Haptic dental simulators are gaining recognition for training dental students. However, there needs to be more evidence of their pedagogical effectiveness. The primary aims were to (1) identify the published studies related to the application of virtual reality (VR) and haptic technology in the restorative dentistry training of dental students, (2) recognize the outcome criteria used in the published studies, and (3) determine the subjective evaluation of VR and haptic technology in the restorative dentistry training by the students. A comprehensive literature search was conducted to find scholarly articles that assessed the utilization of VR and haptics in training students in restorative dentistry. The investigation was performed via seven online databases: Scopus, Web of Science Core Collection, PubMed, Science Direct Freedom Collection, Latin American & Caribbean Health Sciences Literature (LILACS), EMBASE, and MEDLINE. Of the 268 potential articles assessed, 22 met the inclusion criteria. Findings demonstrated feasibility and acceptability. Additionally, there was improved motor skill acquisition and retention and less time for dental restoration after haptic virtual reality training. With the rising evidence of efficacy and increased utilization of digital technologies, virtual reality, and haptics has a role in improving students’ education outcomes.
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Effect of Training Sequence on Learning Outcomes Using a Haptic Virtual Simulator for Endodontic Access Cavities: A Controlled Experimental Study Andreina Fernandes da Silva, Thais Pereira, Ángel Arturo López-González, Raúl Cuesta Román, Joan Obrador de Hevia, Pere Riutord-Sbert Dentistry Journal.2026; 14(2): 99. CrossRef
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Purpose The COVID-19 (coronavirus disease 2019) pandemic led to significant changes in clinical clerkships, including reduced ward rounds. We aimed to determine how the pandemic–induced changes in the clinical practice environment affect the clinical performance of medical students.
Methods We analyzed objective structured clinical examination scores of third- and fourth-year medical students from 2019–2020 and 2020–2021 across six stations by the Seoul–Gyeonggi Consortium. Clinical, communication, and ability scores were measured and analyzed using repeated-measures multivariate analysis of variance.
Results The interaction between clinical practice progress and pandemic-induced changes significantly affected physical examination and medical history scores, though the differences were not substantial. Patient-physician interaction significance varied by measurement period. Clinical communication ability also showed significant differences based on the measurement period and practical experience.
Conclusion During the pandemic, alternative learning methods, including self–learning, simulation/practice, and peer role–play, helped improve medical competency in areas such as history–taking and physical examination. However, these were less effective in improving patient–physician interactions or clinical communication efficacy. Alternative learning methods have limitations, and they cannot replace direct patient encounters in clinical practice.
Augmented reality technology had developed rapidly in recent years and had been applied in many fields, including medical education. Augmented reality had potential to improve students’ knowledge and skills in medical education. This scoping review primarily aims to further elaborate the current studies on the implementation of augmented reality in advancing clinical skills. This study was conducted by utilizing electronic databases such as PubMed, Embase, and Web of Science in June 2022 for articles focusing on the use of augmented reality for improving clinical skills. The Rayyan website was used to screen the articles that met the inclusion criteria, which was the application of augmented reality as a learning method in medical education. Total of 37 articles met the inclusion criteria. These publications suggested that using augmented reality could improve clinical skills. The most researched topics explored were laparoscopic surgery skills and ophthalmology were the most studied topic. The research methods applied in the articles fall into two main categories: randomized control trial (RCT) (29.3%) and non-RCT (70.3%). Augmented reality has the potential to be integrated in medical education, particularly to boost clinical studies. Due to limited databases, however, any further studies on the implementation of augmented reality as a method to enhance skills in medical education need to be conducted.
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Purpose Hybrid learning has been chosen as an alternative method in the conduction of clinical skill lectures during coronavirus disease 2019 (COVID-19) pandemic since students need to learn skills applied in emergency situations. This study aims to analyze students’ attitudes between hybrid and online learning methods.
Methods A non-randomized study was conducted between hybrid group (HG) and online group (OG) on three courses (intravenous [IV]-line insertion, nasogastric tube [NGT] insertion, and neonatal resuscitation). We developed a preformed validated questionnaire to assess students’ attitudes in five domains (willingness, understanding, capacity, self-efficacy, and intended behavior). The questionnaire was applied at the pre- and post-intervention.
