The increase in the prevalence of allergic diseases has brought a substantial medical, social and economic burden. The development of allergology is relatively lag behind the allergy prevalence in China. Both the numbers of allergy specialty and allergist are scarce and thus the diagnosis and treatment of allergic disease does not meet the needs of allergy patients. This article summarizes the status of medical education and specialty development of allergology in China and abroad. In addition, the key strategies for promoting the development of allergy education and specialty were discussed, including undergraduate and graduate education of allergology, the orientation of allergy specialty and related specialty/subspecialty, the integration of allergology into the standardized residents training system, training and certification of allergists, and multidisciplinary diagnosis and treatment model.
Humans ; Hypersensitivity/therapy* ; Education, Medical ; Education, Graduate ; China/epidemiology* ; Students

The increase in the prevalence of allergic diseases has brought a substantial medical, social and economic burden. The development of allergology is relatively lag behind the allergy prevalence in China. Both the numbers of allergy specialty and allergist are scarce and thus the diagnosis and treatment of allergic disease does not meet the needs of allergy patients. This article summarizes the status of medical education and specialty development of allergology in China and abroad. In addition, the key strategies for promoting the development of allergy education and specialty were discussed, including undergraduate and graduate education of allergology, the orientation of allergy specialty and related specialty/subspecialty, the integration of allergology into the standardized residents training system, training and certification of allergists, and multidisciplinary diagnosis and treatment model.
Humans ; Hypersensitivity/therapy* ; Education, Medical ; Education, Graduate ; China/epidemiology* ; Students

Background. Attrition in residency training can lead to lower workplace morale and increased costs. Finding associated factors can help revise admissions criteria or identify at-risk residents.

Objective. We aimed to determine factors associated with attrition among residents in pediatrics.

Methods. We applied a mixed cross-sectional (survey) and retrospective cohort (records review) study design. Residents who began training in the Philippine General Hospital in 2012-2018 were included. Our primary outcomes were non-completion of training within three years (attrition), completion beyond three years or ongoing training at a delayed year level (off-cycle), and the composite of attrition or off-cycle. Fisher's exact probability test and t-test were used to compare the non-attrition group versus the attrition group, and the non-attrition group versus the attrition or off-cycle group.

Results. The overall attrition rate and off-cycle rate among 162 residents were 7.41% and 4.32%, respectively. The survey response rate was 73.00%. Four factors were significantly associated with attrition: higher age at entry into the program (p = 0.030), advanced degree (p = 0.009), longer interval from internship completion to start of residency training (p = 0.017), and a lower case presentation score (p = 0.048). The proportion of respondents older than 29 years was significantly higher in the attrition group than the non-attrition group (40.00% vs 0.94%, p = 0.031). Higher age at entry was also significantly associated with the composite outcome (attrition or off-cycle).

Conclusion. Older age at entry, advanced degree, a longer interval from internship, and lower-case presentation scores were associated with attrition among residents in pediatrics from a single center.

Betacoronavirus ; Coronavirus Infections ; epidemiology ; transmission ; Disease Transmission, Infectious ; prevention & control ; Education, Medical, Graduate ; organization & administration ; Humans ; Internship and Residency ; organization & administration ; Pandemics ; Pneumonia, Viral ; epidemiology ; transmission ; Quality Improvement

OBJECTIVES: This study was conducted to evaluate the gender differences in stress-coping methods that affect stress responses in graduate medical students.METHODS: The participants were 209 students of C medical school in Daejeon, Korea. Stress response was measured using the Stress Response Inventory. Coping methods were measured through the Ways of Coping Checklist and Problem-solving Style Scale. Data were analyzed using T-Tests, a correlation analysis, and stepwise multiple regression analysis.RESULTS: The mean±standard deviation score of the stress response inventory was 23.56±20.20 in males and 32.34±23.44 in females. The stepwise multiple regression analysis revealed the following factors related to stress response: helplessness, problem-solving control, approach style in males and helplessness, social readjustment rating scale, problem-solving confidence in females. No relationship between stress-coping style and academic performance was found in both genders.CONCLUSION: Hopelessness seemed to be the main reason for the stress response in medical students of both genders. We also found differences in coping methods affecting the stress response by genders. Future studies need to identify more such factors that lead to differences in coping methods and help adapt to stress in medical education.
Adaptation, Psychological ; Checklist ; Education, Medical ; Education, Medical, Graduate ; Female ; Humans ; Korea ; Male ; Methods ; Schools, Medical ; Stress, Psychological ; Students, Medical

BACKGROUND: Graduate medical education is shifting from the traditional apprenticeship model to a competency-driven model. Here we describe the design and implementation of competency-based medical education (CBME) in an internal medicine residency program, and report satisfaction survey results. METHODS: We redesigned the residency curriculum as CBME to be resident-centred, systematic, focused on general internal medicine, to provide experience in various care setting, and work-based assessment. In the second year of this CBME transition, we surveyed residents' overall satisfaction using 5-point Likert scale. Feedback on their training program was also analysed. RESULTS: The overall satisfaction score was 3.24 and thirteen residents (61.9%) answered that the preceptor's practical training in an educational atmosphere and improvement through training were the merits of the training program. However, residents complained about the working condition such as work overload. CONCLUSION: With the CBME implementation, most residents expressed satisfaction with the hospital's educational environment but they suffered from overwork. Further efforts to improve the educational program and environment are warranted.
Atmosphere ; Curriculum ; Education ; Education, Medical ; Education, Medical, Graduate ; Internal Medicine ; Internship and Residency

