Korean journal of medical education最新文献

Purpose: Most of studies about racial or ethnic biases among medical students have been conducted in English-speaking developed countries. This study explores the hybridity and transformation of Korean medical students' biases, arguing that a nation's identity and culture are constantly in a state of ever-changing hybridity.

Methods: This research used a qualitative document analysis. The study participants were 600 pre-clinical medical students at two medical colleges in Korea, who enrolled in anti-bias programs and subsequently submitted self-reflection essays. Data collection focused on biases related to race, ethnicity, nationality, and medical practices as doctors. Bhabha's cultural hybridity concepts guided the coding of the data in order to explore the hybridity and transformation of the students' biases.

Results: The students presented cultural biases toward patients and doctors with ambivalence related to a person's high socioeconomic status and open-mindedness, as well as doctors' excellence and superiority as Korean authoritative figures. Since the students had ambivalent and complex biases toward patients and doctors, they felt unhomeliness as Korean doctors encountering international patients in Korean clinics. However, after discovering their contradictory assumptions, they transformed their unhomeliness into new hybrid identities. The students' biases were rarely based on race but instead were based on nationality, specifically national class by national income.

Conclusion: Understanding the changing hybrid nature of identities and culture from a cultural hybridity perspective could help clarify medical students' complex and changing biases and improve anti-bias education. Korean medical students' hybridized positions suggest that anti-bias education goes beyond focusing on prestige or racism.

Purpose: This study explores the association between student involvement in non-academic activities (NAA) and the stages of professional identity formation (PIF) among Indonesian medical students.

Methods: This cross-sectional survey was distributed to students in 50 medical schools, across both preclinical and clinical students in years 2-6. Respondents completed a Developmental Scale (DS) questionnaire to assess PIF and self-reported the number of hours spent on different NAA. Descriptive and bivariate analyses were performed; multiple linear regression was utilized to predict PIF.

Results: Indonesian medical students reported a median of 13 NAA hours and a median DS score of 5.07 on a scale of 7. NAA hours were significantly different across sex groups, years of study, university regions, and institution types. Female participants spent significantly more hours on NAA than male students and PIF was predicted by the number of hours spent on research and competition-related activities. Shifts between the types of NAA were also observed among year groups.

Conclusion: NAA are positively associated with the PIF process, with students' active involvement in research and competitionrelated activities as predictors in this area. Supporting these activities becomes imperative for medical schools in order to optimize students' potential, motivation, and PIF.

Purpose: This study aims to confirm the degree of stress perceived by medical students in Korea and to study the difference between the methods used to relieve stress. In addition, this study evaluates the stress relief methods medical students believe are effective.

Methods: The subjects of the study were 147 students of a medical school in Korea who voluntarily participated in an online survey. The degree of stress perceived by medical students in Korea was confirmed, and the differences between the methods used to relieve stress were analyzed, along with the effective stress relief methods considered by the students themselves.

Results: There was no difference found in the degree of stress experienced by medical students based on their year in school and gender. The most commonly reported method to relieve stress was sleep, and it was found that this method provided the highest degree of stress relief.

Conclusion: As stress has been consistently reported as an issue among medical students, tackling stress among medical students should not be handled solely at the individual level.

Purpose: Debriefing after simulation-based healthcare education (SBHE) is challenging. Educators' debriefing skills are essential to the success of learning. For debriefing skill training, we designed a simulation course with the standardized learner (SL) through video conference. The purpose of this study was to describe the implementation process of the SL simulation course and evaluate its effectiveness on educators' self-confidence and debriefing skills.

Methods: This simulation course involved six trainees and two trainers. After watching a 5-minute sample video of SBHE, each trainee conducted their role as a debriefer in this video and the trainer acted as a learner (SL) in this video. Following each simulation, individual feedback by the trainer was immediately implemented. To evaluate the course's effectiveness, trainees' self-confidence questionnaire was collected, and objective structured assessment of debriefing (OSAD) scores were evaluated.

Results: After completing five SL simulation sessions in 2 weeks, the trainees' self-confidence level and OSAD scores improved significantly (estimate=0.114, standard error=0.020, p<0.001, and p=0.006).

Conclusion: This debriefer training course using SL simulation via video conference could improve self-confidence and debriefing skills of trainees. This SL simulation can be used as a new and flexible method for training debriefers.

Purpose: This report describes the development of a simulation scenario for medical student that incorporates cultural diversity within the context of family presence during resuscitation (FPDR).

