• Journal of Fisheries and Marine Sciences Education
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• v.28 no.2
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• pp.582-595
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• 2016

Effects of learning variables on academic achievement were major goal of this study. The differences of learning emotions, attitudes, flow and major satisfaction by grades of college students in medical school were proposed to conduct. Participants of this study consisted of 194 students of 1st and 2nd grade plus 121 students of 3rd and 4th grade in medical school. They completed the survey questionnaires composed of learning emotions, attitudes, flow and major satisfaction. Collected data were analyzed by t-test and stepwise multiple regression. Two kinds of results achieved as follows: First, there were differences of negative and positive emotions, and learning attitudes but were found no differences of learning flow and major satisfaction by grades. Second, there were significant effects of learning emotions and attitudes on academic achievement and also found differences of variables that affect academic achievement by grades. Based on these results, we think necessitate of considering learning emotions and behaviors in developing training programs and students support systems for medical school are obliged.

• Korean Medical Education Review
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• v.23 no.2
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• pp.118-127
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• 2021

Due to the coronavirus disease 2019 pandemic, the new norm of online learning has been recognized as core to medical institutions for academic continuity, and students are expected to be motivated and engaged in learning while maintaining distance from other peers and educators. To facilitate students' and educators' newly defined roles in online medical education settings, it is crucial to understand how students are actively motivated and engaged in learning. Hence, this study explored medical students' motivational regulation profiles and examined the effects of motivational regulation strategies (MRS) on cognitive learning and learning engagement for online learning. Data were collected after the end of the first semester in 2020 from a sample of 334 medical students enrolled at a public university school of medicine. Latent profile analysis indicated three subgroups with different motivational regulation profiles: the low-profile, medium-profile, and high-profile groups. Regarding different MRS patterns in the high-profile group, mastery self-talk, performance approach self-talk, and the self-consequating strategy appeared to be most applicable for regulating learners' motivation. Analysis of variance showed that the profile groups with higher levels of MRS use were connected to a higher willingness to use cognitive learning strategies and a higher degree of engagement in online learning. The findings of this study emphasize the use of specific sets of MRS to support learning motivation and the need to design effective self-regulated learning environments in online medical education settings.

• Quality Improvement in Health Care
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• v.24 no.1
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• pp.23-29
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• 2018

Background: The purpose of this study was to examine undergraduate medical students' perceptions and intentions regarding patient safety during clinical clerkships. Methods: Cross-sectional and self-administered questionnaire survey was conducted on 34 students from one medical school using a modified version of the Medical Student Safety Attitudes and Professionalism Survey (MSSAPS). We assessed $4^{rd}-year$ medical students' perceptions of the cultures ('safety', 'teamwork', and 'error disclosure'), 'behavioural intentions' concerning patient safety issues and 'overall patient safety'. The overall response rate was 66.4%. Results: Among safety domains, "teamwork culture" was rated highest. "Error disclosure culture" received the lowest ratings. Regarding the error disclosure domain, only 10% of respondents reported that they have received education or training on how to disclose medical error to patients. Independent of survey domains, when students were asked "Overall, do you think your hospital is safe based on your clinical rotation?", 61.8% reported that the hospital was safe. Conclusions: Assessing students' perceptions of safety culture can provide clerkship directors and educators with information that enhances the educational environment and promotes patient safety. Discussions of medical errors, patient safety, and how best to incorporate an analysis of these issues into the existing curriculum are needed.

• The Korean Journal of Emergency Medical Services
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• v.9 no.2
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• pp.39-53
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• 2005

This study examines need and qualification of safety education teachers with elementary school students and aims to provide data for improving safety education of elementary school As a result of study, it was found that on need of safety education teacher at elementary school, 'very needed' showed the highest response and students who answered 'the first class emergency medical technician' on qualification of safety education teacher showed the highest safety consciousness and low rate of safety accidents. Therefore, for improving safety education at elementary school, adoption of optional course at college or university to learn qualification and functions necessary for being special teacher and institutional support by the ministry of education that employment after passing elementary school teacher appointment examination are needed.

• Korean Medical Education Review
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• v.15 no.2
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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.

