Purpose: This study aimed to identify the academic stress experienced by medical students in basic medical science courses and analyze its underlying factors. Methods: A survey was conducted among 228 students from a medical school in Seoul, South Korea, of whom 204 who had completed at least one basic science course were included in the final analysis. A modified stress scale for medical students and a newly developed subject-specific academic stress scale, validated through literature review, student feedback, and expert review, were employed. Data were analyzed using IBM SPSS ver. 25.0 with descriptive statistics, t-tests, chi-square tests, and one-way analysis of variance. Results: The overall academic stress among students was relatively high. The highest stress levels were observed in cell biology (mean=7.15), followed by bioinformatics (mean=5.97), molecular biology (mean=5.47), and organic chemistry (mean=5.20). Key stress factors included a lack of connectivity with clinical subjects, excessive learning volume, and inappropriate difficulty levels. Conclusion Academic stress varied significantly across courses, underscoring the need for curriculum improvements in basic medical science education. Faculty should consider adjusting course difficulty, enhancing clinical integration, motivating students, and managing workloads to reduce stress and support learning outcomes.

Purpose: : This study aimed to understand the current state of patient-centered care for people with disabilities by reviewing the key definitions, elements, and aspects of previously published care models/programs that borrow a patient-centered approach using a scoping review methodology. Methods : Following Arksey and O’Malley’s five-step methodology, we conducted a keyword search in EMBASE, Web of Science, and Pubmed for articles published from 2000 to January 2022, and a total of 30 articles were selected from 1,305 initially extracted articles. Results : A total of 13 studies developed models of care for people with disabilities based on the concept of patient-centeredness, 11 studies developed and evaluated care programs with patient- centered components, and 6 studies prospectively evaluated the effectiveness of patient-centered programs in clinical trials. The studies were generally based on multidisciplinary teams and emphasized two-way communication, collaborative relationships, multidimensional assessment, and measurement of patient needs. However, elements of patient-centeredness varied across studies, and methodologies for measuring needs and evaluating effectiveness were inconsistent. Conclusion : Based on this study, there is a need for systematic research to identify integrated and desirable patient-centeredness elements in healthcare models/programs for people with disabilities. This will enable the development of more patient-centered and friendly healthcare services for people with disabilities.

Purpose: : Health literacy, or the ability to find, understand, and use health information, is a key focus in South Korea’s ‘5th National Health Promotion Comprehensive Plan.’ However, despite South Korea’s high internet penetration, research on digital health information use among people with developmental disabilities is limited. This study assesses the current state of digital health literacy in this population. Methods: : A survey was conducted on the people with disabilities and people without disabilities. General digital health information was measured using an 8-item scale by Skinner (2006), and COVID-19-related health information was assessed with a 10-item tool developed by the research team. A total of 365 responses were analyzed, comprising people with physical disabilities (189), developmental disabilities (82), and those without disabilities (94). Data analysis was performed using SPSS version 28, including MANOVA and descriptive statistics. Results: : eHealth scores for individuals with developmental disabilities (24.6 ± 9.8) were significantly lower than those with physical disabilities (32.6 ± 7.9) and those without disabilities (33.9 ± 9.1). Similarly, Covid-eHealth scores were lower for individuals with developmental disabilities (24.6 ± 8.4) compared to those with physical disabilities (29.5 ± 6.8) and those without disabilities (31.3 ± 7.7). The differences in both cases were statistically significant (p < 0.001). Conclusion : This study represents the first comprehensive examination of digital health literacy among people with developmental disabilities in South Korea. The findings indicate that while this group has lower digital health literacy, appropriate education and support can improve their skills. This underscores the need for policies and support systems to ensure they can access and effectively use digital health information, especially as healthcare becomes more digital.

Purpose: : This study aimed to understand the current state of patient-centered care for people with disabilities by reviewing the key definitions, elements, and aspects of previously published care models/programs that borrow a patient-centered approach using a scoping review methodology. Methods : Following Arksey and O’Malley’s five-step methodology, we conducted a keyword search in EMBASE, Web of Science, and Pubmed for articles published from 2000 to January 2022, and a total of 30 articles were selected from 1,305 initially extracted articles. Results : A total of 13 studies developed models of care for people with disabilities based on the concept of patient-centeredness, 11 studies developed and evaluated care programs with patient- centered components, and 6 studies prospectively evaluated the effectiveness of patient-centered programs in clinical trials. The studies were generally based on multidisciplinary teams and emphasized two-way communication, collaborative relationships, multidimensional assessment, and measurement of patient needs. However, elements of patient-centeredness varied across studies, and methodologies for measuring needs and evaluating effectiveness were inconsistent. Conclusion : Based on this study, there is a need for systematic research to identify integrated and desirable patient-centeredness elements in healthcare models/programs for people with disabilities. This will enable the development of more patient-centered and friendly healthcare services for people with disabilities.

