Purpose: This study aims to determine the impact of helicopter parenting and respectful parenting on medical students’ mindset, grit, self-directedness, and college adjustment. Methods: This study constructed a hypothetical model based on the relationship between helicopter parenting, respectful parenting, mindset, grit, self-directedness, and college adjustment. It set up a structural model to test the fit of the model based on empirical data. The significance of the mediating effects of the paths was tested using multiple mediation analysis. Results: The fit of the initial measurement model did not meet the goodness-of-fit acceptance criteria; therefore, revised models were established. The revised models all showed good fit indices, and the overall path coefficients were significant. Helicopter parenting and respectful parenting are inversely correlated and affect the mindset of medical students, which, in turn, affects their adjustment to college through grit and self-directedness. The results of the multimodal effects of each pathway showed that helicopter parenting negatively affects college adjustment, while respectful parenting has a positive mediating effect on college adjustment. Conclusion Parenting attitudes have a significant impact on medical students’ mindset, grit, and self-direction, which affects their college adjustment. Parents need to respect their children’s autonomy and independence and avoid excessive interference.

Purpose: This study aims to determine the impact of helicopter parenting and respectful parenting on medical students’ mindset, grit, self-directedness, and college adjustment. Methods: This study constructed a hypothetical model based on the relationship between helicopter parenting, respectful parenting, mindset, grit, self-directedness, and college adjustment. It set up a structural model to test the fit of the model based on empirical data. The significance of the mediating effects of the paths was tested using multiple mediation analysis. Results: The fit of the initial measurement model did not meet the goodness-of-fit acceptance criteria; therefore, revised models were established. The revised models all showed good fit indices, and the overall path coefficients were significant. Helicopter parenting and respectful parenting are inversely correlated and affect the mindset of medical students, which, in turn, affects their adjustment to college through grit and self-directedness. The results of the multimodal effects of each pathway showed that helicopter parenting negatively affects college adjustment, while respectful parenting has a positive mediating effect on college adjustment. Conclusion Parenting attitudes have a significant impact on medical students’ mindset, grit, and self-direction, which affects their college adjustment. Parents need to respect their children’s autonomy and independence and avoid excessive interference.

Purpose: This study aims to determine the impact of helicopter parenting and respectful parenting on medical students’ mindset, grit, self-directedness, and college adjustment. Methods: This study constructed a hypothetical model based on the relationship between helicopter parenting, respectful parenting, mindset, grit, self-directedness, and college adjustment. It set up a structural model to test the fit of the model based on empirical data. The significance of the mediating effects of the paths was tested using multiple mediation analysis. Results: The fit of the initial measurement model did not meet the goodness-of-fit acceptance criteria; therefore, revised models were established. The revised models all showed good fit indices, and the overall path coefficients were significant. Helicopter parenting and respectful parenting are inversely correlated and affect the mindset of medical students, which, in turn, affects their adjustment to college through grit and self-directedness. The results of the multimodal effects of each pathway showed that helicopter parenting negatively affects college adjustment, while respectful parenting has a positive mediating effect on college adjustment. Conclusion Parenting attitudes have a significant impact on medical students’ mindset, grit, and self-direction, which affects their college adjustment. Parents need to respect their children’s autonomy and independence and avoid excessive interference.

Purpose: This study aims to determine the impact of helicopter parenting and respectful parenting on medical students’ mindset, grit, self-directedness, and college adjustment. Methods: This study constructed a hypothetical model based on the relationship between helicopter parenting, respectful parenting, mindset, grit, self-directedness, and college adjustment. It set up a structural model to test the fit of the model based on empirical data. The significance of the mediating effects of the paths was tested using multiple mediation analysis. Results: The fit of the initial measurement model did not meet the goodness-of-fit acceptance criteria; therefore, revised models were established. The revised models all showed good fit indices, and the overall path coefficients were significant. Helicopter parenting and respectful parenting are inversely correlated and affect the mindset of medical students, which, in turn, affects their adjustment to college through grit and self-directedness. The results of the multimodal effects of each pathway showed that helicopter parenting negatively affects college adjustment, while respectful parenting has a positive mediating effect on college adjustment. Conclusion Parenting attitudes have a significant impact on medical students’ mindset, grit, and self-direction, which affects their college adjustment. Parents need to respect their children’s autonomy and independence and avoid excessive interference.

Background: We aimed to evaluate whether composite blood biomarkers including aldo-keto reductase family 1 member B10 (AKR1B10) and cytokeratin 18 (CK-18; a nonalcoholic steatohepatitis [NASH] marker) have clinically applicable performance for the diagnosis of NASH, advanced liver fibrosis, and high-risk NASH (NASH+significant fibrosis). Methods: A total of 116 subjects including healthy control subjects and patients with biopsy-proven nonalcoholic fatty liver disease (NAFLD) were analyzed to assess composite blood-based and imaging-based biomarkers either singly or in combination. Results: A composite blood biomarker comprised of AKR1B10, CK-18, aspartate aminotransferase (AST), and alanine aminotransferase (ALT) showed excellent performance for the diagnosis of, NASH, advanced fibrosis, and high-risk NASH, with area under the receiver operating characteristic curve values of 0.934 (95% confidence interval [CI], 0.888 to 0.981), 0.902 (95% CI, 0.832 to 0.971), and 0.918 (95% CI, 0.862 to 0.974), respectively. However, the performance of this blood composite biomarker was inferior to that various magnetic resonance (MR)-based composite biomarkers, such as proton density fat fraction/MR elastography- liver stiffness measurement (MRE-LSM)/ALT/AST for NASH, MRE-LSM+fibrosis-4 index for advanced fibrosis, and the known MR imaging-AST (MAST) score for high-risk NASH. Conclusion Our blood composite biomarker can be useful to distinguish progressive forms of NAFLD as an initial noninvasive test when MR-based tools are not available.

