an andragogical approach but also helped us in the improvisation of the program for the next cycle.

Citations

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Development of contextual learning models through collaboration between lecturers, students, and village governments in nursing education
Nikmatur Rohmah, Awatiful Azza, Ilanka Cahya Dewi
Korean Journal of Medical Education.2023; 35(1): 71. CrossRef
The Impact of Patient-Centric Interactive E-Module in Pathology Among Medical Undergraduates
Jayaprakash Venkatesan, Niraimathi Manickam, Balamurugan Madasamy, Meyyappa Devan Rajagopal, Arun Kumar Karthikeyan
Medical Science Educator.2023; 33(6): 1347. CrossRef

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2 Scopus

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

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

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20 Scopus

The pharmacology course for preclinical students using team-based learning: Do-Hwan Kim, Jung-Ho Lee, Soon Ae Kim; Korean J Med Educ 2020;32(1):35-46.
Published online March 1, 2020; DOI: https://doi.org/10.3946/kjme.2020.151

Abstract
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Purpose
A pharmacology course in undergraduate medical education aims to enable students to cultivate the ability of applying drugs in the clinical context using basic scientific knowledge. Although team-based learning could be a useful approach, the literature on pharmacology education using team-based learning is limited. This study aims to evaluate the effectiveness of a pharmacology course using team-based learning.
Methods
We developed an “integrated clinical pharmacology” course for first-year medical students. All 49 students enrolled in the course. Individual and group scores were recorded for each session, and a post-course survey was conducted after the course. We compared the performance of the current class to that of a previous class based on scores in a nationwide test conducted at the end of every year.
Results
The reactions of the students were generally positive, with the exception of their perception of the preparatory burdens for the individual test. Throughout the team-based learning sessions, the achievement at the group level was significantly higher than at the individual level. In the nationwide test, however, when we divided students into high and low achiever groups, only the low achievers demonstrated significant improvement compared to the cohort from the previous year.
Conclusion
The study demonstrates that team-based learning could be an effective way of teaching pharmacology to medical students in the preclinical stage. Although most of the students were actively engaged regardless of their preparedness, low-achieving students in particular seemed to gain more benefits than high achievers regarding the acquisition of knowledge.

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Pharmacological Reviews.2026; 78(3): 100126. CrossRef
Endless justification: A scoping review of team‐based learning research in medical education
Jennifer Anne Cleland, Anita Pienkowska, Simon Collingwood Kitto
Medical Education.2026; 60(4): 369. CrossRef
Team-based learning in clinical pharmacology: a 5-year journey to a new course and increased students’ self-confidence
Jitka Rychlickova, Filip Siska
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The practices and strategies for implementing team-based learning in pre-clinical medical education: a systematic review
Danish Ahmad-Naik, Alexandra Webb, Vaishnavi Krishnan Namboothiri, Krisztina Valter
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Linda Roossien, Lisa-Maria van Klaveren, Rien de Vos, Diana H. J. M. Dolmans, Tobias B. B. Boerboom
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Nora L. D. Luitjes, Gisela J. van der Velden, Rahul Pandit
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13 Scopus

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 J Med Educ 2019;31(3):227-237.
Published online August 26, 2019; DOI: https://doi.org/10.3946/kjme.2019.133

Abstract
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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.

Citations

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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

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Evaluation of critical thinking course for premedical students using literature and film: Do-Hwan Kim; Korean J Med Educ 2019;31(1):19-28.
Published online March 1, 2019; DOI: https://doi.org/10.3946/kjme.2019.115

Abstract
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Purpose
Premedical education is one stage in which various educational approaches are used to promote critical thinking. Given that critical thinking ability could be regarded as one of the intended outcomes of social science and humanities education, this study explored the effectiveness of a course to promote critical thinking in a premedical curriculum using both literature and film.
Methods
Fifty-one 2nd year premedical students enrolled in a ‘Critical Thinking for Premeds’ course. Students were required to read or watch a selected material, submit group discussion agendas, attend five group discussion sessions, and write critical essays. Five tutors facilitated the group discussions, observed and assessed the students’ performance and critical essay. Students’ critical thinking disposition and opinion on assigned reading materials were examined before and after the course. A program evaluation survey was conducted to investigate the students’ reaction after the course.
Results
On average, students appreciated 78.6% of the total assigned materials. The students indicated that group discussions and the narrative comments of facilitators contributed the most to develop critical thinking. After the course, the students’ tendency preferring cheaper price books, as well as medicine-related books decreased significantly. Students who had critical essay scores greater than or equal to the median demonstrated a significant improvement in critical thinking disposition scores.
Conclusion
The course was well-accepted by premedical students and had several positive outcomes. A more effective use of the course could be anticipated with a clearer explanation of the purpose, the consideration of previous reading experience, and use of complementary learning activities.

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Aprendizaje combinado frente a realidad virtual y métodos tradicionales en la formación en reanimación cardiopulmonar: un ensayo aleatorizado en estudiantes universitarios
Ana Belén Ocampo Cervantes, Robert Greif, Rafael Castro Delgado, Carmen Amalia López López, Eduardo Carrión García, Manuel Pardo Ríos
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Implementing a Critical Thinking Tool to Evaluate Educational Needs for Inpatient Rehabilitation Nurses
Cynthia Hill, Sonja E. Stutzman, Emerson B. Nairon, Ayushi Vashisht, DaiWai M. Olson
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Beatriz Araújo, Sandra F. Gomes, Laura Ribeiro
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Hongxing Dang, Shaojun Li, Jing Li, Li Long
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Cynthia Hill, Sonja E. Stutzman, Emerson B. Nairon, Ayushi Vashisht, DaiWai M. Olson
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Critical thinking disposition of medical students in Anhui Province, China: a cross-sectional investigation
Jinxia Zhai, Haisheng Zhang
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Can Distance Communication Skills Training Increase the Empathy Levels in Medical Students? An Application During the Pandemic Period
Sema OZAN, Esin ERGÖNÜL, Özlem MİMAN, Servet KIZILDAĞ, Gulsah ZEYBEK, Ayşe YAZICI, Cemal Hüseyin GÜVERCİN, Meliha DİRİÖZ, İlkay AKSU, Cem BEDİZ, Songül BAYRAM DELİBAŞ, Nergiz DURMUŞ SÜTPİDELER, Balahan MAKAY
Journal of Basic and Clinical Health Sciences.2022; 6(3): 775. CrossRef

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7 Scopus

Original Article

Identifying weaknesses in undergraduate programs within the context input process product model framework in view of faculty and library staff in 2014: Narges Neyazi, Mohammad Arab, Freshteh Farzianpour, Mahmood Mahmoudi; Korean J Med Educ 2016;28(2):185-194.
Published online May 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.29

Abstract
PDF

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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Yue Zhao, Weijuan Li, Hong Jiang, Mohedesi Siyiti, Meng Zhao, Shuping You, Yinglan Li, Ping Yan
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Evaluation of Medical Humanities Course in College of Medicine Using the Context, Input, Process, and Product Evaluation Model
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3 Scopus

Operation of a school adaptation program considering the interpersonal needs of medical freshmen: Yera Hur, A Ra Cho, Sun Kim; Korean J Med Educ 2014;26(4):283-289.
Published online December 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.4.283

Abstract
PDF

Purpose
We examined two overarching topics: What are the Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B), Perceived Stress Scale (PSS), and Self-rating Depression Scale (SDS) scores in medical students? Do their interpersonal needs correlate with stress and depression? Methods: FIRO-B, PSS-10, and SDS were administered to 82 freshmen in College of Medicine, The Catholic University of Korea in 2014. The data were analyzed by descriptive statistics, frequency, two-way analysis of variance, independent t-test, and Pearson correlation analysis using SPSS version 21.0 (IBM Corp.). Results: The level of interpersonal needs was medium range (mean, 24.52). The mean perceived stress score was 18.6. Also, 59.8% and 40.2% of students had normal range (<20) and high stress (≥20). The mean score for depression was 36.3. Further, 97.6% and 2.4% of students had normal range (≤49) and mild depression (≤59). Wanted behavior correlated with stress (r=0.056) and depression (r=0.021). Expressed behavior correlated negatively with stress (r=-0.206) and depression (r=-0.301). Conclusion: The interpersonal needs of medical freshmen are related to stress and depression. These results can be used effectively in school adaptation programs for medical students to improve their quality of life.

