Purpose: This study examined the current status, perceptions, and educational needs of primary care education in medical and nursing schools to provide foundational data that can inform effective curriculum development. Methods: In total, 40 medical and 64 nursing schools were eligible for this study. Data were collected through an online survey using Google Forms, developed by the research team, from November 2024 to January 2025. Frequency analysis and independent t-tests were performed to compare perceptions on primary care education between the two schools types. Borich Needs Assessment and Locus-for-Focus model were used to identify and prioritize educational needs. Results: Responses from 21 medical and 24 nursing schools were analyzed. All medical schools primarily offered education in primary care clinics (100%), whereas most nursing schools offered it in community healthcare institutions (87.5%). Visits and observations were the most common educational methods (>80%). Reports, presentations, and discussions were the most used assessment methods (>60%). Multidisciplinary team-based practicums were limited in both medical (9.5%) and nursing (25.0%) schools. Both groups rated the need to expand primary care education and multidisciplinary team approach highly (>4.4/5). “Longitudinality” and “generalism” were educational priority needs across both groups, whereas other elements showed variations. Conclusion This study identified the shared and distinct aspects of primary care education across schools. The findings highlight the importance of enhancing and tailoring primary care education to each school’s specific context and needs, while fostering interprofessional collaboration to strengthen community-based healthcare.

Background: This study aimed to examine the effect of artificial intelligence (AI) literacy on attitudes toward digital technology and the mediating effect of technostress on this relationship among health professions students. Methods: An online survey was conducted from May to October 2025 with 1,314 students enrolled in medical schools, nursing schools, dental schools, and graduate schools of dentistry nationwide. Structural equation modeling and bootstrapping analyses were performed. Results: The analysis revealed that AI literacy significantly reduced technostress and enhanced attitudes toward digital technology. Technostress also had a negative effect on attitudes toward digital technology, and a partial mediating effect was identified in the relationship between AI literacy and attitudes toward digital technology. In other words, higher levels of AI literacy were associated with lower technostress, which, in turn, led to more positive attitudes toward digital technology. Multigroup analysis further showed that the effect of AI literacy on technostress differed across majors, being significant for medical and nursing students, but not for dental students. Conclusion This study confirmed that improving AI literacy reduces technology-related stress and promotes positive attitudes toward digital technology. These findings suggest the need for AI and digital technology education designs that consider the psychological factors of learners in medical education. Furthermore, the observed group differences suggest that AI literacy may function differently depending on discipline-specific technological and educational contexts.

Background: This study analyzed the status of community-based practice in public healthcare institutions in Korean medical schools and identified related needs. Methods: We conducted an online cross-sectional survey in which 32 of 40 medical schools (80.0%) participated between March and April 2023. We developed questionnaire items aimed at ascertaining the status and perceptions of community-based practice and analyzed the response data using frequency analysis, the Mann-Whitney U test, and content analysis with word clouds. Results: Of the 32 medical schools analyzed, 23 (71.9%) offered practical courses, and of those, 12 (52.2%) implemented practice lessons within courses. Among 20 schools, 18 (90.0%) required students to complete practical courses and over 50% offered these courses in the third and fourth years of the clerkship phase. Perceptions of community practice showed no significant differences based on whether courses were offered. Many schools have proposed that practice should be a continuous curricular element from the premedical to medical years. The primary challenges facing community-based practice were identified as faculty development, collaboration, and compensation of practice institutions. The following words were extracted from the respondents’ comments: practice, community, institution, student, education, faculty, university, and public. Conclusion This study identified the limitations of community-based education provided by Korean medical schools and we report findings that highlight areas of improvement. Notable among these is the need to continuously incorporate community-based practice into medical education while engaging in discussions and conducting research toward developing a comprehensive and systematic curriculum.

Background: This study analyzed the status of community-based practice in public healthcare institutions in Korean medical schools and identified related needs. Methods: We conducted an online cross-sectional survey in which 32 of 40 medical schools (80.0%) participated between March and April 2023. We developed questionnaire items aimed at ascertaining the status and perceptions of community-based practice and analyzed the response data using frequency analysis, the Mann-Whitney U test, and content analysis with word clouds. Results: Of the 32 medical schools analyzed, 23 (71.9%) offered practical courses, and of those, 12 (52.2%) implemented practice lessons within courses. Among 20 schools, 18 (90.0%) required students to complete practical courses and over 50% offered these courses in the third and fourth years of the clerkship phase. Perceptions of community practice showed no significant differences based on whether courses were offered. Many schools have proposed that practice should be a continuous curricular element from the premedical to medical years. The primary challenges facing community-based practice were identified as faculty development, collaboration, and compensation of practice institutions. The following words were extracted from the respondents’ comments: practice, community, institution, student, education, faculty, university, and public. Conclusion This study identified the limitations of community-based education provided by Korean medical schools and we report findings that highlight areas of improvement. Notable among these is the need to continuously incorporate community-based practice into medical education while engaging in discussions and conducting research toward developing a comprehensive and systematic curriculum.