• Korean Medical Education Review
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• v.18 no.3
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• pp.156-166
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• 2016

Medical school students learn a lot about medical knowledge and clinical experience in the classroom. Teaching is a main focus in medical schools; therefore, it is necessary to identify the characteristics of good teaching. The aim of this study is to analyze the characteristics of high-quality education in medical schools. In this study, in-depth interviews were conducted over two weeks on twelve fourth-year medical students. Participants were asked to define high-quality education, list the general ways in which high-quality classes are delivered, mention cases where they have experienced high-quality teaching, and describe the attitude required of students to make high-quality education possible. The results showed that students want to be taught in an interactive way on the core content needed in an actual clinical setting for the goal of cultivating primary care physicians. They want their education to include not only medical knowledge, but also liberal art subjects such as politics, economics, sociology, culture and ethics education to help instill a sound value system. In particular, students stressed the importance of instructors delivering appropriate post-evaluation feedback, and they also emphasized that learner mindset and attitude is important in supporting high-quality teaching in class. This paper also summarizes the elements of high-quality teaching in terms of educational goals, content, and method, and examines cases of instructors who have delivered high-quality classes.

• Korean Medical Education Review
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• v.9 no.2
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• pp.21-27
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• 2007

Even though 35% of Korean medical students are female, medical schools and hospitals maintain a strongly male-dominated culture which discourages female students from active career development. In 2006, Yonsei Medical school instigated an elective course entitled "Women in Medicine" to encourage and stimulate 51 female students who enrolled the course. Researchers conducted participant observations at all 6 lectures, as well as 2 surveys and 4 student fucus group discussions comprising a total of 18 students. The total satis faction r ate of the course was high at 4.6 points out of a 5-point score Nevertheless, the study results confirmed three conflict points between lectures and students. Firstly, the lecturers emphasized the excellence and carrier-goal oriented life style, whereas most students are more interested in an ordinary women doctor's life. Secondly, the lecturers emphasized the importance of husband and family's support for success in their career but most female students have little confidence in their ability to achieve a balance between work and family. Thirdly, the lecturers emphasized the women doctor who is able to lead a team effectively, but women students have few opportunities to play a leadership role in their school life. These study findings imply that there is a generation gap in the concept of "successful women doctor's life" between lecturers and students. and that interactive dialogue between lecturer and students is more important than lecture style presentations from extremely successful female doctors. In addition to such lectures, a leadership program based on active student participation should be developed.

• The Journal of Korean Medicine
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• v.26 no.3 s.63
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• pp.124-134
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• 2005

Objectives : This study was peformed to evaluate the actual state and the effects of Smoking Prevention or Stop-Smoking Programs (Sp/SSP) for middle school students and to confirm students' needs for Oriental Medical Treatments (OMT) in SP/SSP. Methods : Thirty-nine middle school students who took part in the SP/SSP of the Public Health Center (PHC) in July 2004 answered the questionnaire. There were twenty students in $PHC{\alpha}$, and 19 students in $PHC{\beta}$. Resillts : 1. At the elementary school, SP/SSP is not enough, compared with middle school (p=.000). 2. Subjects preferred tile documents from PCH to those from school $(PCH{\alpha}: p-value=.002,\;PCH{\beta}: p-value=.004)$ 3. There was no mention of OMT in school SP/SSP. 4. The degree of thinking about need of teaming OMT in SSP has a positive correlationship (p-value=.000) with intention to be treated with auricular acupuncture therapy. Results : The SP/SSP for middle-school students must be improved to be more active, more experimental and more individual. Also, a more various, positive approach in OMT is required toward the Stop-Smoking Program.

• Korean Medical Education Review
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• v.18 no.3
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• pp.167-173
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• 2016

This study analyzed participation experiences in a voluntarily learning community using both quantitative and qualitative methods. Sixty freshmen and sophomore medical school students in 10 learning communities participated in the study. At the time of the survey, learning communities had been operating for 10 weeks and had weekly in-person meetings. Satisfaction questionnaires and reflective essays were given and analyzed. The results showed that learning community experiences were effective in promoting students' learning motivation, cooperative learning, responsibility, and communication skills. Three essential topics and nine subjects were analyzed in the reflective essays. Three essential topics were conflict with each other due to the difference, forming deep relationships, and sharing and learning together with an in-depth study. The results of this study will contribute to collaborative learning culture and the development of learning communities in medical schools.

• Korean Medical Education Review
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• v.19 no.3
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• pp.149-151
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• 2017

The educational goal of premedical education is to provide the desired college-level training in liberal arts as well as sciences, and to equip students with a basis for future medical studies. The purpose of this study was to introduce a premedical curriculum at Chonnam National University Medical School and to provide baseline data for developing an improved premedical curriculum. The reformed premedical curriculum has been followed since 2017. Formal premedical curriculum consists of basic education and character education through liberal arts study and major courses related to medical education. In addition to the formal premedical curriculum, students are supported through various programs that help develop interpersonal and intrapersonal competences.