Purpose Staff is essential to the university’s efficient administrative operations, which are critical for education, research, and service. Medical schools, often independent, need specialized administrative elements. This study explores how medical school staff perceives the organization using the Six-Box model and evaluates their perceived organizational support, job satisfaction, and organizational commitment based on the concept of job attitudes.
Methods This study employs a mixed-methods approach, integrating quantitative and qualitative data via a convergent parallel design. It simultaneously collects and analyzes data from a survey and consensus workshop for medical school staff. The survey data were statistically analyzed (IBM SPSS ver. 25.0; IBM Corp., USA), and the workshop discussions were subjected to content analysis. The findings combined provide a comprehensive understanding of the medical school administrative system.
Results Quantitative analysis revealed purpose (3.80) as the highest-rated organizational perception and rewards (2.72) as the lowest. Similarly, job satisfaction was highest (3.63) in job attitudes, while perceived organizational support (2.96) was the lowest. Group differences were observed by gender, enrollment capacity, and contract type (p<0.05). In qualitative research, keywords appeared in relation to their experiences within the medical school organization, encompassing doctor training, emotional responses, administrative features, personal attributes, and cultural influences. Overload, faculty issues, and communication gaps are obstacles. Strategies for overcoming these challenges focus on improving staff treatment, resource allocation, training, and communication channels.
Conclusion This study was conducted to explore a broad understanding of the administration of medical schools. Findings suggest challenges with workload, communication, and organizational support. We propose a dedicated medical school administrative system, improved work conditions, and enhanced communication.
Purpose This research investigated the critical factors that affect the e-learning quality. The student satisfaction model with the five factors such as content, system, learner, instructor and interaction was proposed and empirically examined. It also investigated the relationship between the interaction and other constructs.
Methods This study used a cross sectional survey design, and convenience sampling. To examine the critical factors and their relationship, a survey of 28 items was developed based on previous studies and sent out through a learning management system to all the students (n=250) enrolled in the pre-med 1 to the medicine 3 in one medical school in Korea. The medical school delivered all the courses online due to the coronavirus disease 2019 pandemic. The collected data (n=209, 83.6%) were analyzed through structural equation modeling by using IBM AMOS ver. 26.0 and IBM SPSS ver. 26.0 (IBM Corp., Armonk, USA).
Results The determinants of e-learning student satisfaction were system, learner, instructor, and interaction qualities, which together explained 72.6% of the variance of student satisfaction and the determinants of e-learning interaction quality were content and system qualities, which together explained 62.9% of the variance of interaction quality.
Conclusion The results of this study presented practical guidelines to improve e-learning quality in terms of student satisfaction in medical education contexts. The results indicated that more efforts should be directed toward improving interaction features such as interactive teaching styles, collaborative activities, providing instructors and learners with proper training for e-learning prior to e-learning and a quality of contents, and upgrading e-learning system for better performance and service.
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Purpose The purpose of this study was to identify the possible correlations of ‘satisfaction with clinical practice (SA)’ with ‘clinical learning environment (EN)’ and ‘clinical practice stress (ST).’ We searched for the mediating effect of ‘clinical practice stress’ on ‘satisfaction with clinical practice’ when the clinical learning environment influences ‘satisfaction with clinical practice.’
Methods This research investigated 208 medical and nursing students attending the school of medicine and nursing in Korea. The total number of nursing students was 135 (64.9%); 73 medical students participated (35.1%). We used the Korean-Undergraduate Clinical Education Environment in 24 questions for EN, ST scale in 24 questions, and SA scale in 10 questions. We performed measurement structural equation model analysis to identify a path of the model.
Results Medical students had significantly higher levels of ST. EN had a significant negative correlation with ST and a significant positive correlation with SA. The ST had a significant negative correlation with SA. The results of the goodness of fit index have fulfilled the criteria of goodness of fit. There was a significant mediating effect of ST on SA when EN influences SA.
