Digital transformation in medical education has emerged as a critical driver of educational innovation, but it also presents several challenges and issues. This exploratory study was conducted in preparation for a digital leap in medical education, critically examining the meaning and process of digital transformation in medical schools in Korea. The process of digital transformation has been divided into digitization, digitalization, and digital transformation, reflecting the progressive course of medical education. The educational approaches involving digital transformation in medical education are described in this study, differentiating between learner-centered adaptive learning, experience-based immersive learning environments, and the integration of assessment and learning. Additionally, the educational potential of emerging technologies, such as large language models, cloud computing, and blockchain, is explored. The constraints on digital transformation in medical education include the limitations of the digitalization process of educational materials, lack of empirical evidence on the educational effectiveness of digital tools, unpreparedness of stakeholders, and ethical, physical, and psychological issues. The conclusion emphasizes that digital transformation should not be a temporary measure, but a true advancement in education, highlighting the importance of learning design based on educational needs to increase effectiveness. It also highlights the ethical use of digital tools and the creation of a safe learning environment based on fairness and trust in the digital transformation process. Finally, it underscores the significance of flexible curriculum design driven by educational needs, interdisciplinary approaches, and the evaluation and dissemination of digitalization initiatives.

As artificial intelligence (AI) technologies advance and become increasingly integrated into medicine and healthcare services, there is a growing consensus that it is necessary to prepare medical students to understand and utilize AI in medical education. Research and discussions are ongoing regarding the AI competencies that healthcare professionals should have. There are diverse opinions on how to integrate the necessary AI competencies for medical graduates into existing curricula. However, wide agreement exists regarding the importance of providing sufficient and appropriate education on the ethical aspects of using AI in clinical practice and research. In this paper, the authors aim to introduce practical educational principles, strategies, and methods for educators interested in teaching AI ethics in medicine. To achieve this, the paper (1) introduces the AI competencies and medical ethics competencies that medical school graduates should possess; (2) explains the necessity of fostering AI ethics competencies in medical education; (3) discusses the principles of developing AI ethics education and considerations for implementing such curricula; and (4) presents educational modules that can be utilized to cultivate AI ethics competencies in medical students and young physicians. The authors of the paper hope that the case-based module on medical AI ethics we have developed may contribute to prepare medical graduates who are familiar with the principles and guidelines of medical AI ethics, enabling them to make the best ethical choices in any given environment.

The development and implementation of a systematic program evaluation framework is critical for improving the quality of the undergraduate medical education. At Yonsei University College of Medicine, we established the following five evaluation domains that encompass various aspects of educational experiences: (1) preclinical curriculum; (2) clinical curriculum; (3) educational environment, resources, and systems; (4) performance of students and graduates and program outcomes; and (5) implementation and outcomes of the curriculum. Specific evaluation indicators were designed within these domains and validated through the Delphi technique, which integrated expert opinions. In total, 98 indicators were identified across five domains. These indicators will function as a comprehensive tool for assessing medical education programs. The proposed evaluation framework addresses both shortand long-term educational changes, facilitating systematic monitoring, continuous quality improvement of curricula, and better outcomes for students. As this framework is grounded in the unique context of the institution, it is appropriate for a comprehensive evaluation of interactions at various educational stages. Furthermore, it may serve as a strategic foundation for identifying areas that require improvement, ensuring that the curriculum aligns with current medical education standards and practices. The framework’s structured approach and continuing evaluation processes may make it possible to obtain essential data for ongoing development, potentially contributing to a robust system for quality improvement in medical education. The findings of this study are expected to serve as a valuable reference for developing similar evaluation frameworks in other medical schools.

This paper details the development and implementation of Yonsei Medical E-Learning System 3.0 (YES 3.0), a new learning management system (LMS) for Yonsei University College of Medicine. Driven by the need to adapt to a rapidly changing medical education landscape, YES 3.0 addresses the previous system’s limitations and incorporates advanced features designed to improve learning experiences and educational outcomes. The development process involved extensive collaboration among faculty, students, staff, and the system developer, ensuring the system's alignment with the unique needs of the medical education environment. YES 3.0 features real-time monitoring of learning progress, comprehensive evaluation and grade management, personalized learning path recommendations, effective learner history management, and interview/guidance management functionalities. The system also supports the newly revised CDP2023 (Curriculum Development Project 2023) curriculum, with integrated learning across all courses and a strengthened scholarly advanced course. By automating and streamlining various educational processes, YES 3.0 enables maximized learning efficiency, promotes learner-centered education, and supports the cultivation of future medical professionals equipped to navigate the evolving healthcare environment. Implementing the system is expected to have positive impacts on both educational and economic aspects, contributing to the advancement of medical education at Yonsei University College of Medicine. This study also aims to offer insights and expected outcomes that can serve as a reference for other medical schools in adopting and operating LMS, ultimately providing useful information to educators considering establishing a digital learning environment.

