• 의학교육논단
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• 제14권1호
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• pp.51-56
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• 2012

Purpose: Precepted video review (PVR) has been considered one of the methods for the remediation of clinical performance examinations (CPX). This study quantified the effect of brief PVR on CPX scores. Methods: For two years, final-year students (61 students in the 1st year's cohort and 54 in the 2nd year's cohort) participated in CPXs. The scores on the initial CPX were announced to the students shortly after that CPX administration. There was no PVR after the initial CPX in the 1st year. All participants of the 2nd year were notified of the opportunity to voluntarily receive brief PVR after the initial CPX. Several months after the initial CPX, the students took the latter CPX in both years. The differences of scores between initial and latter CPX were compared in good performers and poor performers of the initial CPX. Results: Thirteen poor performers and 8 good performers received PVR in the 2nd year. In the 1st year, history taking (Hx), physical examination, and patient physician interaction (PPI) scores of the good performers of the initial CPX were significantly decreased on the latter CPX. In the 2nd year, the Hx and PPI scores of the good performers of the initial CPX, who received PVR, were significantly decreased at the latter CPX. The Hx and PPI scores of the poor performers of the initial CPX were significantly increased at the latter CPX in both years regardless of PVR. Conclusion: The changes in CPX scores according to PVR did not show any consistent trend. Brief PVR appears to be not sufficient for improving CPX scores.

• 의료커뮤니케이션
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• 제13권2호
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• pp.217-221
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• 2018

Background: There are practical difficulties to show exact clinical symptoms such as seizure to medical students at Clinical Performance Examination (CPX). We developed a new CPX case of child's seizure on video using smartphone. Methods: A total of 356 $4^{th}-year$ students of five universities in Daegue-Gyeongbuk and Gyeongnam area took the clinical skill examination from June $13^{th}$ to $17^{th}$ in 2016. Among them, 72 students took the new CPX case in June $15^{th}$ and 71 students filled out the questionnaire on whether the new CPX with smartphone video is helpful, authentic, difficult, and necessary for other CPX. All the questions were measured on 5-Likert scale. Results: Mean score of the new CPX was 57.1, lower than the mean scores of the other 11 CPX cases, 62.8. For the question "Smartphone videos helped to solve the problem", 45 students (63.4%) answered 'Very much'. For the question "Is it realistic compared to other questions?" 30 students (42.3%) and 25 students (35.2%) answered 'Very much' and 'Much'. For the question "Is it difficult compared with other questions?" 18 students (25.4%) and 26 students (36.6%) answered 'Very much' and 'Much'. As for the question "I would like to have more tests using smartphone video", 26 students (36.6%) answered 'So and so'. Conclusion: A majority of students responded that video presentation was helpful and authentic to figure out the CPX, whereas they assessed smartphone video was more difficult compared with other CPXs. Further, students were negative toward using smartphone video for the other CPXs.

• 간호행정학회지
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• 제14권3호
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• pp.344-351
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• 2008

Purpose: The aim of this study was to testify whether clinical performance examination (CPX) was useful to evaluate comprehensive performance for nursing students just prior to graduation. Method: A cross-sectional descriptive study was designed to examine the usefulness. A total of 61 nursing students whose requirement credits were completed for graduation from a C University in G-city, at December, 5, 2007. Data were analyzed by Pearson's Correlation Coefficient and Spearman's rank Correlation Coefficient. Results: This study showed that both of the finals scores with paper and pens and the clinical practicum scores were not correlated with the CPX scores (r=-.031, p=.811; r=.028, p=.831). Consistency of scores between faculties and standardized patients was moderate (r=.752, p=.000). Conclusion: CPX was considered as a different and innovative evaluation from previous testing systems to test the various aspects of performance including knowledge, skill and attitude. Therefore, CPX under high raters' consistency was useful to test nursing students's final performance. Further study would be needed to develop the standard of CPX system.