Results A total of 100 participants were included (n=49 in HG, n=51 in OG). Post-course attitudes were significantly higher in online (IV-line, p=0.000; NGT, p=0.000; resuscitation, p=0.000) and hybrid (IV-line, p=0.000; NGT, p=0.000; resuscitation, p=0.000) groups compared to their pre-course. There were no significant differences in post-course attitude between groups (IV-line, p=0.072; NGT, p=0.163; resuscitation, p=0.146). Normalized-gain scores of all subjects were higher in HG (IV-line, p=0.012; NGT, p=0.085; resuscitation, p=0.033).
Conclusion In conclusion, hybrid learning could be considered as a better alternative in clinical skill lectures to maximize students’ attitudes, especially during COVID-19 pandemic.
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Methods We used an analytic observational design with a cross-sectional approach, and gathered the perceptions of medical school graduates of Bandung Islamic University via an online questionnaire scored on a Likert scale. Two hundred and six medical graduates who graduated at least 3 years prior to survey were included in the study. The factors evaluated included humanism, cognitive competence, clinical skill competence, professional behavior, patient management ability, and interpersonal skill. IBM AMOS ver. 26.0 (IBM Corp., Armonk, USA) was used for structural equation modelling of the six variables latent and 35 indicator variables.
Results We found that graduates have highly positive perceptions of the humanism (95.67%). Followed by interpersonal skills (91.26%), patient management (89.53%), professional behavior (88.47%), and cognitive competence (87.12%). They rated clinical skill competence the lowest (81.7%). Regarding factors that contribute to patient management ability, the aspects of humanism, interpersonal skill, and professional behavior were found to significantly affect patient management ability (p-value=0.035, 0.00, and 0.00, respectively) with a critical rate of 2.11, 4.31, and 4.26 consecutively.
Conclusion Humanism and interpersonal skill are two important factors that medical graduates assessed very positively. According to surveyed medical graduates, their expectations of the institution were met regarding humanism. However, there is a need to strengthen medical students’ clinical skills and improve their cognitive abilities through educational programs.
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Purpose Empathy is an important trait in physicians and a key element in the physician-patient relationship. Accordingly, one of the goals in medical education is developing empathy in students. We attempted to practically assess medical students’ empathy through their direct verbal expressions.
Methods The medical students’ empathy was measured using the modified Pencil-and-Paper Empathy Rating Test by Winefield and Chur-Hansen (2001). The students took 15 minutes or so to complete the scale, and it was then scored by one of two trained evaluators (0 to 4 points for each item, for a total score of 40). The subjects were 605 medical students, and the data were analyzed using descriptive analysis, independent t-test, and one-way analysis of variance in SPSS version 21.0.
Results The students’ empathy scores were low (mean, 12.13; standard deviation, 2.55); their most common responses (78.6%) registered as non-empathetic. Differences in empathy were observed by gender (female students>male students; t=-5.068, p<0.001), school system (medical school>medical college; t=-1.935, p=0.053), and academic level (pre-medical 1 year < other years; t=-4.050, p<0.001).
Conclusion Our findings lead us to the significant conclusion that there is the need for empathy enhancement training programs with practical content.
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The aim of this report was to discuss the development and content of a guide on clinical performance and basic clinical skills for medical students. We published the first edition of this guide in 2010 and will publish the second edition in 2016. Initially, we took a survey on important clinical presentations and fundamental clinical and technical skills in 41 medical schools in Korea. Ultimately, we chose 80 core clinical presentations and 56 clinical skills. In the guide to basic clinical skills, we described the physical examination and technical skills according to the preprocedural preparation, procedure, and postprocedural process. In the guide on clinical performance, we reviewed patient encounters—from history taking and the physical examination to patient education. We included communication skills, principles of patient safety, and clinical reasoning schemes into the guides. In total, 43 academic faculty members helped develop the basic clinical skills guide, 75 participated in establishing the clinical performance guide, and 16 advisors from 14 medical specialty societies contributed to the guide. These guides can help medical students approach patients holistically and safely.
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Purpose We performed a two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education.
