• Health Policy and Management
• /
• v.31 no.4
• /
• pp.479-490
• /
• 2021

Background: Conflict in the medical world in 2020 led to the rejection of the national examination for doctors. This study explained the process until the end of the national test refusal situation triggered in 2020 through the signaling game theory. The government has succeeded in requiring medical students to take the national exam. Methods: To explain the rejection of the national examination, we first compose and show an example of two small non-signaling games where medical students know which type the government is of, then combine them to play a signaling game. Results: The behavior of the government and medical students was examined through the signaling game model. In the context of the coronavirus disease 2019 (COVID-19) pandemic, the government makes an ultimatum, whatever the type. And the medical students accept it. They judged that the government could not be expected to abolish the policy. If COVID-19 had not occurred, medical students would have been able to continue the confrontation. Conclusion: The government instilled in the other party the perception that the government would not bend its policies because it was the surly type and would not be afraid of a strong confrontation. Through the image created in this way, the government was forced to accept the ultimatum by medical students. Academically, this study is to deal with the policy-making process through the signaling game theory. In the area of health care policy, this study suggests that various situations such as the type of government or the spread of COVID-19 can become important in addition to the rationality of the policy itself.

• Korean Medical Education Review
• /
• v.15 no.2
• /
• pp.87-92
• /
• 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.

• The Korean Journal of Emergency Medical Services
• /
• v.23 no.3
• /
• pp.155-164
• /
• 2019

Purpose: This study aimed to examine the consultation status and request level of paramedic students. The findings were expected to offer basic data for establishing consultation plans that meet the demands of students. Methods: Questionnaires were distributed among 153 students at two universities, and analyses were conducted based on the responses of 140 students. Results: The preferred counselor was the advising professor. The most common response was that holding two consultation sessions per semester was the most ideal. Regarding topic of consultation, career and employment scored the highest preference. Conclusion: Students had high request levels for consultation. Given the diversity in the themes of consultation, schools, should improve the capacities of advising and other professors in the department for professional consultation.

• The Korean Journal of Emergency Medical Services
• /
• v.26 no.3
• /
• pp.61-70
• /
• 2022

Purpose: This study was performed to compare and analyze practice self-efficacy, paramedics image, and major satisfaction according to paramedic students practice experience. Methods: The subjects of this study were 224 paramedic students from universities across the country. The analysis methods were completed using the SPSS/WIN 23.0 program as the frequency percentage, mean±standard deviation, independent samples t-test, Pearson correlation, and logistic regression. Results: It was found that students who experienced practical training had higher levels of practical self-efficacy compared to students who did not (adj OR=3.947, 95% CI=1.932-8.061). Conclusion: Based on the results of this study, it is thought that educational strategies and measures in the absence of practice in the paramedic students.

• Korean Medical Education Review
• /
• v.16 no.3
• /
• pp.141-146
• /
• 2014

This study focused on investigating the future medicine and health care industry paradigm shift and suggesting the right direction for the medical education system in order for students to be better prepared in the near future. Here, I will discuss four issues related to the future of medicine: Health 2.0, digital health, personalized medicine, and innovations of the public healthcare system. Every issue has lessons for medical education and teaching for students who major in health professions. However, it is obvious that the present is an important period of time as, currently, we are at an early stage in the future health care environment. Recently, there have been rapid transformations in various fields of medicine. Therefore, if we fail to lead medical education in the right direction, medical students will suffer from major problems in coping with these changes.

• Korean Medical Education Review
• /
• v.19 no.2
• /
• pp.101-108
• /
• 2017

When participating in problem-based learning (PBL), it is important for medical students to generate claims and provide justifications for their claims in small group discussions. This study aimed to investigate the effect of argumentation instruction on medical student learning experiences with PBL. A total of one hundred first-year preclinical students from Inje University College of Medicine, who had attended argumentation instruction, participated in this study. All of the participants completed a 5-point Likert scale questionnaire regarding their learning experiences with PBL, before and after the argumentation instruction. The questionnaire comprised 22 items with eight subcategories: argumentation activity, reflection, integration of basic and clinical science, identification of lack of knowledge, logical thinking, self-directed study, communication, and attitude toward discussion. The collected data were analyzed through a paired-sample t-test. The results of this study found that the argumentation instruction promoted the preclinical students' experiences with argumentation activities, reflection, an integration of basic and clinical science, the identification of their lack of knowledge, logical thinking, and self-directed study, and it increased positive attitudes toward group discussion. The findings suggest argumentation instruction can enhance medical student group discussions and help students achieve the objectives of PBL, including acquisition of basic and clinical science knowledge and development of clinical reasoning and self-directed learning abilities, which can highlight the meaningful learning experiences students have with PBL.

