Korean Journal of Medical Education

"Undergraduate"

Original Research

Social media engagement and professional identity among Indonesian medical students: a cross-sectional analysis of patterns, intensity, and correlation: Natalia Puspadewi, Amelia Thiopelus, Daniel Ardian Soeselo, Dwi Jani Juliawati, Gisella Anastasia, Christian Ardianto; Korean J Med Educ 2026;38(2):130-138.
Published online May 20, 2026; DOI: https://doi.org/10.3946/kjme.2025.129

Abstract
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Purpose
Professional identity (PI) formation occurs over time through immersive social—digital and in-person—interactions. While digital social interactions may support the PI formation of medical students, their influence remains underexplored. This study aimed to describe the patterns and intensity of social media use and analyze its association with PI.
Methods
This quantitative cross-sectional study was conducted at a private medical school in Jakarta, Indonesia. All undergraduate medical students were invited to participate in this study. Data were collected using the Social Networking Activity Intensity Scale (SNAIS) and the MacLeod Clark Professional Identity Scale (MCPIS-9) questionnaire. Data were analyzed descriptively and statistically.
Results
A total of 451 students participated in this study. Participants reported moderate overall social media use intensity (mean SNAIS=2.96±0.51), with higher use for entertainment than social interaction. The mean MCPIS-9 score was 3.76±0.44. Content engagement, measured using a content engagement index (CEI) reflecting the intensity of engagement with educational and informational content across selected social media activities, was generally low and driven mainly by browsing behaviors (CEI=0.51±0.64). Weak but significant correlations were observed between CEI and MCPIS-9 (ρ=0.139, p=0.003) and between SNAIS and MCPIS-9 (r=0.102, p=0.030). One-way analysis of variance revealed significant differences in MCPIS-9 scores by duration of use for WhatsApp and X, but not for other platforms.
Conclusion
Participants mainly used social media for entertainment purposes. Social media use intensity and content engagement showed weak but significant associations with PI.

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Enhancing history-taking education through GPT-4-based virtual patients and automated assessment: a study of medical student perceptions: Jaehyun Byun, Hongik Kim, Jihan Lim, Junyeong Choi, Sangzin Ahn; Korean J Med Educ 2026;38(1):64-73.
Published online February 20, 2026; DOI: https://doi.org/10.3946/kjme.2025.108

Purpose
To develop and evaluate a large language model (LLM)-based learning tool, featuring virtual patients (VPs) and virtual assessors (VAs), and to assess its impact on medical students’ perceptions of history-taking education compared to conventional learning methods.
Methods
A tool using the GPT-4 API was developed to provide seven clinical VP scenarios and a VA that delivered both immediate, reflective dialogue and comprehensive written feedback. First- and second-year medical students participated in a 6-day study. Pre- and post-participation surveys using a 5-point Likert scale assessed perceptions of the LLM tool versus conventional methods across usability, self-efficacy, and feedback quality domains.
Results
Twenty-one students completed the study. The LLM-based tool demonstrated statistically significant improvements over conventional methods in all assessed domains. Students reported greater comfort during practice (mean 4.57 vs. 2.95, p=0.0002). Significant gains were seen in six of eight self-efficacy measures, including confidence in handling unfamiliar cases (4.00 vs. 2.90, p=0.0002). All nine feedback quality dimensions improved significantly, with feedback perceived as more specific (4.43 vs. 3.24, p=0.0005) and personalized (4.19 vs. 3.19, p=0.0001).
Conclusion
An LLM-based learning tool featuring VPs and VAs can significantly enhance medical students’ perceived learning experience in history-taking education. It offers a scalable, accessible, and cost-effective complementary training method. Future research should validate these subjective improvements with objective performance metrics.

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AI-Assisted Training for Teleconsultation Competencies in Undergraduate Medical Education: A Narrative Review
Wojciech Michał Glinkowski, Barbara Jacennik, Aldona Katarzyna Jankowska, Tomasz Cedro, Szymon Wilk, Rafał Doniec
Applied Sciences.2026; 16(10): 4858. CrossRef

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1 Scopus

Project-based learning in teaching health equity: a qualitative study: Natalia Puspadewi, Elisabeth Rukmini, Gisella Anastasia, Christopher David Kurniawan, Gracia Amanta; Korean J Med Educ 2025;37(2):119-131.
Published online May 29, 2025; DOI: https://doi.org/10.3946/kjme.2025.329

Purpose
Addressing health inequities is an integral part of contemporary medical education (ME), yet traditional lecture-based formats often fail to develop students’ deeper understanding and engagement. This study examined how a project-based learning (PjBL) approach influenced students’ learning experiences related to health equity.
Methods
This was a qualitative phenomenology study. We designed an elective course on health equity using the PjBL approach and active learning methods. All participating students were asked to complete a group project aimed at addressing a specific health inequity issue from the surrounding community. Data were collected through reflective writing at the end of the course and analyzed using deductive thematic analysis. Twenty-seven codings were identified from 259 meaningful quotes (interrater agreement 99.62%) and grouped into four categories: character, role, competence, and learning experience.
Results
Three major themes emerged from data analysis: (1) key learning experiences during the ME course (active learning, role-modeling, collaborative learning, comprehensive learning, and affective learning); (2) topics that facilitated students’ understanding of health inequities and physicians’ roles, particularly in addressing health inequities in Indonesia; and (3) the influence of the ME course on students’ outlook and beliefs.
Conclusion
Although this study did not introduce a novel method of instruction, it underscores the value of PjBL in enhancing students’ capacity to understand and tackle health inequities.

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Project Based Learning (Pjbl) Model on Creativity and Learning Outcomes Project of Vocational High School Students
Maya Fitria Eva Kristiana, Kustiyowati, Eges Triwahyuni
JPI (Jurnal Pendidikan Indonesia).2025; 14(4): 801. CrossRef

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1 Scopus

Short Communication

Integrating artificial intelligence into medical curricula: perspectives of faculty and students in South Korea: Suyoun Kim, Su Hyun Kim, Hansea Kim, Young-Mee Lee; Korean J Med Educ 2025;37(1):65-70.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.324

Abstract
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Purpose
With the accelerated adoption of artificial intelligence (AI) in medicine, the integration of AI education into medical school curricula is gaining significant attention. This study aimed to gather the perceptions of faculty members and students regarding the integration of AI education into medical curricula in the Korean context.
Methods
Faculty members and medical students’ perspectives on integrating AI into medical curricula were assessed through thematic analysis of free-written responses from 157 faculty members and 125 students in a national online survey on medical AI competencies in South Korea.
Results
Three key themes emerged: content, which prioritizes basic knowledge and its practical applications, with an emphasis on ethical and legal responsibilities; curricular design, which advocates for a spiral curriculum tailored to learners' needs; and concerns, which highlight balancing AI integration with the principal goals of medical education while critically evaluating ongoing advancements.
Conclusion
Our study adds valuable insights into the content and methods to prioritize AI education. Given the rapid evolution of medical learners and AI technologies, continuous and timely needs assessment for AI curriculum development is crucial to maintain relevance and effectiveness.

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Artificial Intelligence in Neurology and Stroke Education: Current Applications and Future Directions
Braydon Dymm, Abdullah Khalid
Seminars in Neurology.2026; 46(01): 049. CrossRef
Not all AI is created equal: considerations for equity in medical education
Michael Soh, Nidhi Goel, Violet Kulo
Korean Journal of Medical Education.2026; 38(1): 15. CrossRef
Are future doctors ready for AI? Artificial intelligence in the field of medicine: perception among medical students in North Karnataka: a cross-sectional study
Shamin Eabenson, M. R. Gudadinni, M. C. Yadavannavar, Rekha Udgiri, A. M. Rangoli
International Journal Of Community Medicine And Public Health.2026; 13(3): 1384. CrossRef
Bedside skills as context engineering: reframing history taking and physical examination for the AI era
Sanghyun Ahn, Eunbae B. Yang
Korean Journal of Medical Education.2026; 38(2): 207. CrossRef
Transforming Learning in the Digital Age: Examining the Role of AI for Catholic Religious Education Teachers
Hartutik Hartutik, Dani Kusuma, Stepanus Istoto Raharjo, Dewi Ratna Jai, Irene Nindita Pradnya, Matilda Stella Pradnya, Johanis Luturmas
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika.2025; 9(2): 429. CrossRef
Development and evaluation of a Wikipedia based group assessment to enhance science communication
Katelyn Mroczek, Pru Mitchell, Brian Patrick McSharry, Alice Woods, Belinda Spry, Timothy Paustian, Thiru Vanniasinkam
Frontiers in Education.2025;[Epub] CrossRef
From Bainbridge to bedside: applying automation insights to medical curriculum and assignment design in the artificial intelligence era
Sangzin Ahn
Korean Journal of Medical Education.2025; 37(4): 519. CrossRef

3,103 View
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8 Scopus

Original Research

Improving process aspect of oral examination as assessment tool in undergraduate biochemistry by introducing structured oral examination: an observational study in India based on a survey among stakeholders: Rinchu Loomba, Nandita Maini Jindal; Korean J Med Educ 2024;36(4):367-377.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.310

Abstract
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Purpose
The traditional method of oral examination, though a good tool for assessing the depth and breadth of student’s knowledge, has its shortcomings. A variable number of questions with variable difficulty levels by different examiners with different expectations can introduce bias in scores. The process aspect of oral examinations of first-year undergraduate medical students was improved by structuring them and by creating uniformity in the number, time, and difficulty level of questions for assessment, and feedback was taken regarding its acceptance as an improved tool of assessment.
Methods
After finalizing the topics, questions from a viva viewpoint were structured and categorized into three difficulty levels covering all aspects of chosen topics validated by subject experts. The number of questions asked per difficulty level, time, and marks given to each question was pre-decided. After briefing the students, the structured viva was conducted, and feedback was taken from students and examiners.
Results
The majority (87%) of first-year undergraduate students undertook the structured viva and filled in the feedback form. Nearly all students felt that the structured oral examination was a fair and unbiased assessment tool with less subjectivity compared to traditional viva. Most students (83.9%) felt that the topics were comprehensively covered, and 96.4% of students felt less stressed. Among examiners, there was 100% agreement on the uniformity of questions asked, topics covered, less subjectivity, and no carryover effect.
Conclusion
The examiners have accepted it as one of the formative assessment tools for future batches of students and are ready to explore its utility as a summative assessment tool.

