Korean Journal of Medical Education.2015;27(3):227-228. doi:10.3946/kjme.2015.27.3.227
No abstract available.
Korean Journal of Medical Education
1989 (1, 1) to 2008 (20, 4) ISSN: 1225-8067
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The differences in self-efficacy in clinical performance between medical students and residents.
Korean Journal of Medical Education.2015;27(3):221-225. doi:10.3946/kjme.2015.27.3.221
PURPOSE: The purpose of this study was to compare the differences in self-efficacy in clinical performance (SECP) between medical students and residents. METHODS: A total of 267 medical students and 110 residents participated in a survey on SECP with regard to seven factors: knowledge acquisition and application, clinical reasoning, clinical skills, communication with patients, relationships with other health professionals, medical ethics, and self-development. The data were examined by multivariate analysis of variance. RESULTS: Residents had higher scores for clinical skills than students (F[1, 372]=8.919, p<0.01), whereas students scored significantly higher for communication with patients (F[1, 372]=26.779, p<0.001), relationships with other health professionals (F[1, 372]=12.807, p<0.001), medical ethics (F[1, 372]=40.136, p<0.001), and self-development (F[1, 372]=32.380, p<0.001). There were no differences between genders or specialties of residents. CONCLUSION: There are differences in SECP between students and residents. These results can guide the design of self-efficacy improvement programs.
*Clinical Competence ; Communication ; Ethics, Medical ; Female ; Humans ; *Internship and Residency ; Interpersonal Relations ; Male ; *Self Efficacy ; *Students, Medical
*Clinical Competence ; Communication ; Ethics, Medical ; Female ; Humans ; *Internship and Residency ; Interpersonal Relations ; Male ; *Self Efficacy ; *Students, Medical
The learning characteristics of primary care physicians.
Korean Journal of Medical Education.2015;27(3):213-219. doi:10.3946/kjme.2015.27.3.213
PURPOSE: This study analyzed the learning characteristics of primary care physicians that are necessary to develop proper educational support systems in continuing medical education. METHODS: The research participants were 15 physicians with an average of 8 years of experience in primary care clinics. The data were collected through in-person interviews with each participant and analyzed by keyword coding, expert review, and content elaboration. RESULTS: The learning styles of primary care physicians were classified as "reactive," "organized," and "exploratory," according to their problem-solving approaches in clinics. The types of learning interaction were "unilateral acquisition," "mutual exchange," and "organization participation." The primary motives of learning in clinics were the primary care physicians' recognition of accountability and the intrinsic enjoyment of learning itself. CONCLUSION: For continuous professional development-i.e., the self-directed learning of primary care physicians with problemsolving approaches-learning interactions in professional communities should be considered in continuing educational support systems.
*Clinical Competence ; *Education, Medical, Continuing ; Humans ; *Learning ; *Models, Educational ; Motivation ; *Physicians, Primary Care ; Primary Health Care ; Problem Solving
*Clinical Competence ; *Education, Medical, Continuing ; Humans ; *Learning ; *Models, Educational ; Motivation ; *Physicians, Primary Care ; Primary Health Care ; Problem Solving
Needs assessment of a core curriculum for residency training.
Korean Journal of Medical Education.2015;27(3):201-212. doi:10.3946/kjme.2015.27.3.201
PURPOSE: The core curriculum in graduate medical education (GME) is an educational program that covers the minimum body of knowledge and skills that is required of all residents, regardless of their specialty. This study examined the opinions of stakeholders in GME regarding the core curriculum. METHODS: A questionnaire was administered at three tertiary hospitals that were affiliated with one university; 192 residents and 61 faculty members and attending physicians participated in the survey. The questionnaire comprised six items on physician competency and the needs for a core curriculum. Questions on subjects or topics and adequate training years for each topics were asked only to residents. RESULTS: Most residents (78.6%) and faculty members (86.9%) chose "medical expertise" as the "doctor's role in the 21st century." In contrast, communicator, manager, and collaborator were recognized by less than 30% of all participants. Most residents (74.1%) responded that a core curriculum is "necessary but not feasible," whereas 68.3% of faculty members answered that it is "absolutely needed." Regarding subjects that should be included in the core curriculum, residents and faculty members had disparate preferences-residents preferred more "management of a private clinic" and "financial management," whereas faculty members desired "medical ethics" and "communication skills." CONCLUSION: Residents and faculty members agree that residents should develop a wide range of competencies in their training. However, the perception of the feasibility and opinions on the contents of the core curriculum differed between groups. Further studies with larger samples should be conducted to define the roles and professional competencies of physicians and the needs for a core curriculum in GME.
