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: Medical students must be taught community medicine to understand common community-wide health problems and develop the skills that are needed to solve them. In this study, community-oriented primary care (COPC) projects were undertaken by premedical students in a community medicine course, and their experience was assessed. METHODS: We analyzed the final reports of 570 premedical students who completed their community group projects from 2000 to 2012. RESULTS: Eighty-nine community projects were completed by the students. The average number of students per project was 6.3 (range, 3-9). The total number of project themes was 39. Sex education for high school students, guidance on learning for low socioeconomic children, and education on smoking cessation for high school students were the most frequently selected topics. The most common subjects in the projects were high school students, preschool children, elderly people, and hospice patients. With regard to methodology, the students administered questionnaires in 58 cases and held health education programs in 48 cases. In 42 cases, students used social welfare-related community resources. In their final reports, many students felt that an understanding of their identities as future physicians and of the health care and social welfare systems was meaningful. CONCLUSION: Premedical students' experiences in COPC projects varied and were positive. Teaching community medicine in a premedical course increased students' confidence with their future role as compassionate, socially responsible physicians and their understanding of community resources in a health care network.
Aged ; Child ; Child, Preschool ; Community Medicine ; Delivery of Health Care ; Empathy ; Health Education ; Hospices ; Humans ; Learning ; Primary Health Care ; Sex Education ; Smoking Cessation ; Social Welfare ; Students, Medical ; Students, Premedical ; Surveys and Questionnaires

PURPOSE: Medical students need close care and systematic management of their mental and emotional health during their academic tenure. This study examined the status of the current student advisory program and counseling office, the satisfaction of the current student advisory program, the core content of an advisory program, and the quality of a good advisor. METHODS: We asked 64 faculties that were in charge of the student advisory program and medical education and 774 medical students from 41 medical schools in Korea to answer a survey. Statistical analysis, chi-square test, and ordered multiple response analysis were performed. RESULTS: A significant number of faculty members (63.5%) and students (53.4%) indicated the existence of problems with the current advisory program. 'Deviations from the content (27.3%)' was the faculty's predominant complaint versus 'too formal (31.3%)' for students. A total of 55.5% of faculty members replied that the counseling program was helpful, but students were somewhat skeptical (13.9%). The core content of the advisory program was 'school life & academic counseling (28.3%)' by the faculty versus 'life as a medical doctor (22.3%)' for students. Both faculty and students replied that the quality of a good advisor is having 'concerns about students.' CONCLUSION: Current student advisory and counseling programs are not much help to students. A differentiated program for specific academic years should be considered to provide a tailored and valuable service.
Counseling ; Education, Medical ; Humans ; Korea ; Schools, Medical ; Students, Medical

PURPOSE: Identifying medical students' perceptions of and experiences with unprofessional behavior in school can help them develop and maintain higher standards of professional ethics. The aim of this study was to develop an instrument that assesses medical students' attitudes toward academic misconduct. METHODS: A draft version of the questionnaire form was developed, based on an extensive literature review and iterative discussions. The validity of the content of this draft form was evaluated by medical students, physicians, and education specialists. A total of 803 medical students answered the questionnaire. Exploratory factor analysis was performed using principal axis factoring and Varimax rotation. A confirmatory factor analysis was also conducted by root mean square error of approximation (RMSEA) and comparative fit index (CFI). The internal consistency of the scales was calculated using the Cronbach alpha statistic. RESULTS: The exploratory factor analysis generated 6 factors with 29 items: scientific misconduct (8 items); irresponsibility in the class (6 items); disrespectful behavior in patient care (5 items); dishonesty in clerkship tasks (4 items); free-riding on group assignments (4 items); and irresponsibility during clerkship (2 items). After adding a single item that addressed cheating on examinations, a 30-item inventory was developed. A confirmatory factor analysis demonstrated a favorable RMSEA (0.082) and reasonable fit (CFI, 0.844). The coefficient alpha for each factor varied between 0.80 and 0.90. CONCLUSION: Our instrument is useful in identifying students' ethical standards with regard to academics and examining the prevalence of unprofessional behavior in medical students.
Ethics, Professional ; Humans ; Patient Care ; Prevalence ; Scientific Misconduct ; Specialization ; Students, Medical ; Weights and Measures ; Surveys and Questionnaires