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The Relationship between Perceived Stress, Subjective Health Status, and Symptoms of Dry Eye and Dry Mouth among Optometry Students at a University
Se-Jin Kim, Min-Hee Hong
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Perceived Stress and Associated Factors in Russian Medical and Dental Students: A Cross-Sectional Study in North-West Russia
Sergei N. Drachev, Lina Stangvaltaite-Mouhat, Napat Limchaichana Bolstad, Jan-Are K. Johnsen, Tatiana N. Yushmanova, Tordis A. Trovik
International Journal of Environmental Research and Public Health.2020; 17(15): 5390. CrossRef
Exploring the possibility of one-on-one mentoring as an alternative to the current student support system in medical education
Yera Hur, A Ra Cho, Sun Kim
Korean Journal of Medical Education.2018; 30(2): 119. CrossRef
How do medical students differ in their interpersonal needs?
Yera Hur, A Ra Cho, Sun Huh, Sun Kim
BMC Medical Education.2017;[Epub] CrossRef
Review of diverse research contents in this issue
Sun Kim
Korean Journal of Medical Education.2014; 26(4): 249. CrossRef

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Analysis of medical students' needs for development of a career guidance program: Hyejin An, Eunjeong Kim, Jinyoung Hwang, Seunghee Lee; Korean J Med Educ 2014;26(3):209-216.
Published online September 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.3.209

Abstract
PDF

Purpose
The purpose of this study is to provide basic data for the development of a career guidance program through a demand survey. For this purpose, three study topics were examined: Is there a difference between the satisfaction and importance of a career program? Is there a difference between the satisfaction and importance of a career program by gender, grade level? and What type of mentor and the mentoring way of medical students demanded?
Methods
The subjects were 380 students at Seoul National University College of Medicine. The data were analyzed by frequency analysis, paired t-test, and Borich’s formula.
Results
By t-test with matched samples for satisfaction-importance, We noted statistically significant differences in all domains. In particular, the difference was greater in the second year. According to the needs analysis, the most urgent program is meeting with seniors in various career areas. Also, medical students hope for mentor from clinical professors of the university and successful medical practitioners, and personal counseling.
Conclusion
These results show that medical students need a career guidance program. The findings of the study can be used to guide the development of career education programs and curriculum for medicine students.

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Needs Assessment of Medical Students During Clerkship About Basic Medical Science: Focused on ʹLearning Outcome of Basic Medical Education: Scientific Concept and Principle‐centeredʹ
Hye jin Park, Dae Hyun Kim, Won Kyun Park, Dong yoon Kum, Seon Young Kwon, Jae Bum Kim, Jin Hee Kim, Il Seon Hwang, Min Seo Kim
Korean Medical Education Review.2016; 18(2): 65. CrossRef
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Evaluating the short-term effects of a communication skills program for preclinical medical students: Young-Mee Lee, Young Hee Lee; Korean J Med Educ 2014;26(3):179-187.
Published online September 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.3.179

Abstract
PDF

Purpose
Regardless of the growing importance of communication skills as a core clinical competence, few studies have determined the effects of communication skills courses in undergraduate medical curricula in Asian medical schools. The purpose of this study was to examine the effectiveness of a communication skills program for preclinical medical students.
Methods
A communication skills course was provided to 111 second-year medical students in a medical college in Korea. Students’ self-assessed competency of communication skills was evaluated by a questionnaire survey. To examine the improvement in observed communication skills, the students’ encounters with standardized patients (SPs) were assessed at the first session and at the final course assessment. A structured checklist, consisting of 25 communication skills items, was used for the assessment.
Results
Students’ self-assessed competency of communication skills increased significantly after completion of the course (p<0.001). The observed communication skills scores also improved significantly at the end of the course; the mean scores of the first SPs encounters was 49.6 (standard deviation [SD], 11.1), and those of cases A and B at the final assessment were 61.5 (SD, 8.4) and 69.6 (SD, 7.8), respectively (F₆₁=269.54, p<0.001).
Conclusion
Even a short period of medical communication skills course was beneficial in developing and improving communication skills competency in preclinical medical students. Further studies should be followed to examine whether the acquisition of communication skills during preclinical studies can be sustained into clerkship and actual practice.

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Cristian V Toma, Aida Petca, Ioana G Visan, Alexandra Munteanu, Alexandru Ciudin, Viorel Jinga
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Camila Ament Giuliani dos Santos Franco, Renato Soleiman Franco, José Mauro Ceratti Lopes, Milton Severo, Maria Amélia Ferreira
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Korean Journal of Medical Education.2014; 26(3): 159. CrossRef

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Short Communication

What do faculties need most in a faculty development program?: Beag Ju Na, Jaegu Kang, Jong-Yeup Kim, Jungmin Yun, Seungyeon Han, Wonmin Hwang, Yera Hur; Korean J Med Educ 2014;26(2):137-141.
Published online June 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.2.137

Abstract
PDF

Purpose
This study examined two overarching topics: to what extent do faculties acknowledge class readiness, execution of lessons, and evaluation of the session; and what core content should be strengthened in a medical school faculty development program?
Methods
In November 2012, 37 faculties completed a detailed survey on the needs of medical school faculty development programs. The 14-item survey assessed the importance, operational frequency, difficulty in accomplishment, class readiness, execution of teaching, and evaluation of the session.
Results
Faculties were aware of the importance of class readiness, execution of teaching, and evaluation of the session but had a low level of accomplishment with regard to execution of the instruction and evaluation of the session. Four subitems of session evaluation were considered very important but showed low operational frequency, high difficulty in accomplishment, and low accomplishment ability. The successful discussion class item had the lowest operational frequency and accomplishment ability. The core contents that should be strengthened in medical school faculty development programs are diagnose students' class readiness (prior knowledge) (35.5%) and providing class session with suitable level/content (32.3%).
Conclusion
Before designing faculty development programs, a needs assessment is useful in providing more tailored content for the faculty.

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A comprehensive “real need” assessment, a step toward improving the quality of faculty development programs: A survey‐based study in Hormozgan University of Medical Sciences
Marziyeh Barzegar, Hamidreza Miri, Samirerh Abedini, Farahnaz Kamali, Elham Boushehri
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Needs and gaps of faculty development for medical schools
Ji Hyun Im, Wha Sun Kang, Seung Hee Lee, Dae Chul Jeong, Dae Hyun Kim, Man-Sup Lim, Miran Kim, Ji-Hyun Seo, Dong Hyeon Lee
Korean Journal of Medical Education.2024; 36(2): 189. CrossRef
Current status and challenges of faculty development in Korean medical education and strategies for advancement
Dong Hyeon Lee
Korean Journal of Medical Education.2024; 36(4): 415. CrossRef
Current Status and Tasks of Faculty Development Programs for Medical Education in Korea
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Hyekyung Shin, Min-Jeong Kim
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The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics
Ingrid Philibert, Lyuba Konopasek, Janet Riddle
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Do-Hwan Kim, Eun Jeong Kim, Jinyoung Hwang, Jwa-Seop Shin, Seunghee Lee
Korean Journal of Medical Education.2015; 27(2): 87. CrossRef
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Jihyun Si
Korean Journal of Medical Education.2015; 27(3): 177. CrossRef
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Korean Journal of Medical Education.2014; 26(3): 231. CrossRef

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Original Article

Peer assessment of small-group presentations by medical students and its implications: Sunmi Yoo, Kayoung Lee, Sang Heon Lee, Hyerin Roh, Jong Tae Lee, Byoung Doo Rhee, Ikseon Choi; Korean J Med Educ 2014;26(1):31-40.
Published online March 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.1.31

Abstract
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PURPOSE
The purpose of this study was to explore the relationships among medical students' assessments on peers' group presentations, instructors' assessments of those presentations, and students' educational achievements in other assignments and tests.
METHODS
A total of 101 first-year students from a medical school participated in the study. The students' educational achievements in a 4-week long integrated curriculum were analyzed. Student's final grades were comprised of the following education criteria: two written tests (60%), 15 group reports (25%), one individual report (7%), and four group presentations (15%). We compared scores of the group presentation assessed by the peers and the two instructors. Furthermore, we compared peers' assessment scores with each component of the evaluation criteria.
RESULTS
Pearson correlation analysis showed significant correlaton for the assessments between peers and instructors (r=0.775, p<0.001). Peer assessment scores also correlated significantly with scores for the group assignments (r=0.777, p<0.001), final grades on the curriculum (r=0.345, p<0.001), and scores for individual assignments (r=0.334, p<0.001); however, no significant correlation was observed between the peer-assessed group presentation scores and the two written test scores.
CONCLUSION
Peer assessments may be a reliable and valid method for evaluating medical students' performances in an integrated curriculum, especially if the assessments are used to academic processes, such as presentations, with explicit evaluation and judgment criteria. Peer assessments on group presentations might assess different learning domains compared to written tests that primarily evaluate limited medical knowledge and clinical reasoning.