*Attitude of Health Personnel ; Clinical Competence ; *Curriculum ; *Education, Medical, Graduate ; Faculty, Medical ; Hospitals ; Humans ; *Internship and Residency ; *Needs Assessment ; *Physicians ; *Professional Competence ; Surveys and Questionnaires
*Attitude of Health Personnel ; Clinical Competence ; *Curriculum ; *Education, Medical, Graduate ; Faculty, Medical ; Hospitals ; Humans ; *Internship and Residency ; *Needs Assessment ; *Physicians ; *Professional Competence ; Surveys and Questionnaires
The relationship between problem-based learning and clinical performance evaluations.
Korean Journal of Medical Education.2015;27(3):195-200. doi:10.3946/kjme.2015.27.3.195
PURPOSE: To explore the relationship between problem-based learning (PBL) evaluations and clinical performance. METHODS: The study included 117 third-year medical students at Chonnam National University Medical School. The students' first-, second-, and third-year PBL evaluations were compared with their clinical performance examination (CPX) scores in third year. The PBL evaluations were composed of three subscales: tutors' evaluation (students' professional behavior, contribution to group process, and contribution to group content), a report, and a written examination. The CPX assessed four performance categories: history taking, physical examination, information sharing, and patient-physician interaction. RESULTS: No significant correlation was found between the first-year PBL evaluations and CPX scores; however, the second-year PBL evaluations were significantly correlated with history taking (r=0.186, p=0.044) and patient-physician interaction (r=0.213, p=0.021) of CPX. The third-year PBL evaluations were significantly correlated with physical examination (r=0.248, p=0.007), and patient-physician interaction (r=0.283, p=0.002) of CPX. Several significant correlations between the PBL evaluations subscales and CPX scores were revealed. The PBL tutors' evaluation (r=0.343, p=0.000) and report scores (r=0.210, p=0.023) were significantly correlated with patient-physician interaction of CPX. The contribution to group process of tutors' evaluation was significantly correlated with patient-physician interaction (r=0.186, p=0.045), and the contribution to group content of tutors' evaluation was significantly correlated with physical examination (r=0.187, p=0.044). CONCLUSION: We found a significant association between PBL evaluations and CPX scores.
*Clinical Competence ; *Education, Medical, Undergraduate ; *Educational Measurement ; Group Processes ; Humans ; *Problem-Based Learning ; Republic of Korea ; Schools, Medical ; *Students, Medical ; Universities
*Clinical Competence ; *Education, Medical, Undergraduate ; *Educational Measurement ; Group Processes ; Humans ; *Problem-Based Learning ; Republic of Korea ; Schools, Medical ; *Students, Medical ; Universities
Korean Journal of Medical Education.2015;27(3):187-193. doi:10.3946/kjme.2015.27.3.187
PURPOSE: The purpose of this study was to identify the causal relationship between emotional intelligence, ego-resilience, coping efficacy, and academic stress. METHODS: Participants were 424 medical students from four medical schools in Korea. We examined their emotional intelligence, ego-resilience, coping efficacy, and academic stress using a t-test, an analysis of variance, correlational analysis, and path analysis. RESULTS: First- and second-year students scored higher on academic stress than did those from third- and fourth-year students. Further, coping efficacy mediated the relationships between emotional intelligence, ego-resilience, and academic stress. Academic stress was directly influenced by coping efficacy, and indirectly by emotional intelligence and ego-resilience. This showed that coping efficacy play an important role in academic stress. CONCLUSION: Our findings may help medical schools design educational programs to improve coping efficacy in students, and to reduce their academic stress.
*Adaptation, Psychological ; *Education, Medical ; *Emotional Intelligence ; Humans ; Republic of Korea ; *Schools, Medical ; *Stress, Psychological ; Students, Medical/*psychology
*Adaptation, Psychological ; *Education, Medical ; *Emotional Intelligence ; Humans ; Republic of Korea ; *Schools, Medical ; *Stress, Psychological ; Students, Medical/*psychology
Needs assessment for developing teaching competencies of medical educators.