PURPOSE: Despite the importance of selecting students whom are capable for medical education and to become a good doctor, not enough studies have been done in the category. This study focused on analysing the medical students' academic performance (grade point average, GPA) differences, flunk and dropout rates by admission types. METHODS: From 2004 to 2010, we gathered 369 Konyang University College of Medicine's students admission data and analyzed the differences between admission method and academic achievement, differences in failure and dropout rates. Analysis of variance (ANOVA), ordinary least square, and logistic regression were used. RESULTS: The rolling students showed higher academic achievement from year 1 to 3 than regular students (p<0.01). Using admission type variable as control variable in multiple regression model similar results were shown. But unlike the results of ANOVA, GPA differences by admission types were shown not only in lower academic years but also in year 6 (p<0.01). From the regression analysis of flunk and dropout rate by admission types, regular admission type students showed higher drop out rate than the rolling ones which demonstrates admission types gives significant effect on flunk or dropout rates in medical students (p<0.01). CONCLUSION: The rolling admissions type students tend to show lower flunk rate and dropout rates and perform better academically. This implies selecting students primarily by Korean College Scholastic Ability Test does not guarantee their academic success in medical education. Thus we suggest a more in-depth comprehensive method of selecting students that are appropriate to individual medical school's educational goal.
Achievement ; Education, Medical ; Humans ; Logistic Models ; Student Dropouts ; Students, Medical

PURPOSE: The purpose of this study was to investigate applicants' behavioral characteristics based on the evaluation of cognitive, affective and social domain shown in self introduction letter and professor's recommendation letter. METHODS: Self introduction letters and professor's recommendation letters of 109 applicants students who applied to medical school were collected. Frequency analysis and simple correlation were done in self introduction letter and professor's recommendation letter. RESULTS: Frequency analysis showed affective characteristics were most often mentioned in self introduction letter, and cognitive characteristics were most frequently described in professor's recommendation letter. There was a strong correlation between cognitive domains of self introduction letter and cognitive domain of professor's recommendation letter. There was a strong correlation between affective domain of self introduction letter and cognitive domain professor's recommendation letter. CONCLUSION: It is very important to make full use of self introduction letter and professor's recommendation letter for selecting medical students. Through the frequency analysis and simple correlation, more specific guidelines need to be suggested in order to secure fairness and objectivity in the evaluation of self-introduction letter and professor's recommendation letter.
Humans ; Schools, Medical ; Students, Medical

No abstract available.
Humans

The socio-economic environment of the Republic of Korea is currently on the threshold of becoming that of developed country upon graduating from the league of developing countries and we are seeking i nternationalization and globalization of our society. There have been a great pressure of demands for changes in Korean medical education in line with the new socio-economic and technological changes and developments, but unfortunately there have been very little changes in Korean medical education curriculum which has been used since 1970. There appears to be a lot of disparities between the Korean medical education curriculum and those of the developed countries and our medical curriculum lags way behind in its quality standards as the medical education curricula in the North American countries and British Commonwealth countries have consistently revised and improved ever since 1970s with progress of their medical education programs, In this context it won't be an exaggeration at all even if we say that the watershed where the medical education curricula of the developed countries and that of the Korean medical education begins from the clinical practice. According to the medical education curriculum which we are applying presently, there are many cases of skipping the preparation steps and procedures in attending clinical practice sessions and this has been the main reason why the students who are on clinical practice have been unable to perform practices properly and they merely become spectators or observers due to their fear complexes and lack of clinical skill competencies. In order to tackle this problem the Medical Education Council of Korea University prepared a foundation of improvement by conducting a questionaire research on the 1993 clinical practices. Based on this research we introduced a clinical practice orientation program for a duration of one week by reducing the duration of summer vacation but without changing the 1993 curriulum. During the orientation period we tried to minimize classroom teaching and emphasized manual skill competency development based on clinical practices whereby students rotated educational stations by forming groups of 8 persons each. I, hereby, report this successful case of experiment as we have gained a high level of favorable responses from the students of the corresponding school years upon implementation of the new initiatives in three consecutive years, i.e. in 1993, 1994 and 1995.
Clinical Competence ; Curriculum ; Developed Countries ; Developing Countries ; Education* ; Education, Medical ; Humans ; Internationality ; Korea ; Republic of Korea