• Journal of Medicine and Life Science
• /
• v.20 no.2
• /
• pp.53-59
• /
• 2023

This study explores the potential use of artificial intelligence (AI)-based services, specifically ChatGPT-3.5, in medical education. The application of this technology is acknowledged as a valuable tool for simulating authentic clinical scenarios and enhancing learners' diagnostic and communication skills. To construct a case, students received ChatGPT training using a clinical ethics casebook titled "Clinical Ethics Cases and Commentaries for Medical Students and Physicians." Subsequently, a role-play script was generated based on this training. The initial draft of the script was reviewed by two medical professors and was further optimized using ChatGPT-3.5. Consequently, a comprehensive role-play script, accurately reflecting real-world clinical situations, was successfully developed. This study demonstrates the potential for effectively integrating AI technology into medical education and provides a solution to overcome limitations in developing role-play scripts within conventional educational settings. However, the study acknowledges that AI cannot always generate flawless role-play scripts and recognizes the necessity of addressing these limitations and ethical concerns. The research explores both the potential and limitations of employing AI in the early stages of medical education, suggesting that future studies should focus on overcoming these limitations while further investigating the potential applications of AI in this field.

• The Journal of KAIRB
• /
• v.3 no.1
• /
• pp.11-18
• /
• 2021

Purpose: The purpose of this study is to investigate a satisfaction survey of untact education and platforms that can be used for untact education to provide recommendations on future development of Education of Persons Conducting Clinical Trials. Methods: Online survey was distributed among students who have taken Untact Education of Persons Conducting Clinical Trials. The result was separated according to topic and descriptive statistics was used for analysis. The satisfaction survey used 10-point scale. Results: Of the 1,720 students who received the survey, 1,347 (78.3%) responded to the lecture satisfaction survey. The satisfaction level for broadcasting program (Kakao TV), an untact educational platform for the education of clinical trial workers at Kyung Hee University Medical Center, was relatively high with 8.09±1.99 points. Average score respondents recommending Kyung Hee University Untact Education of Persons Conducting Clinical Trials was 8.03±1.83 and customer recommendation score (Net Promotor Score) was 27.1%. Satisfaction level of the preferred training time was divided into weekday-morning (8-11 AM) (8.16±1.75), weekday-afternoon (12-4 PM) (7.73±2.07), weekday-evening (5-9 PM) (7.78±2.22), and weekend-morning (9-11 AM) real-time untact education (8.48±1.76) and analyzed. There was a noticeable difference between weekend-morning and weekday-afternoon (p<0.0001) and weekend-morning and weekday-evening (p=0.0001) real-time untact education. When asked about conducting education after COVID-19 pandemic ends, 79.2% (1,012 of 1,279) of the respondents answered that they prefer real-time untact education while 20.8 % (266 of 1,279) preferred face-to-face education. Conclusion: Online education, without time and space constraint, is expected to be the mainstream market in Korea for Education of Persons Conducting Clinical. Kyung Hee University Untact Education of Persons Conducting Clinical has achieved above average satisfaction using Kakao TV. Kyung Hee University Real-time Untact Education of Persons Conducting Clinical Net Promotor Score is 27.1%, which is above industry average, communication with trainees should be considered to improve Net Promotor Score.

• Journal of East-West Nursing Research
• /
• v.26 no.2
• /
• pp.196-204
• /
• 2020

Purpose: This study investigates the participation status in clinical nursing education and nurses' continuing education needs to develop educational programs. Methods: Participants were 227 nurses working in medical institutions where nursing students practiced, and the selection criteria were nurses with more than two years of clinical education experience; data were collected using structured questionnaires. Results: More than half of the clinical nurses had completed a preceptor training program for clinical nursing education, and the subjects mainly educated by nurses were new graduate nurses and nursing students. The obstacles to clinical nursing education were lack of compensation, lack of manpower, lack of patient nursing time, excessive workload, and lack of knowledge as educators. The educational methods preferred in continuing education were small-group workshops and online education. The desired educational topics in continuing education were current nursing practice standards, simulation nursing education, and the role of clinical nursing educators. Conclusion: Based on our results, it is necessary to understand the importance of clinical nursing education, which is essential for clinical nurses, to prepare a specific system for them and to develop and operate a systematic education program according to medical institutions' characteristics.