Conclusion The clinical learning environment affected satisfaction with the clinical practice directly or indirectly mediated by clinical practice stress. Therefore, educational institutes should try to increase satisfaction with clinical practice by continuously monitoring and improving the clinical learning environment in addition to taking measures for decreasing the clinical practice stress.
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Purpose This study aims to understand the characteristics of smart device-based testing (SBT) by comparing the typical characteristics of students’ satisfaction with SBT, its usefulness, advantages, and disadvantages when compared with existing testing methods.
Methods A total of 250 students from the first to third year were selected as the final targets of the study and the questionnaire was developed by faculty members who participated in the survey from the start of the SBT. The total number of questions is 12, and the questionnaire used a 4-point scale. The data obtained were analyzed using the IBM SPSS ver. 23.0 (IBM Corp., Armonk, USA).
Results Answers to the “satisfaction with SBT” were generally negative, while answers to the “usefulness of SBT” were generally positive. There was no difference in satisfaction across gender and smart device ownership, whereas there were significant differences across years. With reference to the usefulness of SBT, students responded positively, while about the overall configuration and completeness of SBT, students responded negatively. Students also seemed to show a greater preference toward the pencil-paper test.
Conclusion On the other hand, students generally thought that SBT helped to assess medical knowledge better and was a more objective method of knowledge assessment than a pencil-paper test. We believe that students preferred the traditional paper-pencil test due to their unfamiliarity with SBT. We believe that an appropriate and careful remedy for drawbacks of the SBT will have a significant impact in the accumulation of actual clinical knowledge and in the improvement of practical skills for medical students.
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Methods A predictive correlational design was used. The participants were 184 nursing students from three universities of Korea. They responded to a self-report questionnaire, with items on demographics, resilience, life satisfaction, psychological well-being, and attitude to death.
Results The mean score for attitude to death was 2.77±0.39 (range, 1–4), and a significant difference was observed depending on age, grade, and death-related education. Attitude to death was positively correlated with death-related education, resilience, life satisfaction, and psychological well-being. Results of the hierarchical multiple regression analysis indicated that death-related education and psychological well-being were significant predictors of attitude to death, explaining 26.6% of the latter. The most important factor was psychological well-being.
Conclusion Although death-related education and psychological well-being are two of the most influential factors among nursing students, no more than 30.4% of this study’s participants received death-related education. Death-related education is necessary to help nursing students so that they can cope positively with stressful situations by finding positive meaning. It is necessary to develop a systematic curriculum so that these students can establish a positive attitude to death.
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Purpose Nonverbal communication (NVC) may be a crucial factor affecting effective communication between patients and medical students during the objective structured clinical examination (OSCE), but it has not been intensively studied. We examined NVC and its correlation with patient-physician interaction (PPI) in the OSCE.
Methods A total of 68 video recordings of routine check-up OSCEs were included. A checklist for NVC was developed that included seven nonverbal factors in a mute state (NVM) and four nonverbal factors in speech (NVS), and one point was assigned to each factor. The scores for history taking, PPI, NVM, and NVS were compared, and correlations of each score were evaluated.
Results Students with adequate facial expressions, accorded speech rate and voice volume, adequately matched voice tone, and few or no moments of unnecessary silence showed better PPI scores. The PPI score was correlated with history taking and the NVS score, but not the NVM score.
Conclusion Our results suggest that NVS may be more influential to PPI during OSCEs than NVM. Communication teachers should help students to be better prepared to use both NVS and NVM properly.
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Purpose The purpose of this study was to investigate the awareness levels of medical students regarding the characteristics of each function within a mentoring program conducted within Kyung Hee University and to ultimately suggest points for reformation. Medical students’ awareness levels were determined using a 29-item questionnaire.
