The purpose of the study is to analyse difference of study achievement in course related to anatomy by personality type and to suggest application plan for anatomy education. We conducted a survey of 344 of the junior class in 2009, 2010, 2011 to get the results of MBTI personality type test and of courses related to anatomy And then, we analysed those results. As a result, personality type was similar to the distribution of the korean university students and the general public. But there was no difference in study achievements by personality type. We concluded that we should not predict study achievement by using personality type. And we should recognize personality types only as personality traits to utilize for student guidance, study guidance, effective teaching-learning method etc.
Education ; Humans

PURPOSE: The purpose of this study was to compare the differences in self-efficacy in clinical performance (SECP) between medical students and residents. METHODS: A total of 267 medical students and 110 residents participated in a survey on SECP with regard to seven factors: knowledge acquisition and application, clinical reasoning, clinical skills, communication with patients, relationships with other health professionals, medical ethics, and self-development. The data were examined by multivariate analysis of variance. RESULTS: Residents had higher scores for clinical skills than students (F[1, 372]=8.919, p<0.01), whereas students scored significantly higher for communication with patients (F[1, 372]=26.779, p<0.001), relationships with other health professionals (F[1, 372]=12.807, p<0.001), medical ethics (F[1, 372]=40.136, p<0.001), and self-development (F[1, 372]=32.380, p<0.001). There were no differences between genders or specialties of residents. CONCLUSION: There are differences in SECP between students and residents. These results can guide the design of self-efficacy improvement programs.
*Clinical Competence ; Communication ; Ethics, Medical ; Female ; Humans ; *Internship and Residency ; Interpersonal Relations ; Male ; *Self Efficacy ; *Students, Medical

PURPOSE: The purpose of this study was to identify the causal relationship between emotional intelligence, ego-resilience, coping efficacy, and academic stress. METHODS: Participants were 424 medical students from four medical schools in Korea. We examined their emotional intelligence, ego-resilience, coping efficacy, and academic stress using a t-test, an analysis of variance, correlational analysis, and path analysis. RESULTS: First- and second-year students scored higher on academic stress than did those from third- and fourth-year students. Further, coping efficacy mediated the relationships between emotional intelligence, ego-resilience, and academic stress. Academic stress was directly influenced by coping efficacy, and indirectly by emotional intelligence and ego-resilience. This showed that coping efficacy play an important role in academic stress. CONCLUSION: Our findings may help medical schools design educational programs to improve coping efficacy in students, and to reduce their academic stress.
*Adaptation, Psychological ; *Education, Medical ; *Emotional Intelligence ; Humans ; Republic of Korea ; *Schools, Medical ; *Stress, Psychological ; Students, Medical/*psychology

The Duodenal diverticulum is the rare cause of the common bile duct obstruction. We experienced a case of the diverticulum of the second portion of duodenum in a 59-year-old male, who complained recurrent attacks of right upper abdominal pain and fever since 16 months prior to admission. Duodenoscopic finding and UGI study revealed a typical duodenal diverticulum just side to the papilla of Vater. Diverticulectomy and cholecystectomy was performed and after than, he has been free front above mentioned symptoms. We reported a case of duodenal diverticulum which caused recurrent common bile duct obstruction.
Abdominal Pain ; Cholecystectomy ; Common Bile Duct* ; Diverticulum* ; Duodenum ; Fever ; Humans ; Male ; Middle Aged

PURPOSE: The purpose of this study is to provide basic information that can be used to guide alterations in an outcome-based curriculum by analyzing the current curriculum. METHODS: A survey was administered to 103 juniors, 90 seniors, and 97 professors in Chonbuk National University Medical School on the importance of subgraduate and graduate outcomes, the appropriate curriculum to graduate, operational satisfaction, and self-judged achievement. RESULTS: There were significantly meaningful gaps in the importance of graduate and subgraduate outcomes. However, students considered other competencies, except for medical research, more important. The survey data on the appropriate curriculum for graduation and on the operational satisfaction with the curriculum show that overall reorganization of the curriculum is needed. Students felt that they achieved 50 to 60 of 100 with regard to graduate outcomes. Further, students recognize that there are no differences in achievement level between genders. But, they believe that seniors achieve more than juniors. CONCLUSION: A multilateral basic analysis can be useful to guide the improvement of an outcome-based curriculum to help graduates acquire the ability to provide basic medical treatment.
Curriculum* ; Humans ; Jeollabuk-do ; Mental Competency ; Schools, Medical

