PURPOSE: Patient-centred care can increase patient satisfaction and lead to better clinical outcomes for them, such as improved physical status and higher health-related quality of life. However, doctors' and patients' views on patient-centred attitude might differ and could be affected by culture and the community environment. To clarify the differences in primary care patients' and senior medical students' perceptions of medical students' patient-centred attitude. METHODS: A total of 1,025 subjects-827 patients from primary care institutions and 198 fourth-year medical students from a medical college in South Korea-completed the Patient Practitioner Orientation Scale (PPOS). The students completed the self-reported questionnaire at the end of their clinical clerkship. Descriptive statistics, t-tests, and one-way analysis of variances were conducted in SPSS version 21.0. RESULTS: Firstly, sharing subscale scores were higher among patients than among medical students (students, 3.61 vs. patients, 3.76; p<0.001), but secondly, caring subscale scores were higher among medical students (students, 4.18 vs. patients, 3.82; p<0.001). Thirdly, PPOS total scores were higher among medical students (students, 3.90 vs. patients, 3.79; p=0.001). Finally, male students had the lowest sharing scores (F=6.811, p<0.001) and female students showed the highest PPOS total scores (F=5.805, p=0.001). CONCLUSION: Significant differences between medical students' and patients' perceptions of medical students' patient-centred attitudes suggest the necessity of educational efforts to overcome the gap between the groups.
Clinical Clerkship ; Female ; Humans ; Male ; Patient Satisfaction ; Physician-Patient Relations ; Primary Health Care ; Quality of Life ; Students, Medical

No abstract available.

PURPOSE: Medical students' personality types and interpersonal needs must be considered. The purpose of this study was to examine the characteristics of personality types and interpersonal needs. METHODS: A total of 171 students in Konyang University College of Medicine were examined using the Myers-Briggs Type Indicator (MBTI) and Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B). The data were analyzed by frequency analysis, t-test, and one-sample proportion test. RESULTS: The proportion of the 4 pairs of MBTI dimensions were Extroversion (E)-Introversion (I) (53.2% vs. 46.8%), Sensing (S)-Intuition (N) (63.2% vs. 36.8%), Thinking (T)-Feeling (F) (59.7% vs. 40.4%), and Judging (J)-Perceiving (P) (56.1% vs. 43.9%). The predominant personality types were ISTJ (16.4%), ESTJ (14.0%), and ESFJ (10.5%). The level of interpersonal needs were medium rage that was inclusion (mean=8.1), control (mean=8.8), affection (mean=8.1), expressed behavior (mean=12.1), wanted behavior (mean=12.9), and overall interpersonal needs (mean=25.0). Of the basic social needs, males and females differed significantly with regard to control needs (p=0.028). CONCLUSION: Educational programs that take into account personality types and characteristics of interpersonal needs are crucial in providing effective medical education. Our results suggest that the characteristics of personality types and interpersonal needs should be considered in developing an interpersonal relations improvement program for medical students.
Education, Medical ; Extraversion (Psychology) ; Female ; Humans ; Interpersonal Relations ; Male ; Personality Inventory ; Rage ; Students, Medical ; Thinking

Team-based learning (TBL) is an active learning approach. In recent years, medical educators have been increasingly using TBL in their classes. We reviewed the concepts of TBL and discuss examples of international cases. Two types of TBL are administered: classic TBL and adapted TBL. Combining TBL and problem-based learning (PBL) might be a useful strategy for medical schools. TBL is an attainable and efficient educational approach in preparing large classes with regard to PBL. TBL improves student performance, team communication skills, leadership skills, problem solving skills, and cognitive conceptual structures and increases student engagement and satisfaction. This study suggests recommendations for administering TBL effectively in medical education.
Education, Medical* ; Humans ; Leadership ; Learning* ; Problem Solving ; Problem-Based Learning ; Schools, Medical

No abstract available.
*Faculty ; Humans ; *Professional Competence ; *Teaching

PURPOSE: This study was performed to develop a counseling strategy, based on the profiles of medical students' Strong Interest Inventory (STRONG) and Myer-Briggs Type Indicator (MBTI) results, focusing on the three following questions: Into what distinct levels are students categorized by STRONG and MBTI? and What is the dispersion of the integrated profiles? METHODS: Freshmen students from Konyang University College of Medicine who matriculated between March 2011 and 2013 were administered the MBTI personality type test and the STRONG interest inventory assessment. The integrated profiles were categorized per Kim et al. (2006), and frequency analysis was performed with the collected data, using SPSS version 21.0. RESULTS: Regarding MBTI types, 16.9% of students were categorized as ESTJ, and 12.9% was ISTJ. Further, 62.4% of students were Investigative (I) according to STRONG. The integrated profiles were divided into four types, according to their unclear/clear preference in the STRONG and MBTI results. Most students had 'clear preference and clear interest' (n=144, 80.9%), six students (3.4%) had 'clear interest but unclear preference,' and 28 students (15.7%) showed 'unclear interest but clear preference.' CONCLUSION: Using the combined results of the STRONG interest inventory assessment and MBTI tools, we can purvey more tailored information to students.
*Career Choice ; Counseling ; Humans ; *Personality ; Personality Inventory ; Psychology, Applied ; Republic of Korea ; Schools, Medical ; *Students, Medical ; Universities ; Vocational Guidance/*methods

