• Korean Medical Education Review
• /
• v.13 no.1
• /
• pp.35-43
• /
• 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.

• Korean Medical Education Review
• /
• v.15 no.3
• /
• pp.136-143
• /
• 2013

Clinical skills assessment was recently introduced to the Korean Medical License Examination to test medical school graduates' competencies in clinical skills. Various measures, including research and rehearsals, had been undertaken to prepare for the assessment for several years before the clinical skills assessment was first implemented. The assessment has been repeated annually for about 3,500 examinees over the course of 50 days per year for the past 4 years. The introduction of the assessment had significant effects on education in Korea's medical schools. Many schools have established clinical skills labs and the teaching of clinical skills has also been strengthened. The residents who have taken the clinical skills exam now express more confidence in caring for patients. To improve the quality of the assessment, it should be performed on a year-round schedule and a pilot test and various forms of the items should be introduced.

• Journal of Oriental Neuropsychiatry
• /
• v.30 no.3
• /
• pp.177-184
• /
• 2019

Objectives: This purpose of this study was to examine the level of communication and clinical skills of Korean medical students according to the participatory method of role playing during medical education. Methods: A total of 100 fourth grade students from the Korean Medical College of Dongshin University in 2018 and 2019 were divided into two groups: Role players and scenario writers. After performing their role-playing, they were asked to complete questionnaires regarding two categories-communication and clinical skills-, consisting of 10 items. Results: 1. Communication skills were measured at approximately 80% of the expected level, and the level difference was shown in detail. 2. Clinical skills were measured at approximately 75% of the expected level, and the level difference was shown in detail. 3. The level of communication skills and the level of clinical skills according to the participatory method did not differ significantly. Conclusions: Writing scenarios in role playing can be observed as having the same effect on communication and clinical skill levels as acting.

• Korean Medical Education Review
• /
• v.18 no.3
• /
• pp.132-144
• /
• 2016

The aim of this study is to provide the background of developing guides to clinical performance and basic clinical skills and to introduce how to teach and learn using the guide. The students' performance problems presented in an objective clinical skills examination were disease-centered tertiary hospital clinical care, incomplete performance, doing by rote, and an exam-oriented learning attitude. The problems were caused by a tertiary hospital-based educational environment as well as schools and faculty who are unfamiliar with the concept of patient-centered care. The purpose of the guide to clinical performance and basic clinical skills is to overcome these problems and address the causes. The guides show a clinical presentation approach to primary care; clinical care integrated with knowledge, skills, and attitude; a schematic approach; and a patient-centered attitude. To achieve these goals, a strategy to change the educational culture is important. Curricular reform, faculty development, and improving educational facilities and environments are suggested.

• Journal of the Korea Society of Computer and Information
• /
• v.21 no.12
• /
• pp.147-155
• /
• 2016

In this paper, we propose basic materials for effective education of essential basic nursing skills and empirical base supporting the strengthening of essential basic nursing skills. An investigation was conducted with nursing college students ready for an employment on the relationship between the students' knowledge level of essential basic nursing skills and their satisfaction level against the clinical practice. The collected data were analyzed using descriptive statistics, t-test, one-way ANOVA, scheffē test and Pearson's correlation coefficients. in SPSS WIN 21.0 program. The findings of this study were as follows. 1) The knowledge level of essential basic nursing skills received a score of 88.95. 'Admission management' item received the highest score of 4.96 point on a 5 point scale while 'Retention urinary catheterization' item received the lowest score of 3.06. The higher the difficulty level of essential basic nursing skills was, the lower the knowledge level of it was. 2) The satisfaction against the clinical practice received a score of 3.28. In the clinical practice area, the satisfaction against the curriculum received a score of 3.84, the satisfaction against clinical practice contents a score of 3.39, the satisfaction against clinical practice environment a score of 3.17, the satisfaction against clinical practice time a score of 3.15. There was a significant correlation between the knowledge level of essential basic nursing skills and clinical practice satisfaction. These findings indicate that a systematic education of essential basic nursing skills could improve nursing students' satisfaction against the clinical practice.

