2.Essential Components of Educational Programs on Biomedical Writing, Editing, and Publishing.
Edward BARROGA ; Maya VARDAMAN
Journal of Korean Medical Science 2015;30(10):1381-1387
The primary objective of educational programs on biomedical writing, editing, and publishing is to nurture ethical skills among local and international researchers and editors from diverse professional backgrounds. The mechanics, essential components, and target outcomes of these programs are described in this article. The mechanics covers the objectives, design, benefits, duration, participants and qualifications, program formats, administrative issues, and mentorship. The essential components consist of three core schedules: Schedule I Basic aspects of biomedical writing, editing, and communications; Schedule II Essential skills in biomedical writing, editing, and publishing; and Schedule III Interactive lectures on relevant topics. The target outcomes of the programs comprise knowledge acquisition, skills development, paper write-up, and journal publication. These programs add to the prestige and academic standing of the host institutions.
Biomedical Research/*education
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Education, Medical/*methods
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Humans
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*Medical Writing
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*Publishing
3.Evaluation of the Senior Clerkship in General Surgery at Yonsei University Medical Center using a "Critical Incidence", Technique: A Preliminary Report.
Yonsei Medical Journal 1968;9(1):47-51
No abstract available.
Education, Medical*
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Human
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Korea
;
Learning*
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Methods
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Schools, Medical*
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Surgery/education*
5.Importance of clinical medicine in medical education: review of the articles in this issue.
Korean Journal of Medical Education 2015;27(4):243-245
No abstract available.
*Clinical Medicine
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*Curriculum
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Education, Medical/*methods
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Humans
6.Medical humanity: how do we learn it?
Yifan CHANG ; Xiaoyi ZHOU ; Yan ZHANG
Chinese Medical Journal 2014;127(24):4292-4294
China
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Education, Medical
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methods
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Humanities
;
Humans
7.Comparisons of item difficulty and passing scores by test equating in a basic medical education curriculum
Jung Eun HWANG ; Na Jin KIM ; Su Young KIM
Korean Journal of Medical Education 2019;31(2):147-157
PURPOSE: Test equating studies in medical education have been conducted only for high-stake exams or to compare two tests given in a single course. Based on item response theory, we equated computer-based test (CBT) results from the basic medical education curriculum at the College of Medicine, the Catholic University of Korea and evaluated the validity of using fixed passing scores. METHODS: We collected 232 CBTs (28,636 items) for 40 courses administered over a study period of 9 years. The final data used for test equating included 12 pairs of tests. After test equating, Wilcoxon rank-sum tests were utilized to identify changes in item difficulty between previous tests and subsequent tests. Then, we identified gaps between equated passing scores and actual passing scores in subsequent tests through an observed-score equating method. RESULTS: The results of Wilcoxon rank-sum tests indicated that there were no significant differences in item difficulty distribution by year for seven pairs. In the other five pairs, however, the items were significantly more difficult in subsequent years than in previous years. Concerning the gaps between equated passing scores and actual passing scores, equated passing scores in 10 pairs were found to be lower than actual passing scores. In the other two pairs, equated passing scores were higher than actual passing scores. CONCLUSION: Our results suggest that the item difficulty distributions of tests taught in the same course during successive terms can differ significantly. It may therefore be problematic to use fixed passing scores without considering this possibility.
Curriculum
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Education, Medical
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Educational Measurement
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Korea
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Methods
9.Exploration and practice of open experiment in molecular pharmacognosy.
Xiaogang WANG ; Jinbo FANG ; Jia YAN ; Jiachun CHEN
China Journal of Chinese Materia Medica 2011;36(3):383-386
In order to improve quality of molecular pharmacognosy teaching, the open experiment is applied. Under the guidance of tutors, students conduct the whole experiment independently. Students' abilities of independent thinking and comprehensive-experimental conduction were enhanced in the open experiment. Meanwhile, the authors discuss the problems of open experiment and propose some reflection and suggestions.
Education, Medical, Undergraduate
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economics
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manpower
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methods
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standards
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Humans
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Pharmacognosy
;
education
10.Is remediation program using team-based learning effective for at-risk medical students?.
Kyung Duk PARK ; Bora KIM ; Taeyeon KIM ; Seara PHYO ; Sun Jung MYUNG
Korean Journal of Medical Education 2014;26(1):25-29
PURPOSE: Although remediation and reassessment of at-risk students are essential functions of medical education, there are no guidelines on how best to remediate such students. In this study, we described and examined the effectiveness of a remediation program that was delivered as team-based learning (TBL) sessions. METHODS: After a written examination, 15 of 145 fourth-year students were found to require remediation, and assigned to teams of four to five students. Clinical topics related to items of the Korean Medical License Examination were taught in the remediation period of 3 weeks, and all students took reexamination. Changes in test scores were analyzed, and student feedback was documented. RESULTS: Students who participated in the remediation program had significantly better total scores on re-examination (remediation group 225.8 to 263.0 vs. control group 290.8 to 304.0, p<0.05). Most students found that the remediation program was instructive and helped them prepare for the examination. Moreover, students gained confidence, and all of them passed the graduation examination. CONCLUSION: TBL is an effective method of remediating at-risk students. Further research with regard to the successful design and implementation of a remediation program for at-risk students is needed.
Education, Medical
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Humans
;
Learning*
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Licensure
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Methods
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Students, Medical*