OBJECTIVES: There are several problems which hamper the successful teaching of writing in medical education. To deal with these problems, teachers should be conscious of two general questions; what to teach in writing class for premedical students; and how to utilize the writing class time. This paper examines the value of peer assessment and peer feedback in dealing with those questions. METHODS: This paper reviews a subject in premedical education, Logical Thinking and Writing, from the perspective of peer assessment and peer feedback. RESULTS: Students accomplished the learning objectives and they recognized the value of peer assessment and feedback. CONCLUSION: Peer assessment and peer feedback foster students' participation in class and accelerate the learning process. This strategy reminds students of the fact that they are writing an essay for an audience.
Education* ; Education, Medical ; Education, Premedical ; Humans ; Learning ; Logic ; Medical Writing ; Students, Premedical* ; Thinking ; Writing*

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 ; Education, Medical/*methods ; Humans ; *Medical Writing ; *Publishing

BACKGROUND: Progression note is a critical source in patient care. It is used to evaluate physician performance as well as the quality of clinical care. However, the majority of medical schools do not formally teach how to write progression notes. Therefore, the purpose of this research was to determine the impact of feedback education on the quality of the students' progression notes. METHODS: A static group-comparison design was used to determine the quality of progression notes written by 64 students. 31 students received feedback, but the other 33 students did not. 219 patients' progression notes were selected for this study. Progression notes were blindly reviewed by the 3 faculty members. RESULTS: Progression notes from students who received feedback showed significantly higher scores than those students who did not received feedback(p<0.05). CONCLUSIONS: Our findings suggest that feedback education in writing progression notes needs to be integrated to improve quality of the notes.
Education* ; Humans ; Patient Care ; Schools, Medical ; Students, Medical* ; Writing

There has been a recent tendency to attach special importance to writing education. Books on 'writing to heal' are being written in or translated into Korean. According to these texts, writing is a valuable tool for internal healing, depending on the mode of application. Writing can have positive effects and give hope to an individual or group, but it can also be a source of frustration and despair. Based on the distinct effects of writing, we cannot overemphasize the significance of writing education. Writing is generally taught during a premedical course that targets students who will eventually practice medicine. Many reports have examined immorality in medical students and health care providers, which is a reason that writing education is important for medical systems. 'Writing for Healing' is open to freshmen at Yonsei University Wonju College of Medicine. The aim of this subject is to help students identify and acknowledge internal diseases to lead a healthier life and eventually become positive and responsible health care providers. However, in addition to the vague definition of what 'healing' is, the concept of 'writing for healing' has not been defined. This paper attempts to define the concept of 'writing for healing' and considers what influences it can have on a humanities curriculum in medical colleges.
Curriculum ; Frustration ; Health Personnel ; Humanities ; Humans ; Students, Medical ; Writing

About one hundred years after the publication of Tonguibogam (1613), a physician at the court YI Suki (1664-?) wrote a medical manuscript titled Yoksimanpil (Miscellaneous Jottings on Medical Experiences and Tests, 1734). As indicated in its title, Yoksimanpil was a medical essay composed of 130 medical case histories, drawing on what YI Suki himself had experienced in his medical practices. This paper examines the messages YI Suki in Yoksimanpil tried to address to his fellow Korean doctors, and by doing so illuminates an aspect of the medicine in the late Choson period. The argument goes that YI Suki wrote Yoksimanpil as a vehicle for promulgating his professional identity as a bureaucratic physician who belonged to the network of the chung'in technical officials-a group of government technical functionaries in late Choson Korea. Throughout the late Choson period, the chung'in technical officials had been discriminated, institutionally and socioculturally, against the yangban literati, while their promotion to honored higher positions was blocked. It was in the late 17th and early 18th century that a group of chung'in officials tried to secure their sociocultural places for their professional activity, thus bringing to light their social and professional identity in Choson society. A member of the network of the chung'in technical officials in the early 18th century, YI Suki was in an effort to position himself as a doctor somewhere between the medical tradition and the Confucian literary tradition. In these sociocultural contexts, we can see more clearly what YI Suki tried to speak of in his book and the historical meaning of the medical writing Yoksimanpil. First, the way he practiced medicine was testing and confirming what the received medical textbooks had asserted (Chunghomkobang). This style of practicing medicine could be viewed as a reflection of the comprehensivity trait of bureaucratic court physicians network YI Suki belonged to. Also this type of practice has the implication that YI Suki himself was a well-versed practitioner following the medical textual tradition, which was closely associated with the medical officials network. The emergence of the practice Chunghomkobang could be better understood in the backdrop of over 100 years of maturation process of Tonguibogam in the clinical practices. Second, he formulated the professional identity of physicians only in terms of medical proficiency without recourse to the Confucian literary tradition. In other words, in promoting the social status of medicine, he did not resort to Confucian morality. He instead emphasized his dexterity or resourcefulness in dealing with millions of ever-changing diseases (Imsikwonbyon). Conceivably, this way of characterizing his own medical practice-by way of strongly combining the textual tradition and the experiential tradition while keeping distance with the Confucian literary tradition-reflected the complexity of the ambivalent identity of the technical chung'in officials, especially in regard to Confucianism, between Confucian physicians and hereditary doctors. All in all, YI Suki presented himself as an ideal image of the physician, which arguably reflected the sociocultural and academic context of the network of the chung'in technical officials in early 18th century Choson Korea.
Confucianism ; Health Resorts ; Korea ; Light ; Manuscripts, Medical ; Morals ; Publications ; Writing