Korean Journal of Medical Education.2015;27(3):177-186. doi:10.3946/kjme.2015.27.3.177
PURPOSE: This study conducted a needs assessment for developing teaching competencies of medical educators by assessing their perceived ability to perform teaching competencies as well as their perceived importance of these competencies. Additionally, this study examined whether there were any differences in needs assessments scores among three faculty groups. METHODS: Hundred and eighteen professors from Dong-A University College of Medicine were surveyed, and the data from 44 professors who answered all the questions were analyzed using IBM SPSS 21. The needs assessment tool measured participants' perceived ability to perform teaching competencies and perceived importance of these competencies. The Borich formula was used to calculate needs assessment scores. RESULTS: The most urgent needs for faculty development were identified for the teaching competencies of "diagnosis and reflection," followed by "test and feedback," and "facilitation." Additionally, two, out of 51, items with the highest needs assessment scores were "developing a thorough course syllabus" and "introducing students to the course syllabus on the first day of class." The assistant professor group scored significantly higher on educational needs related to "facilitation," "affection and concern for students," and "respect for diversity" competencies than the professor group. Furthermore, the educational needs scores for all the teaching competencies except "diagnosis and reflection," "global mindset," and "instructional management" were higher for the assistant professor group than the other two faculty groups. CONCLUSION: Thus, the educational needs assessment scores obtained in this study can be used as criteria for designing and developing faculty development programs for medical educators.
*Education, Medical ; Faculty, Medical/*standards ; Female ; Humans ; *Needs Assessment/standards ; *Professional Competence ; Republic of Korea ; Schools, Medical ; Surveys and Questionnaires ; Teaching/*standards ; Universities
*Education, Medical ; Faculty, Medical/*standards ; Female ; Humans ; *Needs Assessment/standards ; *Professional Competence ; Republic of Korea ; Schools, Medical ; Surveys and Questionnaires ; Teaching/*standards ; Universities
Perceptions on item disclosure for the Korean medical licensing examination.
Korean Journal of Medical Education.2015;27(3):167-175. doi:10.3946/kjme.2015.27.3.167
PURPOSE: This study analyzed the perceptions of medical students and faculty regarding disclosure of test items on the Korean medical licensing examination. METHODS: I conducted a survey of medical students from medical colleges and professional medical schools nationwide. Responses were analyzed from 718 participants as well as 69 faculty members who participated in creating the medical licensing examination item sets. Data were analyzed using descriptive statistics and the chi-square test. RESULTS: It is important to maintain test quality and to keep the test items unavailable to the public. There are also concerns among students that disclosure of test items would prompt increasing difficulty of test items (48.3%). Further, few students found it desirable to disclose test items regardless of any considerations (28.5%). The professors, who had experience in designing the test items, also expressed their opposition to test item disclosure (60.9%). CONCLUSION: It is desirable not to disclose the test items of the Korean medical licensing examination to the public on the condition that students are provided with a sufficient amount of information regarding the examination. This is so that the exam can appropriately identify candidates with the required qualifications.
*Attitude ; *Disclosure ; *Education, Medical ; *Educational Measurement ; *Faculty, Medical ; Humans ; Information Dissemination ; *Licensure, Medical ; Perception ; Physicians/standards ; Republic of Korea ; *Students, Medical
*Attitude ; *Disclosure ; *Education, Medical ; *Educational Measurement ; *Faculty, Medical ; Humans ; Information Dissemination ; *Licensure, Medical ; Perception ; Physicians/standards ; Republic of Korea ; *Students, Medical
Humanities in medical education: between reduction and integration.
Korean Journal of Medical Education.2015;27(3):163-165. doi:10.3946/kjme.2015.27.3.163
Reductive logic has been a major reasoning style in development of modern biomedical sciences. However, when "medical humanities" is developed by reductive reasoning, integrative and holistic values of humanities tend to be weakened. In that sense, identity and significance of "medical humanities" continue to be controversial despite of its literal clarity. Humanities in medical education should be established by strengthening humanistic and socialistic aspects of regular medical curriculum as well as developing individual "medical humanities" programs.
*Curriculum ; *Education, Medical ; *Humanism ; *Humanities ; Humans ; Program Development ; Science ; Thinking
*Curriculum ; *Education, Medical ; *Humanism ; *Humanities ; Humans ; Program Development ; Science ; Thinking
Apprenticeship in Thinking: Cognitive Development in Social Context (Barbara Rogoff).
Korean Journal of Medical Education.2009;21(2):197-198.
No abstract available.
Country
Republic of Korea
Publisher
Korean Society of Medical Education
ElectronicLinks
http://kjme.krEditor-in-chief
Abbreviation
Korean J Med Educ
Vernacular Journal Title
한국의학교육
ISSN
1225-8067
EISSN
Year Approved
2007
Current Indexing Status
Currently Indexed
Start Year
1989
Description
Current Title
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