Methods Strategy factors in successful learning were identified using a content analysis of open-ended responses from 30 medical students who were ranked in the top 10 of their class. Core words were selected among their responses in each category and the frequency of the words were counted. Then, a factors survey was conducted among year 2 students, before the second semester. Finally, we performed an analysis to assess the association between the factors score and academic achievement for the same students 2.5 years later.
Results The core words were “planning and execution,” “daily reviews” in the study schedule category; “focusing in class” and “taking notes” among class-related category; and “lecture notes,” “previous exams or papers,” and “textbooks” in the primary self-learning resources category. There were associations between the factors scores for study planning and execution, focusing in class, and taking notes and academic achievement, representing the second year second semester credit score, third year written exam scores and fourth year written and skill exam scores. Study planning was only one independent variable to predict fourth year summative written exam scores.
Conclusion In a two-and-a-half year follow-up study, associations were founded between academic achievement and the factors scores for study planning and execution, focusing in class, and taking notes. Study planning as only one independent variable is useful for predicting fourth year summative written exam score.
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Purpose Identifying patients’ agendas is important; however, the extent of Korean medical students’ agenda-setting abilities is unknown. The study aim was to investigate the patterns of Korean medical students’ agenda solicitation.
Methods A total of 94 third-year medical students participated. One scenario involving a female patient with abdominal pain was created. Students were video-recorded as they interviewed the patient. To analyze whether students identify patients’ reasons for visiting, a checklist was developed based on a modified version of the Calgary-Cambridge Guide to the Medical Interview: Communication Process checklist. The duration of the patient’s initial statement of concerns was measured in seconds. The total number of patient concerns expressed before interruption and the types of interruption effected by the medical students were determined.
Results The medical students did not explore the patients’ concerns and did not negotiate an agenda. Interruption of the patient’s opening statement occurred in 4.62±2.20 seconds. The most common type of initial interruption was a recompleter (79.8%). Closed-ended questions were the most common question type in the second and third interruptions.
Conclusion Agenda setting should be emphasized in the communication skills curriculum of medical students. The Korean Clinical Skills Exam must assess medical students’ ability to set an agenda.
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PURPOSE The purpose of this study was to examine the relationship between ego-states and communication skills in medical students.
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RESULTS Ego-state was related to communication skills. In particular, adapted child ego-state was negatively associated with each sphere of communication skills.
CONCLUSION Our results suggested that ego-state types should be considered in developing a communication skills education program for medical students.
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PURPOSE The purpose of this study was to examine the concordance between self and standardized patient (SP) ratings of medical students' communication skills.
METHODS Forty-three students interviewed SPs. The students were asked to complete a communication skills questionnaire that comprised 2 measures (empathy and interpersonal communication) before the interview. After each student's interview with the SP, the latter completed the same questionnaire as the students.
RESULTS Based on Lin's concordance coefficient, there was strong disconcordance between students' self-ratings and the SPs' ratings. With regard to empathic communication, more than 50% of students who considered themselves higher than middle level were regarded by SP as low level. On interpersonal communication, 39% of students who assessed themselves as higher than middle level were scored low level by SPs.
CONCLUSION There was strong disconcordance between students' self-ratings and the SPs' ratings-students tended to overevaluate themselves regarding their communication skills. These differences might result in patient dissatisfaction and noncompliance. Further, it could become a serious hindrance to the development of a good doctor-patient relationship. Medical educators should make sincere efforts to reduce this gap by teaching medical students the importance of the patients' perception of his doctors' communication skills.
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METHODS A survey of 130 interns and residents (46 applicants and 84 non-applicants for the KMLE CSA) at a university hospital in Seoul was conducted in January and February 2012. The data were gathered using a structured and self-administered questionnaire. For the items that assessed the clinical performance of these subjects, we selected 15 items that are mostly frequently used by Delphi's technique, and difficult procedural skills based on the results of medical students' performance. We also used subcomponents of the clinical problems test of the KMLE CSA.
RESULTS The total score on the KMLE CSA improved by 1.33 points (a perfect score is 10), 1.49 points for procedural skills, and 0.84 points for clinical problems by multiple regression analysis. The variables that influenced clinical skills were sex (females had 0.86 more points than males), experience in military or public services (1.04 points higher than persons without experience), and type of school (graduates of medical school had 1.41 more points than graduates of professional graduate school).
