No abstract available.
Humans ; Mentors*

This study aimed to assess the efficiency of delivering a 4-month course of “effective literature search” among medical postgraduate students for improving information literacy skills. This was a cross-sectional study in which 90 postgraduate students were randomly selected and participated in 12 training sessions. Effective search strategies were presented and the students' attitude and competency concerning online search were measured by a pre- and post-questionnaires and skill tests. Data were analyzed by SPSS version 16 using t-test. There was a significant improvement (p=0.00), in student's attitude. The mean (standard deviation [SD]) was 2.9 (0.8) before intervention versus the mean (SD) 3.9 (0.7) after intervention. Students'familiarity with medical resources and databases improved significantly. The data showed a significant increase (p=0.03), in students' competency score concerning search strategy design and conducting a search. The mean (SD) was 2.04 (0.7) before intervention versus the mean (SD) 3.07 (0.8) after intervention. Also, students' ability in applying search and meta search engine improved significantly. This study clearly acknowledges that the training intervention provides considerable opportunity to improve medical student's information literacy skills.
Cross-Sectional Studies ; Education ; Health Services ; Humans ; Information Literacy* ; Search Engine ; Students, Medical

PURPOSE: The Mongolian National University of Medical Sciences is the only national university in Mongolia and has produced more than 90% of health professionals in the country. Experts from Mongolia and Korea embarked on a collaborative effort to develop educational programs for faculty development based on the personal and professional needs of faculty members. This study aimed to evaluate the outcomes of those educational programs to determine whether this transnational collaboration was successful. METHODS: A needs assessment survey was conducted among 325 faculty members. Based on the results of this survey, the joint expert team developed educational programs on seven core topics: clinical teaching, curriculum development, e-learning, item writing, medical research, organizational culture, and resident selection. Surveys evaluating the satisfaction and the attitudes of the participants were conducted for each program. RESULTS: Throughout the 17-day program, 16 experts from Korea and 14 faculty members from Mongolia participated as instructors, and a total of 309 participants attended the program. The average satisfaction score was 7.15 out of 8.0, and the attitudes of the participants towards relevant competencies significantly improved after each educational program. CONCLUSION: The faculty development programs that were developed and implemented as part of this transnational collaboration between Mongolia and Korea are expected to contribute to the further improvement of health professions education in Mongolia. Future studies are needed to evaluate the long-term outcomes of these educational programs.
Cooperative Behavior* ; Curriculum ; Education* ; Health Occupations* ; Humans ; Joints ; Korea ; Medical Writing ; Mongolia* ; Needs Assessment ; Organizational Culture

No abstract available.

Importance of health policy and management in medical education is gradually accepted. Successful model of the curricula of health policy and management education in Korean is, however, yet be to deve loped. This paper describes the curriculum development process and its evaluation of an exercise course on the field of health policy and management. The curriculum is focused on those issues that are important to medical education such as small group dynamics, problem-based active learning, communication skills, attitudes, team work and leadership skills, and scientific way thinking. The student are expected to develop the ability and attitute through this course such as the appreciation of the concepts and the major tasks of health care, and the appreciation of the importance of establishing a collaborative interpersonal relationship with the medical personnels. Formats for the exercise are 1) analysis of data on the health services through the structured questions, 2) role play, 3) project and presentation, and 4) panel discussion. 70.5% of students appraised these formats of clerkships are necessary in medical education process. Students' achievement of each objectives are variable, but affirmative in general. Although some unsatisfactory aspects are exist, the clerkships are helpful and satisfactory in general. It provided with the opportunity for problem solving by themselve to the students, encouraged the team-spirit and motivation, and stimulate critical way of thinking.
Curriculum ; Delivery of Health Care ; Education ; Education, Medical ; Health Policy* ; Health Services ; Humans ; Leadership ; Motivation ; Problem Solving ; Problem-Based Learning ; Thinking

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*

This paper describes the curriculum development and its evaluation on the field education program of community medicine (FPCM) offered to all senior grade medical students at a rural site by the Depar tment of Health Policy and Management, Seoul National University College of Medicine. The FPCM is a course of study designed to prepare the students to function effectively in a primary health care setting assuming medical practitioner's role in response to the community needs, and as a member of a health team. The FPCM curriculum is focused on those issue that are important to community-based medical education such as problem-based active learning, communication skills, attitudes, team work and leadership skills, and scientific way of thinking. It also stressed the utilization of local health resources as educational health resources. Some important outcome of the curriculum are as follows: 1) 96.2% of the students answered that the program were helpful and necessary as a part of medical education. 2) The preceptors replied that 'having the teaching experience' was most significant aspects of their perfomance. 3) The program completed without any constraints. 4) The FPCM curriculum will be applicable to other medical colleges even under the limitation of educational resources.
Community Medicine* ; Curriculum ; Education* ; Education, Medical ; Health Policy ; Health Resources ; Humans ; Leadership ; Primary Health Care ; Problem-Based Learning ; Seoul ; Students, Medical ; Thinking

