• 대한예방한의학회지
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• 제25권3호
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• pp.101-115
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• 2021

Objectives : This study compares clinical practice students' perception of Clinical Performance Examination (CPX) in a College of Korean Medicine using actors as Actor Standardized Patient (ASP) and enrolled students as Student Standardized Patient (SSP). Methods : Targeting the clinical practice students who completed the clinical practice education in the first semester of the fourth year in the Department of Korean Medicine, a survey was conducted on total six categories such as satisfaction with CPX using ASP and SSP, prior knowledge about clinical practice education, self-evaluation, difficulties in the process of performing the CPX, satisfaction with ASP/SSP, and familiarity with them. Results : In the results of the survey, the mean score of CPX program using SSP was higher than that of CPX program using ASP in every area. Among them, in the satisfaction with CPX itself and prior knowledge about various clinical practice education, the mean score of CPX program using SSP was statistically significantly higher than that of CPX program using ASP. Conclusions : Overall, the clinical practice students' satisfaction with CPX program using SSP was higher than that of CPX using ASP, and statistically significantly higher in some areas.

• 대한예방한의학회지
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• 제24권3호
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• pp.1-13
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• 2020

Objectives : The objective of this survey was to examine students' perception of the clinical performance examination (CPX) in college of traditional Korean medicine using student standardized patients. Methods : College of traditional Korean medicine students who completed the first-semester clinical practice education were selected as the subjects, and they participated in a survey asking questions about the following matters: satisfaction with CPX, self-evaluation, difficulties experienced during the CPX course, level of prior knowledge of clinical practice education, and usefulness of and intimacy with Student Standardized Patients (SSP). Results : Satisfaction with CPX was calculated to be 4.10 (5 being the perfect score), and self-evaluation of CPX was calculated to be 4.12. The subjects chose physical examination as the most difficult item relating to CPX. 80.5% responded positively to the question relating to diverse experiences in practice education, and 52.8% responded positively to the question relating to prior knowledge of diverse standardized patients. 55.6% responded positively to the question relating to performance proficiency of SSP, 63.9% responded positively to the question relating to usefulness of SSP to prepare for CPX, and 69.4% responded positively to the question relating to usefulness of SSP in evaluating CPX, and 55.6% responded positively to the questions relating to intimacy with SSP. It was confirmed that there was a strong quantitative correlation between prior knowledge of clinical practice education and usefulness of SSP, and that there was a strong quantitative correlation between performance proficiency of SSP and usefulness of SSP. It was confirmed that there was a middle-level correlation between performance proficiency of SSP and intimacy with SSP, and that there was a middle-level quantitative correlation between intimacy with SSP and usefulness of SSP. Conclusions : It was confirmed that senior students enrolled in college of traditional Korean medicine were mostly satisfied with the clinical performance examination in college of traditional Korean medicine using SSP, and that usefulness of SSP had a quantitative correlation with prior knowledge of diverse clinical practice educations, performance proficiency of SSP, and intimacy with SSP.

• 대한예방한의학회지
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• 제26권2호
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• pp.87-112
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• 2022

Objectives : This study reviewed existing studies on clinical examination of Korean medicine to investigate the trends and gaps of existing research on clinical performance examination (CPX) or objective structured clinical examination (OSCE) in Korean medicine education. Methods : We conducted a scoping review according to the five steps suggested by Arksey and O'Malley. Six databases(RISS, OASIS, KMBASE, KISS, ScienceON, and DBpia) were searched and studies published from 2012 to July 15, 2022 were considered. The subjects of the study were limited to domestic studies about OSCE or CPX conducted in Korean medicine education. Results : Among the 25 selected papers, 17 studies implemented OSCE or CPX in practice. Those studies were conducted in 8 clinical departments and 9 of them used standardized patients. All 14 survey studies reported positive answers in satisfaction, efficacy, and self-assessment. OSCE, CPX scoring items were developed by modifying existing tools or developing through expert surveys or through literature review and significant cases. Conclusions : This study is expected to be used as basic data for following studies and promote clinical examination. From now on, the colleges of Korean medicine should proceed research on large-scale students about extended subjects through various research methods to obtain objective results that can be generalized and acquire validity and reliability. In order to promote such research, it is necessary to induce cooperation from institutions related to Korean Medicine and local universities to develop modules, implement, and conduct post-evaluation.