CONCLUSION Implementation of the KMLE CSA improved the clinical performance of medical graduates.
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The purpose of this study is to review communication skills education in medical education. This analysis looks at the reasons why communication skills education is difficult and how to design an effective curriculum for communication skills education. Problems in communication skills education are discussed, especially in relation to the complexity of the communication between patients and physicians, the changing of the communication model, and curriculum composition. Findings show that it is necessary to design a spiral curriculum for communication skills education, to harmonize theory and practice of communication, to encourage student participation, and to provide feedback to students.
To educate communication skills, this paper concludes, professors in charge of communication skills education must seriously consider their teaching and evaluating methods and practice what they teach.
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PURPOSE The purposes of this study were to describe a viable communication skills course for medical students and to discuss how to improve it for better teaching.
METHODS The subjects were a communication skills course and one hundred thirty three third-year medical students who participated in the course in 2006. Program evaluation by students was conducted using questionnaire at the end of each session and the entire course.
RESULTS The communication course was named as "Medical Communication Skills". Basic communication skills and interview skills for specific clinical situations were taught. We used experiential leaning methods such as standardized patient (SP) interviews with feedback. Students rated the course highly especially for SP-based practice sessions and student group projects. The course evaluation indicated that the students considered communication skills to be significantly more important as a clinical competency after the completion of the course.
CONCLUSION We confirmed that the communication skills course was well perceived by medical students and they preferred experiential learning methods more than didactic methods.
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PURPOSE We specifically investigated the young doctor (residents) patient doctor-patient relationship in Korea. A society built on Confucianism, age is expected to affect even the doctor-patient relationship.
METHODS 57 residents participated and answered 6 open-ended questions. 90 patients of various age participated and answered 3 open-ended and 6 close-ended questions.
RESULTS It seems that the general problem of the doctor-patient relationships was related to attitudes and communication skills. Over 80% of the residents felt uncomfortable and received inappropriate verbal expressions and attitudes from their patients simply because they were young or younger than the patients. This negative experience resulted mostly from the residents' self-perceived lack of experience and clinical competence and the patients' distrust of young doctors. As for the patients, over 80% preferred middle-aged doctors to young doctors. Middleaged doctors were thought to be easier to understand, better mannered, more humane, and clinically competent. Most residents expected professional respect from their patients, while patients expected kindness and humility from the young doctors. This shows a gap in the reciprocal expectations between residents and patients.
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PURPOSE To evaluate the educational effectiveness of practice-based program for procedural skills at Kangwon National University College of Medicine.
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RESULTS Most students reported that the practice-based program was interesting and helpful in learning procedural skills. Students preferred practice to didactic medium.
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PURPOSE Communication skills are essential skills which medical students need to acquire in order to become a doctor. More attention is being given to the subject but not many studies have been done in the medical education field.
As communication skills are provided to students as a subject in medical educational curriculum, the assessment of its effectiveness needs to be undertaken.
METHODS In the year 2005 and 2006, second year pre-medical students at The Catholic University College of Medicine took 'Communication Skills' course in total, 180 second year pre-medical students' survey results were used in the evaluation of the study question. The instrument used in the study was the modified and translated version of 'Beyer-Fetzer's Essential Elements of Communication Skills Assessment Sheet.' The assessment sheets were used as the pre-test and post-test to analyse the differences, which were put through the paired t-test.
RESULTS All categories of communication skills showed an improvement. For year 2005, meaningful differences were shown in 'opening the discussion (p=.005)' and 'sharing information (p=.008)', whereas in 2006, improvements were shown in all areas.
CONCLUSION From the result, it is clear that in order to create an effective communication skills program, the content should be more structured and focused on the program objectives.
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PURPOSE We taught medical students how to break bad news to medical students using the SPIKES protocol and investigated its efficacy.
METHODS After developing the program, we taught the 16 medical students doing their family medicine rotation. We surveyed their self-reported performance prior to the teaching and their satisfaction and change in confidence level after the teaching. Using standardized patients(SP), we also analyzed the difference in clinical performance between educated and non-educated groups.
