Visual Materials for Medical Humanities
Korean Medical Education Review.2019;21(3):164-165. doi:10.17496/kmer.2019.21.3.164
Korean Medical Education Review
2002 (v1, n1) to Present ISSN: 1671-8925
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Dissect Paintings with the Eyes of Medicine
Korean Medical Education Review.2019;21(3):162-163. doi:10.17496/kmer.2019.21.3.162
Validity of the Self-efficacy for Interprofessional Experimental Learning Scale in Korea
Korean Medical Education Review.2019;21(3):155-161. doi:10.17496/kmer.2019.21.3.155
Interprofessional education (IPE) can promote high-quality patient care and good medical outcomes through teamwork among health professionals. However, there are no valid measurements to prove the effectiveness of IPE in Korea. This study aimed to develop and test a Korean version of the Self-efficacy for Interprofessional Experimental Learning Scale (SEIEL). The original SEIEL was translated into Korean by two experienced medical professors, and 368 questionnaires were collected from medical and nursing students (third and fourth year). To analyze the validity of the Korean version of the SEIEL, an exploratory and confirmatory factor analysis was conducted. Cronbach's α was used to evaluate reliability. Results from the exploratory factor analysis identified two functions: “interprofessional collaboration†and “interprofessional team evaluation.†A significant cross-correlation was found between the two functions (r=0.690, p<0.001), with a Cronbach's α value of 0.932. The reliability and validity of the Korean version of the SEIEL was identified in this study. This tool can be helpful in measuring the effectiveness of IPE in Korea.
Korean Medical Education Review.2019;21(3):150-154. doi:10.17496/kmer.2019.21.3.150
When standardized patients (SPs) are used for educational purposes, the authenticity of role play and the quality of feedback are essential requirements of SPs. This study was conducted to investigate medical students' assessment of SPs and to identify the components of SPs' performance that were most strongly correlated with patient-physician interaction score. One hundred and forty-two fourth-year medical students were asked to complete the Maastricht Assessment of Simulated Patients (MaSP) at the end of a clinical performance examination. SPs evaluated the patient-physician interactions using a 4-point Likert scale (1=poor to 4=excellent). Medical students' assessment of SPs using the MaSP was positively correlated with patient-physician interactions (r=0.325, p<0.01). Items addressing the authenticity of role play (e.g., “SPs appear authentic,â€â€œSPs might be real patients,†and “SPs answer questions in a natural mannerâ€) were closely correlated with patient-physician interactions (p<0.001, p=0.027, and p=0.017, respectively). These results showed that the MaSP appears to be a useful instrument for evaluating SPs' performance and that the authenticity of SPs' performance was positively correlated with medical students' interactions. In order to improve patient-physician interactions, medical students should be given opportunities to practice their skills with SPs who have been trained to portray patients with a specific condition in a realistic way.
Korean Medical Education Review.2019;21(3):143-149. doi:10.17496/kmer.2019.21.3.143
In 2018, The Ministry of Health and Welfare announced its first comprehensive plan for patient safety, which included the imperative to develop a patient safety curriculum for students studying to become health professionals. The aim of this study is to assess current patient safety education and points of consideration for introducing new curriculum. An online survey was used to understand the status of patient safety education in medical schools, and key informant interviews and focus group interviews were used to collect qualitative data on the experience of patient safety education. The results of the online survey from 16 out of 40 medical schools (40% response rate) and the qualitative data analysis were integrated and analyzed. Twelve schools (75%) had established courses related to patient safety. The qualitative responses suggest that patient safety education is appropriate both before and after clinical training through a variety of educational methods, and that the topics should be linked with clinical training. The challenge of securing lecture time to address patient safety was mentioned as a realistic obstacle. When patient safety education is integrated in future curriculum, it is necessary to consider it as a priority. Moreover, in the early stages of introducing patient safety education, a step-by-step, policy-based approach is required for seamless adoption and settlement.
Personal Accountability of Medical Students in Medical Education
Korean Medical Education Review.2019;21(3):137-142. doi:10.17496/kmer.2019.21.3.137
Producing graduates with sufficient practical competency is the main mission of every educational institution. Following the accreditation of the Korean Institute of Medical Education and Evaluation, medical schools have been stepping up efforts to establish curriculum that reflects the practical value of medical education and the importance of adapting to the practice of graduates in order to increase the accountability of medical education in Korea each year. To this end, all medical schools have recently made efforts to develop diverse policies to strengthen the social accountability of medical education along with the transition to a competency-based curriculum. In line with this trend, the institutional accountability of medical education as well as the personal accountability of students, the main subjects of learning, should be highlighted, and educational activities to foster accountability need to be specified. Personal accountability in medical students involves recognizing their social accountability as future doctors and understanding and practicing student accountability. To achieve this, medical schools should provide programs that support and teach practical application of skills, and students need to define and attempt specific activities to strengthen their accountability.