Citations

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Formative Structured Oral Examination as a Novel Method of Academic Mentoring for Slow and Medium Achievers in Medical Biochemistry: A Mixed-Method Study
Zachariah Bobby , Monisha Muralidharan, Hanumanthappa Nandeesha, Ramesh R, Devanatha Desikan V, Deepthi Sudha M, Zayapragassarazan Z
Cureus.2026;[Epub] CrossRef
БІОХІМІЧНИЙ ДИКТАНТ ЯК ФОРМА ОЦІНЮВАННЯ ЗНАНЬ МАЙБУТНІХ ЛІКАРІВ У ПОРІВНЯННІ З ТЕСТОВИМ КОНТРОЛЕМ ПРИ ВИВЧЕННІ ДИСЦИПЛІНИ «БІОЛОГІЧНА ХІМІЯ»
Олена Коновалова, Тетяна Андреєва, Ольга Білан
Grail of Science.2026; (66): 799. CrossRef
Comparison of Structured and Conventional Viva Voce in Pharmacology Teaching Among Second-Year Bachelor of Medicine, Bachelor of Surgery (MBBS) Students: A Prospective Study
Mohit Kulmi, Sameer Pandit, Pallav Hetawal, Devendra Pandya, Somdutt Rawat
Cureus.2026;[Epub] CrossRef
Structured oral clinical assessment for pharmacotherapy competencies in medical education: a study of validity and reliability analyses of seven domains
Abdul Khairul Rizki Purba, David Sontani Perdanakusuma, Arifa Mustika, Tanja Fens, Maarten Jacobus Postma
Korean Journal of Medical Education.2025; 37(3): 331. CrossRef

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1 Scopus

Analysis of the current status of interview evaluations in Korean medical schools and professors’ perceptions of the interview evaluations process: Chungwon Ha, Ye Ji Kang, Seung-Hee Lee, Dong Hyeon Lee, Keunho Kim; Korean J Med Educ 2024;36(3):275-285.
Published online August 29, 2024; DOI: https://doi.org/10.3946/kjme.2024.302

Abstract
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Purpose
This study aimed to investigate the overall operational status of medical school admission interview evaluations in South Korea and explore the operational experience of universities conducting interview evaluations.
Methods
This study used a mixed-methods approach, combining quantitative and qualitative methods. Through a nationwide survey and data collection from 39 medical schools, the quantitative analysis explored interview evaluations procedures, the purpose of the interview evaluations, and the competencies expected of medical school freshmen. Concurrently, qualitative data were obtained through focus group discussions with 12 professors from 10 medical schools, providing in-depth insights into the operational experiences and challenges faced during interview evaluations.
Results
In the quantitative data, interview evaluations were most prevalent in the “comprehensive school records screening” for rolling admissions (85.5%), but less common in regular admissions (18.6%). Private schools (64.2%) showed a statistically significant higher proportion of interview admissions than public schools (11.1%) in the “high school grades focused admission” (p<0.01). Metropolitan areas (50.0%) conducted interview evaluations more frequently than non-metropolitan areas (11.1%) in the “College Scholastic Ability Test-focused admissions” (p<0.05). In the qualitative data, professors recognize the dominant role of “negative selection” in filtering out unsuitable candidates. Challenges in maintaining a consistent evaluator pool and team-based question development were acknowledged. Strategies, such as seeking student feedback for question improvement and conducting study meetings for interviewer preparation are essential.
Conclusion
This study illuminates the operation of admissions interview evaluations in South Korea, revealing variations across regions and admissions types. These findings offer insights for enhancing medical school admission processes, guiding future research and policy.

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Anticipatory Dignity and Digital Meritocracy: Philosophical Reflections on the Algorithmic Transformation of South Korea’s Education System
Hyungjoon Jun, Hyun Jung Lee
Studies in Philosophy and Education.2026;[Epub] CrossRef
Indonesian medical students' experiences and challenges of enhancing information literacy skills: a mixed-method study
Ratih Yulistika Utami, Hemma Yulfi, Melviana Lubis, Desi Isnayanti
Korean Journal of Medical Education.2025; 37(3): 303. CrossRef
Reliability of Competency-Based, Applicant-Centered Multiple Mini-Interviews for Selection into Japan's Basic Postgraduate Clinical Training
Hiroshi Yoshimura, Hitoshi Ganaha, Kaoru Sakumoto, Gominda Ponnamperuma
Journal of St. Marianna University.2025; 16(2): 53. CrossRef

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2 Scopus

A qualitative study on the internal response of medical students during the transgender healthcare education: a focus on professional identity: Seung Yeon Jeon, Hyun Bae Yoon, Jee Eun Park, Sun Young Lee, Jung won Yoon; Korean J Med Educ 2022;34(4):281-297.
Published online November 29, 2022; DOI: https://doi.org/10.3946/kjme.2022.237

Abstract
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Purpose
This qualitative study examined the inner response of medical students who participated in a transgender healthcare education program. The factors that effected the inner response were investigated in order to suggest strategies for improving the effectiveness of the transgender healthcare education program.
Methods
The transgender healthcare education program consisted of 2 hours of lectures and 2 hours of clinical role-play over 3 weeks. Eight 4-year medical students in Seoul, South Korea, were selected considering gender, the route of admission to medical school, and religion. Each student was interviewed individually for approximately 30 minutes 3 times before, during, and after the educational program, and interviews were analyzed using thematic analysis.
Results
By attending the transgender healthcare education program, students have shown three types of inner response—confusion, acceptance, and negotiation. The students’ personal identities and professional identities influenced these responses. In particular, students’ existing professional identities motivated them to learn about transgender healthcare and played a key role in resolving the discomfort that occurred during the educational program. Through the transgender healthcare education, students were able to reduce prejudice against transgender people, understand the unique medical needs of the transgender population and increase their self-efficacy related to transgender health care.
Conclusion
The transgender healthcare education program allowed medical school students to acquire medical knowledge related to transgender patients and increase their cultural competence as future medical professionals. In addition, as the professional identity is critical in educating transgender healthcare, it should be considered thoroughly in order to effectively educate the medical students.

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Peritoneal inclusion cyst following total laparoscopic hysterectomy and bilateral salpingo-oophorectomy in a transgender man
Gaeun Kim, Sunghong Joo, Ildong Kim, Soongyu Kim, Jung-won Yoon
Journal of Surgical Case Reports.2026;[Epub] CrossRef
Heteronormativity and cisgenderism in medical training: A scoping review of lesbian, gay, bisexual, transgender, queer and plus (LGBTQ+) issues in medical training in Asia
Yiu Tung Suen, Eliz Miu Yin Wong, Randolph C.H. Chan, Suchon Tepjan, Peter A. Newman
Social Science & Medicine.2025; 370: 117822. CrossRef
Exploring the approaches and impacts of education interventions for transgender and gender diverse health on pre-registration healthcare students: A scoping review
Majella Jones, Christie Bennett, Judy Bauer, Julia McCartan, Janeane Dart
Nurse Education Today.2025; 153: 106803. CrossRef
Developing institution-specific admission competency criteria for prospective health sciences students
Eunhee Kang, Ryan Jin Young Kim, Young-Seok Park, Shin-Young Park, Jihyun Lee
BMC Medical Education.2024;[Epub] CrossRef
Transgender Attitudes and Beliefs Scale-Greek (TABS-Gr) version: translation and initial evaluation of psychometric properties among medical students
Polychronis Voultsos, Angeliki Papana, Stella Alexandri, Christina-Erato Zymvragou
BMC Medical Education.2023;[Epub] CrossRef

5,646 View
158 Download
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5 Scopus

Medical students’ self-directed learning skills during online learning amid the COVID-19 pandemic in a Korean medical school: Jihyun Si; Korean J Med Educ 2022;34(2):145-154.
Published online May 31, 2022; DOI: https://doi.org/10.3946/kjme.2022.226

Abstract
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Purpose
This study examined medical students’ self-directed learning skills in online learning contexts, and whether there were any differences among the student groups (from pre-medical program year 1 to medical program year 2) amid the coronavirus disease 2019 (COVID-19) pandemic. It also explored the components of self-directed learning skills influencing their perceived learnring performance and satisfaction in online learning contexts.
Methods
This study used a cross-sectional survey design and convenience sampling. It was conducted in a Korean medical school, which delivered all courses online because of the COVID-19 pandemic. The self-directed learning skill survey, which included student satisfaction and perceived learning performance items, was disseminated over two weeks through email to the participants. The collected data were analyzed through descriptive statistics, analysis of variance, and multiple regressions.
Results
The survey response rate was 70% (140/200). The overall mean of self-directed learning skills was 3.85. Students in medical year 2 showed the highest score (4.15), while students in medical year 1 showed the lowest score (3.69). The learning plan category score (3.74) was the lowest among the three categories. The pre-medical program year 1 students showed the lowest score in the perceived learning performance (3.16), and only the learning plan category impacted student satisfaction (t=2.605, p=0.041) and perceived learning performance (t=3.022, p=0.003).
Conclusion
When designing online learning environments, it is imperative to provide features to help students set learning goals and search diverse online learning resources. In addition, it is an effective strategy to provide the students in medical program year 1 with self-directed learning skills training or support for successful online learning.