• 의학교육논단
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• 제15권2호
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• pp.87-92
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• 2013

The purpose of this study was to assess third-year medical students' competency for development or revision of the undergraduate curriculum and assessments. One hundred and twenty-seven third-year medical students at the Pusan National University were included in the study. After third- and fourth-year students took a common written examination, clinical performance examination (CPX), and objective structured clinical examination (OSCE) with common items as a summative assessment, the third-year students' competency was compared with 132 forth-year students' results. The correlation of the written examination and CPX/OSCE was analysed, and the summative results were compared with the grade point average (GPA) through the second year, CPX/ OSCE in the second year, and GPA in the clerkship. On the written examination, the third-year students' mean score was lower than the fourth-year students' by over 11 points, whereas the gap in the CPX/OSCE was 4 points and there was no difference in the OSCE. There was a moderate correlation between the written examination and the CPX/OSCE scores (R=0.371, p<0.01). The written examination was highly correlated with GPA through the second year, which mainly evaluated medical knowledge (R=0.771, p<0.01). A relatively high correlation was observed between CPX/OSCE scores and GPA in the clerkship (R=0.641, p<0.01). The summative CPX/ OSCE scores showed a moderate correlation with formative CPX/OSCE scores in the second year (R=0.464, p< 0.01). The third-year students' score was quite low on the written examination and slightly low on the CPX/OSCE compared to that of the fourth-year students. The written examination and CPX/OSCE cannot replace each other and should be combined with other methods of evaluation to measure competency. Early OSCE and workplacebased assessment should be useful in the early assessment of clinical skills competency.

• 동의생리병리학회지
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• 제29권2호
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• pp.152-159
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• 2015

As for medical education, not only acquirement of knowledge but also practical clinical competence is important because it is needed on primary medicine. Under this trend, Clinical Performance Examination(CPX) is already being practiced in medical college. But in spite of its importance, CPX is not yet practiced in Korean medical college. So, by contemplating necessity and outcome of CPX, We try to offer basic data for future imposition and improvement of CPX in Korean medical education. 49 students of grade 3 in a Daejeon Korean Medical College were targets of investigation. After educated about CPX in advance, They treated simulated patient and answered questionnaire about CPX. Then, their treatment was scored by Professor and simulated patients. Total 49 members responded to the survey and the results of the analysis were as follows. The answer that CPX is useful(Mean=4.12) and essential for acquiring professionalism of treatment(Mean=4.02) was got high scores. But many respondents replied about necessity of better CPX environment and felt difficulty about PPI(45%). Meanwhile, Professor group(Mean=9.24) tended to give more high score than Simulated patient group(Mean=7.94). This study can be very useful for composing basic data of CPX in Korean medical College and improving practical clinical competence of students. But this study has also some limits like area, respondent selection, group module etc. So, more detailed and comprehensive survey is needed. This work was supported by the Daejeon University Research Grant.

• 의학교육논단
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• 제13권1호
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• pp.35-43
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• 2011

Purpose: Communication skills are considered as one of the essential requirements in medical education, and the training often involves exercising medical interviews with standardized patients(SP) or role play. This study investigated the helpfulness of the communication skills training programs for students' performance on the clinical performance examination (CPX). Methods: Fourth-year students who have taken one of two communication skills programs(exercising communication skills with SP or elective communication skill course with role play) completed a questionnaire on their evaluation of the helpfulness of communication skills programs immediately after finishing the CPX. Then, the programs were objectively assessed by comparing all fourth-year students' CPX scores between program participants and non-participants. Results: About 70% of participants answered that the programs were helpful to perform clinical clerkship and CPX. However, there was no difference in either the total CPX score or 2 categorical scores(integrated clinical encounter, communication and interpersonal skill) between program participants and non-participants. Conclusion: Although the students felt that the communication skills programs were helpful to their clinical activities, this study failed to find objective evidence of any effect of the programs on the CPX results. Communication skills training should be continued during clinical clerkship to maintain or enhance the skills, and it is necessary to introduce more effective methods for precise evaluation of students' communication skills.