Purpose: : Health literacy, or the ability to find, understand, and use health information, is a key focus in South Korea’s ‘5th National Health Promotion Comprehensive Plan.’ However, despite South Korea’s high internet penetration, research on digital health information use among people with developmental disabilities is limited. This study assesses the current state of digital health literacy in this population. Methods: : A survey was conducted on the people with disabilities and people without disabilities. General digital health information was measured using an 8-item scale by Skinner (2006), and COVID-19-related health information was assessed with a 10-item tool developed by the research team. A total of 365 responses were analyzed, comprising people with physical disabilities (189), developmental disabilities (82), and those without disabilities (94). Data analysis was performed using SPSS version 28, including MANOVA and descriptive statistics. Results: : eHealth scores for individuals with developmental disabilities (24.6 ± 9.8) were significantly lower than those with physical disabilities (32.6 ± 7.9) and those without disabilities (33.9 ± 9.1). Similarly, Covid-eHealth scores were lower for individuals with developmental disabilities (24.6 ± 8.4) compared to those with physical disabilities (29.5 ± 6.8) and those without disabilities (31.3 ± 7.7). The differences in both cases were statistically significant (p < 0.001). Conclusion : This study represents the first comprehensive examination of digital health literacy among people with developmental disabilities in South Korea. The findings indicate that while this group has lower digital health literacy, appropriate education and support can improve their skills. This underscores the need for policies and support systems to ensure they can access and effectively use digital health information, especially as healthcare becomes more digital.

Purpose: : This study aimed to understand the current state of patient-centered care for people with disabilities by reviewing the key definitions, elements, and aspects of previously published care models/programs that borrow a patient-centered approach using a scoping review methodology. Methods : Following Arksey and O’Malley’s five-step methodology, we conducted a keyword search in EMBASE, Web of Science, and Pubmed for articles published from 2000 to January 2022, and a total of 30 articles were selected from 1,305 initially extracted articles. Results : A total of 13 studies developed models of care for people with disabilities based on the concept of patient-centeredness, 11 studies developed and evaluated care programs with patient- centered components, and 6 studies prospectively evaluated the effectiveness of patient-centered programs in clinical trials. The studies were generally based on multidisciplinary teams and emphasized two-way communication, collaborative relationships, multidimensional assessment, and measurement of patient needs. However, elements of patient-centeredness varied across studies, and methodologies for measuring needs and evaluating effectiveness were inconsistent. Conclusion : Based on this study, there is a need for systematic research to identify integrated and desirable patient-centeredness elements in healthcare models/programs for people with disabilities. This will enable the development of more patient-centered and friendly healthcare services for people with disabilities.

Purpose: : Health literacy, or the ability to find, understand, and use health information, is a key focus in South Korea’s ‘5th National Health Promotion Comprehensive Plan.’ However, despite South Korea’s high internet penetration, research on digital health information use among people with developmental disabilities is limited. This study assesses the current state of digital health literacy in this population. Methods: : A survey was conducted on the people with disabilities and people without disabilities. General digital health information was measured using an 8-item scale by Skinner (2006), and COVID-19-related health information was assessed with a 10-item tool developed by the research team. A total of 365 responses were analyzed, comprising people with physical disabilities (189), developmental disabilities (82), and those without disabilities (94). Data analysis was performed using SPSS version 28, including MANOVA and descriptive statistics. Results: : eHealth scores for individuals with developmental disabilities (24.6 ± 9.8) were significantly lower than those with physical disabilities (32.6 ± 7.9) and those without disabilities (33.9 ± 9.1). Similarly, Covid-eHealth scores were lower for individuals with developmental disabilities (24.6 ± 8.4) compared to those with physical disabilities (29.5 ± 6.8) and those without disabilities (31.3 ± 7.7). The differences in both cases were statistically significant (p < 0.001). Conclusion : This study represents the first comprehensive examination of digital health literacy among people with developmental disabilities in South Korea. The findings indicate that while this group has lower digital health literacy, appropriate education and support can improve their skills. This underscores the need for policies and support systems to ensure they can access and effectively use digital health information, especially as healthcare becomes more digital.

Purpose: This study aimed to measure the educational satisfaction with and effectiveness of real-time online point-of-view filming (POVF) clinical skills education in medical students. Methods: Medical students participated in a 120-minute clinical skills education session. The session consisted of emergency procedures, wound management, and vascular access. The authors provided real-time online POVF using a smartphone. A questionnaire survey was issued to the students after the class, and their satisfaction with education, educational environment, and effectiveness were analyzed. Results: Responses about satisfaction with POVF education were very positive in all grades. However, approximately half of the students were satisfied with the smoothness of listening to a lecture and the video quality. More than half of the students responded positively to the question about educational effectiveness. Conclusion In these times of non-classroom teaching brought on by the coronavirus disease 2019 (COVID-19) pandemic, POVF clinical skills education is likely to be a very useful educational tool. If disadvantages such as insufficient feedback or environmental problems can be addressed, it could serve as an alternative method of clinical skills education even after the COVID-19 pandemic.