RESULTS Students were satisfied with the education program and 12 students showed increased confidence levels. However, there was no difference in clinical performance between eduated and non-educated group, even after categorization of the exam.
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Delivering bad news to a patient: a survey of residents and fellows on attitude and awareness Hye Ran Lee, Seong Yoon Yi Korean Journal of Medical Education.2013; 25(4): 317. CrossRef
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PURPOSE To establish a medical informatics curriculum for premedical students. METHODS: The author conducted a questionnaire survey on 202 second year premedical students from two medical schools, one in Seoul and one in Asan. The chi-square test was used to do a statistical analysis comparison of the results from these two school groups. In addition, the reliability test was used for the questionnaire' s reliability. RESULTS: The results of the survey show that computer skills in second year premedical students differ by gender. The results also indicate that differences exist between the two schools, as the curriculums of the freshman year differ between the schools.
Moreover, it is observed that more than 60 percent of the subjects have difficulties dealing with complicated problems such as fixing or replacing hardware. CONCLUSION: The survey was conducted to assess the level of computer skills in premedical students at two medical schools. Through careful analysis of this survey, we were able to define the necessary level of computer skills required in premedical students in the Medical Informatics curriculum.
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
PURPOSE The purpose of this study is to introduce the operational design of clinical skills training program and to evaluate the outcome of one-year experience in Gachon Medical School.
METHODS The School set up a clinical skills training center(laboratories) helping preclinical year-students being able to improve their clinical competences by using simulators and models prior to start their clerkship so that they can apply accurate and stable clinical technical skills to the patients. The program was divided into two parts; one for the communication and interviewing skills(M3) and the other for development of basic clinical skills(M4). For the latter, a total of 32 skill units with model items were selected from the minimum essential clinical skills requirements. The training course was conducted 3 weeks for 37 students of the fourth year medical school(M4) students in the second semester of 2001. Pass/Fail system with 2 credits was applied as a student evaluation. Both advantages and disadvantages of the program were analysed by questionnaires.
RESULTS Every students met the school requirement and passed the requirements mostly by the second trial within the two weeks duration following self-directed hard practice for every items. Of 37 students, 80% became confident on their final performance, and 72% agreed themselves being much enthusiastic compared to other courses. The visiting frequency to the center was over 2~3 times/day during the course, and their average staying hours/week were 20~30 hours. Students(78%) were satisfactory to the appropriativeness of faculty's instructional skills and their evaluation results.
CONCLUSION We conclude that the clinical skills training program is a useful tool not only to improve the essential technical skills prior to take their responsibilities of subinternship but also to motivate students' learning during the preclinical studies.
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Evaluation of the Effects of Feedback and Remediation after Formative Assessment in the Introduction to Clinical Medicine Yong Jig Lee, Son Hwan Choi Korean Medical Education Review.2016; 18(1): 38. CrossRef
Using Medical Error Cases for Patient Safety Education Hye Rin Roh, Ho Jun Seol, Seong-Sik Kang, In Bum Suh, Se Min Ryu Korean Journal of Medical Education.2008; 20(3): 265. CrossRef
PURPOSE An effective medical interview is essential in the establishment of a good doctor-patient relationship and in the establishment of an accurate diagnosis. This article describes medical students' change of thought regarding the importance of learning interview skills and other skills before and after an educational course on medical interviewing skills METHODS: First year medical school students enrolled in a course on medical interviewing skills for 12 weeks, 2 hours per week December 2000, for 9 weeks, 2 hours per week August 2001, at Keimyung University Medical School. The students were divided into 10 groups for workshops. Using questionnaire, we obtained the results about the change of students' beliefs between the first and last class.
Statistical analysis using SPSS(version 10.0) software programme, Chi-square test, paired t-test and Pearson's correlation.
RESULTS The medical students believed that learning interview skills and other skills was more important after the course. There was also an increase in the number of students who thought they could improved their skills. In addition, the students practiced the skills in their personal like with family and friends. After the course, the students chose "kind doctor and average ability" as a future professional description instead of "unkind doctor but very excellent". The effect of learning the skills to treat patients for future practice was above average. After the course, however, less students perceived the importance of learning such skills for future practice.
