Korean journal of medical education最新文献

Purpose: This study aimed to identify core shared competencies required for effective physician-nurse collaboration in primary care.

Methods: A three-round Delphi survey was conducted from November 2024 to February 2025 with 30 experts (12 physicians, 18 nurses), including family medicine professors, primary care physicians, nursing professors, and practicing nurses. Experts evaluated the importance and roles of interprofessional team approaches using online questionnaires. Quantitative analyses included mean, standard deviation, and content validity ratio (CVR).

Results: The first round confirmed the necessity of interprofessional teamwork in cases such as chronic disease management, rehabilitation, elderly care, and mental health. Essential team members were physicians, nurses, and social workers, with additional professionals engaged as needed. Through iterative consensus, six shared competencies were derived: (1) patient-centered integrated care, (2) treatment plan development and implementation, (3) communication and collaboration, (4) professional development as a team member, (5) Evaluation and feedback on service outcomes, and (6) disease prevention and health promotion. All items met consensus criteria (CVR ≥0.34).

Conclusion: These findings clarify physician-nurse shared competencies in primary care and provide a foundation for developing competency-based interprofessional curricula and training programs to enhance collaborative care quality and patient outcomes.

Purpose: Evaluating the performance of medical school graduates after graduation is important. However, reliable and comprehensive tools to evaluate the performance of medical professionals after graduation are lacking. The purpose of this study was to evaluate the validity and reliability of performance indicators for post-graduation competencies of medical school graduates.

Methods: Nineteen performance indicators were validated to evaluate competencies considering the talent image of a medical school, which are medical professionalism, clinical skills, communication, collaboration, and leadership. The reliability of the assessment tool was tested using Cronbach's alpha, construct validity was evaluated through factor analysis, and content validity was evaluated using a Delphi expert panel.

Results: The overall reliability of the performance indicators was high, with a Cronbach's alpha of 0.9110. Factor analysis revealed five core factors accounting for 70% of the total variance. These factors were classified as "collaboration," "clinical professionalism," "patient-centered care," "professionalism," and "systematic treatment and self-development." Content validity was confirmed by the Delphi panel, and all items achieved a content validity ratio of 1, indicating strong content validity.

Conclusion: The developed performance indicators are reliable and valid tools for assessing the competencies of medical school graduates. These indicators can be used to evaluate the quality of medical education and to improve the curriculum. It is also important to establish a system to periodically assess competencies after graduation.

Purpose: This study evaluated Mongolia's undergraduate occupational therapy program using the CIPP (Context, Input, Process, Product) model, drawing on feedback from students, alumni, faculty, and program managers to understand its current state and identify areas for improvement.

Methods: We conducted a cross-sectional survey using the CIPP evaluation model. The model-based questionnaire requested responses using a Likert scale from 1 to 5. Responses were collected from 34 students, 19 alumni, 24 faculty members, and five program management team members. They were analyzed quantitatively using descriptive and inferential statistics.

Results: All participants expressed satisfaction with the context, process, and product components of the occupational therapy program, with scores of 3.4 or higher. For the input component, the faculty members and program managers gave satisfactory ratings, while the students and alumni gave neutral ratings, on average. There was a significant difference between the average input scores of the first-year and third-year students, and between the first-year and fourth-year students (p<0.05). Lecturers teaching basic professional subjects rated the program's inputs higher than those teaching general subjects. On average, the students rated the program's "context" higher than alumni, while faculty members rated "input" higher than both students and alumni. Additionally, the program's managers rated "input" higher than the students (p<0.05).

Conclusion: The occupational therapy program in Mongolia has been improving annually. While it is generally rated as "satisfactory," there is a need for enhanced resources to better support the program.

Purpose: To develop a culturally and locally validated and reliable questionnaire for clinical teacher evaluation containing constructs specific to the Thai resident learning context.

Methods: We followed seven steps for developing questionnaires for educational research. We generated a list of good clinical teacher attributes from a literature review and focus groups. The Delphi procedure was employed to identify the desirable characteristics for residents, involving three stakeholder groups. The content validity index (CVI) of each item was calculated. The average CVI across the items was greater than 0.8, indicating an acceptable level of reliability. Residents then underwent cognitive interviews before pilot testing of the questionnaire. Construct validity was examined using exploratory factor analysis. Reliability was measured using Cronbach's alpha analysis.