PURPOSE: The purpose of this study was to identify the causal relationship between the following variables: basic science score, written examination score (Internal medicine and Pediatrics), clinical clerkship score (Internal medicine and Pediatrics), and affective factors (self-efficacy, anxiety, and perception of preparedness). METHODS: Forty-two medical students took the clinical performance examination (CPX) at the end of the first semester. One day before the CPX, the students completed a brief survey, which included 11 items that sampled their self-efficacy, preparedness and anxiety with regard to the CPX. The responses from the 38 identifiable surveys (90%), out of 42, were analyzed for this study. Structural equation modeling techniques were used to test the relationships between the variables. The students' basic science scores, clinical clerkship scores, and written examination scores were considered for this study. RESULTS: We found that self-efficacy influenced students' CPX scores indirectly through their preparedness and anxiety. Preparedness influenced students' CPX scores indirectly through their anxiety. Anxiety was predicated on self-efficacy directly or indirectly and it predicted CPX scores. The clinical clerkship scores affected the students' CPX scores indirectly. The written examination scores and basic science scores, however, did not impact the students' CPX scores directly or indirectly. The basic science scores, clinical clerkship scores, and written examination scores were not associated with self-efficacy. CONCLUSION: Our findings highlight the importance of clinical clerkship education and reasonable medical teaching methods in improving the student self-efficacy for the CPX.
Anxiety ; Clinical Clerkship ; Clinical Competence ; Humans ; Self Efficacy ; Students, Medical ; Teaching

PURPOSE: The purpose of this study was to identify the causal relationship between the following variables: basic science score, written examination score (Internal medicine and Pediatrics), clinical clerkship score (Internal medicine and Pediatrics), and affective factors (self-efficacy, anxiety, and perception of preparedness). METHODS: Forty-two medical students took the clinical performance examination (CPX) at the end of the first semester. One day before the CPX, the students completed a brief survey, which included 11 items that sampled their self-efficacy, preparedness and anxiety with regard to the CPX. The responses from the 38 identifiable surveys (90%), out of 42, were analyzed for this study. Structural equation modeling techniques were used to test the relationships between the variables. The students' basic science scores, clinical clerkship scores, and written examination scores were considered for this study. RESULTS: We found that self-efficacy influenced students' CPX scores indirectly through their preparedness and anxiety. Preparedness influenced students' CPX scores indirectly through their anxiety. Anxiety was predicated on self-efficacy directly or indirectly and it predicted CPX scores. The clinical clerkship scores affected the students' CPX scores indirectly. The written examination scores and basic science scores, however, did not impact the students' CPX scores directly or indirectly. The basic science scores, clinical clerkship scores, and written examination scores were not associated with self-efficacy. CONCLUSION: Our findings highlight the importance of clinical clerkship education and reasonable medical teaching methods in improving the student self-efficacy for the CPX.
Anxiety ; Clinical Clerkship ; Clinical Competence ; Humans ; Self Efficacy ; Students, Medical ; Teaching

PURPOSE: The purpose of the study was to develop and validate a questionnaire to evaluate medical students' knowledge of, attitude towards and practice of evidence-based medicine (EBM). METHODS: The participants of the study were 418 medical students enrolled in the Kyung Hee University School of Medicine in Seoul, Korea. To examine construct validity of the questionnaire, an exploratory factor analysis (EFA) was performed with 118 participants; a confirmatory factor analysis (CFA) was conducted with the remaining 281 participants. We developed 41 items with a 4-point Likert scale. An EFA was performed to verify the emergence of four dimensions of EBM competencies. The principal axis factoring method and the direct oblimin rotation method were used. To confirm construct validity, a CFA was conducted with the remaining 281 participants. To evaluate model fitness, root mean square error of approximation (RMSEA) and comparative fit index (CFI) were used as fit indices. We conducted ANOVA with Scheffe as discriminant validation, and calculated Cronbach's alpha of 4 subscales as reliability checkup. RESULTS: After refinement procedure, factor analysis of the 32 items in therevised questionnaire yielded 4 factors. The Scree plot supported a 4 factor solution explaining 53.5% of the variance. The 4 components derived were: factor 1_knowledge on EBM (11 items; Cronbach's alpha=0.92); factor 2_ pursuit towards EBM (10; 0.88); factor 3_reluctance on EBM (7; 0.78); factor 4_practice of EBM (4; 0.75). The questionnaire could discriminate competence differences among 1-3 yr students. Satisfactory Cronbach's alpha scores were noted for each factor as well. CONCLUSION: The EBM competency questionnaire was validated.
Axis, Cervical Vertebra ; Education, Medical, Undergraduate ; Educational Measurement ; Evidence-Based Medicine ; Humans ; Korea ; Mental Competency ; Students, Medical ; Surveys and Questionnaires