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Improving Peer Assessment Validity and Reliability Through a Fuzzy Coherence Measure
Mohamed El Alaoui
IEEE Transactions on Learning Technologies.2023; 16(6): 892. CrossRef
Validity and reliability assessment of a peer evaluation method in team-based learning classes
Hyun Bae Yoon, Wan Beom Park, Sun-Jung Myung, Sang Hui Moon, Jun-Bean Park
Korean Journal of Medical Education.2018; 30(1): 23. CrossRef
The Effect of Teaching Strategies and Students’ Cognitive Style on the Online Discussion Environment
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Educating medical students in a more optimized way
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Are medical students being properly cared for? A question for the current student advisory program: Yera Hur, Keumho Lee; Korean J Med Educ 2013;25(3):221-228.
Published online September 30, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.3.221

Abstract
PDF

PURPOSE
Medical students need close care and systematic management of their mental and emotional health during their academic tenure. This study examined the status of the current student advisory program and counseling office, the satisfaction of the current student advisory program, the core content of an advisory program, and the quality of a good advisor.
METHODS
We asked 64 faculties that were in charge of the student advisory program and medical education and 774 medical students from 41 medical schools in Korea to answer a survey. Statistical analysis, chi-square test, and ordered multiple response analysis were performed.
RESULTS
A significant number of faculty members (63.5%) and students (53.4%) indicated the existence of problems with the current advisory program. 'Deviations from the content (27.3%)' was the faculty's predominant complaint versus 'too formal (31.3%)' for students. A total of 55.5% of faculty members replied that the counseling program was helpful, but students were somewhat skeptical (13.9%). The core content of the advisory program was 'school life & academic counseling (28.3%)' by the faculty versus 'life as a medical doctor (22.3%)' for students. Both faculty and students replied that the quality of a good advisor is having 'concerns about students.' CONCLUSION: Current student advisory and counseling programs are not much help to students. A differentiated program for specific academic years should be considered to provide a tailored and valuable service.

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Perceptions of Medical Students Regarding Career Counseling in Korea: A Qualitative Study
Minsu Ock, Young-Joo Han, Eun Young Choi, Jeehee Pyo, Won Lee
International Journal of Environmental Research and Public Health.2020; 17(10): 3486. CrossRef
Exploring the possibility of one-on-one mentoring as an alternative to the current student support system in medical education
Yera Hur, A Ra Cho, Sun Kim
Korean Journal of Medical Education.2018; 30(2): 119. CrossRef
What is the current orientation of undergraduate medical education in Korea?
Do-Hwan Kim, Eun Jeong Kim, Jinyoung Hwang, Jwa-Seop Shin, Seunghee Lee
Korean Journal of Medical Education.2015; 27(2): 87. CrossRef
Analysis of medical students' needs for development of a career guidance program
Hyejin An, Eunjeong Kim, Jinyoung Hwang, Seunghee Lee
Korean Journal of Medical Education.2014; 26(3): 209. CrossRef
What is the best selection methods of medical freshmen and how to care the students after admission?
Sun Huh
Korean Journal of Medical Education.2013; 25(3): 185. CrossRef

11,074 View
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Crossref

Review

What Kind of Mentoring Do We Need? A Review of Mentoring Program Studies for Medical Students: Yera Hur, Sun Kim, Keumho Lee; Korean J Med Educ 2013;25(1):5-13.
Published online March 31, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.1.5

Abstract
PDF

Nearly every medical school in Korea has a student advisory program, regardless of its form or method, but it is plagued by efficiency. To examine efficient means of delivering student advisory programs, we chose 'mentoring' as one solution and reviewed the concepts of a mentor and mentoring, the qualities and roles of a mentor, and examples of national and international cases of mentoring. The concept of mentoring is diverse, but it connotes and stresses aspects, such as individual guidance, tutoring, life coaching, and role modeling. We conclude that the quality of many student advisory programs can be elevated by providing holistic and systematic guidance that meets the demands of the mentees; giving individual, continuous, and intimate coaching; and guiding a balanced academic and social life and career, which will develop good doctors who can provide a holistic health care.

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Sun Woo Lee
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Eui-Ryoung Han, Eun-Kyung Chung
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Yena Jang, Seo Yoon Kim, Ji Yoon Kang, Donghwa Kang, Na Hyeon Kweon, Ga Yeon Kim, Narae Kim, Sang Hun Kim, Seongwoo Kim, Juhee Kim, Chae Yeon Kim, Shinyoung Park, Ju Yeon Park, Ji Su Park, Geon Ho Lee, Bora Im, Bo Young Yoon
Korean Medical Education Review.2023; 25(2): 174. CrossRef
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Andrea Ribeiro da Costa, Sylvia Helena Souza da Silva Batista, Patrícia Danielle Feitosa Lopes Soares, Nildo Alves Batista
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Aehwa Lee, Soon Gu Kim, Ilseon Hwang
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Physicians' perspectives on social competency education in academic medicine
Yun-Jung Heo, Ivo Kwon, Ok-Jin Rhee, Duck-sun Ahn
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Original Article

The Development Study of a Medical Ethics Education Program by Using Simple ISD Model: Young Jon Kim, Hyoo Hyun Yoo, Chan Uhng Joo; Korean J Med Educ 2011;23(3):185-192.
Published online September 30, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.3.185

Abstract
PDF

PURPOSE
Simple instructional systems design (ISD) model is based on a fast development, usability test, and continuos feedback, which are necessary for educational program development in medical school. This study aims to figure out the usability of Simple ISD model for a medical ethics education program by describing a developmental details of each phase and its evaluation results.
METHODS
Research has been conducted in two steps. First, while researchers participated in the program development by using Simple ISD model, we collected empirical data of each development activities. Second, the developed program was evaluated by students' web-based usability test, a 8-students' focus group interview and 5 faculty members' individual interviews in 4 domains; learning contents, instructional methods and strategies, achievement evaluation, and self-evaluation.
RESULTS
Following the circular process of analysis, design, development, and usability test of Simple ISD model, a 10-week medical ethics program covering 9 instructional topics was developed. The average points of response on the developed medical ethics program in 2008 and 2009 are increased from 3.96 to 4.59 and 4.41, respectively. The prospects and limitations of the program are discussed.
CONCLUSION
From a development study of the medical ethics program by using Simple ISD model, we could implement a more usable medical ethics program, and found 4 different usability of the Simple ISD model; the rapid development of educational program, program improvement by continuous feedback, faculty members' engagement in instructional design, and professional development of the faculty members.