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A Systematic Review of Self-directed Learning in Medical Education in Undergraduate Medical Students
Dharmendra Kumar Gupta, Arunima Chaudhuri, Dip Gaine
Current Medical Issues.2025; 23(1): 61. CrossRef
A digital recipe for enhancing clinical reasoning: the role of e-learning by concordance (E-LbC): a quasi-experimental study
Hadeel Aboueisha, Enjy Abouzeid, Moataz A. Sallam, Wagdy Talaat
BMC Medical Education.2025;[Epub] CrossRef
Access and utilization of e-learning on tropical medicine at higher education institutions in Indonesia: A mixed-methods study
Eti Poncorini Pamungkasari, Atik Maftuhah, Susan Dierickx, Bulan Kakanita Hermasari, Vitri Widyaningsih, Yusuf Ari Mashuri, Adaninggar Angesti Laras, Anis Sofia Harjanti, Nada Syifa Al Biruni, Utiya Nabila Maulani, Sami Alcedo, Elsa Herdiana Murhandarwati
PLOS One.2025; 20(12): e0335664. CrossRef
Understanding the impact of online teaching on students’ learning and performance: a post-pandemic analysis
Sarika Sharma, Jatinderkumar R. Saini
Interactive Learning Environments.2024; 32(9): 5089. CrossRef
Development of Self-Directed Learning Readiness among Undergraduate Engineering Students during the COVID-19 Pandemic
Mary Katherine Watson, Elise M. Barrella, Kevin Skenes
Journal of Civil Engineering Education.2024;[Epub] CrossRef
Dental Students’ Satisfaction With Web-Based Learning During the Initial Phase of the COVID-19 Pandemic: Mixed Methods Study
Minjung Lee, So Youn An, Jungjoon Ihm
Journal of Medical Internet Research.2024; 26: e50278. CrossRef
From Dependent to Self-Directed Learning in Medical Education: Can Online Modular Intervention Facilitate the Transition?
Vasantmeghna Murthy, Arun Mohanram
Indian Journal of Psychological Medicine.2024; 46(5): 459. CrossRef
Fostering Self-Directed Learning Capacity in Medical Students through Learning Online Course
Zhensheng Wang, Chunyan Wei, Yin Yang, Heng Wang, Zenglei Wang, Yongmei Chen
Creative Education.2024; 15(12): 2390. CrossRef
Self-directed learning assessment practices in undergraduate health professions education: a systematic review
Tracey A.H. Taylor, Kyeorda Kemp, Misa Mi, Sarah Lerchenfeldt
Medical Education Online.2023;[Epub] CrossRef
Self-directed learning: Alternative for traditional classroom learning in undergraduate ophthalmic education during the COVID-19 pandemic in China
Lin Chen, Xiao-Jiao Tang, Qing Liu, Xuan Zhang
Heliyon.2023; 9(5): e15632. CrossRef
Extraversion in COVID-19 Coping and Actionable Insights from Considering Self-Directed Learning
Carol Nash
COVID.2023; 3(6): 831. CrossRef
Effectiveness of Twitter Threads to Improve Medical Student Electrocardiogram (ECG) Reading-Skills. The TwittUVa-ECG Non-Randomized Pre-Post Study
A. López-Prado, P. Miramontes-González, J. C. Martín-Escudero, J. L. Pérez-Castrillón, A. Dueñas-Laita, M. J. Rollán, L. Corral-Gudino
Medical Science Educator.2023; 33(6): 1359. CrossRef

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136 Download
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12 Scopus

Development of student empathy during medical education: changes and the influence of context and training: Dujeepa D. Samarasekera, Shuh Shing Lee, Su Ping Yeo, Gominda Ponnamperuma; Korean J Med Educ 2022;34(1):17-26.
Published online March 1, 2022; DOI: https://doi.org/10.3946/kjme.2022.216

Abstract
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Purpose
Empathy levels have been observed to often decrease when medical undergraduates move to the clinical years, particularly in the Western countries. However, empathy either remains similar or increases in many Asian medical schools. This study investigated the longitudinal empathy profile of medical students in Singapore.
Methods
Two cohorts of medical students who enrolled in 2013 and 2014 to the National University of Singapore were tracked for 5 years. The Jefferson Scale of Empathy–student version was used. Analyses on the mean of the empathy level and individual factors, year-wise and gender comparison were conducted.
Results
Average response rates for cohort 1 and 2 were 68.1% (n=181–263) and 55.4% (n=81–265), respectively. For both cohorts, there was no significant change across year of study in the mean empathy score. Average scores for both cohorts were 113.94 and 115.66. Though not significant, we observed mean empathy to be lowest at the end of year 5 (112.74) and highest in year 2 (114.72) for cohort 1 while for cohort 2, the lowest level of empathy was observed in year 5 (114.20) and highest in year 4 (118.42). Analysis of subcomponents of empathy only showed a significant difference for cohort one factor 1 (perspective taking) and factor 3 (standing in patients’ shoes) across the study years.
Conclusion
No significant change in empathy score was observed during the transition from pre-clinical to clinical years, unlike many Western and Far-Eastern studies. This might be due to the curriculum and influence of the Asian values.

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Maya Izumi, Hsiu‐Yueh Liu, Sumio Akifusa
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Ol’ga A. Sheypak, Elena V. Sudilina
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Polychronis Voultsos, Petros Galanis, Marianna-Foteini A. Dafni, Venetia-Sofia Velonaki, Georgia-Neta Andreou, Leda Kovatsi
Behavioral Sciences.2024; 14(3): 195. CrossRef
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Habibeh Ahmadipour, Niloofar Soltanzadeh
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Víctor P. Díaz-Narváez, Joyce Huberman-Casas, Jorge Andrés Nakouzi-Momares, Chris Alarcón-Ureta, Patricio Alberto Jaramillo-Cavieres, Maricarmen Espinoza-Retamal, Blanca Patricia Klahn-Acuña, Leonardo Epuyao-González, Gabriela Leiton Carvajal, Mariela Pad
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Developing empathy in healthcare professions students: protocol of a mixed-methods non-controlled longitudinal intervention study
Andre Matthias Müller, Nicola Siew Pei Ngiam, Michael Dunn, Dujeepa D. Samarasekera, Benjamin Yen Seow Goh, Charlene En Hui Goh, Ann Toh, Jeannette Lee, Wai-Ping Yau, Lydia Siew Tang Lau, Paul John Gallagher
Frontiers in Medicine.2024;[Epub] CrossRef
Comprehensive Analysis of Empathy by Using Jefferson Scale of Empathy – Student Version Among Undergraduate Medical and Dental Students
Sana Noor, Anusha Nauroz Ali, Faryal Arif, Aneeqa Ravail, Arbia Ihsan, Izza Siddiqui
Pakistan Journal of Health Sciences.2024; : 139. CrossRef
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Dujeepa D. Samarasekera, Yap Seng Chong, Kenneth Ban, Lydia Siew Tiang Lau, Paul John Gallagher, Chen Zhi Xiong, Andre Matthias Müller, Nicola S.P. Ngiam, Mun Loke Wong, Tang Ching Lau, Michael Charles Dunn, Shuh Shing Lee
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Masooma Naseem, Burhanuddin Tahir, Afia Salman, Sara Qadir, Rida Farhan, Sajjad Ali, Zehra Naseem, Warda Ahmed, Mahfuza Anan
Annals of Medicine & Surgery.2023; 85(8): 3858. CrossRef

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163 Download
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15 Scopus

Exploring the preconception of the first year of medical students on medicine before entering medical school: Ye Ji Kang, Jun Soo Hwang, Yanyan Lin, Hyo Jeong Lee, Sang Yun Han, Do-Hwan Kim; Korean J Med Educ 2021;33(4):369-379.
Published online November 30, 2021; DOI: https://doi.org/10.3946/kjme.2021.205

Abstract
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Purpose
First-year students can form a preconception based on life experiences before entering college and identifying learners’ existing characteristics can be useful foundation data for curriculum development. This study examines what preconceptions freshman students had about medicine before entering medical school.
Methods
A total of 110 first-year students were asked about what preconceptions they had about “medicine”. A total of 1,124 data were used in the content analysis method.
Results
The results were extracted into 5, and 12 twelve categories. On the theme of “scientific discipline”, the knowledge students had about general health was based on scant expertise and little evidence. Students perceived medicine as Western and scientific, considering Korean traditional medicine as unscientific. Students believed that “medical practice” should be a “disease treatment” and “patient-centered” approach rather than a “social responsibility”. In “the role of the doctor”, students were concerned about the doctor's being financially stable on the positive side, and about the high-intensity workload on the negative side. In “medical education”, students believed that studying medicine would be “hard and difficult” because of the “importance of memorizing” and “extensive study load”. In “specialty stereotype”, students had biases that were mostly concentrated on “psychiatry” and “surgery”
Conclusion
Perception of “medicine” has been revealed to a varied range of themes, but some have been inaccurate or unrealistic. These prejudices and groundless beliefs have a gap with the learning outcomes that students should achieve in the curriculum, and these preconceptions seem to have been influenced by South Korea’s unique cultural context.

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2 Scopus

Mobile learning in clinical settings: unveiling the paradox: Shuh Shing Lee, Sook Muay Tay, Ashokka Balakrishnan, Su Ping Yeo, Dujeepa D. Samarasekera; Korean J Med Educ 2021;33(4):349-367.
Published online November 30, 2021; DOI: https://doi.org/10.3946/kjme.2021.204

Abstract
PDF

Purpose
The use of mobile devices among medical students and residents to access online material in real-time has become more prevalent. Most literature focused on the technical/functional aspects of mobile use. This study, on the other hands, explored students, doctors and patients’ preferences and reasons towards the use of mobile devices in clinical settings underpinned by the Technology Acceptance Model 2 (TAM 2).
Methods
This research employs an exploratory research design using survey and semi-structured interviews. An online survey was administered to clinical year medical students, followed by semi-structured interviews with the doctors and patients. Questions for the online survey and semi-structured interviews were derived from previous literature and was then reviewed by authors and an expert panel. A convenience sampling was used to invite voluntary participants.
Results
Survey findings showed that most medical students used their devices to find drug information and practice guidelines. The majority of the students accessed UpToDate followed by Google to access medical resources. Key barriers that students often encountered during the use of mobile devices were internet connectivity in the clinical settings, reliability of the information, and technical issues. Thematic analysis of the interviews revealed four themes: general usage by students, receptivity of the use of mobile devices by students, features in selecting resources for mobile learning, and limitation in the current use of mobile devices for learning.
Conclusion
The findings from this study assist in recommending suitable material using mobile devices to enhance learning in the clinical environment and expand the TAM 2.

