KHPLEI
- Page Path
- HOME > Browse articles
Articles in E-pub version are posted online ahead of regular printed publication.
Research articles
- A nationwide survey on the curriculum and educational resources related to the Clinical Skills Test of the Korean Medical Licensing Examination: a cross-sectional descriptive study
-
Eun-Kyung Chung
, Seok Hoon Kang, Do-Hoon Kim, MinJeong Kim, Ji-Hyun Seo, Keunmi Lee, Eui-Ryoung Han - J Educ Eval Health Prof. 2025;22:11. Published online March 13, 2025
- DOI: https://doi.org/10.3352/jeehp.2025.22.11 [Epub ahead of print]
- 580 View
- 89 Download
-
Abstract
PDF - Purpose
The revised Clinical Skills Test (CST) of the Korean Medical Licensing Exam aims to provide a better assessment of physicians’ clinical competence and ability to interact with patients. This study examined the impact of the revised CST on medical education curricula and resources nationwide, while also identifying areas for improvement within the revised CST.
Methods
This study surveyed faculty responsible for clinical clerkships at 40 medical schools throughout Korea to evaluate the status and changes in clinical skills education, assessment, and resources related to the CST. The researchers distributed the survey via email through regional consortia between December 7, 2023 and January 19, 2024.
Results
Nearly all schools implemented preliminary student–patient encounters during core clinical rotations. Schools primarily conducted clinical skills assessments in the third and fourth years, with a simplified form introduced in the first and second years. Remedial education was conducted through various methods, including one-on-one feedback from faculty after the assessment. All schools established clinical skills centers and made ongoing improvements. Faculty members did not perceive the CST revisions as significantly altering clinical clerkship or skills assessments. They suggested several improvements, including assessing patient records to improve accuracy and increasing the objectivity of standardized patient assessments to ensure fairness.
Conclusion
During the CST, students’ involvement in patient encounters and clinical skills education increased, improving the assessment and feedback processes for clinical skills within the curriculum. To enhance students’ clinical competencies and readiness, strengthening the validity and reliability of the CST is essential.
- Correlation between a motion analysis method and Global Operative Assessment of Laparoscopic Skills for assessing interns’ performance in a simulated peg transfer task in Jordan: a validation study
-
Esraa Saleh Abdelall
, Shadi Mohammad Hamouri, Abdallah Fawaz Al Dwairi, Omar Mefleh Al- Araidah - J Educ Eval Health Prof. 2025;22:10. Published online March 6, 2025
- DOI: https://doi.org/10.3352/jeehp.2025.22.10 [Epub ahead of print]
- 560 View
- 109 Download
-
Abstract
PDF
- Purpose
This study aims to validate the use of ProAnalyst (Xcitex Inc.), a software for professional motion analysts to assess the performance of surgical interns while performing the peg transfer task in a simulator box for safe practice in real minimally invasive surgery.
Methods
A correlation study was conducted in a multidisciplinary skills simulation lab at the Faculty of Medicine, Jordan University of Science and Technology from October 2019 to February 2020. Forty-one interns (i.e., novices and intermediates) were recruited and an expert surgeon participated as a reference benchmark. Videos of participants’ performance were analyzed through the ProAnalyst and Global Operative Assessment of Laparoscopic Skills (GOALS). Two results were s analyzed for correlation.
Results
The motion analysis scores by Proanalyst were correlated with those by GOALS for novices (r=–0.62925, P=0.009), and Intermediates (r= –0.53422, P=0.033). Both assessment methods differentiated the participants’ performance based on their experience level.
Conclusion
The motion analysis scoring method with Proanalyst provides an objective, time-efficient, and reproducible assessment of interns’ performance, and comparable to GOALS. It may require initial training and set-up; however, it eliminates the need for expert surgeon judgment.