• Korean Medical Education Review
• /
• v.23 no.1
• /
• pp.11-22
• /
• 2021

This review of the literature explored the experiences and effects of peer-assisted learning in basic medical education. Peer-assisted learning is most commonly utilized to teach clinical skills (including technical skills) and medical knowledge (76.4%). It has also been used, albeit less frequently, to facilitate small-group discussions including problem-based learning, to promote students' personal and professional development, to provide mentoring for career development and adaptation to school, to give tutoring to at-risk students, and to implement work-based learning in clinical settings. Near-peer learning is a common type. The use of active learning techniques and digital technology has been increasingly reported. Students' leadership had frequently been described. Student tutor training, programs for teaching skills, institutional support, and assessments have been conducted for effective peer-assisted learning. There is considerable positive evidence that peer-assisted learning is effective in teaching simple clinical skills and medical knowledge for tutees. However, its effects on complex skills and knowledge, small-group discussions, personal and professional development, peer mentoring, and work-based learning have rarely been studied. Additionally, little evidence exists regarding whether peer-assisted learning is effective for student tutors. Further research is needed to develop peer-assisted learning programs and to investigate their learning effects on student tutors, small-group discussion facilitation, personal and professional development, peer mentoring, and peer-led work-based learning in the clinical setting in South Korea. Formal programs and system advancement for a student-led learning culture is needed for effective peer-assisted learning.

• Korean Medical Education Review
• /
• v.16 no.3
• /
• pp.111-118
• /
• 2014

Over the last century, medical education in North America has evolved by identifying educational challenges within its own socio-cultural context and by appropriately responding to these challenges. A discipline-based curriculum, organ-system or integrated curriculum, problem-based curriculum, and competency-based curriculum are historical examples of the educational solutions that have been developed and refined to address specific educational challenges, such as students' lack of basic scientific knowledge, lack of integration between scientific knowledge and clinical practice, and lack of clinical practice. In contrast, Korean medical education has evolved with the influence of two forces: (1) the adoption of educational solutions developed in North America by pioneers who have identified urgent needs for medical education reform in Korea over the last three decades, and (2) the revitalization of Korean medical schools' curricula through medical education accreditation and national medical licensing examination. Despite this progressive evolution in Korean medical education, we contend that it faces two major challenges in order to advance to the next level. First, Korean medical education should identify its own problems in medical education and iteratively develop educational solutions within its own socio-cultural context. Secondly, to raise reflective doctors who have scientific knowledge and professional commitment to deal with different types of medical problems within a continuum from well-defined to ill-defined, medical education should develop innovative ways to provide students with a balanced spectrum of clinical problems, including uncertain, ill-defined problems.

• Korean Medical Education Review
• /
• v.16 no.1
• /
• pp.7-10
• /
• 2014

Portfolios have gained attention in medical education as a tool for promoting student learning and assessment since Miller's call for better tools for assessing students' clinical competencies. This paper reviews the development and use of e-portfolios for promoting learning and assessment in medical schools, both domestically in Korea and internationally. This review finds that some specific features need to be incorporated into e-portfolio systems for medical education and that these systems can be used to manage student learning in clinical clerkships and to support competency-based assessment. The author asserts that the e-portfolio is key to promoting competency-based education and suggests practical tips for effective development and use of e-portfolios in Korean medical schools.

• Journal of the Korean Dietetic Association
• /
• v.22 no.1
• /
• pp.53-69
• /
• 2016