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A Review of Undergraduate Medical Ethics Education in Medicine, Dentistry, and Nursing in South Korea
Eun Kyung Choi
Korean Journal of Medical Ethics.2025; 28(3): 157. CrossRef
Application of the Rapid Prototyping Instructional Systems Design in Meridianology Laboratory
Eunbyul Cho, Jae-Hyo Kim, Jiseong Hong
Korean Journal of Acupuncture.2022; 39(3): 71. CrossRef
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Jang Han Kim
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Analysis on Teaching Evaluation of Clinical Clerkship at Korean Medical Schools: Eun Jung Im, Bong-Hyun Chang; Korean J Med Educ 2011;23(2):119-126.
Published online June 30, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.2.119

Abstract
PDF

PURPOSE
The purpose of this study was to investigate the teaching evaluation of clinical clerkship at Korean medical schools, and to suggest a desirable improvement for the clinical teaching evaluation in the future.
METHODS
A questionnaire survey was conducted with a total of 9 multiple-choice questions and 1 essay-type question. The multiple-choice questions were analyzed by the frequency analysis using SPSS 17.0, and the essay-type question was coded by the content analysis.
RESULTS
Survey results were as follows: First, clinical teaching evaluations via online (51.35%) were implemented once a year (94.59%) in most medical schools. Second, the self-made questionnaires by medical school (64.86%) rather than borrowing or adaptation (35.14%) were being used more often as teaching evaluation tool. Third, 37.84% medical schools used the specific form by class type, whereas 62.16% medical schools took the general form regardless of class type. Finally, evaluation tool (n=8), lack of concern and attention to teaching evaluation (n=4), formalities of evaluation (n=4), etc. were exposed as problems of clinical teaching evaluation. With regard to evaluation items, the development of specific questions was required.
CONCLUSION
Teaching evaluation can be used as effective educational tools to improve the clinical clerkship program. To this end, clinical teaching evaluation tools reflecting the characteristics of clinical practice need to be developed.

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So Young Lee, Seung-Hee Lee, Jwa-Seop Shin
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Developing and Testing an Evaluation Tool to Measure Clinical Teaching: Eun-Jung Im; Korean J Med Educ 2011;23(1):49-59.
Published online March 31, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.1.49

Abstract
PDF

PURPOSE
Teaching evaluation tools can be used to provide feedback to medical educators and help them improve their teaching skills. The purpose of this study was to develop a clinical teaching evaluation tool and test its efficacy.
METHODS
The draft tool was developed based on clinical education literature and was modified by the stakeholder groups. To examine the quality of the instrument, content and construct validity, as well as reliability and fitness were analyzed. Content validity was tested by the stakeholder groups using a survey, and construct validity was verified by confirmatory factor analysis using LISREL 8.8. Internal consistency of items was assessed thorough Cronbach alpha estimation. Rasch analysis using Winstep 3.65 was performed to estimate the fitness of the tool.
RESULTS
The resulting tool consisted of 4 large categories, 25 small categories, and 43 items. According to the test results, the average importance of all 43 items was 4.03 (3.63 to 4.29). Cronbach alpha was 0.9689, and the correlation coefficients between the items were high. With regard to construct validity, 10 items needed minor modifications in the category setting. As the infit (0.76 to 1.23) and outfit (0.75 to 1.40) indices show, 42 items were fit to the item response theory.
CONCLUSION
The clinical teaching evaluation tool that has been developed in this study is valid and reliable and fits the item response theory. It can be used as an evaluation method in a variety of clinical teaching settings.

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Review

A Review on Usage and Effectiveness of e-Learning in Medical Education: Joo Hyun Park, Ji Young Son, Nam Jin Yoo, Sun Kim; Korean J Med Educ 2010;22(2):91-100.
Published online June 30, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.2.91

Abstract
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E-learning is recently considered as a critical strategy to improve the effectiveness and efficiency of education. Although the use of e-learning has been growing rapidly in medical education, there are not sufficient data applying e-learning and evidence of the effectiveness. The purpose of the study is to review the recent literatures on applying e-learning in medical education settings and to identify usage types and educational effectiveness appeared in the research. The results demonstrated the types applying e-learning in medical education were categorized into the blended learning, online education, and virtual learning environment. The educational effectiveness of e-learning were the improvements of knowledge, clinical skill, attitude, and satisfaction. The study suggested the recommendations based on the results in order to apply e-learning effectively to medical education.

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Original Article

Are Medical Students Satisfied with Their Medical Professionalism Education?: Yera Hur, Ji Ha Kim, Chang Jin Choi; Korean J Med Educ 2010;22(1):65-70.
Published online March 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.1.65

Abstract
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PURPOSE
This study aims to examine the satisfaction of undergraduate medical students with their medical professionalism education.
METHODS
Two hundred and one premedical students and 1,287 medical students (from year 1 to 4) participated in a five-point Likert scale survey. There were 27 items in the premedical students' survey and 31 items in the medical students' questionnaire. Statistical analysis including one-way ANOVA was performed.
RESULTS
Among the 27 items concerning premedical professionalism education, only six topics scored "average" level. In the survey of medical students only nine items out of 31 were rated "average" which did not reach the satisfactory level. Nine items from the medical students' survey showed significant positive improvements in satisfaction as the academic year increased; however, the changes were not large enough for any of the topics to receive a satisfactory score.
CONCLUSION
Overall students were dissatisfied with their professionalism education. The reasons for these results and possible approaches for improving students' satisfaction should be considered in future research.

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Current Status of ‘Professional Identity Formation’ Education in the Medical Professionalism Curriculum in Korea
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Korean Medical Education Review.2021; 23(2): 90. CrossRef
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Methods of Effective Team-Based Learning Administration and Expected Effects on Medical Education: A Ra Cho, Sang Ick Han, Sang Heon Yoon, Joo Hyun Park, Nam Jin Yoo, Sun Kim; Korean J Med Educ 2010;22(1):47-55.
Published online March 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.1.47

Abstract
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PURPOSE
The aim of this study was to analyze the results of quantitative and qualitative student evaluations of team-based learning (TBL) and student achievement evaluations during TBL.
METHODS
Questionnaires that evaluated medical student perception and self-assessment of the TBL experience included 38 questions on the TBL process. Also, we used scores from the TBL session to investigate student academic achievement.
RESULTS
Our results showed that the more proper the educational environments were, the more focused students were on team learning. According to the distribution period for preliminary assignments, there was a difference in self-directed learning. In addition, team members had the opportunity to learn new knowledge by interacting with each other, and when they had the experience of feedback, they understood the instruction topics through team learning better. With regard to peer evaluation, the students who recognized the importance of assessment studied more sincerely and honestly. By experiencing the TBL process, every team showed a high significance in the group readiness assurance test score compared with the individual readiness assurance test score, and student satisfaction with the TBL and expectation levels about capacity strengthening increased as well.
CONCLUSION
TBL is an effective teaching and learning method and has positive impacts on student academic achievement. A study on student academic achievement and perception of TBL is expected to provide medical educators with suggestions on planning teaching strategies for effective TBL administration.

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Effects of Differences in Problem-Based Learning Course Length on Academic Motivation and Self-Directed Learning Readiness in Medical School Students: So Jung Yune, Sun Ju Im, Sun Hee Lee, Sun Yong Baek, Sang Yeoup Lee; Korean J Med Educ 2010;22(1):23-31.
Published online March 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.1.23

Abstract
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PURPOSE
Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students.
METHODS
The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA.
RESULTS
PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness.
CONCLUSION
Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.

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Sejin Kim, Minjeong Kim, Seom Gim Kong, Ho Joong Jeong
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Beag Ju Na, Keumho Lee, Kunil Kim, Daun Song, Yera Hur
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Effects of Problem-Based Learning by Learning Style in Medical Education
Su-Jin Chae
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Perception of Medical Students on Real-Time Class Evaluation Using Mobile Phone Survey System: A Ra Cho, Soo Jung Lee, Sang Heon Yoon, Nam Jin Yoo, Sun Kim, Joo Hyun Park; Korean J Med Educ 2010;22(1):15-21.
Published online March 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.1.15

Abstract
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PURPOSE
The aim of this study is to investigate the advantage of real-time class evaluation over course evaluation in integrated courses and to explore the usefulness and availability of a mobile phone survey system as a real-time class evaluation tool.
METHODS
In six integrated courses at the preclinical second year both course and class evaluations were performed. Class evaluations were carried out 206 times right after every class by a mobile phone survey system that depended on mobile phones to send information. A survey was performed to identify students' perception on real-time class evaluation and the mobile phone survey system.
RESULTS
The course evaluation score was found to have greater than 95% confidence interval of class evaluations at 5 of 6 courses. Class evaluations yielded more information on educational content and teaching strategy than course evaluations. A higher score was given in class evaluation regarding effectiveness on improving quality of education (3.77 vs. 2.15) and sincerity during evaluation (3.87 vs. 2.49). Of the three major evaluation tools, such as paper, web and mobile phone, majority of students preferred mobile phones especially in terms of accessibility (89%), familiarity (75.3%), and time (74%).
CONCLUSION
In integrated courses, real-time class evaluations could yield more information and better sincerity than course evaluations. Real-time class evaluations could be successfully performed through a mobile phone survey system compared with that of paper- or web-based methods.