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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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Short Communication

Exploring the strategies for successfully building e-portfolios in medical schools: Su Jin Chae, Yong Won Lee; Korean J Med Educ 2021;33(2):133-137.
Published online June 1, 2021; DOI: https://doi.org/10.3946/kjme.2021.188

Abstract
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Purpose
The purpose of this study is to examine the characteristics of resistance among medical students toward e-portfolios and find the strategies for them to successfully prepare e-portfolios.
Methods
Participants were a group of 258 medical students. The questionnaire comprised 13 items developed based on the innovation resistance theory. The data were analyzed using descriptive analysis and Spearman’s correlation analysis using PASW SPSS version 18.0 (SPSS Inc., Chicago, USA).
Results
Students perceived that e-portfolios have a high degree of relative advantage, trialability, and complexity as their innovation resistance characteristics. Regarding perceived risk, they did not want others to see their information, but they had a high degree of demand for communication with their professors.
Conclusion
The successful use of portfolios can serve as a tool for student management and assessment that can reflect their introspection, personal development, and academic performance. This study proposed the strategies to promote the use of e-portfolios by strengthening education on the need for them, specific feedback of instructors, and students’ autonomy.

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Ahmad A. A. Omer, J. Vadivelu, Hong Wei-Han
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Nobutoshi Nawa, Eriko Okada, Yu Akaishi, Ayako Kashimada, Hiroko Okada, Tsuyoshi Okuhara, Takahiro Kiuchi, Makoto Takahashi, Sachiko Ohde, Tsuguya Fukui, Yujiro Tanaka, Masanaga Yamawaki
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4 Scopus

Pre-clerkship students’ perception and learning behavior of online classes during coronavirus disease 2019 pandemic: Ye Ji Kang, Do-Hwan Kim; Korean J Med Educ 2021;33(2):125-131.
Published online May 26, 2021; DOI: https://doi.org/10.3946/kjme.2021.194

Abstract
PDF

Purpose
This study aims to analyze pre-clerkship medical students’ learning strategies and perceptions in online classes during the coronavirus disease 2019 pandemic.
Methods
To develop the survey items, 20 pre-clerkship students were interviewed about their learning experiences in the first semester of 2020. A total of 425 pre-clerkship students have participated in the survey, which comprised four parts (general experience, learning strategies, important features, and overall satisfaction).
Results
Before classes began, students generally had “neutral expectations” about online classes (2.90 out of 5). At the end of the semester, overall satisfaction with the curriculum was moderate (3.04 out of 5). Premedical students reported lower scores in “daily study hours” and “regular lifestyle” and higher scores in “experience of playing recorded lectures solely for an attendance check” (p<0.001). In addition, first-year premedical students not only showed significantly lower utilization of learning strategies compared to other grades (p<0.001).
Conclusion
Although pre-clerkship students mostly shared similar perceptions and behaviors in their learning regardless of grade level, some characteristics were either more prominent in premedical students on the whole or limited to first-year premedical students.

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Journal of Korean Medical Science.2022;[Epub] CrossRef

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4 Scopus

Original Research

The feasibility and satisfaction of an online global health education course at a single medical school: a retrospective study: Su-Jin Lee, Jayoung Park, Yoon Jung Lee, Sira Lee, Woong-Han Kim, Hyun Bae Yoon; Korean J Med Educ 2020;32(4):307-315.
Published online November 30, 2020; DOI: https://doi.org/10.3946/kjme.2020.178

Abstract
PDF

Purpose
The aim of this study was to evaluate the feasibility and satisfaction of an online global health education course for medical students in comparison with an in-person of the course and to assess students’ preferences regarding online methods of delivery.
Methods
Second-year medical students enrolled in this course in 2019 (in-person) and 2020 (online). The attendance rate, satisfaction in the course evaluation survey, and academic achievement on the written final examination were utilized to compare the two different methods of course delivery. The medical students who took the online course were also asked about their preferences regarding the method of course delivery and the advantages and drawbacks of each method of online lectures.
Results
There was no significant difference in the attendance rate and overall satisfaction between the two groups. The mean score on the written examination of the online course (84.1±19.6) showed comparable effects to the in-person course (78.0±18.3). The percentages of students who achieved high performance (55.5%) and the achieved minimum requirement (95.9%) were also maintained compared to the in-person course (14.6% and 93.6%, respectively). Medical students preferred the online course to the in-person course; in particular, they preferred prerecorded videos over live streaming online lectures.
Conclusion
The participation, satisfaction, and the academic achievement of the online course were comparable to those of the in-person course. However, the greatest drawback of the online course was the lack of interaction between peer learners. Therefore, diverse methods for online education should be considered to increase students’ sense of belonging to a learning community.

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Peter P. Moschovis, Anupama Dinesh, Anna-Sophia Boguraev, Brett D. Nelson
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Course-based research experience of undergraduate medical students through project-based learning: Jihyun Si; Korean J Med Educ 2020;32(1):47-57.
Published online March 1, 2020; DOI: https://doi.org/10.3946/kjme.2020.152

Abstract
PDF

Purpose
This study aimed to design and implement an introductory-level course-based research experience (CRE) through project-based learning (PBL) for undergraduate medical students and investigate their learning experience and research skill development, with the ultimate objective of exploring whether CRE can be effectively utilized for undergraduate research experience.
Methods
This study included 40 second-year premedical students enrolled in “Scientific thinking and medical research,” which was developed as an introductory-level CRE through PBL. It was a three-credit course and the students met twice a week for one semester. The students’ learning experiences were examined with a 15-item survey including three open-ended questions, while their research skills were assessed through the research reports using a research skill rubric at the end of the course.
Results
The findings showed that the students perceived the course structure as appropriate and helpful. They also considered the group work experience to be positive and productive. Learner satisfaction items also earned positive responses in general. Regarding the research skill assessment, the mean value of the research skill scores of each group was 19.11 out of 27 and the mean value of each research skill score was 2.12 out of 3.
Conclusion
Overall, the students were satisfied with their research experience, and their research skills were developed, suggesting that this introductory CRE through PBL can be effectively and efficiently utilized for undergraduate research experience.

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Connected in cinema: educational effects of filmmaking classes on medical students: Seung Suk Nam, Jung-Ho Cha, Kihun Sung; Korean J Med Educ 2019;31(4):319-330.
Published online November 29, 2019; DOI: https://doi.org/10.3946/kjme.2019.142

Abstract
PDF

Purpose
The purpose of this study is to explore what the students experienced in short filmmaking class performed to 1st grade premedical students of a medical school, and to trace educational effects of the class.
Methods
Taking a qualitative approach, the authors used semi-structured interviews to collect the data. This study employed the quota sampling method to purposefully select students to interview. Data coding and analysis were performed based on the grounded theory. The filmmaking experiences consistently described by the interviewees were labeled and reorganized into categories through the open, axial, and selective coding.
Results
The students experience the group filmmaking class as a participatory class. Learners also experienced the procedure of performing complicated group tasks according to detailed and scheduled processes. Participation leads to collaboration. Collaboration here is through communication and participation, not through mechanical cooperation. Students also experience various dimensions of communication. The students learned that successful performance of the group filmmaking process is enabled through consideration towards others, and experience a sense of connectedness resulting in a type of community spirit. Having fun and interest, finally, the students experience the sense of accomplishment and sharing through joint screening.
Conclusion
Students’ shared experiences and their education effects of the filmmaking class can be explained in terms of the above mentioned seven closely intertwined categories. In this class, the students were able to express emotions they would not normally express. Through this, the students were able to find the true character and new aspects of their fellow students, forming intimacy, which led to a sense of belonging and connectedness.

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Yuxuan Zhang, Annis Lai Chu Fung, Yanni Liang, Qin Sun, Shiguang Ni
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Fitri Ratnasari, Elia Flurentin, Arbin Janu Setiyowati
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4 Scopus

The relationship between empathy and stress: a cross-sectional study among undergraduate medical students: James Wiguna Wahjudi, Ardi Findyartini, Fransiska Kaligis; Korean J Med Educ 2019;31(3):215-226.
Published online August 26, 2019; DOI: https://doi.org/10.3946/kjme.2019.132

Abstract
PDF

Purpose
Empathy is critical for medical doctors, as it enables them to conduct good patient-centred care. Medical students are expected to learn this ability as part of their education and training.
Methods
Using a cross-sectional design, the present study was conducted to identify whether the empathy levels of medical students are affected by their stress levels. A translated version of the Perceived Stress Scale-10 was used to measure the students’ stress levels, while the Jefferson Scale of Physician Empathy was used to measure their empathy levels.
Results
A total of 464 students from one medical school in Indonesia participated in the study. Stress levels among medical students peak in their first year of study and maintain a downward trend over the following years. The students’ empathy levels increased during their first 3 years, declined significantly upon entering the first clinical year, and increased during the second clinical year. However, no correlations were found between stress level and empathy level.
Conclusion
These findings suggest that there may be other underlying factors that contribute to empathy decline among medical students upon entering their first clinical year. Further research should be conducted to identify these factors. The bounced-back of empathy level to a higher level in the second year highlights the importance of student adaptation in the clinical learning environment and the support system.

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Changes of academic performance by integration between basic and clinical medicine in pre-clerkship medical education: So Jung Yune, Jin Sup Jung; Korean J Med Educ 2018;30(3):209-218.
Published online August 27, 2018; DOI: https://doi.org/10.3946/kjme.2018.95

Abstract
PDF

Purpose
The purpose of this study was to investigate the effect of curriculum revision on student performance in tests of the medical knowledge of students at Pusan National University.
Methods
Test scores of the Basic Medicine Comprehensive Examination (BMCE), conducted by the Medical Education Assessment Corporation, and internal clinical knowledge tests of the three integrated courses of the Pusan National University School of Medicine, during the last 3 years (2015–2017) were compared with an unpaired Student t-test and the results were considered to be significant at p<0.05.
Results
Curriculum revision in 2017 introduced the integration of basic and clinical courses at the organ level of medical education. Scores of BMCE and internal clinical knowledge tests in three integrated courses after curriculum revision showed a statistically significant increase after curriculum revision.
Conclusion
Curriculum revisions that integrated the basic and clinical courses in organ-level education improved student’s academic performance significantly.

