• Korean Medical Education Review
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• v.17 no.3
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• pp.122-130
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• 2015

This study evaluated the meaning of the clinical clerkship through in-depth interviews with students who had experienced a clinical clerkship. The clinical clerkship is one of the most important steps in the curriculum for becoming a doctor. While students perform actual clinical practice, the experience also reinforces a great deal of medical knowledge and competence as a reserve doctor. However, departments that operate inefficiently have caused some problems. Therefore, this study analyzed the data from interviews of 25 students who finished the clinical clerkship in terms of the meaning of the clinical clerkship, the attitude of the students toward work in clinical practice, the attitude of professors toward the clinical clerkship, benefits, and drawbacks. Comments are feedback from a student's experience in the clinical clerkship, and they may be an important resource illuminating the current status of clinical practice. This study also discusses how to run an effective clinical clerkship by checking in with students on the problems they face in clinical practice.

• Restorative Dentistry and Endodontics
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• v.38 no.2
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• pp.79-84
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• 2013

Objectives: This study aimed to investigate the effect of clinical clerkship-associated achievements, such as performance of procedures at the student clinic, observation, and attitude towards a clerkship, on the objective structured clinical examination (OSCE) scores of dental students graduating in restorative dentistry. Materials and Methods: The OSCEs consisted of two stations designed to assess students' clinical skills regarding cavity preparation for a class II gold inlay and a class IV composite restoration. The clerkship achievements, consisting of the number of student clinical procedures performed, observation-related OSCE, and scores of their attitudes towards a conservative dentistry clerkship, were assessed. Correlation and multiple regression analyses were conducted. Results: The correlation coefficient between the OSCE scores for cavity preparation for a class II gold restoration and clerkship attitude scores was 0.241 (p < 0.05). Regarding a class IV composite restoration, OSCE scores showed statistically significant correlations with the observation (r = 0.344, p < 0.01) and attitude (r = 0.303, p < 0.01) scores. In a multiple regression analysis, attitudes towards a clerkship (p = 0.033) was associated with the cavity preparation for a class II gold inlay OSCE scores, while the number of procedure observations (p = 0.002) was associated with the class IV composite restoration OSCE scores. Conclusions: The number of clinical procedures performed by students, which is an important requirement for graduation, showed no correlation with either of the OSCEs scores.

• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.24 no.2
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• pp.57-67
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• 2011

Objectives : The purpose of this study is to evaluate of Oriental Dermatology Clerkship in oriental medical clinic by using students' satisfaction questionnaire. Methods : In 2011, the evaluation of students' satisfaction was conducted by the Department of oriental dermatology, Dong-guk University College of Oriental Medicine. The questionnaire filled-up by 89 six-year students who completed the clerkship schedule of first semester. The questionnaire were consisted of 17 items. Results : Most of the students gave a positive evaluation to the overall clerkship. Especially the satisfaction level of professional guidance and practice environment was so high. But The problem was the lack of opportunity for direct participation. The most useful educational activities was performing clinical skills under faculty supervision. The most constraining activities was difficulty interacting with patients as a student. Conclusions : It is necessary to develop continuous program that provide for better quality clinical clerkship with oriental medical clinic.

• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.25 no.3
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• pp.65-77
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• 2012

Objectives : The purpose of this study is to evaluate students' satisfaction on participation learning using role-play in clerkship of Oriental Ophthalmology & Otolaryngology department. Methods : In 2012, 93 sixth grade students undergoing Oriental Ophthalmology & Otolaryngology clerkship were included in this study. The students listened to a lecture on nasal disease. And three days later, Students were randomly divided into two groups, doctor or patient, and performed role-play in their role. After role- play, they completed the questionnaire, the questionnaire was composed of 16 items. Results : Mean of total satisfaction score was 4.14. Mean of interest and appropriacy score was 4.48, mean of usefulness satisfaction was 3.93. There was no significant difference in mean scores by the role groups. Students evaluated the role-play in clerkship positively. Conclusions : Students evaluated the role-play that it was interesting and useful educational tool in clerkship. It is necessary to undergo further trials and complement programs to upgrade the quality of Oriental medical clerkship.

• Korean Medical Education Review
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• v.19 no.1
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• pp.47-55
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• 2017

This study was conducted to analyze the strengths and weaknesses of a 3-week family medicine clerkship program based on the results of an online survey taken by the students (N=127) and a structured interview with a focus group (n=10), aimed to improve the quality of the clerkship program. The online survey contained questions pertaining to goals, schedule, contents, arrangement, atmosphere, environment, evaluation, and satisfaction regarding the clerkship. The focus group interview addressed the schedule and achievements of the program. Scores were reported on a 5-point Likert scale. Most students were highly satisfied with the overall quality of the clerkship. The structured interview results showed that 97.6% of the clerkship program was executed according to the schedule. The focus group reported a perfect score of 5 points on several measures including: accomplishment of the educational goals of the family medicine clerkship, providing many chances to obtain medical histories and perform physical examinations on real patients, experience with various symptoms and diseases, positive attitudes of faculty members when teaching, notification of the guidelines for evaluation beforehand, well-constructed and effective clerkship schedule, and reflection of student feedback. However, the focus group gave low scores on: support for health accidents of students, access to patient information, enough opportunities to practice clinical skills, appropriate rest facilities for students, and fairness of clerkship evaluation process. In conclusion, the structured evaluation performed after the 3-week clerkship program motivated students and helped them ensure an efficient clerkship. This structured evaluation also suggested basic data to make the professor who is subject of the assessment. This study shows that structured assessment is an effective method which can be used to improve the quality of clerkships.