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Short Communication

The Power of the Quiz: The Experience of a Medical English Class using Moodle: Hyun Yong Hwang; Korean J Med Educ 2009;21(1):53-58.
Published online March 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.1.53

Abstract
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PURPOSE
The purpose of this research is to evaluate whether quizzes using moodle are useful for academic achievement in a medical English class and to introduce moodle to educators based on the author's teaching experience.
METHODS
After a final examination in a medical English class, the author surveyed (scale of 1 low to 5 high) the degree of satisfaction of students and the usefulness of quizzes provided on the author's homepage using moodle. Students had been recommended to solve the quizzes on the homepage voluntarily. The author analyzed statistical differences of the final examination scores between the students who completed the quizzes and those who did not.
RESULTS
A total of 59 students completed the survey (collection rate=81.9%). On the question of satisfaction about the medical English class and the question of usefulness of quizzes, scores of mean, maximum, and minimum were 4.29 (SD=0.56), 5, and 3, and 4.03 (SD=0.72), 5, and 2, respectively. Statistically significant differences in the final examination scores were observed between the students who completed quizzes and those who did not.
CONCLUSION
A tool for students' self-directed study is needed for improving academic achievement. In particular, various educational programs and environments provided by moodle are thought to be very useful. The quizzes the author made with moodle were very effective in the aspect of achievement.

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FACTORS INFLUENCING BEHAVIOURAL INTENTION OF ACADEMICS IN USING MOODLE: AN APPLICATION OF THE UTAUT MODEL
Oluwafemi Afolabi, Petros N Dlamini, Neil Davies Evans
International Journal of Innovative Technologies in Social Science.2025;[Epub] CrossRef
Do we need Moodle in medical education? A review of its impact and utility
Seri Jeong, Hyunyong Hwang
Kosin Medical Journal.2023; 38(3): 159. CrossRef
Introducing an Open-Source Course Management System (Moodle) for Blended learning on infectious diseases and microbiology: A pre-post observational study
David Lebeaux, Eve Jablon, Cécile Flahault, Fanny Lanternier, Jean-Paul Viard, Barbara Pacé, Jean-Luc Mainardi, Cédric Lemogne
Infectious Diseases Now.2021; 51(5): 477. CrossRef

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Brief Communication

Experience and Consideration on Online Course Evaluation by Medical Students: So Dug Lim, Jongmin Lee, Hyung Seok ParK, Jae-Ran Yu, Kyung Yung Lee, In Sook Sohn, Ran Lee; Korean J Med Educ 2008;20(4):367-371.
Published online December 31, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.4.367

Abstract
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PURPOSE
The purpose of this study was to present our thoughts on the medical student evaluation of the courses via online at Konkuk University School of Medicine (KUSM) and to prompt us to improve the course evaluation system.
METHODS
Electronic questionnaire for computer-aided course evaluation via online was completed by 93 medical students who attended 32 block lectures at KUSM in 2007. The questionnaire consisted of 21 evaluation items. Frequency analysis of response on the evaluation items was conducted to find out the key features. RESULTS: Evaluation forms for 32 lectures were received from the attendees via online. An average response rate was 63.8%. Among 17 Likert-scaled items, more negative response was observed in class quantity, studying method guidance, lecture note, teaching methods, and relevance of final examination. CONCLUSION: The current course evaluation at KUSM includes more questions that request students to state the overall quality of course modules than the detailed quality or skill of each lecturer. As the objective of the course evaluation is to promote students' learning and to give a feedback to the lecturer, the current consideration on the course evaluation prompted us to reorganize the design of the questionnaire according to the objective.

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Course quality management based on monitoring by students at a medical school
Sanghee Yeo
Korean Journal of Medical Education.2018; 30(2): 141. CrossRef
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Su Jin Chae, Yun Hoon Choung, Yoon Sok Chung
Korean Journal of Medical Education.2015; 27(1): 19. CrossRef
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Su-Jin Chae, Ki-Young Lim
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An Analysis of the Relationship between Intragroup Peer Assessment Results and Self-Directed Learning Readiness in a Leadership Curriculum: Su-Jin Chae, Ki Young Lim; Korean J Med Educ 2008;20(4):363-366.
Published online December 31, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.4.363

Abstract
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PURPOSE
This study examined to examine the relationship between intragroup peer evaluation and Self-Directed Learning Readiness (SDLR) in a leadership class that used a project learning method. Moreover, it identified the specific components of the SDLR that predicted the peer evaluation results. METHODS: The research subject pool comprised of 47 3rd year students. Each team was composed of 4~5 members, each of whom evaluated all other members on his or her team SDLR was measured by using SDLR-K-96. RESULTS: SDLR and peer assessment scores had a positive relationship, confirming that SDLR was an important variable that could predict the peer evaluation scores. Among the SDLR factors, 'openness to challenge' was shown to have the highest predictive power for the peer assessment. CONCLUSION: Medical schools should provide students with learning opportunities on leadership through diverse learning methods such as project learning. The ability to do self-directed learning in such a leadership course in medical education is important for successful team building.

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Original Article

An Analysis of the Education Environment of a High School Life Science Class in Daejeon for the Development of a Bio-medical Science Experience Program: Dong Heon Cho, Hong Eik Hwang, Jong Il Park, Sung Jae Shin, Ji Young Lee, Byeong Hwa Jeon, Hwa Jung Kim, Young Ha Lee, Jeong Kyu Park, Jung Un Lee; Korean J Med Educ 2007;19(4):287-294.
Published online December 31, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.4.287

Abstract
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PURPOSE
The purpose of this study is to understand and analyse the actual education environment of the subject, life science, and how it is taught in high school, and thereby make a realistic assessment of whether a medical life science experience program is necessary.
METHODS
The test method to assess the actual curriculum was developed by Life Science teachers, medical school faculty and education specialists. The subject was divided into 4 areas consisting of 6 items each. Our survey was mailed out. The analysis consisted of frequency analysis, chi-square analysis, correlation analysis, and variance analysis using SPSS 13.0 for Windows.
RESULTS
Over 90% of Life Science class teachers agreed that teaching should be done through lectures and lab experiments in parallel. However, currently the class is heavily lecture-oriented due to the lack of lab facilities, the lack of budget and the difficulty of organizing lab courses. Due to the nature of the subject, lab experiments are crucial. Therefore, it is recommended that a biomedical science experience program be included in the curriculum. This program should be offered during vacation and geared toward high school freshmen and sophomore students.
CONCLUSION
This research clearly showed the need to develop a high school biomedical science experience program. In order for the program to be successful, one must take into consideration the safety of experiments, the capability of the instructors, the development of a variety of experiments, the accessibility of the location of the lab, securing interest in education at a community level and the compilation of an experience program at every educational level.