• Korean Medical Education Review
• /
• v.10 no.2
• /
• pp.1-7
• /
• 2008

Purpose : The establishment of clinical skills centers(CSCs) to facilitate the teaching and assessment of clinical skills is one of the more recent developments occurring in medical schools worldwide. The aim of this study is to review experiences of CSCs in other medical schools and learn how to design a CSC in our school. Methods : This study was undertaken in two steps. In the first step, educational activities of CSCs in 6 medical schools were reviewed. In the second step, a search for articles of journals regarding clinical skills education in CSCs was conducted. Results : The review of CSCs programs reveals variations among centers in teaching and assessment activities. However there are increasing trends of utilizing CSCs in teaching and learning in CSCs. The delivery of clinical skills is expanded by an increasing use of simulated patients and realistic simulators. Through an audio/video technology, availability of more detailed monitoring and feedback. CSCs also provide greater opportunity for assessment of communications skills, physical examination and practical procedures. Conclusions: CSCs contribute to the effectiveness in clinical teaching and assessment. Educational benefits of a CSC can be maximized by utilizing new delivery methods, implementing educational strategies and staff development programmes.

• Journal of Oriental Neuropsychiatry
• /
• v.29 no.4
• /
• pp.223-230
• /
• 2018

Objectives: The objective of this study was to clarify the effect of pre-training about role-behavior on the evaluation of communication and clinical skills in clinical training using role-playing. Methods: This study used data of 116, 4th grader students from Korean Medicak College of Dongshin University in 2016 and 2017. The data was divided into two groups: those who did pre-training about role-behaviors and those who did not. After performing their role-playing, they were asked to fill out questionnaires about 2 categories-communication and evaluation skills-, composed of 10 items each. Results: 1. Through pre-education, communication skills required the form and content of questions and the practice of communicating with patients. 2. Through pre-education, there was the need to practice listening for medical history, diagnosis skills and establishing relationships with patients. 3. Pre-training of communication skills and clinical skills helps to expose the shortcomings of clinical practice. Conclusions: In conclusion, pre-training about role-behaviors can help improve communication skills and clinical skills in clerkship using role-playing.

• Journal of Industrial Convergence
• /
• v.21 no.10
• /
• pp.159-166
• /
• 2023

This study is a descriptive research study to confirm the mediating effect of Problem-Solving Skills in the relationship between Confidence in Performing Core Nursing Skills and Clinical Performance of nursing college students. Participants included 211 nursing college students from S university in D city. Data was collected from August 14 to August 18, 2023 using a self-report questionnaires. The collected data were analyzed by descriptive statistics, Pearson's correlation coefficient, sem function and sobel function using the R.4.2.2 program. In this study, it was found that there was a significant positive correlation between the Confidence in Performing Core Nursing Skills, Problem-Solving Skills, and Clinical Performance, and it was confirmed that Problem-Solving Skills partially mediated the relationship between onfidence in Performing Core Nursing Skills and Clinical Performance. Therefore, it is suggested that Performing Core Nursing Skills and Problem-Solving Skills should be improved in order to improve the Clinical Performance of nursing college students.

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.21 no.3
• /
• pp.292-301
• /
• 2014

Purpose: The purpose of this study was to contribute to the development of efficient methods of nursing practice education by evaluating effects of core fundamental nursing skills education on self-efficacy, clinical competence and practice satisfaction in nursing students. Method: The research design was a one group pretest-posttest design and it was done to assess changes in self-efficacy and clinical competence from pre to the post-test which was given after the core fundamental nursing skills education was completed. Data were collected from September 5 to December 20, 2013 from 156 nursing students who were taking the 12-hours core fundamental nursing skills education at one university in Gyeonggi-do. This practicum was composed of 6 core fundamental nursing skills. Results: Self-efficacy and clinical competence scores improved. There was no significant difference in self-efficacy but there was a significant difference of clinical competence. In the subscales of clinical competence, the domain of nursing skill was scored the highest. The score for practice satisfaction was also high. Conclusion: The results indicate that the core fundamental nursing skills education is effective in improving clinical competence and practice satisfaction in nursing students. But new strategies are needed to improve self-efficacy.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.25 no.4
• /
• pp.448-458
• /
• 2019

Purpose: The aim of this study was to identify the effect of metacognition, communication skills, and confidence in the performance of core basic nursing skills on clinical competency in nursing students. Methods: A total of 158 students were recruited from two nursing colleges in B metropolitan city. Data were collected by means of self-reported questionnaires from December 3-31, 2018 and analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients and multiple linear regression with SPSS 21.0. Results: Metacognition, communication skills, and confidence in the performance of core basic nursing skills were higher than normal and the relationship between the variables metacognition (r=.69, p=<.001), communication skills (r=.69, p=<.001), and confidence in the performance of core basic nursing skills (r=.59, p=<.001) were highly positively correlated with clinical performance. Factors influencing these three variables accounted for 64.4% of clinical competency. Conclusion: Further research on the development of the curriculum and intervention program, and the verification of the effect are needed.