Methods The questionnaire was conducted on 347 medical students, excluding 25 students who either marked multiple answers or did not reply. The assessment of the program was based on a questionnaire with the use of a 5-point Likert scale using SPSS version 22.0. Multiple regression was conducted to examine the relationship between the satisfaction level, regarding functions of mentoring programs, and characteristics of mentoring programs. Interviews were conducted to supplement additional information that was hard to gain from the questionnaire.
Results The results on demographic and functional characteristics revealed that there was no statistically significant differences in satisfaction levels across gender, whereas there were significant differences across grade levels. In addition, there were significant differences in the frequency of meetings and topics of conversation while the length of meetings and meeting place were not significantly different.
Conclusion For the improved mentoring programs for medical students, the program should focus on the frequency of meetings and the topics of conversation. Furthermore, mentoring programs of high quality can be expected if professors take interview results into consideration. Also, students want to be provided with psychosocial advice from mentors in various ways such as role model function.
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Purpose Medical and business are one of the most popular majors among students, and both fields require intensive training to reach certain level of expertise. During the development of professionalism, goal can become a crucial role in psychological impetus. The purpose of this study is to compare goal contents, goal characteristics, and effect of goal characteristics on student’s major satisfaction between medical and business.
Methods A total of 193 undergraduate students (97 medical students, 96 business students) answered survey questions including goal contents, goal characteristics (goal autonomy, goal attainability, social value of goal) and satisfaction on their majors. Qualitative analysis of goal contents and quantitative analysis of goal characteristics, and their effects on student major satisfaction were performed.
Results Goal content analysis showed percentage of social concern goal was higher in medical students (25.8%) than business students (6.3%), whereas percentage of wealth goal was higher business students (24.0%) than medical students (3.1%). Among goal characteristics, goal attainability and social value of goal were higher in medical students than business students. In both groups, social value of goal was significantly predict major satisfaction.
Conclusion Goal contents and goal characteristics are different between medical and business students. Curriculum and educational interventions that concerning students’ goal and developing programs to enhance students’ social value of goal is necessary.
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PURPOSE This study was conducted to investigate medical residents' job satisfaction and their related factors to improve the quality of residency program.
METHODS The study subjects were 159 medical residents being trained at Chonnam National University Hospital, South Korea, in 2011. The participants were asked to complete a short form Minnesota satisfaction questionnaire (MSQ).
RESULTS The mean score for 20 items on the short form MSQ varied between 2.91 and 3.64 on a 5-point Likert scale. The assessment of related factors with job satisfaction revealed that medical residents had higher levels for job satisfaction, particularly those who were women (beta=0.200, p=0.022), and those who had mentorship experience (beta=0.219, p=0.008).
CONCLUSION This study results indicate that we should expand and support the mentorship program during medical residency to promote job satisfaction.
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PURPOSE To teach communication skills to medical students, a variety of instructional text and video materials are used. The purpose of this study was to investigate medical students' perception and satisfaction with medical communication teaching using electronic modules.
METHODS Medical communication subjects were developed for freshmen of the medical department. Each lesson was configured for the use of educational electronic modules.
The modules were composed of a database of instructional materials and a program file that could link the materials.
After the 2nd and 12th week of classes, the 8th and 14th practice interviews with simulated patients, and the end of the course, medical students' perception and satisfaction were assessed.
RESULTS Forty-five students participated in the survey.
Students' satisfaction after the 2nd and 12th week of class was 16.2 (standard deviation [SD], 2.0) and 16.2 (SD, 2.1), respectively. The correlation between class satisfaction and awareness of the usefulness of the electronic modules was significant (p<0.05). After the end of the course, the students' average satisfaction score was 6.7 of 10 points (SD, 1.4). Satisfaction with the practice interview and evaluation using simulated patients was 7.5 (SD, 2.3). For the practice interview, empathy, building a relationship, effective questioning, and active listening could be applied.
CONCLUSION Medical student satisfaction with medical communication teaching using electronic modules was high.