• Asian Pacific Journal of Cancer Prevention
• /
• v.15 no.15
• /
• pp.6187-6193
• /
• 2014

Objectives: To evaluate medical students' knowledge of HPV and HPV related diseases and assess their attitudes towards HPV vaccination. Methods: A total of 605 medical undergraduates from Chongqing Medical University in China were surveyed using a structured and pretested questionnaire on HPV related knowledge. Results: Some 68.9% of the medical students were females, and mean age was 21.6 (${\pm}1.00$) years. Only 10.6% correctly answered more than 11 out of 14 questions on HPV related knowledge, 71.8% being willing to receive/advise on HPV vaccination. Female students (OR: 2.69; 95% CI: 1.53-4.72) and students desiring more HPV education (OR: 4.24; 95% CI: 1.67-10.8) were more willing to accept HPV vaccination. HPV vaccination acceptability was observed to show a positive association with HPV related knowledge. Conclusions: Our survey found low levels of HPV related knowledge and HPV vaccination acceptability among participating medical students. HPV education should be systematically incorporated into medical education to increase awareness of HPV vaccination.

• Korean Medical Education Review
• /
• v.23 no.3
• /
• pp.194-203
• /
• 2021

Learning communities in medical education have demonstrated favorable outcomes in terms of students' learning, professional development, and wellness. Despite these strengths and the widespread adoption of learning communities in US medical schools, there has been little interest in medical learning communities in Korea. In this context, the present study examined the development and implementation of the Yonsei Medical Learning Community (YMLC) and analyzed its outcomes and areas of improvement. The Yonsei University College of Medicine has operated a learning community as part of the undergraduate medical education curriculum since 2014. The YMLC is the first program of its type in Korea. The overall structure of the YMLC consists of four distinct communities (pillars), which are named after four distinguished alumni, and each pillar is organized into five learning community classes. Each class is vertically integrated across students in different medical school years, and one faculty advisor is matched to about 30 students. As the YMLC focuses on fostering reflective practice in students and providing them with opportunities to build teamwork and experience social relatedness, two educational approaches have been adopted: reflective writing and mentoring and community activities. In this study, we obtained and analyzed second-year students' feedback on the YMLC curriculum and identified its achievements, merits, and areas that need improvement. The results have shown that over 75% and 60% of respondents reported satisfaction with reflective writing and mentoring and community activities, respectively. The educational activities of the learning community helped students regularly reflect on their learning and progress and establish close relationships with faculty advisors. However, several areas of improvement regarding content, format, and logistical issues were also identified. The present findings may provide valuable information for other institutions to develop learning communities relevant to their own context.

• The Korean Journal of Emergency Medical Services
• /
• v.23 no.1
• /
• pp.165-178
• /
• 2019

Purpose: This study examined medical college students' perception of euthanasia and analyzed whether there were significant differences in their perceptions based on their grade, religion, and economic situation. Methods: A questionnaire comprising items relating to students' knowledge about euthanasia, their economic situation relationships with patients, and the extent to which euthanasia would be allowed depending on the patient's condition. Results: Results by age and school year revealed there were no statistically significant differences concerning permissible levels of euthanasia. However, differences were found in the permissible levels of euthanasia according to changes in the patients' condition. Conclusion: It can be interpreted that students' personal values and religion had a great effect on the perception of euthanasia than the process of acquiring medical knowledge. The religion or values they have in your life affect your perception of euthanasia more than the process of acquiring and learning medical knowledge. The suffering of patients is the most important priority and it supports euthanasia on the grounds of relieving psychological distress for patients' families and the right of every patient to die gracefully. Nevertheless, considering the possibility of patient survival and euthanasia being used for murder, it is necessary to legislate the use of euthanasia and have the appropriate qualifications for its administration on patients.

• Korean Medical Education Review
• /
• v.17 no.3
• /
• pp.140-147
• /
• 2015

Medical education can provide students with an opportunity to encounter marginalized communities and motivate them to become involved with the needs of disadvantaged people. The College of Medicine of The Catholic University of Korea includes a social service program in the medical humanities and social sciences curriculum. The course has lectures on social welfare, human rights, and social service, as well as four days of social service in 'Flower Village,' which is a Catholic social welfare institution. This study analyzes the satisfaction, feedback, and reflection papers of students who completed the social service program and provides an educational model for the medical humanities and social sciences. Students' satisfaction with the program was scored at 4.23 out of 5. A qualitative study of students' reflection papers derived 7 key phrases, among which 'nature and practice of social service,' 'holistic understanding of humans,' 'empathy and communication,' and 'social responsibility' are identified as goals of this program and 'happiness,' 'respect for human life,' and 'compassion' are good indicators of students' compassionate participation. Encounters with marginalized communities within the medical curriculum allows students to serve people with social difficulties and work for the improvement of their living conditions. Students learn to approach social needs with concern and empathy and seek ways to contribute to those communities.