CONCLUSION After the enrollment in an interviewing skills course, medical studnets believed that learning interviewing and other skills was more important than prior to the course. After the course, however, less students believed the effect of learning the skills for future practice was important. Thus, we thought it was important to consider the optimal time period for such an educational intervention to improve clinical skills and the doctor-patient relationship.
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The Effectiveness of Medical Communication Skill of Medical Students, through an Emphasis on Role Play Ho Seob Lihm, Heung Yeol Kim, Jong Soon Choi Kosin Medical Journal.2012; 27(2): 151. CrossRef
Developing a Korean communication skills attitude scale: comparing attitudes between Korea and the West Sowon Ahn, Yeong‐Houn Yi, Duck‐Sun Ahn Medical Education.2009; 43(3): 246. CrossRef
Differences in Patients' Awareness of Doctors' Communication Styles, Patients' Satisfaction, and Patients' Compliance among Patient Social Styles Sung Soo Kim, Duk Young Cho, Byung Kyu Park, In Kyung Hwang, Chulhun L. Chang, Young-Mee Lee, So Jung Yune Korean Journal of Medical Education.2008; 20(4): 321. CrossRef
Implementing a Communication Skills Course for Undergraduate Medical Students Young-Mee Lee, Youn-Jae Oh, Duck-Sun Ahn, Suk-Min Yoon Korean Journal of Medical Education.2007; 19(2): 171. CrossRef
BACKGROUND Evaluation of clinical performance is an essential area for the students who are preparing their career as a medical doctor. However the clinical skills has neither been taught with balanced proportion nor adequately being assessed their abilities. Yet no significant studies on this issue has been reported in Korea so far. The present study was done as a part of preliminary study to seek a model that would be introduced clinical performance assessment in Korean Medical Licensure Examination system.
Purpose: The objectives of this study is to develop items of clinical performance and the effective methods to carry out the clinical performance assessment in Korean Medical Licensure Examination system.
METHODS Primary list of clinical performances which was generated through discussion between researchers and medical experts has been distributed to the physicians of various levels. Six hundred ninety seven medical doctors including professors, family physicians, and public health doctors were asked to express their opinion by mail questionnaire.
Final items were selected after the reaction of questionnaires and each item has been carefully studied its validity, achievability, and practicality.
RESULTS Thirty five items were selected among fifty one items presented according to the checked number of "essential" and "frequently useful". Seven items were added according to the higher rate of recommendation by open questionnaire. The forty two items were confirmed as a final list which the students should be expected to demonstrate prior to graduation from undergraduate medical school("exit objective"). The OSCE was performed without any serious logistic problems and both examinees and evaluators thought the experience positively.
CONCLUSION To look at the present environment and the readiness it is recommendable to apply the items of psychomotor skills at the beginning for Medical Licensure Examination. For that purpose various medical dolls, kits and subjects can be used.
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Medical students’ thought process while solving problems in 3 different types of clinical assessments in Korea: clinical performance examination, multimedia case-based assessment, and modified essay question Sejin Kim, Ikseon Choi, Bo Young Yoon, Min Jeong Kwon, Seok-jin Choi, Sang Hyun Kim, Jong-Tae Lee, Byoung Doo Rhee Journal of Educational Evaluation for Health Professions.2019; 16: 10. CrossRef
Selection of Tasks for Assessment of Pharmacy Clinical Performance in Korean Pharmacist Licensure Examination: Results of an Expert Survey Nayoung Han, Ju-Yeun Lee, Hye Sun Gwak, Byung Koo Lee, Young Sook Lee, Sukhyang Lee, Chul-Soon Yong, Joo Hee Kim, Jung Mi Oh, v Korean Journal of Clinical Pharmacy.2017; 27(3): 119. CrossRef
Evaluation of the Effects of Feedback and Remediation after Formative Assessment in the Introduction to Clinical Medicine Yong Jig Lee, Son Hwan Choi Korean Medical Education Review.2016; 18(1): 38. CrossRef
Evaluating Methods of Reinforcing the Clinical Clerkship Son-Hwan Choi, Han-Byul Jung Korean Medical Education Review.2015; 17(3): 122. CrossRef
Major Reforms and Issues of the Medical Licensing Examination Systems in Korea Sang-Ho Baik Korean Medical Education Review.2013; 15(3): 125. CrossRef
Developing and Testing an Evaluation Tool to Measure Clinical Teaching Eun-Jung Im Korean Journal of Medical Education.2011; 23(1): 49. CrossRef
The Relationship between Senior Year Examinations at a Medical School and the Korean Medical Licensing Examination Ki Hoon Jung, Ho Keun Jung, Kwan Lee Korean Journal of Medical Education.2009; 21(1): 17. 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
Status of Clerkship Education and Its Evaluation in Korean Medical Schools Eunbae Yang, Duk-Joon Suh, Yunseong Lee, Sookon Lee, Seokhwa Kim, Eunil Lee, Guetae Chae, Yeonju Jo, Ducksun Ahn Korean Journal of Medical Education.2007; 19(2): 111. CrossRef
BACKGROUND One of major weakness in medical education in Korea is clinical skills has not been uniformly well taught during undergraduate period. To reinforce the basic clinical skill education, we developed introduction to clinical medicine(ICM) course In this study, we described the ICM course development process and the experience.
