No abstract available.
Clinical Clerkship*

Background: Professionalism is a core competency of physicians, identified as one of the learning outcomes for the Doctor of Medicine program. In all the efforts geared towards supporting students develop high standards of professionalism through the 4-year course of medical education, perhaps the greatest gap is in assessment. Objectives: The study aimed to determine how attitudes towards professionalism among medical students change during clinical clerkship, which attitudes change, and if these changes are associated with certain demographic factors and specific clinical rotations. Methodology: This is a cohort study with a baseline and three consecutive measurements of attitudes towards professionalism among students in a medical school as they rotated in the different clinical departments for the first semester of AY 2018-2019. A 36-item questionnaire based on a validated instrument was used. Frequency counts, means, percentages, paired t-tests, analysis of variance, and chi-square were used to analyze the data. Results: Overall, the attitudes towards professionalism among medical students were positive at baseline and did not significantly change through three consecutive clinical rotations. The scores were highest and most stable for altruism, accountability, and excellence. No association was found between any change in attitudes and certain demographic factors including age, gender, and pre-medical course, and specific clinical rotation. Conclusion No significant change in attitudes towards professionalism was found among fourth year medical students as they rotated through three consecutive clinical rotations. While many factors should be considered, this finding should prompt a comprehensive look at how clinical clerkship experiences actually educate for professionalism.
Professionalism ; Clinical Clerkship ; Attitude

This study analysed the correlation between student achievement and the result of medical licensure examination. To predict the result of pass or fail in the medical licensure examination we carried out a discriminant ana lysis by using following variables: year-wise student academic record and the result of integrative test scores. The prediction ratio was 83.6% and the statistical result is significant. Based on this result the formular of the discriminant score for sucess in medical licensure examination is as following: Z= -19.6372+(0.1812)xcredit of 4th year+(0.0441)xthe result of intergrative test scores. Being considered that the curriculum for seniors was consisted of as core clinical clerkships on the basis of main subjects and the items of medical licensure examination were selected from main subjects. The result is a matter of course. Therefore, it is recommended to put emphasis on core subject-oriented teaching and to strengthen core clinical clerkship to enhence the possiblity of success of medical licensure examination. Since the afore-mentioned discriminant score may predict success of medical licensure examination the school administration can decide to offer special programs for risk group students.
Clinical Clerkship ; Curriculum ; Humans ; Licensure, Medical*

PURPOSE: The aim of this study was to investigate correlations between medical student scores on 4 examinations: the written examination, clinical clerkship examination, clinical skill assessment, and graduation examination. METHODS: Scores for 51 students who entered Daegu Catholic Medical School in 2005 on the written examination, clinical clerkship examination, clinical skill assessment, and graduation examination were included. Correlations between the scores were analyzed statistically. RESULTS: The scores on the written examination showed a strong correlation with those of the clinical clerkship assessment (0.833) and graduation examination (0.821). The clinical clerkship assessment scores correlated significantly with graduation examination scores (0.907). In addition, clinical skill assessment scores correlated with the written examination (0.579), clinical clerkship examination (0.570), and graduation examination (0.465) scores. CONCLUSION: Overall, the correlation between the scores on the clinical clerkship examination and the written examination was more significant than the correlation between scores on the clinical clerkship examination and clinical skill assessment. Therefore, we need to improve the evaluation method for the clinical clerkship examination and clinical skill assessment.
Clinical Clerkship ; Clinical Competence ; Humans ; Schools, Medical ; Students, Medical

OBJECTIVES: This study aimed to investigate the effect of clinical clerkship-associated achievements, such as performance of procedures at the student clinic, observation, and attitude towards a clerkship, on the objective structured clinical examination (OSCE) scores of dental students graduating in restorative dentistry. MATERIALS AND METHODS: The OSCEs consisted of two stations designed to assess students' clinical skills regarding cavity preparation for a class II gold inlay and a class IV composite restoration. The clerkship achievements, consisting of the number of student clinical procedures performed, observation-related OSCE, and scores of their attitudes towards a conservative dentistry clerkship, were assessed. Correlation and multiple regression analyses were conducted. RESULTS: The correlation coefficient between the OSCE scores for cavity preparation for a class II gold restoration and clerkship attitude scores was 0.241 (p < 0.05). Regarding a class IV composite restoration, OSCE scores showed statistically significant correlations with the observation (r = 0.344, p < 0.01) and attitude (r = 0.303, p < 0.01) scores. In a multiple regression analysis, attitudes towards a clerkship (p = 0.033) was associated with the cavity preparation for a class II gold inlay OSCE scores, while the number of procedure observations (p = 0.002) was associated with the class IV composite restoration OSCE scores. CONCLUSIONS: The number of clinical procedures performed by students, which is an important requirement for graduation, showed no correlation with either of the OSCEs scores.
Achievement ; Clinical Clerkship ; Clinical Competence ; Dentistry ; Humans ; Inlays ; Students, Dental