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Comparison of Career Choice Motivation and Moral Reasoning Ability between Students in Baccalaureate and Graduate-entry Programs: Min Kang Kim, Jin Oh Kang; Korean J Med Educ 2007;19(2):91-99.
Published online June 30, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.2.91

Abstract
PDF

PURPOSE
This study was performed to investigate the differences in career choice motives and moral reasoning ability between students in baccalaureate and graduate-entry medical programs.
METHODS
Forty-five students from a baccalaureate program and thirty-eight students from a graduate-entry program participated in this study. The students were required to fill out both the Career Choice Motivation Inventory and Defining Issues Test(DIT). The Career Choice Motivation Inventory is a 20-item questionnaire, which investigates five dimensions: effect of others, job security, interest in science, service and working with people, and working condition. Independent t-test was performed to compare the two groups. Pearson correlation coefficients were calculated to investigate the relationship among variables.
RESULTS
There were significant differences in career choice motivations between the two groups. Students in the graduate-entry program were more likely to be motivated by scientific interest and opportunities to care for people. Status and job security were stronger factors in the baccalaureate students. For the students in this program, there were positive associations among their motives- interest in medical science, serving people, and working condition. There was no significant difference in moral reasoning ability between the two groups.
CONCLUSION
Students in the graduate-entry medical program seem to have more professional and altruistic motivations for entering medicine. Although there is nostatistical significance, graduate students have numerically higher moral reasoning abilities compared to their counterparts. These results validate that a graduate-entry program provides an important alternative for student selection.

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Korean Medical Students' Cognitive, Emotional, and Social Characteristics
Sook Hee Ryue, Hae Bum Lee
Korean Journal of Medical Education.2012; 24(2): 103. CrossRef
Differentiation Strategy of Graduate Entry Programme
Hye Rin Roh
Hanyang Medical Reviews.2012; 32(1): 17. CrossRef
The graduate entry generation: a qualitative study exploring the factors influencing the career expectations and aspirations of a graduating cohort of graduate entry dental students in one London institution
Paul Newton, Lyndon Cabot, Nairn HF Wilson, Jennifer E Gallagher
BMC Oral Health.2011;[Epub] CrossRef
Comparison of Learning Styles between Medical College Students and Professional Graduate Medical School Students
Eun-Kyung Chung, Sun-A Oh, Tai-Young Yoon, Sang-Jin Lee, Young Jong Woo, Jung Ae Rhee, Yung Hong Baik
Korean Journal of Medical Education.2009; 21(2): 125. CrossRef
The Comparison of Backgrounds and Characteristics of Students in Medical College and Graduate Medical School: A Case Study of One Medical School
Jae-Jin Han, Soon Nam Lee, Ivo Kwon, Hyesook Park, Hyun-Jung Im, Tae-eun Kim, Jung Hee An
Korean Journal of Medical Education.2008; 20(1): 11. CrossRef
Clonorchiasis in Korea
H J Rim
The Korean Journal of Parasitology.1990; 28(Suppl): 63. CrossRef
In vitro effect of praziquantel on Paragonimus westermani by light and scanning electron microscopic observation
Soon Hyung Lee, Ho Jin Park, Sung Jong Hong, Jong Yil Chai, Sung Tae Hong
The Korean Journal of Parasitology.1987; 25(1): 24. CrossRef
Praziquantel
Peter Andrews, Herbert Thomas, Rolf Pohlke, JÜRgen Seubert
Medicinal Research Reviews.1983; 3(2): 147. CrossRef
A Study on the fine tegumental structures of the metacercaria and juvenile stages of Clonorchis sinensis
Soon Hyung Lee, Sung Tae Hong, Byong Seol Seo
The Korean Journal of Parasitology.1982; 20(2): 123. CrossRef
Therapeutic field trial with praziquantel (Biltricide) in a rural population infected with Clonorchis sinensis
Han Jong Rim, Young Man Lee, Joon Sang Lee, Kyoung Hwan Joo
The Korean Journal of Parasitology.1982; 20(1): 1. CrossRef
Differences in Factors Affecting Medical Specialty Choices between Medical College Students and Graduate Medical School Students
Ji Hye Lee, Gun Il Kim, Kwi Hwa Park, So-Joung Yune
Korean Journal of Medical Education.1970; 21(4): 393. CrossRef

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M.D.-M.B.A Joint Program Development: Yeon Hee So, Young Mee Lee, Duck Sun Ahn; Korean J Med Educ 2004;16(2):227-238.
Published online August 31, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.2.227

Abstract
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PURPOSE
The purpose of this study is to develop a MD-MBA joint program that will teach doctors professional hospital management and administration skills. METHODS: To assess the demand for hospital management and administration skills in the medical field, information was gathered from community physicians through a questionnaire. Personal interviews were also conducted with doctors having who graduated from a MD-MBA joint program and those working for hospital consulting firms. We visited institutions in developed countries offering this program and conducted literature reviews. Based on the data collected, a tentative plan for the introduction of a MD-MBA program in Korea was developed.
RESULTS
The results of this study are as follows. Community practitioners realize the need for basic management skills and feel that hospital management should be part of undergraduate or graduate medical curriculum. In the United States, there is an annual increase in the number of institutions offering MD-MBA programs and in the number of MD-MBA graduates. These programs are run very systematically. It is apparent that the introduction of this program to Korean medical students is imminent. This program can be offered in Korea at the undergraduate level with the School of Business Administration in charge of the program, with the Medical School in charge, or as a cooperative effort between these two schools. CONCLUSION: Most private practitioners and medical professors recognize the necessity for a MD-MBA program. Systemic and experiential research must be done. Support must be given to finances, human resources and equipment in offering this program.

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Prediction of Daily Patient Numbers for a Regional Emergency Medical Center using Time Series Analysis
Hye Jin Kam, Jin Ok Sung, Rae Woong Park
Healthcare Informatics Research.2010; 16(3): 158. CrossRef

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Effect after Change of Evaluation Method in Surgical Clerkship Program: Myoung Soo Kim, Ik Yong Kim, Keum Suck Bae, Ai Ri Han, Dae Sung Kim, Soo Young Yoo, Seong-Joon Kang, Byung Sun Rhoe; Korean J Med Educ 2003;15(3):221-231.
Published online December 31, 2003; DOI: https://doi.org/10.3946/kjme.2003.15.3.221

Abstract
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PURPOSE
Since 2002, Department of Surgery, Yonsei University Wonju College of Medicine attempted to revise the evaluation method of surgical clerkship program. The purpose of this study was to analyze the effect after change of evaluation method. METHODS: Major changes in current revisions were summarized as follows; (1) multiple evaluator, (2) student's attitude evaluated by rating scale method, (3) attendance and procedure evaluation were measured in numbers according to the fixed criteria, (4) addition of clinic-based items such as problem-solving items in the final written examination. We compared the measurement of revised evaluation at 2002 with those at 1999. And the correlation or simple linear regression analysis between score of clerkship and student academic grade score were taken. RESULTS: The clerkship score of students at 2002 showed more powerful discrimination between high performance group and poor group than that of 1999's. Even though the subject score of clerkship was significantly correlated with grade score regardless of evaluation method of clerkship, the subject score of clerkship at 2002 was more closely correlated with a grade score than 1999's. The score of knowledge-based items from final written examination is not correlated with clerkship score, but on the other hands, there was significant correlation between score of clinic-based items and clerkship score. CONCLUSION: In conclusion, variable measurements under the exact guideline and principle are more reliable method in evaluation of surgical clerkship.

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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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Can Statistics used in the Medical Journals from Korea be Covered by Korean Statistical Program, dBSTAT?: Soo Nyung Kim, Sun Huh; Korean J Med Educ 2002;14(1):111-117.; DOI: https://doi.org/10.3946/kjme.2002.14.1.111

Abstract
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PURPOSE
& METHODS: Papers in six kinds of medical journals from Korea were examined on statistical methods to know what kinds of statistical methods had been used. We also tried to know how much Korean statistical program, dBSTAT can cover those statistical methods.
RESULTS
Out of 841 papers, statistical methods were used in 415(49.4%) ones. Cumulative number of statistical methods is 869. According to the category of statistical methods, they were classified as following: Distribution analysis 6(0.7%), comparative statistics 577(66.4%), correlation analysis 66(7.6%), regression analysis 106(12.2%), classification analysis 3(0.3%), survival analysis 48(5.5%), genetic analysis 10(1.2%), and etc 53(6.5%).
CONCLUSION
From above result, it can be said that dBSTAT can cover 92.7% of whole statistical methods in this study. These results also can be used for the goal of curriculum of medical statistics for undergraduate, graduate course and resident training program.