• 한국산학기술학회논문지
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• 제12권12호
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• pp.5797-5804
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• 2011

최근 의학교육은 의과대학에서 의학전문대학원으로의 체제변화와 의사국가고시 실기시험 도입에 따른 변화에 대처해야하는 과제를 안고 있다. 따라서 의학전문대학원 학생들의 특성을 고려하고 국가고시 실기시험을 대비한 임상수행능력향상을 위한 교육이 필요하다. 본 연구는 의대생들의 스트레스, 자아탄력성, 자기효능감에 따른 임상수행능력과의 관계를 알아보기 위한 서술적 상관관계 연구로 D시에 소재한 일 의학전문대학원생 97명을 대상으로 2011년 8월19부터 20일까지 설문조사를 실시하였다. 연구결과는 스트레스는 자아탄력성과는 부적상관관계를 나타냈었고 자기 효능감의 하부영역인 자신감과는 정적상관관계를 보였다. 자아탄력성은 임상실기수행능력의 하부영역인 CPX와는 정적상관관계를 나타내었다. 자기효능감의 하부영역인 과제난이도 선호는 OSCE와 부적상관관계를 나타내었고, 임상실기수행능력의 하부영역인 OSCE와 CPX는 정적상관관계를 나타내었다. 따라서 학생들의 스트레스 감소는 자아탄력성을 향상시킬 수 있으며 궁극적으로 임상실기수행능력을 향상시킬 수 있다고 본다. 이상의 결과로 볼 때, 임상실기수행능력 향상을 위해서는 학생 개인의 특성을 파악하여 자아탄력성 향상을 위한 교육프로그램을 개발하고 교육과정에 반영하여야 할 것이다.

• 대한예방한의학회지
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• 제26권3호
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• pp.73-86
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• 2022

Objectives : The purpose of this study was to investigate the satisfaction of students who participated in a role play using the syndrome differentiation CPX (Clinical Performance Examination) scenario in Korean Medicine Classics class, and to find out whether the results were correlated with self-assessment of treatment skills and subject achievement. Methods : In the Korean Medicine Classics class in the first semester of 2022, 44 first-year students in the Department of Korean Medicine completed theoretical education and formative evaluation on the subject of internal damage fever, and then role-played using CPX scenarios. Among them, 41 students consented to the study. Students who agreed to the study answered the satisfaction questionnaire consisting of 13 questions in 2 areas on learning methods and effects, and self-evaluation was conducted according to the evaluation items of medical technology consisting of 23 questions. Satisfaction and self-assessment results were analyzed for correlation, and additionally, correlation with Korean Medicine Classics subject achievement was also analyzed. Results : The result of student satisfaction with the role play was 4.87±0.06 while the result of student self-assessment of clinical skill was 4.73±0.16. The student satisfaction with the role play showed statisticallysignificant correlations with the self-assessment of clinical skill and quiz score of Korean Medical Classics while it did not show correlations with the total score of Korean Medical Classics and paper test. Also, the self-assessment of clinical skill did not show correlations with the total score of Korean Medical Classics, paper test, and quiz. Conclusions : Even though the students who performed the role play using the syndrome differentiation based CPX scenario highly assessed their clinical skill and showed high satisfaction, it did not show significant correlation with the achievement of Korean Medical Classics.

• 대한한방소아과학회지
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• 제34권4호
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• pp.1-10
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• 2020

Objectives The purpose of this study is to evaluate the satisfaction and utility of a clinical training in Pediatrics of Korean Medicine after conducting participatory practices in clinical training. Methods A survey was conducted with 46 students who completed a clinical training in 2019. After completing Problem Based Learning (PBL), Objective Structured Clinical Examination (OSCE) and Clinical Performance Examination (CPX), they filled out the questionnaire composed of 15 questions. In addition, it was required to rank the preferences for clinical training items and describe what was good about, things that need to be improved or corrected, and other areas to be implemented as a part of the clinical training. Results 1. Mean of the total satisfaction score was 4.26. Mean satisfaction score of the educational method was 4.25, and mean score of the utility of educational effectiveness was 4.27. 2. Among the questions that evaluate satisfaction of the education program, 'I agree with OSCE as a part of the clinical training for juniors.' showed the highest score. Among the questions that evaluate utility of educational effectiveness, 'It will be helpful to treat patients as a Korean Medicine doctor in the future' showed the highest score. On the other hand, 'I actively participated in the clinical training' showed the lowest score. Conclusions A clinical training in Pediatrics of Korean Medicine can be highly valued from the viewpoint of the satisfaction and its utility.