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Kim D. Dao, Karolyn Miller, Bethany Nolan, Janna McGaugh
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Short communication

Medical students interact with multicultural patients to learn cultural diversity: HyeRin Roh, Lauren Nirta; Korean J Med Educ 2018;30(2):161-166.
Published online May 30, 2018; DOI: https://doi.org/10.3946/kjme.2018.91

Abstract
PDF

Purpose
The aim was to present our experiences implementing a cultural diversity (CD) education program.
Methods
The authors held a 4-hour CD class for third-year medical students. The aim of the class was to facilitate students to realize and reflect on the importance of CD on healthcare delivery in Korea. The class was comprised of an orientation about CD in Korea, physicians and multicultural guests sharing their experiences with students, small group discussion, and Q&A panel with multicultural guests. Students provided written feedback for program evaluation. Authors classified their comments qualitatively.
Results
Students mostly responded positively to the class with a significant focus on interacting with the multicultural guests. Students realized the significance of CD in healthcare and reflected deeply on their discussion with the multicultural patients. Students needed more time to interact with multicultural guests from a greater range of cultures represented in Korea. Most did not need English interpretation.
Conclusion
The aim of the class was achieved. Medical students’ interaction with multicultural patients may promote the students’ understanding and reflection about CD in health care.

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Samiullah Dost, Bilal Master, Salman Momin, Ahmed Najjar, Faisal Jamshaid, Ziyan Kassam
Korean Journal of Medical Education.2018; 30(3): 261. CrossRef

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Medical Education in an Asian Context

Developing the Korean Association of Medical Colleges graduate outcomes of basic medical education based on “the role of Korean doctor, 2014”: Min Jeong Kim, Young-Mee Lee, Jae Jin Han, Seok Jin Choi, Tae-Yoon Hwang, Min Jeong Kwon, Hyouk-Soo Kwon, Man-Sup Lim, Won Min Hwang, Min Cheol Joo, Jong-Tae Lee, Eunbae B. Yang; Korean J Med Educ 2018;30(2):79-89.
Published online May 30, 2018; DOI: https://doi.org/10.3946/kjme.2018.83

Abstract
PDF

The Korean Association of Medical Colleges (KAMC) developed graduate outcomes based on “The role of Korean doctor, 2014” to serve as guidelines regarding outcome-based education in Korea. The working group in this study analyzed 65 competencies proposed in “The role of Korean doctor, 2014” according to the developmental principle that certain outcomes should be demonstrated at the point of entry into the graduate medical education. We established 34 competencies as “preliminary graduate outcomes” (PGOs). The advisory committee consisted of 11 professors, who reviewed the validity of PGOs. Ultimately, a total of 19 “revised graduate outcomes” (RGOs) were selected. We modified the RGOs based on opinions from medical schools and a public hearing. In November 2017, the KAMC announced the “graduate outcomes for basic medical education,” which serves as a guide for basic medical education for the 40 medical schools throughout Korea. Medical schools can expand the graduate outcomes according to their educational goals and modify them according to their own context. We believe that graduate outcomes can be a starting point for connecting basic medical education to graduate medical education.

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Teaching clinical reasoning: principles from the literature to help improve instruction from the classroom to the bedside
Steven J. Durning, Eulho Jung, Do-Hwan Kim, Young-Mee Lee
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3 Scopus

Original Research

Medical students’ clinical performance of dealing with patients in the context of domestic violence: Hyun-Hee Kong, Sunju Im, Ji-Hyun Seo, Do-Kyong Kim, HyeRin Roh; Korean J Med Educ 2018;30(1):31-40.
Published online February 28, 2018; DOI: https://doi.org/10.3946/kjme.2018.79

Abstract
PDF

Purpose
The aim of this study was to inquire about the clinical performance and determine the performance pattern of medical students in standardized patient (SP) based examinations of domestic violence (DV).
Methods
The clinical performance sores in DV station with SP of third-year (n=111, in 2014) and 4th-year (n=143, in 2016) medical students of five universities in the Busan-Gyeongnam Clinical Skills Examination Consortium were subjected in this study. The scenarios and checklists of DV cases were developed by the case development committee of the consortium. The students’ performance was compared with other stations encountered in SP. The items of the checklists were categorized to determine the performance pattern of students investigating DV into six domains: disclosure strategy (D), DV related history taking (H), checking the perpetrator’s psychosocial state (P), checking the victim’s condition (V), negotiating and persuading the interviewee (N), and providing information about DV (I).
Results
Medical students showed poorer performance in DV stations than in the other stations with SP in the same examination. Most students did confirm the perpetrator and commented on confidentiality but ignored the perpetrator’s state and patient’s physical and psychological condition. The students performed well in the domains of D, H, and I but performed poorly in domains P, V, and N.
Conclusion
Medical students showed poor clinical performance in the DV station. They performed an ‘event oriented interview’ rather than ‘patient centered’ communication. An integrated educational program of DV should be set to improve students’ clinical performance.

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Medical education in an Asian context

Playing to our human strengths to prepare medical students for the future: Julie Chen; Korean J Med Educ 2017;29(3):193-197.
Published online August 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.65

Abstract
PDF

We are living in an age where artificial intelligence and astounding technological advances are bringing truly remarkable change to healthcare. Medical knowledge and skills which form the core responsibility of doctors such as making diagnoses may increasingly be delivered by robots. Machines are gradually acquiring human abilities such as deep learning and empathy. What, then is the role of doctors in future healthcare? And what direction should medical schools be taking to prepare their graduates? This article will give an overview of the evolving technological landscape of healthcare and examine the issues undergraduate medical education may have to address. The experience at The University of Hong Kong will serve as a case study featuring several curricular innovations that aim to empower medical graduates with the capabilities to thrive in the future.

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Short Communication

Evaluation of an extracurricular program for students interested in rural and public health: Do-Hwan Kim, Ah Reum An, Eun Jeong Kim, Jong-Koo Lee, Seung-Hee Lee; Korean J Med Educ 2017;29(2):111-116.
Published online May 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.58

Abstract
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Purpose
The problem regarding the geographic imbalance of the physician workforce has been a long-standing problem in South Korea. Additionally, rural medicine and public health have been marginalized across whole undergraduate curriculums. The aim of this study was to evaluate the effectiveness of an extracurricular program targeting medical students interested in rural and public health. Methods: A 2-day extracurricular program was held twice in 2015 and 2016. A total of 53 students were selected among eighty students who voluntarily applied to participate in the program. The effectiveness of the program was evaluated by pre- and post-program surveys. Results: The overall satisfaction for the program was 5.35 out of 6. The participants showed a significant improvement in perception of the clerkship experience in a rural and public health care setting as well as the importance of rural medicine and public health in South Korea. Conclusion: In conclusion, this study showed the acceptability of a short-term extracurricular program for medical students interested in rural and public health.

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Impact of a short-term global health training program on competencies and career intentions in elderly care: a pilot study among public health students in the Philippines
Daeun Ro, Yuri Lee, Rowell De Guia, Emmanuel C. Macaraeg, Seojung Yoon, Boyoung Jeon, Moonyoung Cha, Hakyung Jung, Sunjoo Kang, Rachel D. Castillo
Journal of Global Health Science.2025;[Epub] CrossRef
Medical students' rural practice intention: Academic performance matters
You You, Ana Xie, Jennifer Cleland
Medical Education.2022; 56(12): 1203. CrossRef

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2 Scopus

Case Report

Increased correlation coefficient between the written test score and tutors’ performance test scores after training of tutors for assessment of medical students during problem-based learning course in Malaysia: Heethal Jaiprakash, Aung Ko Ko Min, Sarmishtha Ghosh; Korean J Med Educ 2016;28(1):123-125.
Published online January 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.18

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This paper is aimed at finding if there was a change of correlation between the written test score and tutors’ performance test scores in the assessment of medical students during a problem-based learning (PBL) course in Malaysia. This is a cross-sectional observational study, conducted among 264 medical students in two groups from November 2010 to November 2012. The first group’s tutors did not receive tutor training; while the second group’s tutors were trained in the PBL process. Each group was divided into high, middle and low achievers based on their end-of-semester exam scores. PBL scores were taken which included written test scores and tutors’ performance test scores. Pearson correlation coefficient was calculated between the two kinds of scores in each group. The correlation coefficient between the written scores and tutors’ scores in group 1 was 0.099 (p<0.001) and for group 2 was 0.305 (p<0.001). The higher correlation coefficient in the group where tutors received the PBL training reinforces the importance of tutor training before their participation in the PBL course.

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What factors enhance students’ achievement? A machine learning and interpretable methods approach
Hui Mao, Ribesh Khanal, ChengZhang Qu, HuaFeng Kong, TingYao Jiang, Musa Adekunle Ayanwale
PLOS One.2025; 20(5): e0323345. CrossRef
Problem-based learning in dentistry, implementation, and student perceptions
Jayashri Tamanna Nerali, Lahari Ajay Telang, Ajay Telang, Pishipati Vinayak Kalyan Chakravarthy
Saudi Journal of Oral Sciences.2020; 7(3): 194. CrossRef
In-house Pre-medicine Trained Students: How Faculty Members Perceive Them?
Basir Abidin, Noor A Suliman, Tan C Hing
International Journal of Learning and Teaching.2019; : 164. CrossRef
The relationship between the monitored performance of tutors and students at PBL tutorials and the marked hypotheses generated by students in a hybrid curriculum
Jonas I. Addae, Pradeep Sahu, Bidyadhar Sa
Medical Education Online.2017; 22(1): 1270626. CrossRef

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3 Scopus

Development of a portfolio for competency-based assessment in a clinical clerkship curriculum: HyeRin Roh, Jong-Tae Lee, Yoo Sang Yoon, Byoung Doo Rhee; Korean J Med Educ 2015;27(4):321-327.
Published online December 1, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.4.321

Abstract
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The purpose of this report was to describe our experience in planning and developing a portfolio for a clinical clerkship curriculum. We have developed a portfolio for assessing student competency since 2007. During an annual workshop on clinical clerkship curricula, clerkship directors from five Paik hospitals of Inje University met to improve the assessment of the portfolio. We generated templates for students to record their activities and reflection and receive feedback. We uploaded these templates to our school’s website for students to download freely. Annually, we have held a faculty development seminar and a workshop for portfolio assessment and feedback. Also, we established an orientation program on how to construct a learning portfolio for students. Future actions include creating a ubiquitous portfolio system, extending the portfolio to the entire curriculum, setting up an advisor system, and managing the quality of the portfolio. This study could be helpful for medical schools that plan to improve their portfolio assessment with an outcome-based approach.

