• Korean Medical Education Review
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• v.17 no.1
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• pp.26-32
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• 2015

Recently, the student internship has been introduced in medical schools as a way of preparing students with training experience and medical knowledge by performing clinical practice. This study discusses student internship management and ways to operate the internship effectively. Catholic University of Daegu School of Medicine has set up a 6-week internship program for fourth-year undergraduate students. In most of the sections, students have shown their satisfaction, particularly when they have received appropriate feedback and attention from their professors. The students found that performing the evaluation and treatment of patients and individual chart recording were informative and helpful. However, they felt a lack of basic knowledge and clinical skills and had difficulty in understanding their roles and in time management. The success of an internship depends on the passion and interest that professors show for their students along with active support from the other faculty and thoughtful consideration of patients and all their friends and family members. In addition, with growing awareness of the need for the student internship, it is necessary that the school executive provide financial and administrative support to the faculty and staff, clarify roles and the work needed to perform the tasks, ensure substantiality of the individual program with professors or departments, provide enough preliminary courses, and monitor outcomes and reflection.

• Korean Medical Education Review
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• v.26 no.2
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• pp.108-117
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• 2024

Interprofessional collaboration is crucial for patient-centered care and safety. Since healthcare students will be part of interprofessional teams in the future, they need to understand the unique contributions of various healthcare professions to patient care and develop skills in collaboration, communication, leadership, and mutual respect. In response to this need, healthcare faculties have adopted interprofessional education as an innovative teaching method. However, traditional health education has typically taken place within individual schools, resulting in a limited understanding of other professional roles and identities. In our study, we introduced an interprofessional education model involving two different colleges. A total of 152 undergraduate students, comprising 101 medical students from Chung Ang University and 51 nursing students from Sungshin Women's University, participated in the program. A one-day interprofessional education program was conducted to promote collaboration between medical and nursing students. The program included team building and communication games, scenario-based simulations, such as a "room of errors," and tabletop exercises. Key factors for successful interprofessional education include carefully planned scheduling, leadership, and commitment from participating colleges, faculty support and training, the use of diverse teaching methods and technology, and alignment regarding educational directions among the faculty. We believe that this model may provide valuable insights for healthcare institutions aiming to develop and implement interprofessional curricula.

• Journal of Yeungnam Medical Science
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• v.34 no.1
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• pp.62-68
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• 2017

Background: This study was conducted to examine the academic achievements of first year medical students in one medical school based on their characteristics and student selection factors of admission. Methods: The admission scores of student selection factors (Medical Education Eligibility Test [MEET], grade point average [GPA], English test score and interview) and demographic information were obtained from 61 students who had interviewed (multiple mini interview [MMI]) for admission (38 graduate medical school students in 2014, 23 medical college-transfer students in 2015). T-tests and ANOVA were used to examine the differences in academic achievement according to the student characteristics. Correlations between admission criteria scores and academic achievements were examined. Results: MEET score was higher among graduate medical students than medical college transfer students among student selection factors for admission. There were no significant differences in academic achievement of first grade medical school between age, gender, region of high school, years after graduation and school system. The lowest interview score group showed significantly lower achievement in problem-based learning (PBL) (p=0.034). Undergraduate GPA score was positively correlated with first grade total score (r=0.446, p=0.001) among admission scores of student selection factors. Conclusion: Students with higher GPA scores tend to do better academically in their first year of medical school. In case of interview, academic achievement did not lead to differences except for PBL.

• Korean Medical Education Review
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• v.22 no.3
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• pp.146-152
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• 2020

Hospice and palliative care (HPC) education is an essential component of undergraduate medical education. Since February 4th, 2018, withholding and withdrawing life-sustaining treatment at the end of life (EOL) has been permitted in Korea as put forth by law, the "Act on Hospice and Palliative Care and Decisions on Life-Sustaining Treatment for Patients at the End of Life." Therefore, Korean medical schools have faced a challenge in providing comprehensive HPC education in order to better prepare medical students to be competent physicians in fulfilling their role in caring for patients at the EOL. There have been considerable variations in the evolution and organization of HPC education across Korean medical schools for the past 20 years. In 2016, all medical schools taught HPC curriculum as a separate course or integrated courses, with the most frequently taught topics including: delivering bad news, pain management, and the concept of palliative medicine. However, the content, time allocation, learning format, and clinical skills practice training of HPC education have been insufficient, inconsistent, and diverse. For this reason, we propose a HPC curriculum containing seven domains with 60 learning objectives in a course duration of over 20 hours based on the Palliative Education Assessment Tool (PEAT) as standard HPC curriculum. Furthermore, we recommend development of a national curriculum for HPC/EOL care education to be organized by the HPC board and managed under the accreditation criteria of the Korea Institute of Medical Education and Evaluation.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.36 no.3
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• pp.31-38
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• 2020

