Journal of Educational Evaluation for Health Professions

Brief reports

Self-directed learning quotient and common learning types of pre-medical students in Korea by the Multi-Dimensional Learning Strategy Test 2nd edition: a descriptive study: Sun Kim, A Ra Cho, Chul Woon Chung; J Educ Eval Health Prof. 2022;19:32. Published online November 28, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.32

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Abstract PDF Supplementary Material: This study aimed to find the self-directed learning quotient and common learning types of pre-medical students through the confirmation of 4 characteristics of learning strategies, including personality, motivation, emotion, and behavior. The response data were collected from 277 out of 294 target first-year pre-medical students from 2019 to 2021, using the Multi-Dimensional Learning Strategy Test 2nd edition. The most common learning type was a self-directed type (44.0%), stagnant type (33.9%), latent type (14.4%), and conscientiousness type (7.6%). The self-directed learning index was high (29.2%), moderate (24.6%), somewhat high (21.7%), somewhat low (14.4%), and low (10.1%). This study confirmed that many students lacked self-directed learning capabilities for learning strategies. In addition, it was found that the difficulties experienced by each student were different, and the variables resulting in difficulties were also diverse. It may provide insights into how to develop programs that can help students increase their self-directed learning capability.

Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study: Sun Kim, A Ra Cho, Chul Woon Chung; J Educ Eval Health Prof. 2021;18:28. Published online November 5, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.28

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This study aimed to investigate the degree to which newly appointed medical faculty members at the Catholic University of Korea are aware of Harden and Crosby’s 12 educational roles and to identify their preferred educational roles. A 12-item survey questionnaire was distributed to 110 participants, and 100 responses were included in the analysis. The respondents gave the highest score to “clinical or practical teacher” and the lowest score to “curriculum planner” for their current personal competencies. For their preferred personal future competencies, they assigned the highest score to “on the job role model” and the lowest score to “student assessor.” They gave almost equally high values to all 12 roles. However, individual faculty members had different preferences for educational roles. Accordingly, medical schools need to plan and implement customized faculty development programs, and efforts to provide appropriate educational roles according to individual faculty members’ preferences are needed.

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Self-directed learning quotient and common learning types of pre-medical students in Korea by the Multi-Dimensional Learning Strategy Test 2nd edition: a descriptive study
Sun Kim, A Ra Cho, Chul Woon Chung
Journal of Educational Evaluation for Health Professions.2022; 19: 32. CrossRef

Research articles

Development and validation of a portfolio assessment system for medical schools in Korea: Dong Mi Yoo, A Ra Cho, Sun Kim; J Educ Eval Health Prof. 2020;17:39. Published online December 9, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.39

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Abstract PDF Supplementary Material

Purpose
Consistent evaluation procedures based on objective and rational standards are essential for the sustainability of portfolio-based education, which has been widely introduced in medical education. We aimed to develop and implement a portfolio assessment system, and to assess its validity and reliability.
Methods
We developed a portfolio assessment system from March 2019 to August 2019 and confirmed its content validity through expert assessment by an expert group comprising 2 medical education specialists, 2 professors involved in education at medical school, and a professor of basic medical science. Six trained assessors conducted 2 rounds of evaluation of 7 randomly selected portfolios for the “Self-Development and Portfolio II” course from January 2020 to July 2020. These data are used inter-rater reliability was evaluated using intra-class correlation coefficients (ICCs) in September 2020.
Results
The portfolio assessment system is based on the following process; assessor selection, training, analytical/comprehensive evaluation, and consensus. Appropriately trained assessors evaluated portfolios based on specific assessment criteria and a rubric for assigning points. In the analysis of inter-rater reliability, the first round of evaluation grades was submitted, and all assessment areas except “goal-setting” showed a high ICC of 0.81 or higher. After the first round of assessment, we attempted to standardize objective assessment procedures. As a result, all components of the assessments showed close correlations, with ICCs of 0.81 or higher.
Conclusion
We confirmed that when assessors with an appropriate training conduct portfolio assessment based on specified standards through a systematic procedure, the results are reliable.