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Development of an E-Portfolio Assessment Tool for Competency-Based Assessment of Family Medicine Residents
Danbi Lee, Miryoung Song, Yonghwan Kim, Yon Chul Park
Korean Journal of Family Practice.2025; 15(2): 102. CrossRef
Scope of Portfolio in Medical Training
Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava
Current Medical Issues.2023; 21(1): 71. CrossRef
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Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava
Journal of the Scientific Society.2021; 48(2): 65. CrossRef
How Do Medical Students Prepare for Examinations: Pre‐assessment Cognitive and Meta‐cognitive Activities
So-Jung Yune, Sang-Yeoup Lee, Sunju Im
Korean Medical Education Review.2019; 21(1): 51. CrossRef
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Oh Young Kwon
Korean Journal of Medical Education.2015; 27(4): 243. CrossRef

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Original Article

Medical students’ agenda-setting abilities during medical interviews: HyeRin Roh, Kyung Hye Park, Young-Jee Jeon, Seung Guk Park, Jungsun Lee; Korean J Med Educ 2015;27(2):77-86.
Published online May 26, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.2.77

Abstract
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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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Agenda-setting in the clinical encounter: A systematic review protocol
Ailyn Sierpe, Renata W. Yen, Gabrielle Stevens, Aricca D. Van Citters, Glyn Elwyn, Catherine H. Saunders, Yohannes Kebede
PLOS ONE.2024; 19(10): e0312613. CrossRef
Interrupted opening statements in clinical encounters: A scoping review
Amanda C. Coyle, Renata W. Yen, Glyn Elwyn
Patient Education and Counseling.2022; 105(8): 2653. CrossRef
Codebook for rating clinical communication skills based on the Calgary-Cambridge Guide
Else Dalsgaard Iversen, Maiken Overbeck Wolderslund, Poul-Erik Kofoed, Pål Gulbrandsen, Helle Poulsen, Søren Cold, Jette Ammentorp
BMC Medical Education.2020;[Epub] CrossRef
Assessing clinical reasoning abilities of medical students using clinical performance examination
Sunju Im, Do-Kyong Kim, Hyun-Hee Kong, Hye-Rin Roh, Young-Rim Oh, Ji-Hyun Seo
Korean Journal of Medical Education.2016; 28(1): 35. CrossRef
Educational Strategies for Clinical and Technical Skills Performance
HyeRin Roh
Korean Medical Education Review.2016; 18(3): 132. CrossRef

16,805 View
179 Download
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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
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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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Impact of Standardized Patient Programs on Pre-clinical Medical Students' Clinical Readiness: A Narrative Review of the Last Two Decades
Cristian V Toma, Aida Petca, Ioana G Visan, Alexandra Munteanu, Alexandru Ciudin, Viorel Jinga
Cureus.2025;[Epub] CrossRef
Do educational interventions reduce the gender gap in communication skills?- a systematic review
Alexis M. Driscoll, Rohan Suresh, George Popa, Leif Berglund, Amanda Azer, Helen Hed, Yajie Duan, Alice Chu, Aleksandra McGrath
BMC Medical Education.2024;[Epub] CrossRef
Communication skills in primary care settings: aligning student and patient voices
Chandramani Thuraisingham, Siti Suriani Abd Razak, Vishna Devi Nadarajah, Norul Hidayah Mamat
Education for Primary Care.2023; 34(3): 123. CrossRef
Developing, conducting and evaluating the internship preparatory program (Ipp)
Abeer S. Al Shahrani, Samah F. Ibrahim, Norah M. AlZamil, Eman S. Soliman, Lamya A. Almusharraf, Amel A. Fayed, Noreen Mirza
Annals of Medicine and Surgery.2022; 73: 103215. CrossRef
Religious Orientation and Subjective Well-being: The Mediating Role of Meaning in Life
Sukkyung You, Sun Ah Lim
Journal of Psychology and Theology.2019; 47(1): 34. CrossRef
Religious practices and mental health outcomes among Korean adults
Sukkyung You, Ji Eun Yoo, Yunsung Koh
Personality and Individual Differences.2019; 142: 7. CrossRef
Clinical communication skills and professionalism education are required from the beginning of medical training - a point of view of family physicians
Camila Ament Giuliani dos Santos Franco, Renato Soleiman Franco, José Mauro Ceratti Lopes, Milton Severo, Maria Amélia Ferreira
BMC Medical Education.2018;[Epub] 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
Journal’s step to leap to the international level and communication skill
Sun Huh
Korean Journal of Medical Education.2014; 26(3): 159. CrossRef

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Short Communication

Analysis of First Clinical Skills Examination in the Korean Medical Licensing Examination: Focus on Examinees' Experience in a Medical School: Kyung Ae Jun, Sang Yop Shin; Korean J Med Educ 2011;23(3):203-207.
Published online September 30, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.3.203

Abstract
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PURPOSE
The purpose of this study was to investigate the experience of examinees who took the first clinical skill examination in Korea.
METHODS
The data were collected by written survey, telephone, and face-to-face interviews with 46 examinees who took a clinical skills examination test at Jeju National University School of Medicine. Thirty-two questionnaires were valid for analysis.
RESULTS
Examinees' self-evaluation scores with regard to the level of difficulty of the CPX was 2.83 on average (1 for very easy, 5 for very difficult), and the score on the degree of adequate time for the CPX was 2.69 on average (1 for enough, 5 for very short). Examinees' self-evaluation scores on the level of difficulty of the OSCE was 2.37 on average (1 for very easy, 5 for very difficult), and the score on the degree of adequate time for the OSCE was 2.56 on average (1 for enough, 5 for very short).
CONCLUSION
We hope that our study provides useful information on practical questions in the development and review of exams and will be used to develop educational content and teaching methods in medical education.

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Pilot application and Comparative Study between inter-raters in Clinical Performance Examination (CPX) of Ankle Sprain
Minjeong Kim
Journal of Korean Medicine.2024; 45(3): 112. CrossRef
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
Effects of Module Development and Role Play Course on Clinical Practice Examination Scores during a 4th Year Clerkship
Kyong-Min Park, Kye-Yeung Park, Nam-Eun Kim, Bong-Kyung Seo, Hoon-Ki Park, Hwan-Sik Hwang
Korean Journal of Family Medicine.2018; 39(1): 23. CrossRef
A one-day surgical-skill training course for medical students’ improved surgical skills and increased interest in surgery as a career
Ho Seok Seo, Yong Hwa Eom, Min Ki Kim, Young-Min Kim, Byung Joo Song, Kyo Young Song
BMC Medical Education.2017;[Epub] CrossRef
Student Satisfaction Study of Clinical Skills Training in Korean Medical Education
Sung Bo Sim, Ji Hyeon Kweon, Hyung Woo Kim, Jin Woo Hong, Sang Woo Shin
Journal of Korean Medicine.2013; 34(3): 37. CrossRef
Impact of Critical Thinking Disposition, General Self-Efficacy, and Leadership on Clinical Competence in Nursing Students
Jee Won Park, Chun-Ja Kim, Yong Soon Kim, Moon Sook Yoo, Hyera Yoo, Sun-Mi Chae, Jeong-Ah Ahn
Korean Journal of Medical Education.2012; 24(3): 223. CrossRef
Medical Education - Beyond the Evaluation of Intellectual Competency
Sun Kim
Korean Journal of Medical Education.2011; 23(3): 157. CrossRef

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Original Article

Comprehension of Patient-Physician Interaction through Analysis of Relationships between Domains in Clinical Performance Examination: Jae Jin Han, Myoung Jin Lee, Hyun-Jung Im; Korean J Med Educ 2010;22(3):177-184.
Published online September 30, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.3.177

Abstract
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PURPOSE
This research investigated the psychometric properties of the patient-physician interaction (PPI) domain in the clinical performance examination (CPX). This research aimed to understand the PPI domain in the CPX through a psychometric and relationship analysis between the domains.
METHODS
Data were drawn from 1,302 examinees on a set of 6 common CPX cases and 1,066 on a 'bad news delivery' case. All cases included 7 PPI items, among which we calculated internal consistency reliability. Correlations were made between PPI and the other domains. Analyses using the structural equation model (SEM) were conducted to assess the relationships between latent factors and controlled measurement errors. To calculate the disparity between colleges, we performed a multi-level analysis. Also, we conducted t-tests to investigate the consistency of the PPI and information sharing (IS) scores in the 'bad news delivery' case.
RESULTS
Correlation between the mean PPI score and the total CPX score was high (0.707). The correlations between PPI and other domains were; 0.904 for the patient's overall satisfaction, 0.41 for history taking, and 0.327 for patient education. In SEM, these correlations between latent variables increased. The proportion of level-2 (between-school component) variance in PPI was 4.1%. For 'bad news delivery', the group that checked 'yes' on the IS items had higher PPI scores (mostly p<0.01).
CONCLUSION
PPI is an influential domain of the CPX and is highly related with the patient's overall satisfaction, clinical courtesy, and history taking. Disparities between schools in PPI are relatively small, such that the PPI could be due to individual factors rather than the school.