The author has confirmed the legistical authorization of medical student's active participation in clinical practice for their learning. The possible approaches for innovation of clinical clerkship ar e described and are analized in view point of medical colleges and society. Listing of important clinical skills in order (content and level), legistration of student's clinical clerkship. Limitation of legal protection in clinical practice, training of regidents and follows for better student's clerkship, and spiritual support from patients, community and government is emphasized.
Clinical Clerkship ; Clinical Competence ; Humans ; Learning ; Students, Medical*

If medical campus is composed of multi-campus, the standardization of the students' clinical clerkship is one of the major concerns in medical education, since it is very difficult to supervise the precise students' performances by the executive officers. To improve and to standardize the clinical clerkship, the objective structured clinical examination and the clinical skill test was done and its results were analyzed. On February 11, 2001, the 85 junior students of the College of Medicine, Hallym University, undertook the examinations with 10 items. Mean of the results was 72.73. There was no significant difference of scores according to sex, and group of examinees. There was significant difference according to the hospital of students' clerkship in spite of there was no significant difference of the scores of written examination and total score of clinical clerkship. There was a significant difference of experiences of clinical skills according to the hospital. There was a positive correlation between degree of experience of clinical skills and scores (r=0.3888). The most important factor influencing the scores is believed to be a experience of clinical skills in the hospital since it can be postulated that the students' ability was not different according to the hospital. Also the depth of the clinical skill was also may be another influencing factor to the scores. When students works in multi-campus hospitals, the professors or educational supervisors should check the clinical skills as the guideline indicated, for the standardization of the clinical clerkship.
Clinical Clerkship* ; Clinical Competence* ; Education, Medical ; Humans ; Schools, Medical*

PURPOSE: Some report that basic life support (BLS) skills decay rapidly, mostly by three months after initial training. Retraining at specific intervals or with more effective methods is necessary to delay this decay. This study was undertaken to determine the effects of the time interval from initial training and to evaluate the impacts of a knowledge-only reinforcement on BLS skills in medical students and interns. METHODS: We tested the single-rescuer BLS performance of 92 medical students and interns with Resusci(R) Anne SkillReporter(TM) and BLS performance criteria. All trainees had been instructed by senior residents in 1~24 months before the test and were assigned into four groups by interval from initial training [group A: 1~3 months (n=21), group B: 4~7 (n=26), group C: 8~15 (n=20), group D: 16~24 (n=25)]. Groups C and D had 1-hour knowledge-only lectures. RESULTS: The performance criteria score of group B was lower than that of group A (p=0.005), but that of group C was higher than that of group B (p=0.025). The percent correct of ventilation (PCV) and compression (PCC) decreased surprisingly during the first three months after initial training. There was no difference in the PCC among the four groups. However, the PCV in group C was lower than that in group A (p=0.047). The PCV and the interval from initial training had a negative correlation (R=-0.273, p=0.009). CONCLUSION: Overall BLS performance of medical students and interns on clinical clerkship, without reinforcement, decreases more significantly after three months compared to the first three months from initial training. The accuracy of the skills decreases rapidly from the time of initial training. A knowledge-only reinforcement could temporally improve overall BLS performance. However, the accuracy of the ventilation skill decays regardless of reinforcement.
Cardiopulmonary Resuscitation ; Clinical Clerkship* ; Humans ; Lectures ; Students, Medical* ; Ventilation

Clerkship has a vital role in undergraduated medical education. Despite potential benefits, clinical teaching has been much criticised for its variability due to its complex clinical environment. This article describes several problems and educational theories related to learning in clinical settings. Effective strategies were developed after these problems arised and learning theories were created, in terms of students, clinical teachers and teaching institution: first, the student should prepare medical knowledge and survival skills for self-directed learning in the clinical setting; second, the clinical teachers provide opportunities for active participation-effective feedback-reflection to students; and lastly, the teaching institution has to design a clerkship curriculum effectively. A clinical environment for students allowing them to participate actively is essential.
Clinical Clerkship ; Curriculum ; Education, Medical ; Humans ; Learning ; Test Taking Skills

The purposes of this study were to survey the present state and problems related to curriculum and clinical clerkship of diagnostic radiology and to find out alternatives for the improvement of curriculum design in diagnostic radiology. The results of this study are as following: First, 43.3% out of professors, 70.6% out of residents and 69.4% out of students reply that they don't attain the objectives of classwork, although they finish all their classwork successfully. Second, most of them reply that classwork is oriented by professors and least participated in by students. Third, PBL(Problem-based Learning) by small group is very effective to learning. Fourth, the reasons why clinical clerkship isn't systematic are that there aren't professors-in-charge of clinical clerkship and that the schedule of clinical clerkship is irregular. Fifth, students' participation in clinical clerkship is not substantial participation, such as interpretation and procedure, but simple observation. Based on these results the points which the improvement is called for are as follows: First, professors must achieve the objectives of classwork by thorough analysis on those within limited class hours. Second, it is desirable that they apply learning methods to improve students' thinking by small group activities to their classwork. Third, professors-in-charge of clinical clerkship are surely needed.
Appointments and Schedules ; Clinical Clerkship ; Curriculum* ; Humans ; Learning ; Thinking