Korean journal of medical education最新文献

Purpose: This study aimed to identify the academic stress experienced by medical students in basic medical science courses and analyze its underlying factors.

Methods: A survey was conducted among 228 students from a medical school in Seoul, South Korea, of whom 204 who had completed at least one basic science course were included in the final analysis. A modified stress scale for medical students and a newly developed subject-specific academic stress scale, validated through literature review, student feedback, and expert review, were employed. Data were analyzed using IBM SPSS ver. 25.0 with descriptive statistics, t-tests, chi-square tests, and one-way analysis of variance.

Results: The overall academic stress among students was relatively high. The highest stress levels were observed in cell biology (mean=7.15), followed by bioinformatics (mean=5.97), molecular biology (mean=5.47), and organic chemistry (mean=5.20). Key stress factors included a lack of connectivity with clinical subjects, excessive learning volume, and inappropriate difficulty levels.

Conclusion: Academic stress varied significantly across courses, underscoring the need for curriculum improvements in basic medical science education. Faculty should consider adjusting course difficulty, enhancing clinical integration, motivating students, and managing workloads to reduce stress and support learning outcomes.

Purpose: There is a substantial gap in the scientific literature about specific, evidence-based guidelines for optimal word count (length) in multiple-choice question (MCQ) "stems" and "options" and validated time management strategies for MCQ test-takers. This dearth of research indicates a potential need for more studies to develop and validate these significant aspects of MCQ assessment and strategy. This was the first study which formulated guidelines for the word count of scenario-based MCQ (SB-MCQ) "stems" and "options," along with justifications, from the perspective of medical education experts. The present research also developed specific, validated time management guidelines to assist test-takers effectively navigate MCQ examination.

Methods: A mixed-methods design was implemented where quantitative data from a validated structured questionnaire and qualitative (focus group discussion) data were collected from 76 medical education professionals across multiple Indian provinces, and then analyzed using SPSS and NVivo software.

Results: A recommended best practice for writing SB-MCQs was reported to have question stems between 35-50 words followed by 20-35 words, with three-option formats being preferred over four and five options. Nearly 92.73% of participants reported that, during 1-minute timeframe, maximum time must be spent on "analyzing question stem" followed by on "eliminating options." The study developed succinct, "eight-step guide" to empower test-takers complete MCQ tests proficiently.

Conclusion: Scenario based MCQs with stems between 35-50 words and options between 1-10 words can improve item quality. Three-option MCQs can be preferred over four- or five-option formats. An emerged "eight-step structured guide" can assist test takers to tackle multiple-choice tests more efficiently and effectively.

Purpose: This study examined tutors' practices, challenges, and developmental experiences within a structured senior-junior tutoring program implemented at a Korean medical school.

Methods: Fourteen tutors participated across two one-semester cycles-seven tutors in 2022 and seven in 2023. Each cycle included standardized tutor orientation, weekly one-on-one tutoring sessions, and faculty oversight. Data sources consisted of 24 tutor activity reports and semi-structured tutor interviews, and a survey of tutees was additionally conducted to contextualize the tutoring environment. Qualitative data were analyzed thematically.

Results: Tutors engaged in five major domains of tutoring practice: diagnostic assessment of learning routines, structured academic coaching, lifestyle and behavioral stabilization, management of communication and relational challenges, and iterative adjustment of goals and strategies. They reported that peer tutoring required substantial emotional and relational work, often addressing broader behavioral patterns rather than isolated content gaps. Consistent with tutors' accounts, tutees' survey responses indicated improvements in learning motivation, study strategies, time management, and satisfaction with communication.

Conclusion: Structured peer tutoring extended beyond academic assistance to encompass academic, behavioral, and emotional guidance. Participation also contributed to tutors' metacognitive awareness, communication skills, and emerging professional identity. These findings offer implications for developing sustainable peer-led support programs in medical education.