METHODS We performed comprehensive literature review related to ICM and doctoring curriculum. ICM/OSCE sub-commitee members discussed several time to develop the course. To assess the level of accomplishment of this course, we got feedback from 115 third year medical students by questionnaires.
RESULTS ICM was composed of 9 topics which covers the basic clinical skills. For each topic, three hours per week was allocated, one hour for didactic session and the other 2 hours for practical exercise. Standardized patients were used to teach interview skill. Most of students revealed history taking, abdominal examination, musculo-skeletal system, and interview skill session were valuable learning experience. However, for Gynecology and Pediatric session which were taught by mainly lectures, students evaluated them negatively.
INTERPRETATION: This year, we focused on teaching basic clinical skills at ICM. However, our ultimate goal is to develop the ICM course which can allow the students to learn both the art and the science of Medicine.
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Evaluation of the Effects of Feedback and Remediation after Formative Assessment in the Introduction to Clinical Medicine Yong Jig Lee, Son Hwan Choi Korean Medical Education Review.2016; 18(1): 38. CrossRef
Gachon Medical School developed an "Experience-based Sharing Program" as a component of its "Patients, Doctors and Society" course. The program was designed to familiarize preclinical students with the various roles which patients and hospital personnel take on in the hospital setting by directly experiencing these roles and performing the same daily routines that these personnel perform.
The unit was organized as a 6-day program for 2nd and 3rd year students during the winter recess. Distinguishing features of the course are that it encouraged (1) the active participation of students in the daily hospital activities which various hospital personnel perform other than providing direct medical care within the hospital setting, (2) non-faculty hospital personnel to function as educational facilitators, (3) the development of medical students interpersonal skills with various groups of hospital staff and patients, and (4) students to engage in self-evaluation by requiring them to report on their experience.
We conclude that the program is useful and essential in motivating students to understand the roles of their future coworkers in medical practice, in developing students interpersonal skills with the goal that they will be better doctors, and in encouraging paramedical personnel to be facilitators in educating medical students.
Most of the medical schools are confronted with various changes to medical curricula in Korea. Some of them already established a steering group to plan a new curriculum.
The study's target is the graduates who had undertaken their 6 year-medical course of Medical School at K University. The purpose of the study is to ascertain how well the medical course they had undertaken had equipped them for practice.
The questionnaire explored the level of factual content, the adequacy of their skills training, and the development of attitudes and personal attributes during the course. A total of 204 graduates replied, a response rate of 67.5%.
The results can be summarized as follows.
The graduates' views on the preclinical course they had undertaken at school of medicine show that they felt there were 'too much' anatomy, biochemistry, and pathology. Their views on the clinical course were shown relatively to be adequate level of factual content in comparison with preclinical course.
The graduates' views were also sought concerning the help they had received in acquiring certain skills during their education. Only in the area of 'History-taking' and 'Physical examination' did most feel that the skills had been 'well covered' or 'partially covered'.
A part of the survey focused on the attitudes and personal attributes that it was hoped medical students would have acquired by the time they qualified. In most cases the respondents did feel that they had acquired the 15 items' attributes listed, at least partially, by the time they had qualified.
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