OBJECTIVES: Health informatics programs usually are evaluated by national accreditation committees. Not always are the members of these committees well informed about the international level of (education in) health informatics. Therefore, when a program is accredited by a national accreditation committee, this does not always mean that the program is of an international level. The International Medical Informatics Association (IMIA) has expertise in the field of education. The IMIA Recommendations on Education in Biomedical and Health Informatics guide curricula development. The goal of this article is to show that IMIA can also play the role of accreditation agency and to present the IMIA accreditation protocol and experiences obtained with it. METHODS: The accreditation procedure used in the Netherlands and Belgium was taken as a template for the design of the IMIA accreditation protocol. In a trial period of one and a half year the protocol is tested out on six health informatics programs. RESULTS: An accreditation protocol was designed. For judging the curriculum of a program the IMIA Recommendations are used. The institution has to write a self-assessment report and a site visit committee visits the program and judges its quality, supported by the self-assessment report and discussions with all stakeholders of the program. CONCLUSIONS: After having visited three programs it appears that the IMIA accreditation procedure works well. Only a few changes had to be introduced. Writing the self-assessment report already appears to be beneficial for the management of the program to obtain a better insight in the quality of their program.
Accreditation ; Belgium ; Curriculum ; Informatics ; Medical Informatics ; Netherlands ; Self-Assessment ; Writing

PURPOSE: Clinical performance examination(CPX) using standardized patients(SPs) is an acceptable method of testing medical professionals, but there has been some concerns about security. The objective of this work is to examine whether the day of the examination influences the scores of examinees of different medical schools at different times throughout the examination period. METHODS: Six medical schools, which had participated in the Seoul-Gyeonggi CPX Consortium 2005, were enrolled. Each station, controlled by the same regulations, included 12 minutes of SP encounter and 5 minutes of writing a short essay. We compared the mean scores using ANOVA and linear trends with multiple regression analyses and SPSS version 11.0. RESULTS: The mean score of examinees from all 6 medical schools was 63.2+/-.9. There was no difference in total mean scores among the medical schools according to the period when CPX was conducted. Classified by their examination day, there was no difference among the mean scores of the 1st, 2nd, and 3rd day, but in one school where the examination was performed for 5days, the mean scores of the 4th day was higher than the others(p<0.05). There were trends of linear increases over the five days for the 'physical examination'question, but not for 'physician-patient interaction'and 'patient education'. CONCLUSION: The changes in scores according to the examination day in this study did not show consistent results. However, the variable results seen according to school, test question, and examination day need further analysis for test security issues.
Clinical Competence ; Humans ; Schools, Medical* ; Social Control, Formal ; Writing

A harmonious relationship between doctors and their patients establishes a firm foundation for good practice. Factors that affect such a relationship include communication skills and the language used. Essentially, the language should be clear and comprehensible for both parties. Doctors usually tend to use technical jargons. Since Korean doctors were educated with English textbooks, they are inclined to teach their students in English terms. Their use of old medical terms makes communication with their patients very difficult. Such language impediment complicates matters when doctors have to answer the patients' questions and ask detailed questions about their condition. And it is not only in the use of English where communication problems arise between doctors and patients. Most of these problems can also be traced to the use of old medical terminologies originating from the difficult Chinese characters. The Korean medical community has been conducting a campaign to replace existing difficult medical terms with plain Korean, Hangul terms. Particularly, members of the board of medical education are expected to make active use of the new terms in their teaching fields, in writing research papers, and in their clinical practice.
Asian Continental Ancestry Group ; Education, Medical ; Humans ; Writing

PURPOSE: Assessment in different languages should measure the same construct. However, item characteristics, such as item flaws and content, may favor one test-taker group over another. This is known as item bias. Although some studies have focused on item bias, little is known about item bias and its association with items characteristics. Therefore, this study investigated the association between item characteristics and bias. METHODS: The University of Groningen offers both an international and a national bachelor’s program in medicine. Students in both programs take the same progress test, but the international progress test is literally translated into English from the Dutch version. Differential item functioning was calculated to analyze item bias in four subsequent progress tests. Items were also classified by their categories, number of alternatives, item flaw, item length, and whether it was a case-based question. RESULTS: The proportion of items with bias ranged from 34% to 36% for the various tests. The number of items and the size of their bias was very similar in both programmes. We have identified that the more complex items with more alternatives favored the national students, whereas shorter items and fewer alternatives favored the international students. CONCLUSION: Although nearly 35% of all items contain bias, the distribution and the size of the bias were similar for both groups. The findings of this paper may be used to improve the writing process of the items, by avoiding some characteristics that may benefit one group whilst being a disadvantage for others.
Bias (Epidemiology) ; Education, Medical ; Educational Measurement ; Humans ; Writing

ADA's Nutrition Care Process (NCP) is defined as "a systematic problem-solving method that dietetics practitioners use to critically think and make decisions to address nutrition-related problems and provide safe, effective, high quality nutrition care." The NCP is a standardized process not standardized care. The NCP consists of four distinct but interrelated steps: (1) nutrition assessment, (2) nutrition diagnosis, (3) nutrition intervention, and (4) nutrition monitoring and evaluation. The second step, nutrition diagnosis, is the newest addition to the nutrition care process. The desired format for writing a nutrition diagnosis is a PES (problem, etiology, and signs and symptoms) statement. Nutritional management for diabetes patients is conducted differently by each registered dietitian and medical institution. If a nutritional diagnosis is identified by nutrition assessment in diabetes patients and the accompanying process, which includes implementation of nutrition intervention and monitoring and evaluation of the results of intervention, is standardized, high quality nutritional management through standardized language and documentation is expected to result.
Diabetes Mellitus ; Dietetics ; Humans ; Medical Records ; Nutrition Assessment ; Writing