No abstract available.
Humans ; Leadership* ; Students, Premedical*

PURPOSE: This study aims to analyze the characteristics of discussion materials that promote student participation in discussions, satisfaction with student instruction, and tutor intervention in the medical humanities. METHODS: We surveyed 117 premedical students and 7 tutors who attended 4-week group discussions in the medical humanities in 2010. We described the discussion materials using the following 4 characteristics as independent variables: material type, level of understanding, interest, and quantity. Dependent variables were: student participation in the discussion, student instruction satisfaction, and tutor intervention. Correlation analysis, multiple regression analysis, and crosstab were performed using SPSS 15.0. RESULTS: The correlation between the characteristics of the discussion materials differed by grade. When the books were chosen as the discussion material in the instruction of first-year premedical students, the correlation between level of understanding, interest, and quantity was negative. Higher levels of understanding of the material and interest in the material led to an increase in discussion participation among both first- and second-year premedical students. Higher levels of understanding and interest of the discussion material also increased student satisfaction with the instruction, regardless of grade. Finally, levels of understanding of the material affected the degree of tutor intervention. Tutors intervened more often in discussions with first-year premedical students than with second-year premedical students. CONCLUSION: Differences in grades and the understanding of the discussion material should be considered when choosing discussion materials. Further study is required to continue the development of the discussion model and improve methods of facilitate discussion among students in the medical humanities.
Humanities ; Humans ; Students, Medical ; Students, Premedical

PURPOSE: In order to enhance the goal of premedical education, we developed new clinical educational course of surgery for first-grade premedical students. METHODS: In 2015, from September 4th to December 18th, the educational performance records of firstgrade premedical students were evaluated, who attended the new, optional major class Introduction to surgery for future doctors. The non-compliance score was calculated as the sum of the total frequency of absences, number of late arrivals to class, and failure to submit the pre-lecture homework. This score was correlated with students' educational performance records. The premedical students' feed-back about this new class was summarized. RESULTS: Among 79 first-grade premedical students at Yonsei University College of Medicine, 43 premedical students (54.4%) chose to attend the new class. Premedical students' individual non-compliance scores were inversely and significantly correlated to written test performance (R²=0.237, p=0.001). In survey analysis, the mean score for premedical students' course satisfaction was 8.6. They strongly suggested this new educational course should be continued for first-grade premedical students with a mean rating of 9.1. Premedical students were very impressed and satisfied by laparoscopic surgical simulation and visiting the operating room, with ratings of 9.7 and 9.3, respectively. CONCLUSION: This class is the first movement to introduce the surgery to the premedical students in Yonsei University. In spite of their scanty medical knowledge, this clinical class can provide positive influence on educational motivation as premedical students. Further modification of this class is mandatory based on what we learned from this educational experience.
Education ; Education, Premedical ; Humans ; Motivation ; Operating Rooms ; Students, Premedical*

Although student research programs have been implemented worldwide, research programs during premedical school have unique characteristics. The purpose of this study is to evaluate factors that influence the effects of premedical school research programs. Eighty second-year premedical students at Pusan National University were included in the study. Effect elements and influential factors were extracted through reference reviews and in-depth individual interviews. A Likert scale questionnaire was developed using the extracted elements and factors, and Cronbach's alpha coefficient was used to analyze the reliability of the survey. The mean value and the standard deviation for each question were calculated to evaluate education effectiveness and learning satisfaction, and the influence of each factor on effect was analyzed using correlation analysis. Students' research skills and knowledge were improved in the short term; however, interest in research or in a career as a researcher did not increase. Student interest, participation, and contributions were important factors. Among professors, passion, considerateness, and teaching method including the level of lesson were influential factors. Implementation of curriculum and support and guidance were influential as well, whereas evaluation system was not a factor. To improve student research programs, several factors that influence education effectiveness and learning satisfaction should be considered.
Busan ; Curriculum ; Education ; Education, Premedical ; Humans ; Learning ; Program Evaluation ; Students, Medical ; Students, Premedical ; Teaching

PURPOSE: This study was conducted to examine the relationship between academic demand, academic burnout, and the selection-optimization-compensation (SOC) strategy in medical students. METHODS: A total of 317 students at Yeungnam University, comprising 90 premedical course students, 114 medical course students, and 113 graduate course students, completed a survey that addressed the factors of academic burnout and the selection-optimization-compensation strategy. We analyzed variances of burnout and SOC strategy use by group, and stepwise multiple regression analysis was conducted. RESULTS: There were significant differences in emotional exhaustion and cynicism between groups and year in school. In the SOC strategy, there were no significant differences between groups except for elective selection. The second-year medical and graduate students experienced significantly greater exhaustion (p<0.001), and first-year premedical students experienced significantly higher cynicism (p<0.001). By multiple regression analysis, subfactors of academic burnout and emotional exhaustion were significantly affected by academic demand (p<0.001), and 46% of the variance was explained. Cynicism was significantly affected by elective selection (p<0.05), and inefficacy was significantly influenced by optimization (p<0.001). CONCLUSION: To improve adaptation, prescriptive strategies and preventive support should be implemented with regard to academic burnout in medical school. Longitudinal and qualitative studies on burnout must be conducted.
Compensation and Redress ; Humans ; Schools, Medical ; Students, Medical* ; Students, Premedical

