Status of Clerkship Education and Its Evaluation in Korean Medical Schools.
- Author:
Eunbae YANG
1
;
Duk Joon SUH
;
Yunseong LEE
;
Sookon LEE
;
Seokhwa KIM
;
Eunil LEE
;
Guetae CHAE
;
Yeonju JO
;
Ducksun AHN
Author Information
1. Yonsei University College of Medicine, Donga University College of Medicine, Korea. dsahn@yumc.yonsei.ac.kr
- Publication Type:Original Article
- Keywords:
Clinical clerkship;
Educational activity;
Evaluation methodology
- MeSH:
Clinical Clerkship;
Clinical Competence;
Education*;
Evaluation Studies as Topic;
Humans;
Korea;
Schools, Medical*;
Time Management;
Surveys and Questionnaires
- From:Korean Journal of Medical Education
2007;19(2):111-121
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The aim of this study is to identify the status of clerkship education and its evaluation in Korea. METHODS: Questionnaires were sent to 943personnel in 23clinical departments of 41medical schools nationwide from April, 1 to April 10, 2004. We analyzed the 638 questionnaires that were collected from 39medical schools. RESULTS: The most frequently used methodologies for clerkship education were small group lecture(17.1%), observation of ambulatory care(15.7%), seminar(12.9%), observation and support of operation(12.4%), ward rounding(12.1%). The relative proportion of educational methodologies was varied according to the type of clinical departments. Most of the clinical clerkship activity was conducted in the university hospital. Also, the clerkship activities were educated by professors(57.8%), fellows(9.1%), residents(30.6%) and others(2.5%). The evaluation methods were written exam(21.8%), attendance(17.5%), report(14.0%), and oral exam(12.0%). In terms of evaluating items, acquirement of clinical knowledge has been mainly tested. However, students' ability to communicate, build human relationship, and clinical skills has been less frequently evaluated in most of medical schools. CONCLUSION: It is most likely that the current status of clerkship education and its evaluation in Korea is focused on the education and assessment of clinical knowledge. To improve this, the following areas need to be enriched: interaction between faculty and students, experience-based clerkship, effective feedback, time management, objectivity of evaluation, performance evaluation.