Purpose: This study examined the current status, perceptions, and educational needs of primary care education in medical and nursing schools to provide foundational data that can inform effective curriculum development.

Methods: In total, 40 medical and 64 nursing schools were eligible for this study. Data were collected through an online survey using Google Forms, developed by the research team, from November 2024 to January 2025. Frequency analysis and independent t-tests were performed to compare perceptions on primary care education between the two schools types. Borich Needs Assessment and Locus-for-Focus model were used to identify and prioritize educational needs.

Results: Responses from 21 medical and 24 nursing schools were analyzed. All medical schools primarily offered education in primary care clinics (100%), whereas most nursing schools offered it in community healthcare institutions (87.5%). Visits and observations were the most common educational methods (>80%). Reports, presentations, and discussions were the most used assessment methods (>60%). Multidisciplinary team-based practicums were limited in both medical (9.5%) and nursing (25.0%) schools. Both groups rated the need to expand primary care education and multidisciplinary team approach highly (>4.4/5). "Longitudinality" and "generalism" were educational priority needs across both groups, whereas other elements showed variations.

Conclusion: This study identified the shared and distinct aspects of primary care education across schools. The findings highlight the importance of enhancing and tailoring primary care education to each school's specific context and needs, while fostering interprofessional collaboration to strengthen community-based healthcare.

Purpose: Medical teachers are prone to burnout, but wellbeing state protects against it. This study aimed to evaluate the wellbeing of medical teachers and identify associated factors.

Methods: This cross-sectional study surveyed 174 active Indonesian medical teachers from 41 institutions using consecutive sampling. Data collected through online Google Forms included sociodemographic factors and wellbeing status assessed with the Indonesian version of the PERMA-Profiler questionnaire. The data analysis was performed using descriptive, bivariate non-parametric tests and post-hoc analysis.

Results: The median overall wellbeing score was 8.00. Among nine wellbeing domains, accomplishment had the lowest score (median=7.67). Higher educational degree (p=0.048) and academic rank (p=0.024) were significantly associated with the accomplishment score. Age (p=0.006), educational degree (p=0.046), and teaching experience (p=0.037) were significantly associated with overall wellbeing.

Conclusion: Despite a decent overall level of wellbeing, Indonesian medical teachers exhibited a low sense of accomplishment. Hence, both the government and medical institutions should establish supportive regulations and constructive faculty development programs to foster teachers' professional identity formation and wellbeing.

Purpose: The Commission on Higher Education of the Philippines mandates a minimum National Medical Admission Test (NMAT) percentile rank-typically the 40th percentile-for medical school admission. However, percentile rank is cohort-dependent and varies in meaning across testing years. This study re-examined its validity as an admissions criterion and evaluated whether the NMAT General Performance Score (GPS), a standardized z-score, offers a more stable and valid basis for predicting academic performance.

Methods: We conducted a retrospective analysis of 42,261 first-time Physician Licensure Examination (PLE) takers from 2012 to 2022. NMAT and PLE records were linked, and logistic regression models were used to assess associations between NMAT scores and PLE outcomes. Predictive performance was evaluated using both receiver operating characteristic (ROC-Youden) and Precision-Recall (PR-F1) analyses to identify optimal cutoffs.

Results: Percentile ranks exhibited substantial year-to-year variability, with the same percentile corresponding to different GPS scores. A pooled GPS-to-percentile crosswalk is provided for interpretive reference but does not indicate fixed rank equivalence. In contrast, PR-F1 analysis of GPS appropriate for an imbalanced dataset showed consistent predictive validity (area under the ROC curve=0.918). The ROC-Youden index identified a cutoff at GPS=581, while the F1-optimized threshold was lower (GPS=377), favoring inclusivity. A midpoint cutoff (GPS=435) balanced stringency and access.

Conclusion: The NMAT GPS is a more stable and equitable predictor of licensure performance than percentile rank. Its use may improve the fairness and consistency of medical school admissions and better align selection with long-term academic outcomes.