• 의학교육논단
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• 제21권1호
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• pp.51-58
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• 2019

Although 'assessment for learning' rather than 'assessment of learning' has been emphasized recently, student learning before examinations is still unclear. The purpose of this study was to investigate pre-assessment learning activities (PALA) and to find mechanism factors (MF) that influence those activities. Moreover, we compared the PALA and MF of written exams with those of the clinical performance examination/objective structured clinical examination (CPX/OSCE) in third-year (N=121) and fourth-year (N=108) medical students. Through literature review and discussion, questionnaires with a 5-point Likert scale were developed to measure PALA and MF. PALA had the constructs of cognitive and meta-cognitive activities, and MF had sub-components of personal, interpersonal, and environmental factors. Cronbach's ${\alpha}$ coefficient was used to calculate survey reliability, while the Pearson correlation coefficient and multiple regression analysis were used to investigate the influence of MF on PALA. A paired t-test was applied to compare the PALA and MF of written exams with those of CPX/OSCE in third and fourth year students. The Pearson correlation coefficients between PALA and MF were 0.479 for written exams and 0.508 for CPX/OSCE. MF explained 24.1% of the PALA in written exams and 25.9% of PALA in CPX/OSCE. Both PALA and MF showed significant differences between written exams and CPX/OSCE in third-year students, whereas those in fourth-year students showed no differences. Educators need to consider MFs that influence the PALA to encourage 'assessment for learning'.

• 의학교육논단
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• 제23권3호
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• pp.185-193
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• 2021

Students must be familiar with clinical skills before starting clinical practice to ensure patients' safety and enable efficient learning. However, performance is mainly tested in the third or fourth years of medical school, and studies using the validity framework have not been reported in Korea. We analyzed the validity of a performance test conducted among second-year students classified into content, response process, internal structure, relationships with other variables, and consequences according to Messick's framework. As results of the analysis, content validity was secured by developing cases according to a pre-determined blueprint. The quality of the response process was controlled by training and calibrating raters. The internal structure showed that (1) reliability by generalizability theory was acceptable (coefficients of 0.724 and 0.786, respectively, for day 1 and day 2), and (2) the relevant domains had proper correlations, while the clinical performance examination (CPX) and objective structured clinical examination (OSCE) showed weaker relationships. OSCE/CPX scores were correlated with other variables, especially grade point average and oral structured exam scores. The consequences of this assessment were (1) making students learn clinical skills and study themselves, while causing too much stress for students due to lack of motivation; (2) reminding educators of the need to apply practical teaching methods and to give feedback on the test results; and (3) providing an opportunity for faculty to consider developing support programs. It is necessary to develop the blueprint more precisely according to students' level and to verify the validity of the response process with statistical methods.

• 대한한의학원전학회지
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• 제33권4호
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• pp.33-56
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• 2020

Objectives : The objective of this paper is to develop a standardized patient program with a focus on diagnosis and treatment of internal damage fever in Korean Medical education. Methods : First, cases of diagnosis and treatment of internal damage fever were collected from various classical texts, then a module was developed according to pre-existing standardized patient program's protocols based on selected cases. Careful consideration was given to developing evaluation criteria on history taking and physical examination that are necessary to accurately differentiating the 9 types. Results : Nine types of differentiation models on internal damage fever were selected, which are qi deficiency from overexertion/fatigue and famish; blood deficiency from overexertion/fatigue, famish and fullness; fire stagnation from excessive eating and cold foods; food damage; yang deficiency; yin deficiency; phlegm; stagnated blood; liver qi stagnation. For each type, evaluation criteria in regards to history taking, physical examination, communication with patient, and patient education were developed. Conclusions : When developing a standardized patient program using internal damage fever cases, it would better reflect the characteristics of Korean Medicine in clinical education of Korean Medicine if the program is based on classical texts. It would also be useful in evaluating students' graduation competence in exams such as CPX.

• 대한예방한의학회지
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• 제26권2호
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• pp.37-53
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• 2022

Objectives : This study analyzed the concordance between student self-assessment and peer-evaluation in a role play using the Clinical Performance Examination (CPX) scenario developed based on Korean medical syndrome differentiation. Methods : The subjects of this study are first-year-students majoring in Korean Medicine. The role play based on clinical case was performed in the class of Korean Medicine Classics. Feedback on clinical skill competency got through student self-assessment and peer-evaluation, and this study was compared and analyzed of result. Results : A simple comparison of the results of self-assessment and peer-evaluation in the evaluation results of clinical skill competency may appear to be consistent. However, it was not statistically significant. It is necessary to enhance the discriminative ability in the evaluation of clinical skill competency. It will be possible to improve a bit by relatively increasing the weight of the scores on the items that students expect to respond differently among the evaluation items. In addition, in order to dramatically improve the systemicity and reliability of the evaluation of clinical skill competency itself, it is necessary to introduce the Introduction to Clinical Traditional Korean Medicine (ICTKM) course. Conclusions : Student's self-assessment and peer-evaluation as feedback on clinical skill competency are suitable for the purpose of education and training. However, the reliability of the evaluation was not statistically significant.