This paper describes the design, development, and implementation of a ubiquitous portfolio (u-portfolio) system aimed at enhancing clinical clerkship education at Inje University College of Medicine from 2016 to 2020. This developmental research employed involved a literature review of 69 papers on electronic portfolios (1990–2013), and as well as a series of focus group interviews and surveys with key stakeholders during the iterative design, evaluation, and revision process. The literature analysis revealed three main purposes of e-portfolios (learning, assessment, and showcase) and nine key elements for a multi-purpose e-portfolio (e.g., quality of student reflection, postgraduate continuous learning, and timely and frequent feedback). The system evolved from paper-based portfolios to address the standardization of students’ clerkship experiences across five teaching hospitals, incorporating competency-based education and enabling efficient data management to promote student learning, assessment, and feedback. Key challenges in transitioning from paper to electronic portfolios included infrastructure issues, user adaptation, and assessment standardization. The resulting u-portfolio system, which allowed the seamless integration of mobile devices, emphasized five core functions: enhanced real-time feedback, transparent evaluation with rubrics, improved reflection quality, real-time assessment and tracking, and mapping between learning and competency achievements. Initially implemented in the internal medicine clerkship in 2016, the system was gradually expanded to all core clerkships by 2018. The success of this system led to its adoption by 19 medical schools through a consortium organized by the Korea Association of Medical Colleges, with 31 schools now collaborating to enhance clerkships through the u-portfolio system.

This study explored the differences in academic achievement and psychological/emotional well-being between criterion-referenced evaluation (CRE) and norm-referenced evaluation (NRE) at a medical school. The objective was to address concerns about declining academic performance and to propose evaluation methods that promote a more supportive learning environment for students. In total, 90 first-year medical students who completed the basic medical curriculum in 2022 and 2023 were surveyed and analyzed. The sample consisted of 45 students assessed by NRE in 2022 and 45 students assessed by CRE in 2023. Academic performance was measured using school grades in basic medical subjects and scores from the Basic Medical Education Evaluation. Psychological and emotional well-being were assessed through scales measuring academic burnout, academic motivation, coping efficacy, anxiety, depression, and quality of life. The results indicated that students assessed by CRE achieved significantly higher academic scores in certain subjects than those assessed by NRE. Additionally, the CRE group exhibited more positive psychological and emotional states, including lower levels of academic burnout, anxiety, and depression. These findings suggest that CRE may have a beneficial impact on students’ emotional well-being and overall academic experience. The study concludes that CRE plays a critical role in improving both academic performance and emotional health among medical students, and that transitioning to CRE may alleviate concerns about declining grades while promoting a more supportive learning environment.

Yonsei University College of Medicine (YUCM) adopted a criterion-referenced assessment (CRA) system in 2014. Six cohorts have graduated over the past decade under CRA. Positive impacts on student wellness and academic achievement were observed during the system’s initial years, and this study therefore aimed to analyze the changing perceptions of graduating students who experienced CRA to reflect YUCM’s experience of CRA implementation and suggest future directions and insights. Utilizing self-reporting graduation survey data of 621 graduates from 2018 to 2023, eight items regarding perceptions of CRA were examined with analysis of variance to explore changes in perceptions among the graduates, and short answers were also reviewed to investigate keywords and main themes. The CRA grading system positively influenced students’ learning motivation, level of class participation, cooperative attitudes, and self-directed attitudes. In particular, students’ perceptions of cooperative attitudes significantly improved from 2018 (3.97) to 2023 (4.46). The system also had a positive impact on students’ interest in conducting research from 2018 (3.04) to 2023 (3.56). Students’ perceptions of validity significantly increased from 2018 (3.40) to 2023 (3.92), and the perceptions of reliability also increased from 2018 (3.38) to 2023 (3.65), although the inter-year changes were not statistically significant. This study on graduating students’ changing perceptions of the CRA at YUCM aligned with the intended goals and context of its introduction and implementation. Ongoing improvements in fairness and reliability are required to enhance students’ perceptions of the system’s credibility, necessitating ongoing education and improvement efforts. Further studies on the positive and negative factors influencing perceptions of CRA are required to derive insights for system improvement.