Students who were aware of the usefulness of the electronic modules had higher satisfaction with their classes. Many interview skills of the initial and middle phase of interviewing could be applied for the practice interview.
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PURPOSE This study aims at increasing our understanding of first-year medical students' learning behaviors, major satisfaction, and study skills. We investigate different features of freshmen's behavior in relation to learning and explore the extent to which freshmen were satisfied with their major and perceived their study skills.
METHODS A total of 106 freshmen participated in this study.
At midyear, first-year medical students were asked to complete a questionnaire that included the learning behaviors, major satisfaction, and study skills. The data collected from the survey were analyzed using t-test, ANOVA, chi-square test, correlation analysis, and multiple regression analysis.
RESULTS The study reported that most of freshmen had a lot of difficulties in studying at medical school by lack of prior learning. Despite first-year students, they were studying hard their major. Freshmen spent studying an average of 1 hour or less than 2 hours every day. The study also indicated that of major satisfaction, the overall satisfaction of the department was the highest and the satisfaction in learning environment was the lowest. There were significant differences among the freshmen on the major satisfaction due to admission process, academic performance, and housing type. Of 11 study skills, while freshman highly perceived their teamwork, stress management, and reading skills, their weak study skills identified in this study were writing, note taking, time management, and test taking skills. There were significant differences among the freshmen on the study skills due to gender and academic performance. Finally, freshmen's learning behaviors and major satisfaction were significantly associated with some of study skills.
CONCLUSION This study may have implications for the academic adjustment and learning processes in the first year. We need to consider variables such as learning behaviors, major satisfaction, and study skills, when discussing about how to maximize the learning potential of medical students. It is also important that we develop education program so that all students acquire these necessary skills and continue to improve positive behaviors related to learning.
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PURPOSE Small group discussions are useful tools in medical ethics education. We aimed to assess student satisfaction with specific components of a small group discussion and to evaluate student self-assessment of the objectives of education. METHODS: A structured questionnaire was developed after a literature review and a focus group interview.
Components of the small group discussion were categorized by discussion case (self, other), individual activities (self-study, making materials, presentation experience), and group activities (preclass/in-class/postclass/plenary discussion, instructor's comments). The items for student self-assessment were: "To specify ethical issue in actual practice", "To get new knowledge", "To consider doctor's entity", "Empathy to others", "To get multidimensional viewpoint", "Viewpoint change", "To deliver my thought clearly", and "Ability to confront the medical ethics dilemma in the future". After the survey, an in-depth interview was performed to determine the reason behind the students' answers. RESULTS: A total of 121 students responded, for whom overall satisfaction and self-assessment were high. Students reported greater satisfaction with self-case, presentation experience, in-class discussion, and instructor's comments but less satisfaction with self-study before class and postclass discussion. Student self-assessment was highest in the ability to specify an ethical issue and lowest for viewpoint change and self-confidence. After multivariate analysis, higher student self-assessment was associated with greater satisfaction with the small group discussion. CONCLUSION: To improve the quality of medical ethics education, close investigation and monitoring of each component of the small group discussion and student achievement are essential, as is continuous feedback.
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PURPOSE It has been well known that doctor-patient communication is a key to the better doctor-patient relationship. However, in Korea, there has not been much researches on the causal factors influencing the doctor-patient communication as well as on patient satisfaction and compliance. This study attempts to investigate the relationships between patient social styles and doctors' communication styles as well as patient outcomes. METHODS: Patient subjects were recruited from two mid-size local hospitals. The questionnaires consist of social styles, patient-perceived doctors' communication, and patient satisfaction/compliance measures. One hundred ninety useable data were analyzed. RESULTS: For those highly satisfied patients, patients with analytic style showed the highest percentage of viewing their doctors as highly empathic. On the other hand, for those patients with high compliance, expressive style patients showed the highest rates of regarding their doctors as highly affective. And amiable style patients are most likely to view their doctors as highly cognitive. For analytic style patients, cognitive empathy had positive effects on patient satisfaction. For amiable style patients, doctors' cognitive empathy had positive influence on patient compliance. For expressive style patients, doctors' affective empathic communication had positive effects on both patient satisfaction/compliance while cognitive had positive effects only on patient compliance. CONCLUSION: The results show that the different social styles of patients might influence on the fact how the patients perceive their doctors' communication as well as how much they are satisfied and compliant. Thus, when we as an medical educators need to realize the importance of this mechanism and bring this learning into classrooms.