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Correlations between the scores of computerized adaptive testing, paper and pencil tests, and the Korean Medical Licensing Examination
Mee Young Kim, Yoon Hwan Lee, Sun Huh
Journal of Educational Evaluation for Health Professions.2005; 2(1): 113. CrossRef
Students' Attitude toward and Acceptability of Computerized Adaptive Testing in Medical School and their Effect on the Examinees' Ability
Mee Young Kim, Sun Huh
Journal of Educational Evaluation for Health Professions.2005; 2(1): 105. CrossRef

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A Study for Improvement of Faculty Mentoring Program in Gachon Medical School: Sun Ju Chung, Ji Young Kim, Young Ha Oh, Dong Hyuck Suh, Yong Il Kim; Korean J Med Educ 2001;13(1):79-90.; DOI: https://doi.org/10.3946/kjme.2001.13.1.79

Abstract
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To foster humanistic physician, and to support medical students with the many adjustment problems which they commonly encounter in medical school, more personal and closer relationships between faculty members and students are warranted. This study was carried out to investigate faculties' and student's perceptions of the mentoring program in Gachon medical school. A total of 90 faculty members and 131 students responded to questionnaires. Most of the faculties and students believe this program to hold an important role in medical education. While majority of faculty members thought that the most important purpose of the program is to develop student attitudes by being a positive role model, most students perceived the development of personal relationships with faculties as being the most important. In addition, both faculty members and students listed an interest in education, as well as compassion for students as being important characteristics of a good mentor. With regard to perceived or anticipated problems of this program, many faculty members pointed to a lack of time and experience, while students indicated faculty members' passive attitudes and lack of interest in cultivating relationships with students. Findings from this study suggest several directions for improvement. First, to encourage active participation, students and faculties must understand the purpose of this program. Second, a training program to develop mentoring abilities should be provided for faculty. Third, a network among cooperating services should be introduced to keep this program running more effectively. Further, mentors and students should have regular meetings to promote closer relationships between them. This improved faculty mentoring program can serve as a continuing basis to facilitate personal and professional development of medical students.

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Design and Implementation of a Career Planning Program at Chonnam National University Medical School
Eui-Ryoung Han, Eun-Kyung Chung
Korean Medical Education Review.2024; 26(1): 36. CrossRef
Career Guidance to Help Medical School Students Choose a Specialty after Graduation
Sun Woo Lee
Korean Medical Education Review.2024; 26(1): 5. CrossRef
Are medical students being properly cared for? A question for the current student advisory program
Yera Hur, Keumho Lee
Korean Journal of Medical Education.2013; 25(3): 221. CrossRef
What Kind of Mentoring Do We Need? A Review of Mentoring Program Studies for Medical Students
Yera Hur, Sun Kim, Keumho Lee
Korean Journal of Medical Education.2013; 25(1): 5. CrossRef
The Effects of Attribution Tendencies, Academic Stress, and Coping Efficacy on Academic Adjustment of Medical Students
So-Joung Yune, Kwi Hwa Park, Wook-Jin Chung, Sang-Yeoup Lee
Korean Journal of Medical Education.2011; 23(3): 167. CrossRef

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Current Status of the Standardized Patient Programs in Korea and Plans to Develop and Improve the Program: Byeong Gook Lee; Korean J Med Educ 2001;13(1):27-39.; DOI: https://doi.org/10.3946/kjme.2001.13.1.27

Abstract
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Though SP programs have been used in Korean medical education for half a decade, few of those SP programs have demonstrated psychometric characteristics. In order to be a more useful educational tool, and in to more accurately evaluate Korean Medical students, the standardized patient program needs to be more thoroughly researched and developed. In the near future, if Korean medical educators lend their support and standardize the program in Korea, SPs will be widely adopted across the curriculum because of their potential advantages: from medical interviewing and physical diagnosis courses to clinical clerkships and residency training. This study demonstrates why Korean SP programs need early, systematic collaboration and cooperation among Korean medical colleges through a regional consortium in order to form an agenda for the implementation of SP programs, and realize the implications of this agenda throughout medical education.

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Developing a best practice framework for clinical competency education in the traditional East-Asian medicine curriculum
Sang Yun Han, Seung-Hee Lee, Han Chae
BMC Medical Education.2022;[Epub] CrossRef
Comparison of Standardized Patient and Faculty Agreement in Evaluating Nursing Students’ Assessment and Communication Skills
Young Ju Kim
Journal of Korean Academy of Fundamentals of Nursing.2017; 24(3): 189. CrossRef
Breast Examination Instruction by a Standardized Patient Instructor
Joo Hyun Park, Ji Young Son, Sun Kim, Sung A Lee, Soo-Jung Lee
Korean Journal of Medical Education.2010; 22(4): 283. CrossRef

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Konkuk Medical School Students' Consciousness on Volunteer Activities: Kun Sei Lee; Korean J Med Educ 2001;13(1):1-14.; DOI: https://doi.org/10.3946/kjme.2001.13.1.1

Abstract
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PURPOSE
The aim of this study is to evaluate the medical students' consciousness on volunteer activities. What kinds of volunteer activities they had done, what kinds of volunteer activities they want to participate in, how they think about making volunteer program as school regular curriculum, and how they feel about volunteer activity. MATERIALS AND METHODS: Study subjects are first, second grade premedical students and first, second grade medical students. Self-administered questionnaire was conducted at October, 1999. Finally, 119 questionnaire is collected, which is 74% of all students except 3rd, 4th grade students.
RESULTS
Study subjects had participated in several volunteer activities. 44.5% of them had participated in some volunteer activities since they had become to college student, 30.8% of them participated in summer rural volunteer activity, and 39.3% of them had donated their blood. Many students(79.66%) agreed that volunteer activities are required as college students, and if they might have some opportunities to participate in volunteer activities, they would like to(54.17%). However, Only 22.50% of subjects agreed to make volunteer activities as regular medical curriculum. Even though the percentage showed low, they intended to apply to the curriculum (40.83%). Most of them agreed there were in need of participating in hospital volunteer activities(82.50%) and community volunteer activities(78.33%). Among hospital volunteer activities, they wanted to participate in volunteer activities at supporting department(26.05%), emergency room (22.69%), out-patient department(21.01%), and in-patient department(21.01%). They wanted to have volunteer activities at institution(66.39%) rather than to individual person(33.61%). They wanted to participate in friendly supports(40.34%), out-going supports(28.57%), house work supports(22.69%). Factor analysis showed that recognition of volunteer activities had 5 latent dimensions: 'self-achievement'(16.15%), 'social exchange and the pursue of experience(13.93%)', 'social responsibility of college(13.03%)', 'leisure of worth and expert activity(12.40%)', 'passive and meeting other's expectation(9.03%)' CONCLUSION: From above results, We found premedical and medical students had participated in various volunteer activities and they had much more intention to participate in. Before developing and designing volunteer programmes, One should consider they have various aspects on the programmes. The programmes should not be emphasized on altruistic aspect and social responsibility extremely, but rather it should be considered how the programmes could give the opportunities for the social exchange, social relationship, sense of solidarity, and usefulness of acquired medical knowledge and skill.