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Improved detection of patient centeredness in objective structured clinical examinations through authentic scenario design
Kye-Yeung Park, Hoon-Ki Park, Hwan-Sik Hwang, Sang-Ho Yoo, Jae-Sook Ryu, Jong-Hoon Kim
Patient Education and Counseling.2021; 104(5): 1094. CrossRef
Effects of Module Development and Role Play Course on Clinical Practice Examination Scores during a 4th Year Clerkship
Kyong-Min Park, Kye-Yeung Park, Nam-Eun Kim, Bong-Kyung Seo, Hoon-Ki Park, Hwan-Sik Hwang
Korean Journal of Family Medicine.2018; 39(1): 23. CrossRef
The Effect of Recorded Video Monitoring on Students’ Self Reflection of Patient‐Physician Interaction
Misun Ju, Jiyeong Hwang, Jaemyung Kim, Jeaku Kang
Korean Medical Education Review.2017; 19(2): 83. CrossRef
A school-level longitudinal study of clinical performance examination scores
Jang Hee Park
Korean Journal of Medical Education.2015; 27(2): 107. CrossRef
Predictors of clinical practice examination scores of fourth year medical students after core clinical clerkships
Kye-Yeung Park, Hoon-Ki Park, Jong-Hoon Kim, Hwan-Sik Hwang
Korean Journal of Medical Education.2015; 27(4): 275. CrossRef
Impact of Clinical Performance Examination on Incoming Interns' Clinical Competency in Differential Diagnosis of Headache
Seong-Min Park, Yun-Mi Song, Bo-Kyoung Kim, Hyoeun Kim
Korean Journal of Family Medicine.2014; 35(2): 56. CrossRef
Teaching Clinical Performance Examination Using Action Learning Techniques
Kyung Hye Park, Woo Jeong Kim
Korean Journal of Medical Education.2012; 24(1): 23. CrossRef
The Change of CPX Scores according to Repeated CPXs
Yoon Hee Lee, Jae Hyun Park, Jin Kyung Ko, Hyo Bin Yoo
Korean Journal of Medical Education.2011; 23(3): 193. CrossRef
Current Issues in Medical Education: What Is Important?
Sun Kim
Korean Journal of Medical Education.2010; 22(3): 167. CrossRef

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Integrating Problem-Based Learning into Clinical Clerkship: A Pilot Study: Kyong-Jee Kim, Chagnwon Kee; Korean J Med Educ 2009;21(4):385-391.
Published online December 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.4.385

Abstract
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PURPOSE
This study aims to evaluate the effectiveness of a new teaching segment, named "problem-based clinical teaching," for the clinical clerkship in the undergraduate medical curriculum.
METHODS
Students were given a problem weekly on a case that they had seen during their rotation. The problem was provided by the instructor from a case that had already been diagnosed but came up with an additional problem that called for further investigation by the attending physician. The task for the students was to conduct the investigation and discuss the problem with the attending physician. A survey was conducted of a class of 3rd year medical students (n=43) who completed clerkships in internal medicine to measure the level of student engagement in the problem-based clinical teaching segment and the students' overall perceptions of this new teaching method.
RESULTS
Students generally agreed with the statements that they were actively engaged in the learning during the problem-based clinical teaching session. The students also perceived that this teaching session helped them acquire a deeper understanding of the knowledge and that it enhanced their problem solving skills and motivation.
CONCLUSION
Problem-based clinical teaching is a useful educational method to apply problem-based learning in clinical clerkship settings.

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Accreditation Standards for Designating Teaching Hospitals for Medical Students in Korea
Jonghoon Park, Youngchang Kim, Dongseok Moon, Kwihwa Park, Sujin Chae, Hyohyun Yoo, Ducksun Ahn
Korean Medical Education Review.2015; 17(1): 15. CrossRef

6,923 View
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Faculty Observer and Standardized Patient Accuracy in Recording Examinees' Behaviors Using Checklists in the Clinical Performance Examination: Jaehyun Park, Jinkyung Ko, Sunmi Kim, Hyobin Yoo; Korean J Med Educ 2009;21(3):287-297.
Published online September 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.3.287

Abstract
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PURPOSE
The purpose of the study was to examine the recording accuracy of faculty observers and standardized patients (SPs) on a clinical performance examination (CPX).
METHODS
This was a cross-sectional study of a fourth-year medical students' CPX that was held at a medical school in Seoul, Korea. The CPX consisted of 4 cases and was administered to 118 examinees, with the participation of 52 SP and 45 faculty observers. For the study we chose 15 examinees per case, and analyzed 60 student-SP encounters in total. To determine the recording accuracy level, 2 SP trainers developed an answer key for each encounter. First, we computed agreement rates (P) and kappa coefficient (K) values between the answer key-SPs and the answer key-faculty observers. Secondly, we analyzed variance (ANOVA) with repeated measures to determine whether the mean percentage of the correct checklist score differed as a function of the rater, the case, or the interaction between both factors.
RESULTS
Mean P rates ranged from 0.72 to 0.86, while mean K values varied from 0.39 to 0.59. The SP checklist accuracy was higher than that of faculty observersat the level of item comparison. Results from ANOVA showed that there was no significant difference between the percentage of correct scores by the answer key, faculty observers and SPs. There was no significant interaction between rater and case factors. CONCLUSION: Acceptable levels of recording accuracy were obtained in both rater groups. SP raters can replace faculty raters in a large-scale CPX with thorough preparation.

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A study on evaluator factors affecting physician-patient interaction scores in clinical performance examinations: a single medical school experience
Young Soon Park, Kyung Hee Chun, Kyeong Soo Lee, Young Hwan Lee
Yeungnam University Journal of Medicine.2021; 38(2): 118. CrossRef
A Comparative Study on the Assessment of the Quality of Life by Older Cancer Patients and Caregivers and Assessment of Performance Status by Medical Staff
Kyoungwon Choi, Hoonsik Bae, Yeon Ok Lim, Ilsung Nam, Hyunsook Yoon, Yojin Kim, Hyen Joo Lee
Korean Journal of Health Promotion.2015; 15(3): 150. CrossRef
Assessment of Clinical Skills With Standardized Patients: State of the Art Revisited
David B. Swanson, Cees P.M. van der Vleuten
Teaching and Learning in Medicine.2013; 25(sup1): S17. CrossRef
Teaching Clinical Performance Examination Using Action Learning Techniques
Kyung Hye Park, Woo Jeong Kim
Korean Journal of Medical Education.2012; 24(1): 23. CrossRef
Analysis of First Clinical Skills Examination in the Korean Medical Licensing Examination: Focus on Examinees' Experience in a Medical School
Kyung Ae Jun, Sang Yop Shin
Korean Journal of Medical Education.2011; 23(3): 203. CrossRef
How to Succeed in Carrying Out the First Trial of the Clinical Skills Examination in the Korean Medical Licensing Examination
Sun Huh
Korean Journal of Medical Education.2009; 21(3): 211. CrossRef

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Development and Validation of a Questionnaire to Evaluate Medical Students' Evidence-Based Medicine Competencies: Jaehyun Park, Taeyoung Yoon, Jinkyung Ko; Korean J Med Educ 2009;21(3):259-267.
Published online September 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.3.259

Abstract
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PURPOSE
The purpose of the study was to develop and validate a questionnaire to evaluate medical students' knowledge of, attitude towards and practice of evidence-based medicine (EBM). METHODS: The participants of the study were 418 medical students enrolled in the Kyung Hee University School of Medicine in Seoul, Korea. To examine construct validity of the questionnaire, an exploratory factor analysis (EFA) was performed with 118 participants; a confirmatory factor analysis (CFA) was conducted with the remaining 281 participants. We developed 41 items with a 4-point Likert scale. An EFA was performed to verify the emergence of four dimensions of EBM competencies. The principal axis factoring method and the direct oblimin rotation method were used. To confirm construct validity, a CFA was conducted with the remaining 281 participants. To evaluate model fitness, root mean square error of approximation (RMSEA) and comparative fit index (CFI) were used as fit indices. We conducted ANOVA with Scheffe as discriminant validation, and calculated Cronbach's alpha of 4 subscales as reliability checkup.
RESULTS
After refinement procedure, factor analysis of the 32 items in therevised questionnaire yielded 4 factors. The Scree plot supported a 4 factor solution explaining 53.5% of the variance. The 4 components derived were: factor 1_knowledge on EBM (11 items; Cronbach's alpha=0.92); factor 2_ pursuit towards EBM (10; 0.88); factor 3_reluctance on EBM (7; 0.78); factor 4_practice of EBM (4; 0.75). The questionnaire could discriminate competence differences among 1-3 yr students. Satisfactory Cronbach's alpha scores were noted for each factor as well. CONCLUSION: The EBM competency questionnaire was validated.

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Effectiveness of an Evidence-Based Practice Education Program for Undergraduate Nursing Students: A Systematic Review and Meta-Analysis
Dain Jeong, Chang Park, Keiko Sugimoto, Miyang Jeon, Dooyoung Kim, Young Eun
International Journal of Environmental Research and Public Health.2024; 21(5): 637. CrossRef
Analysis on Validity and Academic Competency of Mock Test for Korean Medicine National Licensing Examination Using Item Response Theory
Han Chae, Eunbyul Cho, SeonKyoung Kim, DaHye Choi, Seul Lee
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Keum-S. Jang, Eun A Kim, Hyunyoung Park
The Journal of Korean Academic Society of Nursing Education.2015; 21(1): 119. CrossRef

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Trends of Communication Skills Education in Medical Schools: Hong Hee Han, Sun Kim; Korean J Med Educ 2009;21(1):35-41.
Published online March 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.1.35

Abstract
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PURPOSE
To investigate the past and current status of teaching communication skills in undergraduate medical education and to review how medical education is progressing.
METHODS
A selective search was conducted of the literature that was published from 1960 to Jun 2008 in the MEDLINE, EMBASE, ERIC, Psychlnfo, and KMbase databases using "communication." All articles in 13 medical journals (including Academic Medicine, Medical Education, Teaching and Learning in Medicine, Medical Teacher, and Korean Journal of Medical Education) were reviewed. Each article was categorized according to 5 subjects (curriculum, methods, assessment, student factors, and research type).
RESULTS
A total of 306 studies met the inclusion criteria for this study. Curriculum was the most frequent subject (n=85), followed by assessment (n=71), student factors (n=48), and methods (n=23). According to this research, the current trends of teaching communication skills in medical school are characterized by curriculum development,' 'blended-methods,' 'multisource assessment,' 'student attitudes,' and 'comparative studies' of education.
CONCLUSION
It is time to figure it out optimistic ways to design a formal course. Now, 4 current trends in teaching and learning are emerging in communication skills. Curriculum development is stabilizing a variety of teaching methods are being adopted; a method of multisource assessment is being identified and the need to consider student attitudesis being recognized. In the near future, objective, comprehensive, and sophisticated evaluation is going to be the top priority in teaching communication skills with a variety of research types.