PURPOSE: This study aimed to develop a core competency model for translational medicine curriculum in the Korean graduate education context. METHODS: We invited specialists and key stakeholders to develop a consensus on a core competency model. The working group composed of 17 specialists made an initial draft of a core competency model based on the literature review. The initial draft was sent to the survey group by email to ask whether they agreed or disagreed with each core competency. The working group simplified, merged, or excluded the competencies that received less than 80% agreement among the 43 survey respondents. The working group also reorganized the order of the domains and competencies based on the survey results, and clustered the domains into four major areas. RESULTS: The final core competency model has four areas, 12 domains, and 34 core competencies. The major areas are theory-based problem assessment and formulation, study design and measurement, study implementation, and literature review and critique. CONCLUSION: This new core competency model will provide guidance for the competency based education of translational medicine in Korea.
Competency-Based Education ; Consensus ; Curriculum* ; Education, Graduate ; Electronic Mail ; Evaluation Studies as Topic ; Korea ; Specialization ; Surveys and Questionnaires ; Translational Medical Research*

The Korean Association of Medical Colleges (KAMC) developed graduate outcomes based on “The role of Korean doctor, 2014” to serve as guidelines regarding outcome-based education in Korea. The working group in this study analyzed 65 competencies proposed in “The role of Korean doctor, 2014” according to the developmental principle that certain outcomes should be demonstrated at the point of entry into the graduate medical education. We established 34 competencies as “preliminary graduate outcomes” (PGOs). The advisory committee consisted of 11 professors, who reviewed the validity of PGOs. Ultimately, a total of 19 “revised graduate outcomes” (RGOs) were selected. We modified the RGOs based on opinions from medical schools and a public hearing. In November 2017, the KAMC announced the “graduate outcomes for basic medical education,” which serves as a guide for basic medical education for the 40 medical schools throughout Korea. Medical schools can expand the graduate outcomes according to their educational goals and modify them according to their own context. We believe that graduate outcomes can be a starting point for connecting basic medical education to graduate medical education.
Advisory Committees ; Competency-Based Education ; Education ; Education, Medical* ; Education, Medical, Graduate ; Education, Medical, Undergraduate ; Hearing ; Korea ; Physician's Role ; Republic of Korea ; Schools, Medical

INTRODUCTION: Postgraduate medical education in Singapore underwent a major transition recently, from a British-style system and accreditation to a competency-based residency programme modelled after the American system. We aimed to identify the relative importance of factors influencing the choice of sponsoring institution (SI) for residency among medical students during this transition period. METHODS: A questionnaire-based cross-sectional study of Singapore undergraduate medical students across all years of study was performed in 2011. Participants rated the degree of importance of 45 factors (including research, academia and education, marketing, reputation of faculty, working conditions, posting experience and influence by peers/seniors) to their choice of SIs on a five-point Likert scale. Differences in gender and seniority were compared. RESULTS: 705 out of 1,274 students completed the survey (response rate 55.3%). The top five influencing factors were guidance by mentor (4.48 ± 0.74), reputation for good teaching (4.46 ± 0.76), personal overall experience in SI (4.41 ± 0.88), quality of mentorship and supervision (4.41 ± 0.75), and quality and quantity of teaching (4.37 ± 0.78). The five lowest-rated factors were social networking (2.91 ± 1.00), SI security (3.01 ± 1.07), open house impact (3.15 ± 0.96), advertising paraphernalia (3.17 ± 0.95) and research publications (3.21 ± 1.00). Female students attributed more importance to security and a positive working environment. Preclinical students rated research and marketing aspects more highly, while clinical students valued a positive working environment more. CONCLUSION Quality of education, mentorship, experiences during clerkship and a positive working environment were the most important factors influencing the choice of SI.
Accreditation ; Cross-Sectional Studies ; Curriculum ; Education, Medical, Graduate ; economics ; organization & administration ; Education, Medical, Undergraduate ; economics ; organization & administration ; Female ; Humans ; Internship and Residency ; Male ; Mentors ; Models, Organizational ; Schools, Medical ; Singapore ; Students, Medical ; statistics & numerical data ; Surveys and Questionnaires ; United States ; Universities

Graduate medical education is the most important phase among the three stages of medical education. It links basic medical education and continuing professional development. It is also a critical period in acquiring meaningful knowledge, skills and professionalism. The residents should be able to develop the core common competencies on top of their specialozeds field's expertise, in order to function as independent and qualified physicians. Despite the obvious importance of graduate medical education, the system in Korea has been designed and executed to meet the needs of the hospitals in the perspective of manpower management, rather than to educate and empower the residents. As a result, graduate medical education in Korea lacks clear educational objectives and systemic, resident-centered curriculums. Yet, we have no accreditation body to evaluate graduate medical education programs. In order to normalize graduate medical education, an integrated and unified institution that manages the whole process of the graduate medical education is desperately needed. Special attention should be given to the role of medical schools in educating the core common competencies. The Korean Association of Medical Colleges, the Korean Institute for Medical Education and Evaluation, and the Korean Academy of Medical Sciences should cooperate intimately to establish a new organization for the systemic management and development of graduate medical education.
Accreditation ; Critical Period (Psychology) ; Curriculum ; Education, Medical ; Education, Medical, Graduate ; Korea ; Professionalism ; Schools, Medical