PURPOSE: Deciding on a future career path or choosing a career specialty is an important academic decision for medical students. The purpose of this study is to develop a career coaching model for medical students. METHODS: This research was carried out in three steps. The first step was systematic review of previous studies. The second step was a need assessment of medical students. The third step was a career coaching model using the results acquired from the researched literature and the survey. RESULTS: The career coaching stages were defined as three big phases: The career coaching stages were defined as the "crystallization" period (Pre-medical year 1 and 2), "specification" period (medical year 1 and 2), and "implementation" period (medical year 3 and 4). CONCLUSION: The career coaching model for medical students can be used in programming career coaching contents and also in identifying the outcomes of career coaching programs at an institutional level.
*Career Choice ; *Education, Medical, Undergraduate ; Education, Premedical ; Female ; Humans ; Male ; Medicine ; *Mentoring ; *Program Development ; *Students, Medical

PURPOSE: Problem-Based Learning is an effective teaching and learning method enabling the students to achieve problem solving skills, use information effectively, carry productive intelligence, think creatively, learn teamwork and responsibility. Also, students take the initiative of the class and by learning the method of self-directed learning, it will eventually lead to life time education. The purpose of this study was to develop effective teaching and learning strategy of Problem-Based Learning. METHODS: The study is a case study using investigative method and questionnaires, class observation check list, and teachers' evaluation sheets of the students. The subject of this study was 83 students and 19 tutors of Yonsei University College of Medicine. RESULTS: The characteristics of positive module in Problem-Based Learning are; students show good teamwork during the class, students are motivated and find interest in the subject, the data and materials given to the students is very useful in solving the problem. Most important element of Problem-Based Learning interaction is the number of questions asked by the students and the difficulty of the modules has no relation to the interaction of tutors and students. Students heavily rely on using textbooks during their self-regulated learning. And the elements greatly effecting the learning environment are physical environment and the use of humor in class. CONCLUSION: Tutors and students should use the teaching strategy('C-O-I-Q') and the learning strategy('M-R-I-Q') to facilitate the interaction of tutors and students, activate students' discussion and foster class climate.
Climate ; Education ; Humans ; Intelligence ; Learning* ; Problem Solving ; Problem-Based Learning ; Surveys and Questionnaires

PURPOSE: The purpose of this research was to examine the medical students' personality with stress and developmental level. The study explored three overarching topics: How are medical students' personality types reflected in an enneagram? Are there any differences between subtypes of stress points? How are the students' developmental levels by gender, academic level, and enneatypes? METHODS: The subjects were 414 medical students in three Korean medical schools. Enneagram Personality Types Inventory (Korean version) was used. These enneatypes were divided into four subtypes: centers of intelligence, hornevian triads, self-consciousness, and harmonic group. Enneatypes and stress points were analyzed statistically by frequency and percentage of enneatypes, chi-square test, and ANOVA. RESULTS: Distribution of enneatypes; type 9 was the most frequent class (n=136, 32.9%). Types 1, 3, 4, and 9 had more disintegrated students than other types (chi2=59.2, p=0.000). Subtype analysis; in body-centered type more students were disintegrated than integrated or mediocre (chi2=25.8, p=0.000). In behavior patterns, aggressive and passive types showed more disintegration (chi2=25.2, p=0.000), and in self-consciousness groups only inner order types showed integration (chi2=19.3, p=0.001). In harmonic group, positive outlook types contained the most disintegrated students (chi2=20.5, p=0.000). Majority of medical students were in disintegrated developmental status. CONCLUSION: A program should be developed for students to know their ego-identity plainly and overcome their disintegration, based on their enneatypes. Such a program will help students improve their ways of thinking or their behavior and become more secure.
Humans ; Intelligence ; Personality Inventory ; Schools, Medical ; Stress, Psychological ; Students, Medical ; Thinking

PURPOSE: We examined two overarching topics: What are the Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B), Perceived Stress Scale (PSS), and Self-rating Depression Scale (SDS) scores in medical students? Do their interpersonal needs correlate with stress and depression? METHODS: FIRO-B, PSS-10, and SDS were administered to 82 freshmen in College of Medicine, The Catholic University of Korea in 2014. The data were analyzed by descriptive statistics, frequency, two-way analysis of variance, independent t-test, and Pearson correlation analysis using SPSS version 21.0 (IBM Corp.). RESULTS: The level of interpersonal needs was medium range (mean, 24.52). The mean perceived stress score was 18.6. Also, 59.8% and 40.2% of students had normal range (<20) and high stress (> or =20). The mean score for depression was 36.3. Further, 97.6% and 2.4% of students had normal range (< or =49) and mild depression (< or =59). Wanted behavior correlated with stress (r=0.056) and depression (r=0.021). Expressed behavior correlated negatively with stress (r=-0.206) and depression (r=-0.301). CONCLUSION: The interpersonal needs of medical freshmen are related to stress and depression. These results can be used effectively in school adaptation programs for medical students to improve their quality of life.
Depression ; Humans ; Interpersonal Relations ; Korea ; Quality of Life ; Reference Values ; Students, Medical