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Experience and Prior-Education in Medical Volunteering among Korean Medicine Students: a survey study
Ju Yeob Kim, So Yeong Park, Min Jeong Shin, Seon-Kyoung Kim, Chan-Young Kwon
Journal of Pharmacopuncture.2025; 28(1): 24. CrossRef
Medical Volunteering Experiences of Korean Medicine Students: Developing an HSS-Based Pre-Education Program
So Yeong Park, Ju Yeob Kim, Min Jeong Shin, Seon Kyoung Kim
Journal of Korean Medicine.2025; 46(1): 123. CrossRef
Development of Medical Volunteer Guidelines for Korean Medicine Students
Jihyun Lee, Beomsoo Kim, Ryunkyeong Lee, Minjeong Kim
Journal of Korean Medicine.2025; 46(2): 124. CrossRef
A Survey Study on the Effect of Medical Volunteer Activities on Competency Enhancement and the Development of Medical Volunteer Guidelines for Korean Medicine Students
Jihyun Lee, Ryunkyeong Lee, Beomsoo Kim, Minjeong Kim
Journal of Korean Medicine.2024; 45(3): 181. CrossRef
Understanding Korean Families With Alcoholic Fathers in a View of Confucian Culture
Sihyun Park, Karen G. Schepp
Journal of Addictions Nursing.2015; 26(3): 111. CrossRef
Using a medical volunteer program to motivate medical freshmen
Beag Ju Na, Yera Hur, Jungmin Yun, Jaegu Kang, Seungyeon Han, Wonmin Whang, Keumho Lee, Jungmin Lee
Korean Journal of Medical Education.2013; 25(3): 239. CrossRef

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Recent World Trend in Performance-based Assessments and Application of the Standardized Patient Program in Korean Medical Education: Byeong Gook Lee; Korean J Med Educ 2000;12(2):377-392.; DOI: https://doi.org/10.3946/kjme.2000.12.2.377

Abstract
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As a criterion of competence, performance-based assessment methods have been used in the health professions for centuries, and dozens of studies of their psychometric characteristics have been reported over the last several decades. Performance-based assessment methods, commonly used in medical education, include written clinical simulations (PMPs), computer-based clinical simulations, role-playing oral examinations, and standardized patient (SP) simulations. The underlying rationale for utilizing performance-based assessments is that they are tools with which one can appropriately evaluate medical students and reinforce what they have learned throughout their undergraduate studies. SPs are being widely used across the curriculum because of their potential advantages: from medical interviewing and physical diagnosis courses to clinical clerkships to residency training. The primary objective for SP encounters is to assist in the formation of fundamental medical interviewing and to improve clinical skills. However, as the program matures, SPs could be used at more advanced levels of medical training and be used to evaluate examinees, as well as obtain feedback on how well the educational program is working, at all levels including residency, continuing medical education for physicians, and even as a way to assess the abilities of foreign medical school graduates. Implementing an SP program will permit Korean medical educators to prospectively identify critical skills for their students to learn and establish explicit performance criteria for clinical competence. This study demonstrates why Korean SP programs should be implemented in the early stages in the medical education program, how to train SPs, and how to apply an SP program in an innovative curriculum, how to study about it, and how to disseminate SP programs throughout the Korean medical educational system.

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Comparison of Standardized Patient and Faculty Agreement in Evaluating Nursing Students’ Assessment and Communication Skills
Young Ju Kim
Journal of Korean Academy of Fundamentals of Nursing.2017; 24(3): 189. CrossRef
Effects of Teaching Method using Standardized Patients on Nursing Competence in Subcutaneous Injection, Self-Directed Learning Readiness, and Problem Solving Ability
Mi-Ran Eom, Hyun-Sook Kim, Eun-Kyung Kim, Kayeon Seong
Journal of Korean Academy of Nursing.2010; 40(2): 151. CrossRef
Breast Examination Instruction by a Standardized Patient Instructor
Joo Hyun Park, Ji Young Son, Sun Kim, Sung A Lee, Soo-Jung Lee
Korean Journal of Medical Education.2010; 22(4): 283. CrossRef
Development of a Multimedia Learning DM Diet Education Program using Standardized Patients and Analysis of Its Effects on Clinical Competency and Learning Satisfaction for Nursing Students
Kyung Sun Hyun, Hyun Sook Kang, Won Ock Kim, Sunhee Park, Jia Lee, Sohyune Sok
Journal of Korean Academy of Nursing.2009; 39(2): 249. CrossRef

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Analyst for Windows(r), Program for Item Analysis Useful in Medical Education: Hong Kyu Park, Sun Huh; Korean J Med Educ 2000;12(2):369-375.; DOI: https://doi.org/10.3946/kjme.2000.12.2.369

Abstract
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This is made for teachers of medical schools not only to mark examination papers but also to do an item analysis easily. Functions of the program are marking examination result in text file, input of the result of descriptive examination, providing the result of item analysis according to the classical test theory(mean, standard deviation, reliability coefficient, answer response distribution, difficulty index, discriminating index, estimated number of examinee who select wrong answer), adding, saving and printing the results, providing, saving and printing record sheet, adding the results of equal or more than two separate examinations, sorting the record sheet by examinee's identification number and by record, input windows for item, and automatic inclusion of the result of item analysis in the item window. Much number of teachers of the medical schools may be encouraged to use this program to promote the quality of the evaluation.

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A Computer Program for Understanding Brain Morphology and Magnetic Resonance Image: Yi Suk Kim, Min Suk Chung, Sun Yong Kim, Hae Young Suh-Kim; Korean J Med Educ 2000;12(1):21-33.; DOI: https://doi.org/10.3946/kjme.2000.12.1.21

Abstract
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Understanding of brain morphology and magnetic resonance image(MRI) is essential for accurate diagnosis and treatment of the brain diseases. As education tools, the cadaver dissection, plastic models, and neuroanatomy books have been used for understanding brain morphology; and the MRI films and radiology books have been used for understanding brain MRI. Recently, due to the popularization of powerful personal computers, computer programs compensating the conventional education tools have been used. But these computer programs have a disadvantage that it is not possible to visualize the details of brain morphology or to compare the corresponding sectioned specimens and MRI. Therefore, we attempted to make a computer program which could visualize not only the details of brain morphology but also the corresponding sectioned specimens and MRI by using the brains removed from Korean cadavers. Three brains were removed from Korean cadavers. With a brain, 122 MRI and 122 serially-sectioned specimens with an 1.4mm interval were acquired and inputted into the computer. Ten brain structures were segmented, and 83 fine structures were designated on the images. With two brains, 27 dissected specimens were acquired and inputted into the computer. One-hundred two fine structures were designated on the images. Based on these images, a computer program for understanding brain morphology and MRI was made. The computer program, which was made in this study, visualized the corresponding sectioned specimens, MRI, and segmented images after sectioning a brain horizontally or at any angles. In addition, the computer program visualized the images of dissected brain. This computer program is helpful to understand brain morphology and MRI. This computer program is expected to be used through CD-title or Internet as an educational tool for medical students and doctors.

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Environment and Condition of Graduate Medical Education: Chang Yup Kim, Seok Jun Yoon, Han Ju Baek, Jug Gu Lee, Seung Ho Baek, Su Kyung Park, Chul Woung Kim, Ki Hyung Chung, Hong Jun Cho; Korean J Med Educ 1997;9(1):55-63.; DOI: https://doi.org/10.3946/kjme.1997.9.1.55

Abstract
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Educational evironment and condition strongly influence the quality of graduate medical education. However, in Korea educational environment of in-hospital graduate medical education and training has not been explored in details. To evaluate current situation, we investigated 1,859 graduate trainees(residents) by self-administered questionnaire from May to July in 1996. Major findings of the survey were as follows; 1. Major providers of education were senior trainees(46.7%), compared with other sources of training such as self-study(22.9%) and staff trainers(14.5%). 2. At hospitals with less than or equal to 500 beds, formal educational programs for training were more poorly developed than hospitals with more than 500 beds. Among them, weakness in programs of case conference, staff lecture and training in affiliated hospitals was more remarkable. 3. At small hospitals with less than or equal to 500 beds, satisfaction level of trainees on their training were lower than that of trained at hospitals with more than 500beds. Research, conference, discussion with senior residents, and outpatient care were more dissatisfactory in particular. 4. Significant barriers to ideal training were work overload(57.2%) and shortage of educational programs(19.0%). Most of trainees are not satisfied with environment and condition of their training programs. To improve the quality of graduate medical education which is closely related with health care quality in the near future, general environment of education such as work load and educational programs has to be reoriented.

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Correlation of In-training Examination Score with the Residency Program or the Score of the Board Examination of Laboratory Medicine
Jungwon Huh, Jongwan Kim, Jongwoo Park, Hyunok Kim
Annals of Laboratory Medicine.2006; 26(3): 227. CrossRef

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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.