PURPOSE: This aim of this study is to examine trends in medical education research in the Korean Journal of Medical Education (KJME) and suggest improvements for medical education research. METHODS: The main variables were keywords from research papers that were published in KJME. Abstracts of papers (n=499) that were published from 1991 through 2015 were analyzed by social network analysis (NetMiner 4.0) a common research method for trends in academic subjects. RESULTS: The most central keywords were "medical education," "clinical competence," "medical student," and "curriculum." After introduction into graduate medical school, newly appearing keywords were "professional behavior," "medical humanities," "communication," and "physician-patient relation." Based on these results, we generated a schematic of the network, in which the five groups before introduction to graduate medical school expanded to nine groups after introduction. CONCLUSION: Medical education research has been improving qualitatively and quantitatively, and research subjects have been expanded, subdivided, and specific. While KJME has encompassed medical education studies comprehensively, studies on medical students have risen in number. Thus, the studies that are published in KJME were consistent with the direction of journal and a new study on the changes in medical education is being conducted.
Biomedical Research/*trends ; Data Mining ; *Education, Medical ; Humans ; Periodicals as Topic/*trends

PURPOSE: The purpose of the study is to develop education programs for improving medical school students' medical communication ability, and to provide basic information to help develop and operate medical communication education programs by analyzing the education programs and students satisfaction from the education effects. METHODS: The method was to survey 116 sophomores in C medical school in 2014 in order to research students' demands for the medical communication education, level differences of communication between before and after of the education, and students' satisfaction from the education program. Analysis of frequency, paired samples t-test, descriptive statistic analysis were used for the research. RESULTS: There were not only many students who did not get general communication educations before admission, but also many students who said they need medical communication education. On the whole, students' abilities of communication were improved. Building relationship, information gathering, sharing information, understanding one's perspectives factors was improved meaningfully in the statistics. However opening relationship, reach agreement, and providing closure were not improved meaningfully in the statistics. On the whole, the students were satisfied from the education programs. CONCLUSION: To develop education programs for medical communication ability, we need to construct the objectives of education and contents by researching students' demands and level of learning in communication area. Moreover we have to design curriculum to maintain the education effects consistently.
Communication ; Curriculum ; Education ; Education, Medical ; Health Communication ; Humans ; Learning ; Schools, Medical*

The purpose of this study was to promote an enhanced understanding of burnout among medical school professors by reviewing the literature on burnout in domestic and international medical professors, and to seek measures to prevent burnout. To this end, the general concept of burnout and the physical, cognitive, psychological, social, and behavioral symptoms that result from burnout were explained. In addition, the causes and results of high burnout among medical school professors were summarized in terms of demographic characteristics and the duties of educators, researchers, and physicians, and measures to prevent burnout in medical school professors were divided into individual and organizational levels. In order to prevent burnout among medical school professors, sensitive interest in themselves and self-reflection are required at the personal level. At the organizational level, it is necessary to regularly monitor burnout among medical school professors, improve systems, encourage participation in the policy-making process, and develop customized education programs. At the social level, it is necessary to recognize that burnout of medical school professors is a social problem, for which further research is needed. Therefore, in order for medical school professors not to burn out, there must be appropriate interactions among the individuals, organizations, and society, and the consistent attention should be paid to this issue.

Cohorts are established and operated at medical schools as part of efforts to improve the quality of education. Chosun University College of Medicine clarified the purpose of establishing three cohorts in light of its core values and developed criteria and indicators for each purpose. An organization focusing on cohort construction and operation was established as the Cohort Committee under the Quality Improvement Committee, and guidelines were proposed. In addition, a database and system were developed to handle primary data efficiently, and tools for measuring psychological variables were created. The data collected by establishing a cohort, regions, and admission types of graduates were first analyzed for the following projects: (1) an analysis of the educational process and quality improvement to educate medical professionals who contribute to the community after graduation, and (2) an analysis of the educational process and quality improvement to secure excellence in the medical field (e.g., knowledge and clinical reasoning), using information on the academic achievements of students and graduates as primary data. Chosun University College of Medicine is conducting cohorts and longitudinal studies gradually, starting with a simple, practically feasible system to solve the difficulties faced in cohort establishment and operation. Medical educators hope that future data collection and analysis will improve the quality of medical school education and have practical implications.

This study explores the phenomenon of learner reflection in writing. Sixty-nine reflection logs were submitted by students after medical interview role plays. Using thematic analysis methodology, the following three steps were carried out: (1) the entire contents of the logs were analyzed and coded, (2) the coded contents were reclassified and categorized into higher themes, and (3) all reflection logs were re-analyzed to derive the frequency according to their classifications. The learners’ reflection contents were classified into ‘preparation,’ ‘experience,’ and ‘future plan.’ The levels of reflection were ‘simple information and appreciation,’ ‘acquisition and application of knowledge,’ and ‘analysis and criticism.’ The types of reflection were identified only at the level of ‘analysis and criticism’ and could be classified into ‘relativization,’ ‘objectification,’ and ‘internalization.’ Students’ reflection levels were highest in the levels of ‘acquisition and application of knowledge’ (49.3%), and ‘analysis and criticism’ (37.7%). A total of 14.5% of the students showed ‘internalization.’ In order to enable internalized reflection at a critical level, instructional strategies to induce and promote reflection are needed.
Classification ; Humans ; Writing