The purpose of this study was to analyze the importance-performance of clinical nutrition management in convalescent hospitals. The research was carried out based on questionnaires administered from March to April, 2015 to 73 dietitians at 40 convalescent hospitals in the Gyeongnam area. There was a statistically significant difference between the mean scores for importance (4.01/5.00) and performance (2.95/5.00) of clinical nutrition management. The importance and performance grid analysis showed that participation in a nutritional management committee, administration of patients using a cooperation program among hospital departments, cooperation with a medical team on patient's nutrition status, nutrition initial assessment, nutrition care process for patients showing malnutrition, nutrition care process for tube feeding patients, management of a therapeutic diet, meal management using dietary slip instructions including a therapeutic diet, and explication of a therapeutic diet for patients scored high regarding importance and performance (doing great area). Medical records on patient's nutrition management, and nutrition counseling for requested patient scored low regarding the importance and high regarding performance (overdone area). Participation in medical rounds, personal nutrition education for patients, group nutrition education for patients, nutrition education for medical teams, development of a menu for therapeutic diet and standardized recipes, and provision of information on diet therapy for patients after discharge scored low regarding importance and performance (low priority area). Accreditation of convalescent hospitals and interest of medical professionals in clinical nutrition management were effective variables for the importance-performance gap of clinical nutrition management. In conclusion, the accreditation process and positive awareness of medical professionals with regard to clinical nutrition management had positive effects on reduction of the importance-performance gap in clinical nutrition management at convalescent hospitals. The strength of clinical nutrition management in the accreditation and development of an education program for increasing medical team or administrator interest in clinical nutrition management could lead to improvement of clinical nutrition management for elderly patients in convalescent hospitals.

• Korean Medical Education Review
• /
• v.16 no.3
• /
• pp.119-125
• /
• 2014

Much of the behavior of doctors reflects the influences from the social, cultural, historical, and economic environment of the time. Therefore, it is very important for future doctors to understand the practice environment in an ever changing world. Traditionally, doctors' competence has been based on the doctor-patient relationship. However, the social practice of medicine in the contemporary era asks future doctors to have social competencies, which often are defined as non-clinical competencies. As a global project, the World Federation for Medical Education has urged every country to define the future role of doctors to encompass global roles based on the duty toward and value of clinical as well as non-clinical competencies. In the past four years, Korean medical professional societies have coordinated to set forth the global role of Korean doctors. Five domains of clinical competence, professionalism, social accountability, communication and collaboration, and education and research have been chosen. The current version of the "global role of Korean doctors" can be used not only for the common objectives of medical education, but also for translating into the competencies of doctors that can be achieved through life-long learning. If we all want to improve medical education in order to produce more qualified and competent doctors as the public desires, then it may be the most urgent task to produce doctors who are equipped with social competencies to persuade, negotiate, and engage in constructive dialogues with society for better health care for a better society.

• The Journal of Korean Medical History
• /
• v.36 no.1
• /
• pp.89-98
• /
• 2023

This study aimed to review trends in Korean medical education research from 2003 to 2022. A total of 60 studies were identified, with an increasing trend in publication numbers. The research topics covered various aspects of Korean medicine education, including curriculum, basic science, clinical science, teaching methods, history, and international comparisons. Text mining analysis revealed "Curriculum", "Satisfaction" and "Clinical" to be frequent terms. The study suggests that Korean medicine education research should continue to develop, given its broad scope and growing interest.

• Korean Medical Education Review
• /
• v.13 no.2
• /
• pp.9-23
• /
• 2011

This study aimed to investigate the effects of tutors' domain and teaching expertise on learning outcomes in a problem based learning (PBL) environment. Four tutors and 25 first-year medical students participated in this study. Tutors' domain expertise was classified by clinical or non-clinical which is basic medicine and teaching expertise by previous tutoring experiences or not. The results showed a statistically significant difference in achievement depending on the tutors' domain expertise. Students grouped with an experienced clinical tutor attained higher achievement scores than those with an experienced non-clinical tutor, while those with an inexperienced non-clinical tutor attained higher scores than those with both inexperienced clinical tutors and experienced non-clinical tutors. Students with clinical medicine tutors also showed higher satisfaction scores than those with non-clinical medicine tutors. In particular, students grouped with an experienced clinical tutor gained higher satisfaction scores than those with inexperienced non-clinical tutors, and among the inexperienced tutors, students tutored by a clinical tutor showed higher scores than those with a non-clinical tutor. Different intervention styles were also found depending on tutors' domain and teaching expertise. Experienced tutors gradually reduced the tutoring intervention, whereas the novice provided more as the semester proceeded. Moreover, experts with a clinical medicine degree preferred direct teaching, whereas, non-clinical tutors preferred facilitating. Also, experienced tutors in the clinical medicine facilitated critical awareness than the other tutors. These results show the importance of developing a program for novice tutors to improve PBL in medical education.