The purpose of this study is to compare between professionalism in medical field(doctor) and architectural design field(architect) in Korea through synchronic and diachronic analysis, with basic requirement of expertise and systemicity, attitude requirement of the publicness, and structural requirement of exclusiveness and autonomy. The medical professionalism adapted by Korean government in the early period of modernization evolved from Western's professional expertise is highly divided as economy grew and society changed. In comparison, architecture was divided into architecture, urbanism, landscape, and interior architecture. Additionally, architectural field was subdivided with architectural design, engineering, construction, structure, and facilities, but architectural design focused on generalized education and practice system. From the systematical point of view, architectural design field has changed profoundly from architectural engineering as 5 year undergraduate educational system was introduced with Korean architectural accreditation. The publicness is approved through health service in medical field and safety and the public domain in architectural design field, but in reality the professionals are viewed as economic interest groups. Hence, the professionalism in both fields is required to reinforce ideology and ethics, and to practice concrete measures for publicness. Compared with the unified organization of medical field, architectural design professionalism faces various difficulties in unifying the organization, such as internal competition caused by tightened architect's requirements, along with external problems from architectural design permission demands of construction companies. In medical and architectural design professionalism, with the appearance of consumerism and stricter governmental regulations, the autonomy is weakened. From the result of comparative analysis, Korean medical field became extremely subdivided and specialized in each department, therefore integration of each disease and establishment of centers are proposed as solutions. By contrast, the reinforcement of expertise in architectural design professionalism might be necessary to strengthen autonomy caused by governmental restriction, and to form architectural culture and secure public architecture.

• Asian Pacific Journal of Cancer Prevention
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• v.16 no.18
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• pp.8473-8477
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• 2016

Background: High risk human papilloma virus (HPV) types 16 and 18 have been proven as central causes of cervical cancer and safety and immunogenicity of HPV vaccines are sufficiently established. Knowledge and practices of HPV vaccination among medical and paramedical students is vital as these may strongly determine intention to recommend vaccination to others in the future. The present study was therefore undertaken to assess the knowledge, attitude and practices regarding cervical cancer screening and HPV vaccination among medical and paramedical students and to analyze factors influencing them. Materials and Methods: The present cross sectional study, conducted in a tertiary care teaching hospital in south India, included undergraduate students aged 18 years and above, belonging to medical, dental and nursing streams, after informed written consent. Results: Out of 957 participants, only 430 (44.9%) displayed good knowledge and only 65 (6.8%) had received HPV vaccination. Among the unvaccinated, 433 (48.54%), were not willing to take the vaccine. Concerns regarding the efficacy (30.5%), safety (26.1%) and cost of the vaccine (21.7%) were responsible for this. Age, gender, family history of malignancy and mother's education had no influence on knowledge. Compared to medical students, nursing students had better knowledge (OR-1.49, 95% CI 0.96 to 2.3, p = 0.072) and students of dentistry had poor knowledge (OR-0.50 95% CI 0.36 to 0.70, p<0.001). Conclusions: The knowledge and uptake of HPV vaccination among medical and paramedical students in India is poor. Targeted health education interventions may have huge positive impact not only on the acceptance of vaccination among them, but also on their intention to recommend the vaccine in future.

• Korean Medical Education Review
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• v.10 no.1
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• pp.35-42
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• 2008

