No abstract available.

No abstract available.
Education, Medical*

PURPOSE: This study aims to identify how problem-based learning (PBL) has been implemented in Korean medical education, and how it is evaluated by each medical school. METHODS: For this study, a total of 40 medical schools in Korea were surveyed via e-mail. The survey tool was a questionnaire consisting of 22 questions which was developed independently by the researchers. RESULTS: Of the 40 medical schools, 35 schools were implementing PBL programs in their medical curriculum, while five were found not currently to be running the program. A large number of the schools which introduced PBL (30 schools, 85.7%) used a hybrid PBL model. In over 70% of the medical schools surveyed, professors evaluated the effects of PBL as positive. Most medical schools (85.7%) stated they would maintain or expand their use of PBL. However, the lack of understanding and skeptical attitude of the faculty on PBL, the lack of self-study time and passive attitude of students, insufficiency of good PBL cases, and the perfunctory PBL introduction for school accreditation interfere with the successful PBL. CONCLUSION: PBL has been incorporated in Korean medical curriculum as hybrid PBL type. It is analyzed that intensive tutor training and good PBL case development are necessary for the success and effective operation of PBL.
Accreditation ; Curriculum ; Education, Medical* ; Electronic Mail ; Humans ; Korea* ; Problem-Based Learning* ; Running ; Schools, Medical

PURPOSE: We tested the effect of team-based learning (TBL) on medical education through the second-year premedical students’ TBL scores in biochemistry classes over 5 years. METHODS: We analyzed the results based on test scores before and after the students’ debate. The groups of students for statistical analysis were divided as follows: group 1 comprised the top-ranked students, group 3 comprised the low-ranked students, and group 2 comprised the medium-ranked students. Therefore, group T comprised 382 students (the total number of students in group 1, 2, and 3). To calibrate the difficulty of the test, original scores were converted into standardized scores. We determined the differences of the tests using Student t-test, and the relationship between scores before, and after the TBL using linear regression tests. RESULTS: Although there was a decrease in the lowest score, group T and 3 showed a significant increase in both original and standardized scores; there was also an increase in the standardized score of group 3. There was a positive correlation between the pre- and the post-debate scores in group T, and 2. And the beta values of the pre-debate scores and “the changes between the pre- and post-debate scores” were statistically significant in both original and standardized scores. CONCLUSION: TBL is one of the educational methods for helping students improve their grades, particularly those of low-ranked students.
Biochemistry* ; Education, Medical ; Education, Premedical ; Humans ; Learning* ; Linear Models ; Schools, Medical

PURPOSE: The purpose of this study was to investigate the awareness levels of medical students regarding the characteristics of each function within a mentoring program conducted within Kyung Hee University and to ultimately suggest points for reformation. Medical students’ awareness levels were determined using a 29-item questionnaire. METHODS: The questionnaire was conducted on 347 medical students, excluding 25 students who either marked multiple answers or did not reply. The assessment of the program was based on a questionnaire with the use of a 5-point Likert scale using SPSS version 22.0. Multiple regression was conducted to examine the relationship between the satisfaction level, regarding functions of mentoring programs, and characteristics of mentoring programs. Interviews were conducted to supplement additional information that was hard to gain from the questionnaire. RESULTS: The results on demographic and functional characteristics revealed that there was no statistically significant differences in satisfaction levels across gender, whereas there were significant differences across grade levels. In addition, there were significant differences in the frequency of meetings and topics of conversation while the length of meetings and meeting place were not significantly different. CONCLUSION: For the improved mentoring programs for medical students, the program should focus on the frequency of meetings and the topics of conversation. Furthermore, mentoring programs of high quality can be expected if professors take interview results into consideration. Also, students want to be provided with psychosocial advice from mentors in various ways such as role model function.
Humans ; Korea* ; Mentors* ; Schools, Medical* ; Students, Medical*

PURPOSE: Standardized patients (SPs) tend to rate medical students’ communication skills subjectively and comprehensively, in contrast to such objective skill set defined in the clinical performance examination (CPX). Meanwhile, medical school instructors have a different approach in their evaluation of students’ communication skills. We aim to analyze medical students’ verbal communication skills using objective methods, and to determine the contributing factors of a patient–physician interaction (PPI) score. METHODS: Students with high- and low-ranking scores for PPI in CPX were selected. The Roter interaction analysis system was used to compare verbal communication behaviors of the students and SPs. Patient-centeredness scores (PCSs), physician’s verbal dominance, and number of utterances were compared between the two groups. RESULTS: PCSs and physician’s verbal dominance had no difference between the groups. The number of utterances during the limited time of 5 minutes of CPX was higher for the high-ranking students. They tended to employ more paraphrase/check for understanding, and closed questions for psychosocial state and open questions for medical condition. The SPs interviewed by high-ranking students gave more medical information and requested for more services. CONCLUSION: In the case of the routine checkup, smooth conversations with more frequent utterances were detected in the high-ranking students. More medical information exchange and requests for services by SPs were higher for the high-ranking students. Medical communication instructors should keep in mind that our results could be indicators of a high PPI score.
Education, Medical ; Health Information Exchange ; Humans ; Schools, Medical ; Students, Medical ; Verbal Behavior

Podcasts are increasingly being used for medical education, both within teaching institutions and on an international scale by major journals. To date, there are no evidence-based guidelines for the development of educational podcasts. To review the state of the literature, MEDLINE, SCOPUS, and ERIC were searched in May 2016 for articles describing audio format podcasts used in medical education. Eighty-four articles met inclusion criteria. A qualitative synthesis of the evidence was done using Kirkpatrick’s model for evaluating outcomes. Twenty-four articles described reaction outcomes, eleven described learning outcomes, and one described behavioral outcomes. None measured patient impact. The literature demonstrates that podcasts are both feasible and accepted by learners. The mean length of reported podcasts was 18 minutes, which falls within the recommended range in at least one paper, and is consistent with reported listener preference. Interview format, clear disclosures, and accurate information were reported as desirable. There is limited evidence showing the efficacy of podcasts as teaching tools, or regarding best practices in making podcasts. More rigorous studies evaluating efficacy, changes in behavior, and changes in patient outcomes need to be performed in order to prove podcasts’ value and to justify production costs.
Accidental Falls ; Education, Medical* ; Education, Medical, Continuing ; Education, Medical, Graduate ; Humans ; Learning ; Practice Guidelines as Topic ; Webcasts as Topic

No abstract available.
Social Sciences*

In the United Kingdom, 4-year graduate-only medical education programmes (Graduate Entry Programme, GEP) started in 2000, and are running in 16 medical schools with over 800 students annually. This study presents the grounds for introduction of the GEP, and explores its benefits in increasing the medical workforce and widening participation in medical education. An increase in medical student numbers was proposed to cope with the pressing shortage of British doctors and the growing demand for doctors, and the GEP was introduced as a flexible and cost-effective way to meet this demand. It has contributed to increasing the diversity of students in medical schools and widening access to students from more varied social and educational backgrounds. In the United Kingdom, the GEP was established as a supplementary means of providing medical education, and it is unlikely to totally replace traditional 5- or 6-year programmes.
Education, Medical ; Great Britain ; Humans ; Phosphatidylethanolamines ; Running ; School Admission Criteria ; Schools, Medical ; Students, Medical

No abstract available.