Correspondence
- Accuracy of ChatGPT in answering cardiology board-style questions
-
Albert Andrew
- J Educ Eval Health Prof. 2025;22:9. Published online February 27, 2025
- DOI: https://doi.org/10.3352/jeehp.2025.22.9 [Epub ahead of print]
- 661 View
- 82 Download
Research articles
- Simulation-based teaching versus traditional small group teaching for first-year medical students among high and low scorers in respiratory physiology, India: a randomized controlled trial
-
Nalini Yelahanka Channegowda
, Dinker Ramanand Pai, Shivasakthy Manivasakan - J Educ Eval Health Prof. 2025;22:8. Published online February 21, 2025
- DOI: https://doi.org/10.3352/jeehp.2025.22.8 [Epub ahead of print]
- 463 View
- 125 Download
-
Abstract
PDF
- Purpose
Although it is widely utilized in clinical subjects for skill training, using simulation-based education (SBE) for teaching basic science concepts to phase I medical students or pre-clinical students is limited. Simulation-based education/teaching is preferred in cardiovascular and respiratory physiology when compared to other systems because it is easy to recreate both the normal physiological component and alterations in the simulated environment, thus a promoting deep understanding of the core concepts.
Methods
A block randomized study was conducted among 107 phase 1 (first-year) medical undergraduate students at a Deemed to be University in India. Group A received SBE and Group B traditional small group teaching. The effectiveness of the teaching intervention was assessed using pre- and post-tests. Student feedback was obtained through a self administered structured questionnaire via an anonymous online survey and by in-depth interview.
Results
The intervention group showed a statistically significant improvement in post-test scores compared to the control group. A sub-analysis revealed that high scorers performed better than low scorers in both groups, but the knowledge gain among low scorers was more significant in the intervention group.
Conclusion
This teaching strategy offers a valuable supplement to traditional methods, fostering a deeper comprehension of clinical concepts from the outset of medical training.
-
Pharmacy students’ perspective on remote flipped classrooms in Malaysia: a qualitative study
-
Wei Jin Wong
, Shaun Wen Huey Lee, Ronald Fook Seng Lee - J Educ Eval Health Prof. 2025;22:2. Published online January 14, 2025
- DOI: https://doi.org/10.3352/jeehp.2025.22.2 [Epub ahead of print]
- 673 View
- 133 Download
-
Abstract
PDF
- Purpose
This study aimed to explore pharmacy students’ perceptions of remote flipped classrooms in Malaysia, focusing on their learning experiences and identifying areas for potential improvement to inform future educational strategies.
Methods
A qualitative approach was employed, utilizing inductive thematic analysis. Twenty Bachelor of Pharmacy students (18 women, 2 men; age range, 19–24 years) from Monash University participated in 8 focus group discussions over 2 rounds during the coronavirus disease 2019 pandemic. Participants were recruited via convenience sampling. The focus group discussions, led by experienced academics, were conducted in English via Zoom, recorded, and transcribed for analysis using NVivo. Themes were identified through emergent coding and iterative discussions to ensure thematic saturation.
Results
Five major themes emerged: flexibility, communication, technological challenges, skill-based learning challenges, and time-based effects. Students appreciated the flexibility of accessing and reviewing pre-class materials at their convenience. Increased engagement through anonymous question submission was noted, yet communication difficulties and lack of non-verbal cues in remote workshops were significant drawbacks. Technological issues, such as internet connectivity problems, hindered learning, especially during assessments. Skill-based learning faced challenges in remote settings, including lab activities and clinical examinations. Additionally, prolonged remote learning led to feelings of isolation, fatigue, and a desire to return to in-person interactions.
Conclusion
Remote flipped classrooms offer flexibility and engagement benefits but present notable challenges related to communication, technology, and skill-based learning. To improve remote education, institutions should integrate robust technological support, enhance communication strategies, and incorporate virtual simulations for practical skills. Balancing asynchronous and synchronous methods while addressing academic success and socioemotional wellness is essential for effective remote learning environments.
Corrigendum
- Funding information of the article entitled “Post-hoc simulation study of computerized adaptive testing for the Korean Medical Licensing Examination”
-
Dong Gi Seo, Jeongwook Choi
- J Educ Eval Health Prof. 2018;15:27. Published online December 4, 2018
- DOI: https://doi.org/10.3352/jeehp.2018.15.27 [Epub ahead of print]
- Corrects: J Educ Eval Health Prof 2018;15(0):14
- 17,745 View
- 186 Download
First
Prev