Methods: Using a hybrid simulation approach, we designed a scenario focusing on communication with a family that immigrated from Korea to the United States during cardiopulmonary resuscitation (CPR). The scenario objectives were for learners to perform CPR with family presence, communicate with the family, and understand and negotiate cultural needs. Following a pilot scenario with two inexperienced volunteer medical students as learners, the program was evaluated through anonymous surveys and informal focus group feedback.

Results: Students noted that this simulation differed from previous experiences as compared with emphasizing family communication rather than patient diagnosis or treatment. Students valued experiencing the practical application of cultural competence concepts. The suggestions for scenario improvement included balancing two student participation roles, adjusting the timeline, and utilizing a standardized family member.

Conclusion: This pilot study suggests that an FPDR simulation program can be effectively repeated with multiple medical students and applied to CPR simulations involving diverse cultural backgrounds.

Purpose: Since the coronavirus disease 2019 (COVID-19) pandemic, the educational environment has moved toward online-based education, which may significantly impact medical students' educational experiences. However, the same events may be understood differently by different individuals depending on their personalities. Therefore, the changing educational environment during the COVID-19 pandemic may not have been perceived equally by all students. This study aimed to investigate medical students' personality profiles and the difference between academic burnout and engagement according to their personality profiles.

Methods: During the 2021-2022 academic year, when online-based education was implemented due to the pandemic, a survey was conducted among medical students in Korea (N=325). First, we used latent profile analysis to identify the sub-types of the Big Five personalities. Second, we used analysis of variance and post hoc comparisons to study the difference between academic burnout and engagement among these sub-types.

Results: The Big Five personality traits of medical students in our sample were classified into three profiles. Profiles with relatively high neuroticism, while other personality traits were low, had both the highest academic burnout and academic engagement. Alternatively, the profiles showing relatively low neuroticism, while other personality traits were high, had the lowest academic burnout and the highest academic engagement.

Conclusion: Personality is a stable trait that affects an individual's behavior and response to the environment. Thus, individuals with specific personalities differ in their reactions to their environment. This may provide an advantage to some medical students' careers.

Purpose: This study aimed to systematically evaluate the effectiveness of case-based learning (CBL) within a basic-clinical integrated educational program using the Context, Input, Process, and Product (CIPP) evaluation model.

Methods: The CBL program was integrated into the Pharmacology-Clinical Case Practice component of the pharmacology course, a mandatory course for first-year medical students. To evaluate the program, a CIPP model-based questionnaire was developed, assessing needs, goals, resources, educational management, and outcomes. To ensure the reliability and validity of the variables, factor analysis was performed, reducing an initial set of 28 items to 18 final observation variables distributed across four factors. The survey, designed to measure learner satisfaction, was administered to 37 students who participated in the Pharmacology-Clinical Case Practice course during the first semester of 2022.

Results: Participants rated their satisfaction with the CBL program based on the CIPP model (on a 5-point scale), giving an average score of 4.17. This suggests that learners who followed the CBL program combining basic and clinical components generally found the program operationally effective with positive outcomes.

Conclusion: The teaching model and evaluation model applied in this study can be utilized in various majors when operating CBL classes that link basic and clinical education in medical schools in the future.

Purpose: Surgical trainees are at high risk of burnout and poor wellbeing during their training. A range of workplace factors have been linked to poor wellbeing, including excessive work hours, lack of support networks, and training program demands. However, little is understood about the individual experiences of Australian trainees and their perceptions of the impact of the work environment on wellbeing. The aim of this study was to explore the experiences of Australian surgical trainees regarding their wellbeing in the surgical learning environment.

Methods: Eleven semi-structured interviews were conducted with Australian surgical trainees at the start of their training and 18 months later, exploring their perspectives of wellbeing in the workplace. Results were analyzed thematically using the Job Demands-Resources model as a scaffold.

Results: Seven themes emerged: (1) relationships with colleagues, (2) work hours and workload, (3) the learning environment and supervision, (4) training program requirements, (5) moving around, (6) hospital and team administration, and (7) hospital facilities and programs. Participant experiences between training commencement and 18 months follow-up did not change.

Conclusion: Trainees have unique experiences of wellbeing in the workplace. Some workplace factors, such as relationships with colleagues, can be demands or resources depending on their nature. Effective leadership and administrative practices, mentorship, and proactive rostering act as resources for trainees to balance workplace demands, and these should be prioritized by hospitals and training institutions to improve and protect trainee wellbeing.