• 대한간호학회지
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• 제38권1호
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• pp.83-91
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• 2008

Purpose: The purpose of this study was to test the validity of a modified clinical performance examination (CPX) for preclinical students in nursing. Method: 70 nursing students in their second semester of the junior year at C University participated in CPX. Scenarios and checklists were developed by our research team from September to October 2005. Six stations were organized. Evaluation included physical examination of a patient with lung cancer, education on usage of a metered dosage inhaler, and lobectomy postoperative care. Students were randomly assigned to a station. Result: There was a difference in the CPX scores according to stations. The agreement of scoring between trained faculty members and SPs was more than moderate (r=.647). The correlation between the CPX score and the average grade in the previous semester and between the CPX score and the average grade of a paper and pen test of the pulmonary system of adults was low (r=.276; r=.048). Conclusion: Traditional CPX is generally recommended, however, modified CPX is appropriate for preclinical students in the current Korean Nursing school setting if there are additional scoring systems to balance the testing level at each station.

• 동의생리병리학회지
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• 제32권1호
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• pp.51-61
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• 2018

This study aims to evaluate the student's satisfaction of clinical performance examination(CPX) and self-assessment in Korean medical curriculum. A questionnaire was given to clinical clerkship students of Pusan National University School of Korean medicine in this study. The items in this questionnaire covered overall evaluation of guidelines, module & learning environment, standardized patients, and self-assessment in CPX. Most of all students recognized CPX as a more effective learning method than any other method. Most students were satisfied with the module & learning environment, standardized patients, and self-assessment except the satisfaction for guidelines relationally. The results of this study demonstrated that the students had a high level of satisfaction in CPX. This study shows that CPX has been implemented into the Korean medical curriculum.

• 대한한의학회지
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• 제45권1호
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• pp.203-214
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• 2024

Objectives: In the context of competency-based education emphasized in Korean Medicine, this study aimed to develop a pilot version of a CPX (Clinical Performance Examination) Practicing Chatbot utilizing large language models with prompt engineering. Methods: A standardized patient scenario was acquired from the National Institute of Korean Medicine and transformed into text format. Prompt engineering was then conducted using role prompting and few-shot prompting techniques. The GPT-4 API was employed, and a web application was created using the gradio package. An internal evaluation criterion was established for the quantitative assessment of the chatbot's performance. Results: The chatbot was implemented and evaluated based on the internal evaluation criterion. It demonstrated relatively high correctness and compliance. However, there is a need for improvement in confidentiality and naturalness. Conclusions: This study successfully piloted the CPX Practicing Chatbot, revealing the potential for developing educational models using AI technology in the field of Korean Medicine. Additionally, it identified limitations and provided insights for future developmental directions.

• 한국간호교육학회지
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• 제21권1호
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• pp.75-85
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• 2015

Purpose: The purpose of this study was to investigate the effects of preclinical clinical performance examination (CPX) on nursing students' confidence in their nursing skills and critical thinking competence. Methods: The design of this research was one-group pretest-posttest, and the participants were 112 nursing students. The preclinical CPX consisted of a clinical examination, patient-nurse relationship, oral test of related knowledge, written test of the nursing process, and debriefing using comprehensive scenarios based on real patient cases. The confidence of nursing skills consisted of an 8-item NRS and the critical thinking competence consisted of a 12-item 4-point scale developed by researchers and measured in both the pretest and posttest. The collected data were analyzed using paired t-tests, ANOVA, and Pearson correlation coefficients. Results: The score for confidence in nursing skills (t=10.60, p<.001) and that for critical thinking competence (t=7.03, p<.001) increased significantly after preclinical CPX. Conclusion: This study showed that preclinical CPX was effective in improving nursing students' confidence in their nursing skills and critical thinking competence. Therefore, preclinical CPX is expected to be utilized in nursing practice education. Additional studies including those on control groups are recommended to compare differences between the preclinical CPX group and control group.