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Hyo Hyun Yoo, Sein Shin, Jun-Ki Lee
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Aehwa Lee
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Medical Students' Goals, Methods and Opinions on Self-directed Learning and Analysis of Self-assessment: Jungwon Huh, Jaejin Han, Hyunjung Im; Korean J Med Educ 2008;20(2):123-132.
Published online June 30, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.2.123

Abstract
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PURPOSE
The purpose of this study was to investigate the goals, methods and opinions of medical students on self-directed learning (SDL) and to compare the self-assessments with faculty-evaluations. METHODS: The study group included 90 medical students doing their clerkship in the department of Laboratory Medicine, Mokdong Hospital, Ewha Womans University, School of Medicine, Seoul, Korea, from August 2005 to October 2006. Students were asked to review cases, formulate learning goals, implement appropriate learning strategies and present learning outcomes. Students' opinions on SDL were collected. Their self-assessments were compared with the faculty evaluation scores using the same checklist. Three groups were defined according to the faculty scores: scores >12, high; scores 10~12, middle; scores <9, low. RESULTS: SDL was helpful in increasing confidence in students' own learning abilities and in raising interest in the patient-doctor relationship. Some students had difficulty formulating learning goals on their own. The mean of the self-assessments was significantly higher than that of faculty mean (11.8+/-2.1 vs. 10.9+/-2.3, p=.005). Rater agreement by items was approximately 30%. There was significant interaction between raters and group. Among the 'high' group, 55% under-rated their scores to middle or low levels, whereas 66% of the 'low' group rated themselves higher to high or middle levels. Spearman's correlation coefficient between faculty's and student's scores was r=.219 (p=.038) and 4.4% of the faculty evaluations was predicted by the self-assessment scores. CONCLUSION: These results suggest that SDL is an effective learning tool during clerkship. Since students' scores did not correlate with those of the faculty's, students need to develop appropriate self-assessment skills.

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Assessment of Medical Students in Clinical Clerkships
Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Sunyong Baek, Jae Seok Woo
Korean Medical Education Review.2013; 15(3): 120. CrossRef
Differences between Scores Assessed by Examiners and Examinees on Objective Structured Clinical Examination
Mi-Hyun Han, Seok Gun Park
Korean Journal of Medical Education.2009; 21(3): 279. CrossRef

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Brief Communication

Implementing a Communication Skills Course for Undergraduate Medical Students: Young-Mee Lee, Youn-Jae Oh, Duck-Sun Ahn, Suk-Min Yoon; Korean J Med Educ 2007;19(2):171-175.
Published online June 30, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.2.171

Abstract
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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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Student Satisfaction and Achievement after Role-playing in a Pediatric Dentistry Class
Min Jin Kim, Ji-Soo Song, Teo Jeon Shin, Young-Jae Kim, Jung-Wook Kim, Ki-Taeg Jang, Sang-Hoon Lee, Hong-Keun Hyun
THE JOURNAL OF THE KOREAN ACADEMY OF PEDTATRIC DENTISTRY.2018; 45(3): 280. CrossRef
Evaluating the short-term effects of a communication skills program for preclinical medical students
Young-Mee Lee, Young Hee Lee
Korean Journal of Medical Education.2014; 26(3): 179. CrossRef
Medical Students' Perception and Satisfaction with Medical Communication Teaching Using Electronic Modules
Eal Whan Park
Korean Journal of Medical Education.2012; 24(3): 197. CrossRef
Does Practicing Communication Skills with Standardized Patients or Completion of Elective Course of Communication Skills Affect the Scores of Clinical Performance Examination?
Jong Hoon Kim
Korean Medical Education Review.2011; 13(1): 35. CrossRef
Analysis of the Perceived Effectiveness and Learning Experience of Medical Communication Skills Training in Interns
Jong Won Jung, Young-Mee Lee, Byung Soo Kim, Ducksun Ahn
Korean Journal of Medical Education.2010; 22(1): 33. CrossRef
Correlation between Self-evaluation Factor and Academic Achievement of Medical Students according to Introduction of Explanation Meeting in Cadaveric Dissection
Jeong-Hyun Park, Jee-Hee Kim, Kwang-Hwan Kim
Journal of the Korea Academia-Industrial cooperation Society.2010; 11(7): 2475. 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
Association Between Student Performance in a Medical Communication Skills Course and Patient-Physician Interaction Scores on a Clinical Performance Examination
Young-Mee Lee, Byung Soo Kim
Korean Journal of Medical Education.2008; 20(4): 313. 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

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Original Article

Teaching 'Breaking Bad News' Based on SPIKES Protocol during Family Medicine Clerkship: Su Hyun Kim, Youn Seon Choi, Young Mee Lee, Dae Gyeun Kim, Jeong A Kim; Korean J Med Educ 2006;18(1):55-63.
Published online April 30, 2006; DOI: https://doi.org/10.3946/kjme.2006.18.1.55

Abstract
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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.
CONCLUSION
Self-confidence for delivering bad news increased but there was no evidence of improvement in clinical performance. Communication skills training should be repeatedly performed in each medical educational curriculum.

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The Public’s Response to Communication between a Terminal Cancer Patient and Physicians: A Qualitative Study of Three Sets of Online News Comments
Song Yi Park, Kyung Hye Park
Korean Medical Education Review.2022; 24(3): 240. CrossRef
Views and experience of communication when receiving a serious mental health diagnosis: satisfaction levels, communication preferences, and acceptability of the SPIKES protocol
Alyssa C. Milton, Barbara Mullan
Journal of Mental Health.2017; 26(5): 395. CrossRef
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
Do Personal Characteristics Related to Breaking Bad News Influence Students' Communication Skills?
Sun Ju Im, So Jung Yune, Sang Yeoup Lee, Hae Jin Jeong, Shin Young Kang, Bee Sung Kam, Hyung Gon Yoon, Hyun Ju Choi, Sun Hee Lee, Hae Gue Kim
Korean Journal of Medical Education.2008; 20(3): 231. CrossRef

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Does Tutor Evaluation in the PBL Course Assess Different Aspects of Learning from What Written Examination Assesses?: Ji Young Kim, Hee Jung Son, Ju Hui Kim, Kyung Pyo Hong; Korean J Med Educ 2005;17(1):37-47.
Published online April 30, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.1.37

Abstract
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PURPOSE
This study was aimed to examine whether tutor evaluation in the PBL course assesses different aspects of learning from what written examination assesses. METHODS: 89 medical students were assessed by Self-Directed Learning Readiness Scale (SDLRS) and Learning Orientation Scale (LOS) in March 2004. Their tutor evaluation and written examination scores in the 1st semester of 2004 PBL units were collected in August 2004. Data analyses were conducted using t-test, correlation analysis, and linear regression.
RESULTS
SDLRS scores were significantly correlated with tutor evaluation scores, but not with written examination scores. Both schoolwork orientation and academic orientation scores on LOS were significantly associated with tutor evaluation and written examination scores. Tutor evaluation scores were explained significantly by all predictors, such as SDLRS, schoolwork orientation, and academic orientation scores. However, written examination scores were explained significantly by academic orientation only. CONCLUSIONS: Tutor evaluation in the PBL assessed student self-directed learning readiness and academic orientation, but written examination did not. The findings show a crucial possibility that tutor evaluation may overcome shortcomings of the written examination.

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Comparative Analysis of Course Satisfaction and Student Assessment Results in Redesigned Problem-Based Learning
Sejin Kim, Minjeong Kim, Seom Gim Kong, Ho Joong Jeong
Korean Medical Education Review.2022; 24(2): 128. CrossRef
Medical Students' Goals, Methods and Opinions on Self-directed Learning and Analysis of Self-assessment
Jungwon Huh, Jaejin Han, Hyunjung Im
Korean Journal of Medical Education.2008; 20(2): 123. CrossRef

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Medical Students' Change of Thought after a Two Year Course on Medical Interview Skills: Hyun Jin Kim, Eun Hee Park, Dae Hyun Kim; Korean J Med Educ 2002;14(2):165-174.; DOI: https://doi.org/10.3946/kjme.2002.14.2.165

Abstract
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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

5,284 View
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Lessons Learned from Optional Elective Course: Young Mee Lee, Duck Sun Ahn, Yeon Hee So; Korean J Med Educ 2001;13(2):213-220.; DOI: https://doi.org/10.3946/kjme.2001.13.2.213

Abstract
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BACKGROUND
The College of Medicine at Korea University has lunched the new curriculum which incorporated optional elective courses in 2000. Optional elective course is consisted of 10 subjects. 8 subjects are conducted in classroom lectures and 2 of them are active experiences in research or community service. The purpose of this study is to identify the level of achievement of its own educational goals and objectives. Also, we tried to explore the possibilities of improving this course for the maximum educational effectiveness.. MATERIAL AND METHOD: We conducted a survey and the subjects of this study were second, and third year medical students who finished this course.
RESULTS
84.8% of respondents were aware of the goals of the course. 91.1% of them agreed this course is needed to enhance the effectiveness in undergraduate medical education. Most students agreed the course provide an opportunity to broaden their perspectives of field of medicine(81.4% of respondents). Also, this course provided good informations for students' future career choice(78.6% of respondents). However, students wanted to have more in-depth learning experience. INTERPRETATION: The implementation of the optional elective course at the Korea University, Medical College was successful. Despite of its initial success, the course has to be revised to allow students to get more in - depth study according their own interests.

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A Qualitative Study on the Students' Perceptions of Elective Courses in Korean Medical Education
Hee Jun Park, Sung Uk Ma, Hye-Yoon Lee
Journal of Korean Medicine.2025; 46(1): 139. CrossRef
Medical education program implementation experience in an elective course: a case study in South Korea
Yu-Ra Kim, Seung-Min Yoo, Hye-Jin Park
Korean Journal of Medical Education.2023; 35(2): 199. CrossRef

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Evaluation Studies

Evaluation of the Curriculum in the Department of Parasitology, Hallym University (1990): Sun Huh; Korean J Med Educ 1992;4(1):28-38.; DOI: https://doi.org/10.3946/kjme.1992.4.1.28

Abstract
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I tried to evaluate the curriculum of the Department by students' critics. In December 1990, the questionnaires consisting 9 groups and 50 items were administered to 93 freshmen. The each groups and t he items of questionnaires were summed up with the ranking analysis. The attitude and technique of lecturer, materials for the lectures and laboratory got higher marks. The contents of the lecture and laboratory, and the student's response to lecture and laboratory got lower marks. Out of the specific items, the textbook, number of the assistant personnels, speed of lecture, introduction of the usage of laboratory manual, and number of specimens got the lowest marks. These items must be revised or corrected for the improvement of the education program in the Department. The increase of number of staffs is the most urgent task. This study might be a model for the other Departments in case of evaluating the curriculum by students.