PURPOSE: The purpose of this study is to compare the effects of achievement goal orientation and self-efficacy across grade levels; to verify correlations among achievement goal orientation, self-efficacy, course interests and academic achievement (GPA); and to examine predictions of achievement goal orientation and self-efficacy on course interests and academic achievement (GPA) across grade levels. METHODS: Participants were 347 medical students with the breakdown being premedical students (n=104, 30.0%), first-year medical students (n=130, 37.5%), and third-year medical students (n=113, 32.5%). The scales of 3 achievement goal orientations (performance approach, performance avoidance, and mastery), academic self-efficacy, and course interests were used in the study. The final grade was used as the academic achievement (GPA). We conducted a one-way ANOVA, Pearson's correlation analysis, and multiple regression analysis to resolve the research questions. RESULTS: Premedical students revealed higher performance approach and higher self-efficacy than medical students. First-year medical students had higher mastery goal. Third-year medical students showed higher performance avoidance and lower mastery goal than the first-year medical students and premedical students. Course interests correlated positively with performance approach, mastery goal, and self-efficacy regardless of grade level. Academic achievement correlated positively with performance approach, mastery goal and self-efficacy in premedical students and performance approach and mastery goal in first-year medical students. Performance approach and self-efficacy showed positive correlations with academic achievement in third-year medical students. For course interests, mastery goal and performance approach were the best predictors; and for academic achievement, performance approach was the best predictor in all participants. Mastery goal in premedical students and self-efficacy in third-year medical students significantly predicted academic achievement. CONCLUSION: These findings suggest that, to enhance course interests and academic achievement, it is desirable to consider individual characteristics such as academic goal orientation and level of self-efficacy when designing the learning environment.
Achievement ; Humans ; Learning ; Orientation ; Students, Medical ; Students, Premedical ; Weights and Measures

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*

PURPOSE: Premedical education is one stage in which various educational approaches are used to promote critical thinking. Given that critical thinking ability could be regarded as one of the intended outcomes of social science and humanities education, this study explored the effectiveness of a course to promote critical thinking in a premedical curriculum using both literature and film. METHODS: Fifty-one 2nd year premedical students enrolled in a 'Critical Thinking for Premeds' course. Students were required to read or watch a selected material, submit group discussion agendas, attend five group discussion sessions, and write critical essays. Five tutors facilitated the group discussions, observed and assessed the students' performance and critical essay. Students' critical thinking disposition and opinion on assigned reading materials were examined before and after the course. A program evaluation survey was conducted to investigate the students' reaction after the course. RESULTS: On average, students appreciated 78.6% of the total assigned materials. The students indicated that group discussions and the narrative comments of facilitators contributed the most to develop critical thinking. After the course, the students' tendency preferring cheaper price books, as well as medicine-related books decreased significantly. Students who had critical essay scores greater than or equal to the median demonstrated a significant improvement in critical thinking disposition scores. CONCLUSION: The course was well-accepted by premedical students and had several positive outcomes. A more effective use of the course could be anticipated with a clearer explanation of the purpose, the consideration of previous reading experience, and use of complementary learning activities.
Curriculum ; Education ; Education, Premedical ; Humanities ; Humans ; Learning ; Program Evaluation ; Social Sciences ; Students, Premedical ; Thinking

When a new educational system for college students in South Korea was established in 1946, the National Committee for Educational Planning adopted a 6-year curriculum of medical education, consisting of a 2-year premedical component and a 4-year medical component. For more than half a century, the premedical curriculum has received little attention. However, it is very important for premedical students to have a range of experiences that could be useful in their future medical careers. In 2005, another change was made to the system of medical education, in which medical schools without a 2-year premedical curriculum were established. This began to stimulate interest in premedical education, and more and more professors have become interested in premedical education as 6-year medical colleges have become more popular than before. Since 2015, the Education and Cultural Center of the Korean Association of Medical Colleges has annually hosted a workshop for redesigning premedical education; these workshops quickly fill up with registrants, reflecting the participants' lively interest in premedical education. The problems of premedical education are mostly due to students' and educators' attitudes. A more effective approach will be needed in the educational system of the future to train highly competent medical doctors. To judge whether an educational program is successful, its aims must be clearly articulated. For this reason, medical colleges must prepare premedical education curricula based on their educational aims. It is expected that the system of premedical education will be strengthened in the future due to the growing awareness of its importance.
Curriculum ; Education ; Education, Medical ; Education, Premedical ; Humans ; Korea ; Schools, Medical ; Students, Premedical

PURPOSE: Seoul National University College of Medicine (SNUMC) introduced a multiple mini-interview (MMI) to assess the noncognitive ability of applicants in 2013. This study aims to examine whether students differ with regard to their personal career values and academic achievements by admission type. METHODS: We administered a survey about career values and self-perception of competencies. We then compared the survey results and academic achievements by admission type. Finally, the correlation coefficient between MMI score and academic achievement was calculated in the MMI group. The data were analyzed by t-test and correlation analysis. RESULTS: There was no statistically significant difference in career values between groups. For self-perception of competency, only the 'interact in heterogeneous groups' domain was higher for those who entered through the MMI. The MMI group had a higher and broader level of academic achievement. Within the MMI group, there was a significant correlation between grade point average and MMI station scores. CONCLUSION: The characteristics of students who entered through the MMI were more in accordance with the goals of SNUMC and the competency of future doctors. Considering the unique feature of premedical academic achievement, this result implies that such students have superior noncognitive abilities, such as self-development and internal motivation. How these differences change subsequently remains to be seen.
Humans ; Motivation ; Schools, Medical* ; Self Concept ; Seoul ; Students, Premedical