Korean Journal of Medical Education.2009;21(3):315-316.
No abstract available.
Korean Journal of Medical Education
1989 (1, 1) to 2008 (20, 4) ISSN: 1225-8067
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Twelve Tips for Computer-Based Assessment in Medical Education.
Korean Journal of Medical Education.2009;21(3):313-314.
No abstract available.
Education, Medical
Education, Medical
A Trend Study of Student' Consistent Responses to Course Evaluation.
Korean Journal of Medical Education.2009;21(3):307-311.
PURPOSE: Most students choose the same option to questions in course evaluation surveys. Identical answers to each question render the results unreliable. The purpose of this study was to analyze the trend of medical student' consistent responses to course evaluations. METHODS: The data of this study were the results of a course evaluation over 3 years (from 2006 to 2008) at the School of Medicine at A University. RESULTS: The proportion of students who replied with the same answers to each question was below 20%. This result was consistent in freshmen, sophomores, and junior students. Using a 5-point Likert scale, more than 40% of the students gave 5 points consistently. CONCLUSION: We conclude that student' responses to evaluations do not have a significant impact on the reliability of course evaluations at Medical School at A University. These results differ significantly from those of previous research. Hence, future studies are required to analyze course evaluations in medical schools using diverse aspects.
Humans ; Schools, Medical
Humans ; Schools, Medical
Estimation of Optimal Educational Cost per Medical Student.
Korean Journal of Medical Education.2009;21(3):299-305.
PURPOSE: This study aims to estimate the optimal educational cost per medical student. METHODS: A private medical college in Seoul was targeted by the study, and its 2006 learning environment and data from the 2003~2006 budget and settlement were carefully analyzed. Through interviews with 3 medical professors and 2 experts in the economics of education, the study attempted to establish the educational cost estimation model, which yields an empirically computed estimate of the optimal cost per student in medical college. RESULTS: The estimation model was based primarily upon the educational cost which consisted of direct educational costs (47.25%), support costs (36.44%), fixed asset purchases (11.18%) and costs for student affairs (5.14%). These results indicate that the optimal cost per student is approximately 20,367,000 won each semester; thus, training a doctor costs 162,936,000 won over 4 years. Consequently, we inferred that the tuition levels of a local medical college or professional medical graduate school cover one quarter or one-half of the per- student cost. CONCLUSION: The findings of this study do not necessarily imply an increase in medical college tuition; the estimation of the per-student cost for training to be a doctor is one matter, and the issue of who should bear this burden is another. For further study, we should consider the college type and its location for general application of the estimation method, in addition to living expenses and opportunity costs.
Budgets ; Humans ; Learning ; Students, Medical ; Ursidae
Budgets ; Humans ; Learning ; Students, Medical ; Ursidae
Korean Journal of Medical Education.2009;21(3):287-297.
PURPOSE: The purpose of the study was to examine the recording accuracy of faculty observers and standardized patients (SPs) on a clinical performance examination (CPX). METHODS: This was a cross-sectional study of a fourth-year medical students' CPX that was held at a medical school in Seoul, Korea. The CPX consisted of 4 cases and was administered to 118 examinees, with the participation of 52 SP and 45 faculty observers. For the study we chose 15 examinees per case, and analyzed 60 student-SP encounters in total. To determine the recording accuracy level, 2 SP trainers developed an answer key for each encounter. First, we computed agreement rates (P) and kappa coefficient (K) values between the answer key-SPs and the answer key-faculty observers. Secondly, we analyzed variance (ANOVA) with repeated measures to determine whether the mean percentage of the correct checklist score differed as a function of the rater, the case, or the interaction between both factors. RESULTS: Mean P rates ranged from 0.72 to 0.86, while mean K values varied from 0.39 to 0.59. The SP checklist accuracy was higher than that of faculty observersat the level of item comparison. Results from ANOVA showed that there was no significant difference between the percentage of correct scores by the answer key, faculty observers and SPs. There was no significant interaction between rater and case factors. CONCLUSION: Acceptable levels of recording accuracy were obtained in both rater groups. SP raters can replace faculty raters in a large-scale CPX with thorough preparation.
Checklist ; Clinical Competence ; Cross-Sectional Studies ; Education, Medical, Undergraduate ; Educational Measurement ; Humans ; Korea ; Observer Variation ; Schools, Medical
Checklist ; Clinical Competence ; Cross-Sectional Studies ; Education, Medical, Undergraduate ; Educational Measurement ; Humans ; Korea ; Observer Variation ; Schools, Medical
Korean Journal of Medical Education.2009;21(3):279-285.
PURPOSE: Self-assessment is important for learning. But, the reliability of self-assessment has long been questioned. We investigated this problem in an objective structured clinical examination (OSCE) setting. METHODS: Forty third-year nursing students who participated in the OSCE were given the same checklist that was used for assessment by the examiners after they finished the OSCE. Then, the scores that were calculated by the examiners and examinees were compared, measuring the average, correlation, difference in score between examinee and examiner, difference in score according to the examinee's level, and Z-score. RESULTS: Scores that were made by the examinees were significantly higher than those of the examiners (average 72.34 vs. 64.03), between which there was a loose positive correlation (r=0.34). The correlation coefficient increased (r=0.62) when a difference in score (examinee-examiner) was compared with the examiner score. When examinees were divided into 3 groups according to their scores, the difference tended to become less as the scores of examinee rose. When the Z-score was compared with the level of the examinee, examinees who had higher scores evaluated themselves lower than the examiners, and examinees with lower scores assessed themselves higher than the examiners. CONCLUSION: According to comparison of averages or correlation analysis, self-assessment by the examinee appeared to be less reliable. But when data were analyzed using difference in score, examinee levels, and Z-score, a certain tendency developed. This pattern may be due to the heterogeneity of the examinee group. Selection of appropriate analysis methods might be important to estabilish the reliability of self-assessment skills.