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PURPOSE This study aims to examine the level of recognition and satisfaction of continuing medical education(CME) among primary care physicians.
METHODS A survey was conducted on the physicians in the primary care sector and the response rate was 39.7%(1,192/3,000). Collected responses were processed through SPSS 11.0 statistics program.
RESULTS The survey showed that 91.9% of the respondents completed their CME courses. 48.1% considered CME necessary through inefficient in the way it carried out. 37.0% of those who did not complete their CME requirements replied that they see CME as unnecessary. Regarding overall satisfaction with hosting organizations, academic societies were given 3.50/ 5.00, medical universities and hospitals 3.40/5.00, and medical associations 3.16/5.00.
CONCLUSION The survey shows that the meaning and significance of CME is diminishing gradually. These results could provide with some guidelines on further CME policies including CME regulation amendment, evaluation and accreditation procedure.
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The learning characteristics of primary care physicians Youngjon Kim Korean Journal of Medical Education.2015; 27(3): 213. CrossRef
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PURPOSE This study set its goals on determining 1) medical students' personality types, 2) the correlation between medical students' personality types and their satisfaction in medical school, 3) the correlation between medical students' personality types and class achievements, 4) the correlation between medical students' satisfaction in medical school and class achievements and 5) a proposition for using the results to benefit medical education. Methods: The study used the Korean version of Myers-Briggs Type Indicator (MBTI) GS form. This inventory was admisistered to the medical students during their orientation at the beginning of the first year of medical school. A total of 245 first year students in the years 2002 and 2003 completed the inventory. The study used the windows version of SPSS 11.0 statistics program. RESULTS: The noticeable majority of medical students were introverted (68.2%) -Sensing (68.6%) - Thinking (71.4%) -Judgers (60.0%). Comparing personality types with satisfaction in medical school and satisfaction in medical school with class achievements showed no significant correlation. There was, however, a significant difference seen in comparing personality types with students' achievements. Judging-type students showed higher class achievements (3.2) than perceptive-type (2.7), and SJ types showed higher class achievements (3.3) than SP types (2.6). CONCLUSION: The results of this study were consistent with previous studies done using Korean college students as subjects. And as the ISTJ type is appropriate for jobs related to medical care, the majority of medical students seem to have found their adequate career path. Implications for teaching and learning strategies, and for using the results of MBTI in medical students' career planning are discussed.
