Journal of Educational Evaluation for Health Professions

Research articles

Definition of character for medical education based on expert opinions in Korea: Yera Hur; J Educ Eval Health Prof. 2021;18:26. Published online September 29, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.26

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Purpose
This follow-up study focused on 3 overarching questions: what keywords can be extracted from experts’ definitions of character?; what is the operational definition of character for medical students?; and what possible solutions can be suggested to address the issues of character education that were identified in the previous study?
Methods
Sixty-three medical education experts recruited through expert sampling and 19 non-medical education experts recruited through snowball sampling answered a questionnaire that addressed the 3 major questions of the study. The responses were analyzed for descriptive statistics with supplementary keyword extraction tools, including the Cortical and Monkey keyword extractors.
Results
A total of 93 definitional statements were counted, and 138 keyword terms were extracted. The top 5 keyword terms mentioned by the medical education experts were “patient”, “empathy”, “qualities”, “attitude”, and “ability”. These keyword terms were quite different from those mentioned by the non-medical education experts. Based on the extracted keywords, an operational definition of character education by the medical education expert group was presented as follows: the basic qualities and ability to empathize with patients affected by illness based on respect for patients and others. Various methods were proposed to solve the issue of character education, and many of them pointed to curriculum development, such as improvements in teaching and learning methods and evaluation methods, including role modeling.
Conclusion
A clear statement of the concept of character education is the start to resolve issues of character education. Character education improvements will be possible at the institutional level according to the above results.

Citations

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Development of a character qualities test for medical students in Korea using polytomous item response theory and factor analysis: a preliminary scale development study
Yera Hur, Dong Gi Seo
Journal of Educational Evaluation for Health Professions.2023; 20: 20. CrossRef
Medical students’ self-evaluation of character, and method of character education
Yera Hur, Sanghee Yeo, Keumho Lee
BMC Medical Education.2022;[Epub] CrossRef
The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: a systematic scoping review
Rachelle Qi En Toh, Kai Kee Koh, Jun Kiat Lua, Ruth Si Man Wong, Elaine Li Ying Quah, Aiswarya Panda, Chong Yao Ho, Nicole-Ann Lim, Yun Ting Ong, Keith Zi Yuan Chua, Victoria Wen Wei Ng, Sabine Lauren Chyi Hui Wong, Luke Yu Xuan Yeo, Sin Yee See, Jolene J
BMC Medical Education.2022;[Epub] CrossRef

Self-care perspective taking and empathy in a student-faculty book club in the United States: Rebecca Henderson, Melanie Gross Hagen, Zareen Zaidi, Valentina Dunder, Edlira Maska, Ying Nagoshi; J Educ Eval Health Prof. 2020;17:22. Published online July 31, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.22

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Abstract PDF Supplementary Material

Purpose
We aimed to study the impact of a combined faculty-student book club on education and medical practice as a part of the informal curriculum at the University of Florida College of Medicine in the United States.
Methods
Sixteen medical students and 7 faculties who participated in the book club were interviewed through phone and recorded. The interview was then transcribed and entered into the qualitative data analysis program QSR NVivo (QSR International, Burlington, MA, USA). The transcripts were reviewed, and thematic codes were developed inductively through collaborative iteration. Based on these preliminary codes, a coding dictionary was developed and applied to all interviews within QSR Nvivo to identify themes.
Results
Four main themes were identified from interviews: The first theme, the importance of literature to the development and maintenance of empathy and perspective-taking, and the second theme, the importance of the book club in promoting mentorship, personal relationships and professional development, were important to both student and faculty participants. The third and fourth themes, the need for the book club as a tool for self-care and the book club serving as a reminder about the world outside of school were discussed by student book club members.
Conclusion
Our study demonstrated that an informal book club has a significant positive impact on self-care, perspective-taking, empathy, and developing a “world outside of school” for medical school students and faculty in the United States. It also helps to foster meaningful relationships between students and faculty.