• Korean Medical Education Review
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• v.17 no.1
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• pp.10-14
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• 2015

The mission of the modern medical school includes education, research, and patient care. The clinical clerkship is an important part of the core curriculum, and hospital facilities are needed for the clinical clerkship. However, unfortunately, education has moved to the periphery during the past several decades because of the dominance of research and patient care. This may lead to obstacles in the education of future physicians in the long term. To promote their education mission, teaching hospitals need to recognize and share the importance of this mission. In addition to the certification of teaching hospitals, a new paradigm for teaching hospitals should be introduced to produce a high quality clinical clerkship and postgraduate medical education. The relevant government departments need to allocate and expand financial support to medical schools and teaching hospitals, and to unify supervision of basic and postgraduate medical education.

• Korean Medical Education Review
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• v.20 no.1
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• pp.1-5
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• 2018

A traditional clerkship consists of a series of short rotations in specialty disciplines and is usually based in tertiary, urban teaching hospitals. Shortened inpatient stays and the shift toward ambulatory management have had a negative impact on student learning. There have been growing concerns that the traditional specialty-based clerkship in fragmented and highly specialized clinical environments may not be the optimal choice for basic clinical education. As a result, a new model of clinical clerkship called longitudinal integrated clerkships (LICs) has emerged. There is increased interest in LICs due to the growing evidence of positive outcomes for students, patients, and supervising clinicians. Emphasizing continuity as one of the main organizing principles of an LIC, this article reviews the introduction of LICs into medical education, the key concepts and educational theories which underpin LICs, and the typology of LICs. The author also offers some personal suggestions for contemplation before clerkship programs in Korea adopt LICs.

• Korean Medical Education Review
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• v.15 no.3
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• pp.120-124
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• 2013

The clinical clerkship focuses students on developing their ability to perform comprehensive diagnosis and management of patients with common undifferentiated problems by the integration of knowledge and clinical reasoning. Therefore, the clerkship evaluation system should assess their actual problem solving and professional behavior. However, concern remains that clerkship evaluations are imprecise and highly variable. This review is designed to provide faculty members with concepts, options, and a methodology to actively teach and evaluate the clinical clerkship, as well as offer encouragement and inspiration to medical students. We reviewed past and current clinical clerkship evaluations and discuss several tips to improve clinical excellence such as continuity, transparency of the evaluation process, a faculty development program, practical examination of clinical skills, implementation of a checklist for recording exposure and skills, providing prompt and constructive feedback to students, self-evaluation of professional performance, varying multi-faceted assessment combinations, being outpatient clinic-centered, and having dedicated faculty members who give students one-on-one contact with a preceptor.

• The Journal of Korean Medicine
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• v.34 no.4
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• pp.21-31
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• 2013

Objectives: The purpose of this study was to evaluate the efficiency of patient and doctor role-play on participatory clinical clerkship by surveying student's satisfaction and assessing the improvement of skill and consultation ability after conducting a role-play in a Korean dermatology department. Methods: In 2013, 79 seniors participated in the clinical clerkship of the dermatology department at the college of Korean medicine. Two students were randomly selected and paired up. After a brief instruction, one student played the role of doctor and the other took the role of patient. After finishing the $1^{st}$ role-play, they swapped roles and conducted a $2^{nd}$ role-play, using another clinical case. When the two role-plays were completed, the students filled in a questionnaire about their satisfaction with the role-play as clinical clerkship. Also, we compared the scores of the $1^{st}$ role-play with those of the $2^{nd}$ role-play measured by a medical resident to assess improvements of students' skill and interview ability. Results: It appears that students' satisfaction with the role-play was quite high, considering that the overall mean score of the questionnaire was 4.30. According to the result of a t-test on 15 assessment questions, the $2^{nd}$ role-play had a higher mean score than the $1^{st}$ role-play in 12 questions, though this difference was not statistically significant. Conclusions: These results demonstrate that role-play is helpful to improve students' satisfaction and clinical performance ability in clinical clerkship. Further research and continuous development are necessary for better clinical clerkship.

• Journal of Yeungnam Medical Science
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• v.26 no.1
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• pp.24-29
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• 2009

Background : The aims of medical education have recently been changing in Korea, which has been accompanied by efforts to modify the rotating clerkship courses, improve the quality of clinical education, and make global doctors. We report the experiences of medical students going through an international elective clerkship for during past two years. Materials and Methods: Third year medical students could apply to the international elective clerkship course during a 4 week period alter their third-year rotating clerkship at a university hospital. This was done twice - in 2008 and in 2009. Applicant students were allowed to select hospitals anywhere in the world. We analyzed their choices including data on nation, state or city, hospital or institute, contacted hospitals by medical college, differences of two years, etc. Results : Twelve students (10.9%) of a total of 75 third-year students applied to 3 nations and 4 hospitals in 2008. Nine students applied to the Tampa General Hospital at the University of South Florida (USF) in the USA, which was arranged by their medical college. In 2009, a total of five (4.2%) of 77 students applied to 2 nations and 3 hospitals, including three at the University of South Florida, one in another city in the USA, and one in another nation because of the increased financial burden due to a higher exchange rate. Conclusion: Medical students started their first international elective clerkship courses during the past two years. Experiences were interesting and meaningful to the students and the medical college. Greater effort and support to developing a new paradigm and to enlarge the scope of the program for making global doctors are required in the future.