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Examining the association of career stage and medical specialty with personality preferences – a cross-sectional survey of junior doctors and attending physicians from various specialties Yu-Che Chang, Hsu-Min Tseng, Xaviera Xiao, Roy Y. L. Ngerng, Chiao-Lin Wu, Chung-Hsien Chaou BMC Medical Education.2019;[Epub] CrossRef
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Difference Analysis of Study Achievement in Course Related to Anatomy by Personality Type Hyo Hyun Yoo Korean Journal of Physical Anthropology.2014; 27(3): 137. CrossRef
Transfer Students' Personality Types and Their Academic Performance in a Graduate-Entry Dental School Jung-Joon Ihm, Bo-Young Park, Gene Lee, Bo-Hyoung Jin Korean Journal of Medical Education.2012; 24(3): 241. CrossRef
The Effect of Counseling for Interpersonal Relationship Using Myers-Briggs Type Indicator Seon Suk Jang, Bong Jo Kim, Young Tae Ju, Hyang Ok Woo, Jae Hee Han, Gyeong Jae Cho, Soon Chan Hong Korean Journal of Medical Education.2011; 23(1): 15. CrossRef
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The Relationship Between Personality Types, Communication Skills and Learning Attitudes in Premedical Students Young Hee Lee, Young-Mee Lee, Byung Soo Kim Korean Journal of Medical Education.2008; 20(3): 177. CrossRef
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PURPOSE This study aims to examine the relevance between medical college professors' working environment and their job satisfaction. METHODS: A survey was done on the job satisfaction of medical college professors in service as of March 31, 2004 with 456 responding. Correlation analysis and regression analysis was conducted to find out the relevance of the working environment and job satisfaction. RESULTS: A relatively high satisfaction level was seen: satisfaction 55.1% and dissatisfaction 11.8%. This implies that professors have professional pride in their jobs. Concerning the work environment, they were highly dissatisfied in the research support categories, such as human resources or financial support, indicating a poor research environment.
In terms of work hour ratio for medical college professors, medical practice was the largest, 49.8%, and the rest included research activities (18.0%) and educational activities (15.6%). In addition, they were the least satisfied with research activities. CONCLUSION: Medical college professors spend a great deal of time in medical practice because of their professional identity as medical doctors, compared to professors in other academic majors. Of course, although there are apparent differences between professors of basic medical science and those of clinical medicine, they can hardly put their time on research activities under the circumstances. Therefore, further study is necessary according to the future changes by considering the characteristics of medical college professors' educational and medical environment.
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PURPOSE The purpose of this study is to develop and verify an instrument to measure the satisfaction rate of dental school environment. In order to develop such tool a pretest and precedent study of records was carried along with the student group discussion. This was to enhance the application of the measurement to in practise. METHODS: The sub scales was developed to measure the satisfaction rate of the dental school environment and the item goodness of the tool was verified through reliability and factor analysis.
RESULTS The instrument develop had measurement validity and when applied in practise it proved to be an instrument that can measure the dental school environment specifically and distinctively. CONCLUSION: The information given by the analysis of dental school environment in sub scales can be in practical use as the substantial evidence to diagnose the feature of relevant field, understand its problem and take a proper reform measure.
The purpose of this study is to examine the validity of the College of Dentistry transfer system. The study focused on the correlation between entree examination results and class achievement of transfer students and double major students, grades difference according to school year and their major of previous schools. Also, there was the comparison of school life satisfaction among the transfer students, double major students and ordinary students of dentistry school.
The result of the research is as follows; First, there was no significant relation between the entree examination results and class achievement of transfer students and double major students, suggesting the entree examination results cannot be a reasonable prediction for class achievements.
Second, there was no significant difference in the grades according to school year and their major of previous schools, showing that students can well adjust themselves no matter what their majors are.
Third, there was a significant difference in transfer and double major students' grades, and showed higher achievement as their school year passed.
Fourth, the transfer and double major students were more satisfied in school life than the ordianry students.
On the basis of the above findings we can conclude the transfer student system of college of dentistry was successful, but needs some improvements in such as student selection, welfare facilities and school culture.
The purpose of this study was to explore the relationship between personality type and study satisfaction and academic achievement of medical students. The personality of the students was examined based on MBTI personality theory.
According to MBTI theory, personality type consists of 4 dimensions, and each dimension has two contrasting preferences. These preferences are as follows: extraversion(E)-intraversion(I), sensing(S)-intuition(N), thinking(T)-feeling(F), and judging(J)-perceiving(P).
For this study, 269 students were sampled from the first to forth year of medical school. MBTI test was administered to the students and information about their study satisfaction was collected.
The results of this study were as followss: First, the result of MBTI test showed that most medical students are personality type ISTJ(22.4 %), followed by ESTJ (11.6%), ISTP (10.4%).