Citations

Citations to this article as recorded by

Student-faculty dialogue: meaningful perspective taking on campus
Tee R. Tyler
Social Work With Groups.2024; 47(2): 165. CrossRef
Clubes de lectura: una revisión sistemática internacional de estudios (2010-2022)
Carmen Álvarez-Álvarez, Julián Pascual Díez
Literatura: teoría, historia, crítica.2024;[Epub] CrossRef
The implementation of a required book club for medical students and faculty
David B. Ney, Nethra Ankam, Anita Wilson, John Spandorfer
Medical Education Online.2023;[Epub] CrossRef
Cultivating critical consciousness through a Global Health Book Club
Sarah L. Collins, Stuart J. Case, Alexandra K. Rodriguez, Acquel C. Allen, Elizabeth A. Wood
Frontiers in Education.2023;[Epub] CrossRef
Advancing book clubs as non-formal learning to facilitate critical public pedagogy in organizations
Robin S Grenier, Jamie L Callahan, Kristi Kaeppel, Carole Elliott
Management Learning.2022; 53(3): 483. CrossRef
Not Just for Patrons: Book Club Participation as Professional Development for Librarians
Laila M. Brown, Valerie Brett Shaindlin
The Library Quarterly.2021; 91(4): 420. CrossRef
Medical Students’ Creation of Original Poetry, Comics, and Masks to Explore Professional Identity Formation
Johanna Shapiro, Juliet McMullin, Gabriella Miotto, Tan Nguyen, Anju Hurria, Minh Anh Nguyen
Journal of Medical Humanities.2021; 42(4): 603. CrossRef

Brief Report

Is a medical humanities test needed in the National Medical Licensing Examination of Korea? Opinions of medical students and physician writers (secondary publication): Kun Hwang; J Educ Eval Health Prof. 2014;11:16. Published online August 12, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.16

29,357 View
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4 Web of Science
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Abstract PDF

The purpose of this study was to examine the opinions of medical students and physician writers regarding the medical humanities as a subject and its inclusion in the medical school curriculum. Furthermore, we addressed whether an assessment test should be added to the National Medical Licensing Examination of Korea (KMLE). A total of 192 medical students at Inha University and 39 physician writers registered with the Korean Association of Physician Essayists and the Korean Association of Physician Poets participated in this study. They were asked to answer a series of questionnaires. Most medical students (59%) and all physician writers (100%) answered that the medical humanities should be included in the medical school curriculum to train good physicians. They thought that the KMLE did not currently include an assessment of the medical humanities (medical students 69%, physician writers 69%). Most physician writers (87%; Likert scale, 4.38 ± 0.78) felt that an assessment of the medical humanities should be included in the KMLE. Half of the medical students (51%; Likert scale, 2.51 ± 1.17) were against including it in the KMLE, which they would have to pass after several years of study. For the preferred field of assessment, medical ethics was the most commonly endorsed subject (medical students 59%, physician writers 39%). The most frequently preferred evaluation method was via an interview (medical students 45%, physician writers 33%). In terms of the assessment of the medical humanities and the addition of this subject to the KMLE, an interview-based evaluation should be developed.

Citations

Citations to this article as recorded by

Medical students’ self-evaluation of character, and method of character education
Yera Hur, Sanghee Yeo, Keumho Lee
BMC Medical Education.2022;[Epub] CrossRef
Definition of character for medical education based on expert opinions in Korea
Yera Hur
Journal of Educational Evaluation for Health Professions.2021; 18: 26. CrossRef
Medical humanities in medical education and practice
Hedy S. Wald, Jonathan McFarland, Irina Markovina
Medical Teacher.2019; 41(5): 492. CrossRef
Medical humanities: developing into a mainstream discipline
P. Ravi Shankar
Journal of Educational Evaluation for Health Professions.2014; 11: 32. CrossRef

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