Checklist ; Clinical Competence ; Humans ; Learning ; Population Characteristics ; Self-Assessment ; Students, Nursing
Checklist ; Clinical Competence ; Humans ; Learning ; Population Characteristics ; Self-Assessment ; Students, Nursing
Trial on Objective Structured Clinical Examination.
Korean Journal of Medical Education.1998;10(2):363-381.
No abstract available.
The Experience and Evaluation of Problem-Based Learning in Inje University College of Medicine.
Korean Journal of Medical Education.1998;10(2):351-362.
While renovating our traditional medical curriculum to integrated curricular system in 1996, we planned to introduce a course of problem-based learning (PBL) on tutorial basis after finishing 14 courses of the integrated medical curriculum for two years. One tutorial group was composed of one tutor and eight students, and 105 students of the second grade were divided into thirteen small tutorial groups. The period of PBL course was two weeks from December 1 to 14 in 1997. There were three interrelated steps for design of PBL course: course preparation, implementation, and evaluation which were conducted by PBL subcommittee consisted of nineteen teachers. Students were exposed to four clinical case modules, and they met in small tutorial room three times per week for two weeks. The PBL programme was evaluated by questionnaire survey method at the end of PBL course. We obtained satisfactory and positive results from reply of faculty and students. Since many teachers participated in planning, implementing, and evaluation of PBL, we could accumulate lots of knowledge and skills regarding the PBL, and it was a good opportunity to train expertise for PBL, test the feasibility changing to PBL curriculum. At this moment, our present integrated medical curriculum will be gradually converted to PBL system totally, and our experience will provide a good aid for other medical schools appling traditional medical curriculum to introduce PBL in their medical education.
Curriculum ; Surveys and Questionnaires ; Education, Medical ; Humans ; Problem-Based Learning* ; Schools, Medical
Curriculum ; Surveys and Questionnaires ; Education, Medical ; Humans ; Problem-Based Learning* ; Schools, Medical
Potential for Integrated Medical School and Oriental Medical School Curriculum.
Korean Journal of Medical Education.1998;10(2):337-349.
This study aims to suggest potential steps required for the integration of medical and oriental medical school by comparing the curriculum and its content between the two. The analysis was based on the specific behavioral objectives(SBOS) of the Korean Medical Association and Oriental Medical School Association. We used the school's catalog as well to get information on courses that are offered, hours, and credits. Major findings were as follows. 1. Clinical courses that are taught in oriental medical schools cover about 75% of the courses offered in medical schools on the basis of SBOS. This suggests that western medical knowledge is required for training oriental medical doctors in Korea. 2. If the SBOS of clinical medicine is taught for another 1 year at the oriental medical school, it will cover the entire content of the medical school. Also if 1.5 years of oriental medicine content is taught at medical school, it will include the whole SBOS offered in orienta medical school. Including a 1 year of clinical practicum, the extra years of required education would be 2 years for oriental medical students and 2.5 years for the medical students. Planning for an integrated for medical and oriental medicine requires close cooperation between all parties in practice and academics. A newly developed level of medicine will emerge from this if the plan takes into account the establishment of medical and oriental medical graduate schools and KMA's movement to reduce the number of SBOS to be taught in medical schools.
Clinical Medicine ; Curriculum* ; Education ; Humans ; Korea ; Medicine, East Asian Traditional ; Schools, Medical* ; Students, Medical
Clinical Medicine ; Curriculum* ; Education ; Humans ; Korea ; Medicine, East Asian Traditional ; Schools, Medical* ; Students, Medical
Reviews on the Psychological Variables Concerning the Successful Adjustment in Medical Colleges.
Korean Journal of Medical Education.1998;10(2):323-335.
In this article, we critically reviewed various literatures on stress and adjustment in medical schools as a preliminary work for the future empirical study. We adopted Biopsychosocial Model as the frame of reference, which considers not only the relationship between stressor and psychological distress, but also their interaction with moderating variables such as psychosocial resources and vulnerabilities. According to the model, three important aspects of medical school stress were reviewed: 1) the types of medical school stresses, 2) the adverse effects of stressors on the adjustment such as depression, anxiety, physical symptoms, drug abuse, eating problem, attrition, change of attitude and personality, etc, 3) the moderating effects of various vulnerabilities and resources including Type A behavior pattern, masculinity/femininity, locus of control, optimism, anger expression, coping style, social support, and study skills on the suppression or development of psychological distress. Investigating the moderating variables in particular may have great clinical implications since these variables are closely related to the psychological factors concerning successful adjustment in medical school. Conclusions drawn from this review suggests several directions of future research. First, a comprehensive study which covers the whole process of medical school stress is recommended. Longitudinal design will be more suitable for dealing with the developmental features of medical education. Finally, the severity of medical school stress must be compared with the stress of general colleges and other professional graduate schools. This article is expected to provide some theoretical basis for future studies regarding the successful adjustment in the medical school, the development of preventive intervention programs and the reform of medical education systems.
Anger ; Anxiety ; Depression ; Eating ; Education, Medical ; Humans ; Internal-External Control ; Psychology ; Schools, Medical ; Substance-Related Disorders ; Test Taking Skills
Anger ; Anxiety ; Depression ; Eating ; Education, Medical ; Humans ; Internal-External Control ; Psychology ; Schools, Medical ; Substance-Related Disorders ; Test Taking Skills
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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