Social Accountability of Medical Schools: Concept and Implementation Strategies
Korean Medical Education Review.2019;21(3):127-136. doi:10.17496/kmer.2019.21.3.127
Medical schools have been working to produce competent doctors and improve the quality of care by introducing and implementing new curricula and innovative teaching and learning methods. Despite these efforts, health disparities within and between countries still exist. To close these gaps, medical schools must identify the priorities of the community, region, and/or nation and conduct education, research, and service that reflect them-the core foundation of the social accountability of medical schools. Many medical schools and networks around the world have tried to achieve social accountability, but this needs more attention in Korea. This study will review the literature in aims to improve understanding and promote the implementation of the social accountability of medical schools. Most medical schools that practice the principles of social accountability focus primarily on the medically underserved in their communities or those who have limited access to health services, and have built collaborative partnerships with stakeholders to meet the needs of society. In addition, in order to implement social accountability effectively and efficiently, medical schools have developed strategies and various evaluation frameworks appropriate to the context of each school. To have more socially accountable medical schools, it is necessary to clarify the concept of social accountability and to establish a system that can evaluate the impacts. Medical schools exist to alleviate suffering and promote health, and this can be accomplished through social accountability.
The Concept of Remote Learning and How to Do It Well
Korean Medical Education Review.2021;23(3):206-207. doi:10.17496/kmer.2021.23.3.206
no abstract available
To Prepare the Best Remote Learning
Korean Medical Education Review.2021;23(3):204-205. doi:10.17496/kmer.2021.23.3.204
no abstract available
Korean Medical Education Review.2021;23(3):194-203. doi:10.17496/kmer.2021.23.3.194
Learning communities in medical education have demonstrated favorable outcomes in terms of students’ learning, professional development, and wellness. Despite these strengths and the widespread adoption of learning communities in US medical schools, there has been little interest in medical learning communities in Korea. In this context, the present study examined the development and implementation of the Yonsei Medical Learning Community (YMLC) and analyzed its outcomes and areas of improvement. The Yonsei University College of Medicine has operated a learning community as part of the undergraduate medical education curriculum since 2014. The YMLC is the first program of its type in Korea. The overall structure of the YMLC consists of four distinct communities (pillars), which are named after four distinguished alumni, and each pillar is organized into five learning community classes. Each class is vertically integrated across students in different medical school years, and one faculty advisor is matched to about 30 students. As the YMLC focuses on fostering reflective practice in students and providing them with opportunities to build teamwork and experience social relatedness, two educational approaches have been adopted: reflective writing and mentoring and community activities. In this study, we obtained and analyzed second-year students’ feedback on the YMLC curriculum and identified its achievements, merits, and areas that need improvement. The results have shown that over 75% and 60% of respondents reported satisfaction with reflective writing and mentoring and community activities, respectively. The educational activities of the learning community helped students regularly reflect on their learning and progress and establish close relationships with faculty advisors. However, several areas of improvement regarding content, format, and logistical issues were also identified. The present findings may provide valuable information for other institutions to develop learning communities relevant to their own context.
Country
Republic of Korea
Publisher
Department of Medical Education Yonsei University College of Medicine
ElectronicLinks
http://kmer.or.krEditor-in-chief
Wutaek Jeon
kmer@yuhs.ac
Abbreviation
Korean Med Educ Rev
Vernacular Journal Title
의학교육논단
ISSN
2092-5603
EISSN
2093-6370
Year Approved
2018
Current Indexing Status
Currently Indexed
Start Year
1999
Description
Korean Medical Education Review (Korean Med Educ Rev, KMER) is the official peer reviewed journal of Yonsei University College of Medicine, launched in 1999. It is published 3 times a year (February, June, and October). The journal focuses on pedagogy, humanity and social science topics of health care provider education. The purpose of the journal is to improve the quality of education through theoretical foundation and sharing practical experience of health care provider education. The journal publishes review, research paper, opinion, book review, and invited paper from medicine, dentistry, nursing, public health, and humanities and social science related to health care provider education.
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