Purpose: The decision to enroll in medical school is largely influenced by extrinsic motivation factors. It is necessary to explore the factors that affect pre-med students’ motivation to enter medical school and their college adjustment, and to develop measures to help them adjust. Methods: A total of 407 pre-med students were surveyed regarding their motivation to enter medical school, fear of failure, and college adjustment. We analyzed the latent profiles of extrinsic motivation factors using latent profile analysis. One-way analysis of variance was conducted to examine the differences in fear of failure and adaptation to university life according to the latent groups. Results: After analyzing the latent profiles of entrance motivation, three latent profiles were selected. They were divided into high, medium, and low extrinsic motivation groups. Three profiles scored the highest on job security, followed by good grades and social status. Sophomores were more likely to be high extrinsic motivators than freshmen were. Fear of failure was high in the group with high extrinsic motivation, and adaptation to college life was highest in the group with low extrinsic motivation. Conclusion Job security was the most important extrinsic motivator for entering medical school, and extrinsic entrance motivation influenced fear of failure and college adjustment. Given the high level of extrinsic motivation among medical students, it is meaningful to analyze the extrinsic motivation profile of entering medical students and how it affects failure motivation and college adjustment.

Purpose: The purpose of this study was to examine perceptions of global health education (GHE) among medical students and their involvement in global health activities and identify priorities of educational needs for developing GHE programs. Methods: This study was cross-sectional and conducted through an online survey for medical students. The participants were students attending medical schools nationwide, and the final analysis target was 678. The survey developed questionnaires necessary for research purposes regarding global health-related experiences and perceptions, level of awareness of global health competencies (GHC), and needs assessments. The data were analyzed using the frequency analysis, chi-square test, independent t-test, Borich Needs Assessment Model, and the Locus for Focus Model. Results: In total, 60.6% (411/678) agreed on the need for GHE, whereas 12.1% (82/678) agreed on the appropriateness of GHE in the current medical school curriculum, indicating a perception gap between the necessity and the status. At the current level of awareness of global health and GHC, we identified statistically significant differences according to gender, participation in global health activities, and GHE. In the analysis of the educational needs of GHC, all items of GHC had statistically significant differences between the importance level and the current level, and priorities were derived. The competency with the highest priority was domain A (Global Burden of Disease). Conclusion We expect the findings of this study to be used in Korean medical education as fundamental data to prepare a hereafter research foundation for GHE and discuss systematic GHE based on GHC.

Purpose: This study aimed to develop a competency-based global health education (GHE) program for medical students and analyze its effectiveness. Methods: The study had a pretest–posttest control group design. The program was developed based on the eight global health competency domains for medical students and implemented for 18 hours over 6 weeks beginning in September 2023. The intervention and control groups comprised 34 students and 41 students, respectively. The analytical methods used were t-test, chi-square test, and analysis of covariance. Results: Experience with global health activities and pretest scores were controlled as covariates to exclude the effects of participants’ general characteristics and pretest scores. The intervention group had outscored the control group on interest in a global health career and the necessity of GHE and also showed significantly higher posttest scores on global competence, global citizenship, and global health competence. Students were generally satisfied with the GHE program. Conclusion A global health competency-based GHE program effectively increases medical students’ interest in global health careers, their understanding of the need for GHE, and their global competence, global citizenship, and global health competence. This study is expected to promote GHE program development and research.

Purpose: This study aimed to reach a consensus among experts on the global health competencies for medical students in Korea. Methods: A global health competency model was developed to identify domains and competencies for medical education, and a three-round modified Delphi method was used to reach consensus among 21 experts on the essential global health competencies. The degree of convergence, degree of consensus, and content validity ratio of the model were used to reach a consensus. Results: A list of 52 competencies in 12 domains were identified according to a literature review. In the first-round Delphi survey, the global health competencies were refined to 30 competencies in eight domains. In the second round, the competencies were reduced to 24. In the final round, consensus was reached among the expert panel members, and the competencies were finalized. The global health competency domains for medical students include global burden of disease (three items), globalization of health and healthcare (five items), determinants of health (two items), healthcare in low-resource settings (two items), global health governance (three items), health as a human right (four items), cultural diversity and health (three items), and participation in global health activities (two items). Conclusion The group of experts in global health achieved a consensus that 24 global health competencies in eight domains were essential for undergraduate medical education in Korea. The domains and competencies identified herein can be used to develop an undergraduate medical education curriculum in global health.

This study investigated the current status and educational needs of global health education (GHE) at medical schools in Korea. Among the 40 medical schools nationwide, 32 schools that agreed to participate in the study collected data through a survey in 2022, and the results were examined by frequency analysis and content analysis. In total, 87.5% of medical schools included global health-related graduation outcomes. In the curriculum, global health lessons within courses were present at 71.9% of medical schools. Regarding extracurricular activities, 66.7% and 63.0% of medical schools offered overseas clerkships and overseas volunteer work, respectively. Although there were not many medical schools with a global health-related educational environment, 96.9% of schools agreed with the necessity of GHE in medical education. The prevailing opinion was that it was appropriate to continuously cover GHE as lessons within courses throughout all years of the program in medical education. The main opinions regarding the improvement of GHE related to curriculum development, personnel expansion, and awareness improvement at medical schools. These findings are expected to serve as a basis for identifying the current status of GHE at Korean medical schools and specifying future directions of GHE.