Background: This study analyzed the status of community-based practice in public healthcare institutions in Korean medical schools and identified related needs. Methods: We conducted an online cross-sectional survey in which 32 of 40 medical schools (80.0%) participated between March and April 2023. We developed questionnaire items aimed at ascertaining the status and perceptions of community-based practice and analyzed the response data using frequency analysis, the Mann-Whitney U test, and content analysis with word clouds. Results: Of the 32 medical schools analyzed, 23 (71.9%) offered practical courses, and of those, 12 (52.2%) implemented practice lessons within courses. Among 20 schools, 18 (90.0%) required students to complete practical courses and over 50% offered these courses in the third and fourth years of the clerkship phase. Perceptions of community practice showed no significant differences based on whether courses were offered. Many schools have proposed that practice should be a continuous curricular element from the premedical to medical years. The primary challenges facing community-based practice were identified as faculty development, collaboration, and compensation of practice institutions. The following words were extracted from the respondents’ comments: practice, community, institution, student, education, faculty, university, and public. Conclusion This study identified the limitations of community-based education provided by Korean medical schools and we report findings that highlight areas of improvement. Notable among these is the need to continuously incorporate community-based practice into medical education while engaging in discussions and conducting research toward developing a comprehensive and systematic curriculum.

Background: This study analyzed the status of community-based practice in public healthcare institutions in Korean medical schools and identified related needs. Methods: We conducted an online cross-sectional survey in which 32 of 40 medical schools (80.0%) participated between March and April 2023. We developed questionnaire items aimed at ascertaining the status and perceptions of community-based practice and analyzed the response data using frequency analysis, the Mann-Whitney U test, and content analysis with word clouds. Results: Of the 32 medical schools analyzed, 23 (71.9%) offered practical courses, and of those, 12 (52.2%) implemented practice lessons within courses. Among 20 schools, 18 (90.0%) required students to complete practical courses and over 50% offered these courses in the third and fourth years of the clerkship phase. Perceptions of community practice showed no significant differences based on whether courses were offered. Many schools have proposed that practice should be a continuous curricular element from the premedical to medical years. The primary challenges facing community-based practice were identified as faculty development, collaboration, and compensation of practice institutions. The following words were extracted from the respondents’ comments: practice, community, institution, student, education, faculty, university, and public. Conclusion This study identified the limitations of community-based education provided by Korean medical schools and we report findings that highlight areas of improvement. Notable among these is the need to continuously incorporate community-based practice into medical education while engaging in discussions and conducting research toward developing a comprehensive and systematic curriculum.

Academic disruptions, including pandemics and policy-related interruptions, pose a critical yet understudied threat to students’ psychological well-being and professional development. In South Korea, the physician–government dispute from February 2024 to August 2025 resulted in a sustained and unprecedented interruption of the medical curriculum. This systematic review was conducted to assess the psychosocial effects of academic disruption on medical students. We reviewed studies published from 2013 through July 2025 by systematically searching PubMed (MEDLINE), CINAHL (EBSCOhost), KoreaMed, RISS, and the National Assembly Library. Two reviewers independently screened and extracted data from 33 eligible studies. Psychological outcomes were categorized using a modified Patient-Reported Outcomes Measurement Information System framework to capture multidimensional impacts. Most studies documented consistent and substantial increases in anxiety (23%–84%) and depression (10%–65%) when clinical education and assessments were canceled or moved online. Beyond affective symptoms, qualitative synthesis revealed that the loss of authentic bedside learning and peer interaction weakened professional identity formation and diminished educational meaning. Although limited longitudinal findings suggested potential for post-traumatic growth, immediate effects were characterized by structural frustration and existential doubt. These results indicate that academic disruption generates a complex psychological crisis requiring multi-tiered institutional responses. Consequently, medical educators must prioritize strategies that preserve clinical exposure and social connectedness to safeguard the mental health and professional development of future physicians during periods of educational instability.

Purpose: : With the rapid growth of the Fourth Industrial Revolution, technologies like artificial intelligence (AI), big data, robotic surgery, and telemedicine are transforming healthcare. Understanding how medical students, as future healthcare providers, and non-medical students, as future patients, perceive these changes is essential. This study compares their awareness, interest, and perceptions of AI-driven healthcare and future medical technologies. Methods: : A cross-sectional survey was conducted among 167 students (68 non-medical students, 99 medical students) from diverse academic backgrounds. The questionnaire assessed awareness of Fourth Industrial Revolution technologies, perceptions of AI’s impact on healthcare, and expectations regarding future medical technologies. Data were analyzed using independent t-tests and descriptive statistics. Results: : Differences were found in the awareness of Fourth Industrial Revolution technologies depending on whether participants were medical students, while no significant differences were observed in their levels of interest. Non-medical students showed lower concern about data privacy breaches related to AI in healthcare. Regarding the perceived impact of future medical technologies on patients, non-medical students expected a greater reduction in misdiagnosis rates, whereas medical students were more concerned about the risk of personal data exposure. Lastly, non-medical students were more positive about the potential for faster diagnoses for physicians. Conclusion : The findings highlight differences in awareness and attitudes between medical and non-medical students. Tailored education and policies are needed to improve technology acceptance and ethical considerations in healthcare.

Purpose: This study aimed to analyze the research trends of the Korean Journal of Medical Education (KJME) since it became an English-language journal. Methods: A total of 274 articles published in KJME from 2016 to 2023 were analyzed. All article types were included in the analysis. NetMiner ver. 4.0 (Cyram Inc., Korea) was used for the main keyword and topic modeling analysis. Results: Of the 274 articles, 170 (62%) and 104 (38%) were by domestic and international authors, respectively. The main keywords with high frequency were “students,” “learning,” “experience,” “pandemic,” and “perception.” Three topics were derived using topic matching analysis: “residents’ perception and attitude of the pandemic,” “assessment of learning and achievement,” and “learning experiences in the pandemic.” Conclusion Since the shift to English-language journals, medical education research has witnessed an increase in the number of articles published by international authors. Research on postgraduate education has increased. Research topics are relevant to situations such as the coronavirus disease 2019 pandemic. These findings can help researchers select research topics and encourage them to submit their research to the journal.

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.