Purpose : Since PBL was first developed by Howard Barrows at McMaster, it has been adopted as one of the best teaching and learning methods in medical schools throughout the world. However, the educational superiority of PBL relative to traditional approaches is less clear. Given the somewhat extensive resources required for the operation of PBL curriculum, this gives reason for concern. The aim of this study is to review experiences of PBL in other medical schools and learn how to implement PBL in our school. Methods : This study was undertaken in two stages. In the first stage, PBL curricular examples in 7 medical schools (University of Pennsylvania, University of Melbourne, University of Maastricht, McMaster University, Flinders University, Harvard medical school. University of California at L.A.) were collected and summarized. In the second stage, a careful search for articles of journals published since 2000 regarding PBL group assessment, effectiveness of PBL and group facilitation skills was conducted. Results : PBL is generally introduced in a core curriculum in undergraduate medical education. Relating to small group assessment, the perception of students has been well developed. but the current PBL assessment tool needs to be revised, to develop thinking skills of students. The PBL graduates considered themselves as having much better interpersonal skills, better competencies in problem solving and self-directed learning than the non-PBL graduates. Tutors used various techniques to raise awareness, facilitate the group process and direct learning. Conclusions : The following three aspects can be regarded as important in this study. First, to implement PBL in our school more effectively, it might be considered, which curriculum content can be best learned with PBL. Second, to enhance students' thinking skills during PBL, a new assessment tool needs to be developed. Third, tutors' competencies are important to facilitate, group process, so it would be worthwhile including in staff development.

• Safety and Health at Work
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• v.3 no.2
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• pp.123-129
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• 2012

Objectives: The study was conducted with the aim of evaluating applied occupational health teaching for final-year medical students at Hacettepe University, Faculty of Medicine. Methods: The study included all sixth grade medical students (n=293) during one academic year. Pre- and post-training tests were used to assess the magnitude of change in knowledge and attitude of students on occupational health, whereas the opinion of students on several aspects of the quality of teaching sessions were assessed by using post-training questionnaires. Results: Post-training tests revealed that the level of knowledge on all aspects of occupational health increased among medical students. An evaluation of the teaching sessions showed favorable results for the overall quality of the sessions: 81.3% of the students stated that the sessions were well organized, 81.7% remarked the workplace/factory visit was a valuable experience, and 91.0% stated feeling more competent on occupational health issues. Conclusion: There was a greater increase in students' knowledge on technical precautions than their knowledge on issues related to medical practice in the workplace. Visiting a workplace was found to contribute to the overall aim of knowledge and attitude change on occupational health issues. The scope of undergraduate medical education should be extended by improving occupational health education with respect to educational content, duration, and methods.

• Journal of Society of Preventive Korean Medicine
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• v.20 no.1
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• pp.43-54
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• 2016

Objectives : Self-esteem is a necessary inner factor for the korean medicine undergraduate, who will perform a various treatment relationship as a future health care provider. Writing is closely related with improving self-esteem by providing insight towards oneself. Methods : The level of self-esteem and current state of writing among 251 undergraduates studying korean medicine in Dongshin University were looked into through a structural survey. Results : Self-esteem score was 3.12 on a scale of 4 which was relatively high, but they showed defensive self-esteem tendency. Meanwhile writing variables appeared to be more influential to the self-esteem of undergraduates than personal characteristics. Also among writing variables, emotional writing and writing 2 to 3 times or more a month was related to high self-esteem which defensive self-esteem tendency is low. Majority of the undergraduates, however, turned out to be writing essay and writing 2 to 3 times a month. Conclusions : The following result suggests the need of writing classes as well as writing involved in emotion for self-esteem and improve medical communication in the curriculum of korean medical college.

• The Korean Journal of Emergency Medical Services
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• v.20 no.1
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• pp.71-82
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• 2016

Purpose: This research aimed to provide baseline data for undergraduate safety education by evaluating paramedic student risk perception and safety practice behavior regarding transport and disaster-related accidents. Methods: A total of 367 paramedic students at three different universities were surveyed using questionnaires. Risk perception questions about hazard, feeling of dread, and uncontrollable factors regarding seven items in transport and disasters were asked on a 7-point scale. Safety practice behavior consisted of 14 transport-related questions and 12 disaster-related questions in 4-point scale. All data were analyzed using SPSS Window 21.0. Results: Of 367 surveyed, 54.8% (201) were females, and 28.9% (106) were freshmen. In risk perception, 'drunk driving' in transport was the highest on average obtaining 6.49 points for hazard and 5.12 points for the feeling of dread. In disasters, 'war' recorded the highest average with 6.61 points for hazard and 5.71 points for the feeling of dread. In safety practice behavior regarding transport and disasters, a higher awareness of the need for safety education correlated with a significantly higher the rate of safety practice behavior (p <.001 respectively). Conclusion: The results indicate that undergraduates have inadequate perception of risk in emergencies. Safety education programs are needed to raise awareness of risks and to increase the safety practice rate.