المؤلفون: Bong Hyun Chang, Sanghee Yeo

المصدر: Korean Journal of Medical Education, Vol 28, Iss 1, Pp 9-16 (2016)
Korean Journal of Medical Education

مصطلحات موضوعية: Medical education, Students, Medical, 020205 medical informatics, Universities, Problem-based learning, media_common.quotation_subject, 02 engineering and technology, Personal Satisfaction, Hybrid problem-based learning, lcsh:Education (General), Education, 03 medical and health sciences, 0302 clinical medicine, Satisfaction level, Perception, Surveys and Questionnaires, Republic of Korea, 0202 electrical engineering, electronic engineering, information engineering, Mathematics education, Medicine, Humans, 030212 general & internal medicine, TUTOR, Curriculum, Learning method, Students medical, Schools, Medical, computer.programming_language, media_common, lcsh:R5-920, business.industry, Medical schools, Attitude, Learning methods, Original Article, business, lcsh:L7-991, lcsh:Medicine (General), computer, Education, Medical, Undergraduate

الوصف: Purpose Kyungpook National University School of Medicine has been implementing hybrid problem-based learning (PBL) since 1999. The aim of this study was to investigate the changes in the students' perceptions and satisfaction levels of hybrid PBL. Methods The target period of our study was from 1999 to 2014, and target subjects were second-year medical students in Kyungpook National University School of Medicine. The survey was conducted at the end of semester. We had a focused interview with group leaders and some volunteer students. Results As for the scores regarding students' overall satisfaction with PBL, there was significant improvement in 2005 compared to 2002, but the scores decreased and no differences between the survey years noted after 2005. The students' preference ratio for the once a week PBL sessions, tutor presence, synchronization of contents, and arrangement of PBL sessions and related lectures was 60%-80%, 50%-90%, 52%-96%, and 78%-93%, respectively. Conclusion In order to increase students' satisfaction with hybrid PBL and to improve the perception of it, firstly, it is necessary to arrange the date and the time of PBL sessions so that students can concentrate on PBL. Secondly, PBL cases should be selected and arranged to be well synchronized with the ongoing lectures. Finally, it is important to create a safe atmosphere so that students can engage actively in PBL sessions.

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b056652dd5d48ad7a7e9b361ae6b4505
http://kjme.kr/upload/pdf/kjme-28-1-9.pdf

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المؤلفون: Yoo HH; Medical Education Department, Chonbuk National University Medical School, Jeonju, Korea., Kim JS; Department of Therapeutic Radiology and Oncology, Chonbuk National University Medical School, Jeonju, Korea.

المصدر: Korean journal of medical education [Korean J Med Educ] 2014 Sep; Vol. 26 (3), pp. 189-95. Date of Electronic Publication: 2014 Sep 01.

نوع المنشور: Journal Article

بيانات الدورية: Publisher: Korean Society of Medical Education Country of Publication: Korea (South) NLM ID: 101503071 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 2005-7288 (Electronic) Linking ISSN: 2005727X NLM ISO Abbreviation: Korean J Med Educ Subsets: PubMed not MEDLINE

مستخلص: Purpose: The purpose of the study is to develop education programs for improving medical school students' medical communication ability, and to provide basic information to help develop and operate medical communication education programs by analyzing the education programs and students satisfaction from the education effects.
Methods: The method was to survey 116 sophomores in C medical school in 2014 in order to research students' demands for the medical communication education, level differences of communication between before and after of the education, and students' satisfaction from the education program. Analysis of frequency, paired samples t-test, descriptive statistic analysis were used for the research.
Results: There were not only many students who did not get general communication educations before admission, but also many students who said they need medical communication education. On the whole, students' abilities of communication were improved. Building relationship, information gathering, sharing information, understanding one's perspectives factors was improved meaningfully in the statistics. However opening relationship, reach agreement, and providing closure were not improved meaningfully in the statistics. On the whole, the students were satisfied from the education programs.
Conclusion: To develop education programs for medical communication ability, we need to construct the objectives of education and contents by researching students' demands and level of learning in communication area. Moreover we have to design curriculum to maintain the education effects consistently.

المؤلفون: Kim JK; Departments of Pediatrics, Kangwon National University School of Medicine, Chuncheon, Korea., Kang SH; Departments of Medical Education, Kangwon National University School of Medicine, Chuncheon, Korea., Lee HJ; Pharmacology, Kangwon National University School of Medicine, Chuncheon, Korea., Yang J; Departments of Medical Education, Kangwon National University School of Medicine, Chuncheon, Korea.

المصدر: Korean journal of medical education [Korean J Med Educ] 2014 Sep; Vol. 26 (3), pp. 223-9. Date of Electronic Publication: 2014 Sep 01.

نوع المنشور: Journal Article

بيانات الدورية: Publisher: Korean Society of Medical Education Country of Publication: Korea (South) NLM ID: 101503071 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 2005-7288 (Electronic) Linking ISSN: 2005727X NLM ISO Abbreviation: Korean J Med Educ Subsets: PubMed not MEDLINE

مستخلص: Purpose: The purpose of this study was to determine whether the multiple mini-interview (MMI) predicts academic achievement for subjects in a medical school curriculum.
Methods: Of 49 students who were admitted in 2008, 46 students finished the entire medical education curriculum within 4 years. We calculated the Pearson correlation coefficients between the total MMI score of the 46 graduates and their academic achievements in all subjects of the curriculum.
Results: The correlation coefficients between total MMI score and academic achievement in Medical Interview and History Taking, Problem-Based Learning, Doctoring I, and Clinical Practice of Surgery ranged from 0.4 to 0.7, indicating that they were moderately related. The values between total MMI score and achievement in Research Overview, Technical and Procedural Skills, Clinical Performance Examinations 1 and 3, Clinical Practice of Laboratory Medicine and Psychiatry, Neurology, and Orthopedics ranged from 0.2 to 0.4, which meant that they were weakly related.
Conclusion: MMI score can predict medical student' academic achievement in subjects in the medical humanities and clinical practice.