Second, the relationship between study satisfaction and personalty indicator "E-I" and "J-P" was statistically significant. Also, the relationship between adaptation as a subscale of satisfaction and personality indicator "E-I" and "J-P" was statistically significant. The relationship between attitude and personality was except for the indicator "S-N", statistically significant. Finally the relationship between satisfaction and personality indicator "E-I", "S-N", J-P" was statistically significant.
Third, the result of t-test showed that academic achievement was significantly associated with student's personality in the dimensions Thinking(T) and Feeling(F). Students with personal type Thinking(T) had higher academic achievement than students with personal type Feeling(F).
These results imply that a diagnosis of personality can be used to develop programs for medical students which can help them to be satisfied with academic environment and therefore to enhance their academic achievement. As well, these results can be used to analyse the appropriate aptitude for medicine which is very important in the selection of medical students.
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Pre-medical students’ perceptions of educational environment and their subjective happiness: a comparative study before and after the COVID-19 pandemic Yanyan Lin, Ye Ji Kang, Hyo jeong Lee, Do-Hwan Kim BMC Medical Education.2021;[Epub] CrossRef
Examining the association of career stage and medical specialty with personality preferences – a cross-sectional survey of junior doctors and attending physicians from various specialties Yu-Che Chang, Hsu-Min Tseng, Xaviera Xiao, Roy Y. L. Ngerng, Chiao-Lin Wu, Chung-Hsien Chaou BMC Medical Education.2019;[Epub] CrossRef
Medical students’ empathy and its effect on the physicianpatient relationship Min Young Chun, Sang Ho Yoo, Hoon-Ki Park Korean Journal of Medical Education.2015; 27(4): 283. CrossRef
Difference Analysis of Study Achievement in Course Related to Anatomy by Personality Type Hyo Hyun Yoo Korean Journal of Physical Anthropology.2014; 27(3): 137. CrossRef
Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79 Mohammadreza Hojat, James B. Erdmann, Joseph S. Gonnella Medical Teacher.2013;[Epub] CrossRef
Korean Medical Students' Cognitive, Emotional, and Social Characteristics Sook Hee Ryue, Hae Bum Lee Korean Journal of Medical Education.2012; 24(2): 103. CrossRef
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The Relationship Between Personality Types, Communication Skills and Learning Attitudes in Premedical Students Young Hee Lee, Young-Mee Lee, Byung Soo Kim Korean Journal of Medical Education.2008; 20(3): 177. CrossRef
Exploring the Characteristics of Interpersonal Problems Based on Medical Students' Personality Types Eun Kyung Kim, Eun Bae Yang, Se Jin Kim Korean Journal of Medical Education.2007; 19(2): 143. CrossRef
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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OBJECTIVES: To evaluate undergraduate medical education in Korea, we investigated educators' satisfaction. Also analysis of the factors affecting educator satisfaction was intended.
SUBJECTS: Of the entire educators(4,683 persons) of all medical schools, 585 persons were sampled systematically, based on the published list of medical educators. Of the sampled target, 275 persons(47.5%) responded.
METHODS We developed the questionnaire, asking educators' satisfaction on six categories of medical education in terms of educational input and process; educator, facilities and equipments, educational contents, educational method and skill, the evaluation of students, and the performance of students. The questionnaire were mailed to each educator and returned back for analysis.
RESULTS Overall satisfaction of educators was rather low.
In particular, educators were more dissatisfied with avaliability of assistant personnel and general environment for education. As for the contents of medical education, they were more dissatisfied with the clinical training in bedside setting. Geographically, educators in the 'kangwon' and 'chungcheong' area had more discontent than others.
Educators of private schools were more satisfied with the facilities than those of public ones.
CONCLUSION It is necessary to develop continuous program that evaluate and improve the quality of medical education.
Among them the clerkship and general environment for education would be focused. Periodic assessment of educators' satisfaction would be a tool to ensure more concern for quality of medical education.
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