Results: We identified 44 key clinical teacher characteristics through a literature review and focus groups. After two rounds of the Delphi procedure (35 panelists), 23 characteristics were selected. An initial 23-item questionnaire was developed with a high CVI score. A total of 216 completed questionnaires evaluating 36 clinical teachers were analyzed. Exploratory factor analysis yielded a two-factor model within a 20-item questionnaire. The clinical facilitator domain contained 14 items. The professional identity support domain included six items. Cronbach's alpha of the model was 0.976.

Conclusion: A clinical teacher evaluation questionnaire for Thai residents was developed with robust validity and reliability. This validated tool not only allows systematic assessment and improvement of clinical teaching but also provides a replicable framework for developing culturally adapted teacher evaluation instruments in other settings.

Purpose: Respiratory therapy (RT) has become a vital component of modern healthcare, particularly in managing acute and chronic pulmonary conditions. The rising global burden of respiratory diseases has amplified the demand for skilled RT professionals capable of performing high-risk, low-frequency procedures with precision. Despite the shift toward competency-based education in healthcare, RT training remains fragmented. Disparities in training quality, assessment methodologies, and simulation access result in inconsistent clinical competencies among RT graduates. The absence of a standardized, globally recognized competency framework further compounds these challenges, affecting workforce readiness and patient safety. To date, no global study has systematically quantified competency disparities across RT programs using a standardized framework, leaving a critical gap in comparative evidence needed to guide educational policy and global accreditation.

Methods: A cross-sectional survey was conducted targeting RT professionals, educators, and institutional leaders across multiple countries. Quantitative data were analyzed using descriptive statistics, chi-square tests, and gap percentage analysis to identify variations in training practices, competency expectations, and observed deficiencies.

Results: Findings revealed significant competency gaps, especially in advanced interventions like extracorporeal membrane oxygenation and lung ultrasound. Inconsistencies in assessment tools, simulation integration, and remediation protocols were noted across institutions. The majority of respondents emphasized the need for competency standardization.

Conclusion: The study confirms a pressing global need for a structured, evidence-based competency framework in RT education. Standardization will improve clinical consistency, facilitate workforce mobility, and enhance patient care outcomes worldwide.

Purpose: Complementary and alternative medicine (CAM) is increasingly integrated into oncology care, yet significant communication gaps persist between patients and healthcare professionals concerning its use. This study aimed to identify the barriers that hinder the exchange of information between oncology patients and healthcare professionals.

Methods: A cross-sectional study was conducted from November 2022 to May 2023. The sample consisted of 832 respondents, comprising 411 oncology patients and 421 healthcare professionals, including 100 physicians and 321 nurses. Data was collected using a survey questionnaire based on modified CAM Health Belief Questionnaire and Integrative Medicine Attitude Questionnaire instruments. Descriptive and inferential statistics methods were applied, including one-way analysis of variance and Tukey's test to identify differences among groups.

Results: Only 23.5% of respondents reported discussing or planning to discuss CAM with a healthcare professional. Primary communication barriers included a lack of initiative from healthcare professionals (70.2%), perceived insufficient knowledge about CAM (37%), and patients' fear of adverse effects from medical staff (15.1%). Statistically significant differences in attitudes were identified between patients and healthcare professionals regarding information sources, trust in CAM, and willingness to discuss the topic (p<0.05).

Conclusion: The findings underscore the need to improve healthcare professionals' education on alternative medicine and promote open communication with patients. Integrating CAM into medical education and development guidelines for its incorporation into clinical practice could enhance patient awareness and safety.

Purpose: Most research on service-learning in health professions education has concentrated on student experiences, with little emphasis on staff engagement. Understanding faculty motivations, challenges, and institutional support in service-learning remains an underexplored area. This study addresses this gap by exploring faculty experiences in an immunisation initiative for the displaced community and identifying factors influencing their participation and engagement.

Methods: Using a qualitative research approach, focus group discussions were conducted with sixteen participants involved in the initiative.

Results: Findings revealed that faculty engagement was driven by hands-on skill development, emotional connection, awareness of community needs, structured project goals, and institutional support. Balancing academic workloads and managing emotional demands hampered sustainable faculty involvement. An unexpected outcome was the depth of faculty members' personal reflection, with many reviewing their privileges and developing a stronger sense of social responsibility.

Conclusion: To enhance faculty engagement, this study introduces the HEART framework, which emphasises "hands-on experience, empathy, awareness of community needs, reflection, and teamwork." While the framework provides a structured approach to supporting faculty involvement, further validation is necessary to evaluate its effectiveness across diverse educational settings. Future research should refine its components and explore long-term faculty engagement in service-learning.