After briefly reviewing theories of standard setting we analyzed the problems of the current cut scores. Then, we reported the results of need assessment on the standard setting among medical educators and psychometricians. Analyses of the standard setting methods of developed countries were reported as well. Based on these findings, we suggested the Bookmark and the modified Angoff methods as alternative methods for setting standard. Possible problems and challenges were discussed when these methods were applied to the National Medical Licensing Examination.
Developed Countries ; Licensure* ; Psychometrics

PURPOSE: We investigated the relationship between cognitive and learning style by comparing the Cognitive Styles Analysis (CSA) with the Index of Learning Styles (ILS). We assessed whether cognitive styles correlated with learning styles with regard to their corresponding dimensions. METHODS: One hundred two second-year premedical students participated, and data from ninety-four students were analyzed. One student's data file was lost during data collection, and six students were excluded because their correct response rates on the CSA were lower than 50%. Both scales were presented on a computer item by item, and the assessment was conducted in the computer lab as a group. For analysis, responses and reaction times were recorded. RESULTS: Distributions of the styles were generated. We correlated the verbal-imagery dimension of the CSA with the visual-verbal dimension of the ILS and found no correlation. There was no correlation between the wholist-analytic dimension of the CSA with the sequential-global dimension of the ILS. Excluding intermediate students in the verbal-imagery dimension of the CSA, however, there appeared to be a marginally significant correlation between the verbal-imagery dimension of the CSA and the visual-verbal dimension of the ILS. CONCLUSION: In the visual (imagery)-verbal dimension, there was some correlation between cognitive and learning styles.
Information Storage and Retrieval ; Cognition ; Data Collection ; Humans ; Learning ; Pyridines ; Reaction Time ; Students, Premedical ; Thiazoles ; Weights and Measures

PURPOSE: The present study examined the possibility of standardization of medical education in three Asian countries-Korea, China, and Japan, by comparing their medical education and licensing systems. METHODS: As the criterion for comparison, we divided medical education system into three stages- basic medical education, graduate medical education, and continuing medical education. In addition, we analyzed the history and social and cultural backgrounds of medical education in each country. Recent changes were also examined. RESULTS: While little difference was found in the medical curriculums and courses between Korea and Japan, China's differed significantly from these two countries. But all three countries do attempt to keep up with international standards. CONCLUSION: To improve the quality of medical education in Korea, China, and Japan, these three countries need a plan to standardize medical education compatible with international standards but one that differs from western medical education by incorporating traditional medicine.
Asian Continental Ancestry Group ; China* ; Curriculum ; Education, Medical* ; Education, Medical, Continuing ; Education, Medical, Graduate ; Humans ; Internationality ; Japan* ; Korea* ; Licensure ; Medicine, Traditional ; Schools, Medical

PURPOSE: We specifically investigated the young doctor (residents) patient doctor-patient relationship in Korea. A society built on Confucianism, age is expected to affect even the doctor-patient relationship. METHODS: 57 residents participated and answered 6 open-ended questions. 90 patients of various age participated and answered 3 open-ended and 6 close-ended questions. RESULTS: It seems that the general problem of the doctor-patient relationships was related to attitudes and communication skills. Over 80% of the residents felt uncomfortable and received inappropriate verbal expressions and attitudes from their patients simply because they were young or younger than the patients. This negative experience resulted mostly from the residents' self-perceived lack of experience and clinical competence and the patients' distrust of young doctors. As for the patients, over 80% preferred middle-aged doctors to young doctors. Middleaged doctors were thought to be easier to understand, better mannered, more humane, and clinically competent. Most residents expected professional respect from their patients, while patients expected kindness and humility from the young doctors. This shows a gap in the reciprocal expectations between residents and patients. CONCLUSION: Young doctors are perceived as inexperienced and incompetent and, consequently, not trusted by patients in Korea. To improve the resident-patient relationship, improvement in attitude and communication skills is needed.
Clinical Competence ; Confucianism ; Humans ; Korea

PURPOSE: The present study examines the characteristics of medical students' learning styles and their relationships to the GPA. METHODS: One hundred 2nd year medical students took the revised version of the Index of Learning Styles (ILS) by Felder-Silverman, which was computerized. The ILS classifies individual preferences for information processing into 16 categories based on four dichotomous dimension: active/reflective, sensing/intuitive, sequential/global, visual/verbal. The GPA from the previous semester was used. RESULTS: The most frequent learning styles were reflective, sensing, sequential, and visual, covering 25% of the class. For the relationship with the GPA, we compared group means. The sensing students showed significantly higher grades than the intuitive students. Other than this result, there seemed to be no particular relationship between learning styles and GPA. This relationship should be further studied. CONCLUSIONS: In this study, medical students were categorized based on individual differences in information processing. Learning styles are expected to be helpful in designing effective learning strategies and thereby enhancing medical students' performance.
Automatic Data Processing ; Humans ; Individuality ; Learning* ; Students, Medical