Citations

Citations to this article as recorded by

Development of an electronic learning progression dashboard to monitor student clinical experiences
Hollis Lai, Nazila Ameli, Steven Patterson, Anthea Senior, Doris Lunardon
Journal of Dental Education.2022; 86(6): 759. CrossRef
Medical Student Portfolios: A Systematic Scoping Review
Rei Tan, Jacquelin Jia Qi Ting, Daniel Zhihao Hong, Annabelle Jia Sing Lim, Yun Ting Ong, Anushka Pisupati, Eleanor Jia Xin Chong, Min Chiam, Alexia Sze Inn Lee, Laura Hui Shuen Tan, Annelissa Mien Chew Chin, Limin Wijaya, Warren Fong, Lalit Kumar Radha K
Journal of Medical Education and Curricular Development.2022; 9: 238212052210760. CrossRef
Development of Teaching and Learning Manual for Competency-Based Practice for Meridian & Acupuncture Points Class
Eunbyul Cho, Jiseong Hong, Yeonkyeong Nam, Haegue Shin, Jae-Hyo Kim
Korean Journal of Acupuncture.2022; 39(4): 184. CrossRef

Evaluation of a portfolio-based course on self-development for pre-medical students in Korea: Dong Mi Yoo, A Ra Cho, Sun Kim; J Educ Eval Health Prof. 2019;16:38. Published online December 11, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.38

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Abstract PDF Supplementary Material

Purpose
We have developed and operated a portfolio-based course aimed at strengthening pre-medical students’ capabilities for self-management and self-improvement. In order to determine the effectiveness of the course and to establish future operational strategies, we evaluated the course and the students’ learning experience.
Methods
The subjects of this study were 97 students of a pre-medical course “Self-development and portfolio I” in 2019. Their learning experience was evaluated through the professor’s assessment of portfolios they had submitted, and the program was evaluated based on the responses of 68 students who completed a survey. The survey questionnaire included 32 items. Descriptive statistics were reported for quantitative data, including the mean and standard deviation. Opinions collected from the open-ended question were grouped into categories.
Results
The evaluation of students’ portfolios showed that only 6.2% of the students’ portfolios were well-organized, with specific goals, strategies, processes, and self-reflections, while most lacked the basic components of a portfolio (46.4%) or contained insufficient content (47.4%). Students’ responses to the survey showed that regular portfolio personality assessments (72.1%), team (64.7%), and individual (60.3%) activities were felt to be more appropriate as educational methods for this course, rather than lectures. Turning to the portfolio creation experience, the forms and components of the portfolios (68.2%) and the materials provided (62.2%) were felt to be appropriate. However, students felt that individual autonomy needed to be reflected more (66.7%) and that this course interfered with other studies (42.5%).
Conclusion
The findings of this study suggest that standardized samples, guidelines, and sufficient time for autonomous portfolio creation should be provided. In addition, education on portfolio utilization should be conducted in small groups in the future.

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Medical Student Portfolios: A Systematic Scoping Review
Rei Tan, Jacquelin Jia Qi Ting, Daniel Zhihao Hong, Annabelle Jia Sing Lim, Yun Ting Ong, Anushka Pisupati, Eleanor Jia Xin Chong, Min Chiam, Alexia Sze Inn Lee, Laura Hui Shuen Tan, Annelissa Mien Chew Chin, Limin Wijaya, Warren Fong, Lalit Kumar Radha K
Journal of Medical Education and Curricular Development.2022; 9: 238212052210760. CrossRef
Development and validation of a portfolio assessment system for medical schools in Korea
Dong Mi Yoo, A Ra Cho, Sun Kim
Journal of Educational Evaluation for Health Professions.2020; 17: 39. CrossRef

Satisfaction with and suitability of the problem-based learning program at the Catholic University of Korea College of Medicine: Dong Mi Yoo, A Ra Cho, Sun Kim; J Educ Eval Health Prof. 2019;16:20. Published online July 19, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.20

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Abstract PDF Supplementary Material

Purpose
This study was conducted to identify suggestions for improving the effectiveness and promoting the success of the current problem-based learning (PBL) program at the Catholic University of Korea College of Medicine through a professor and student awareness survey.
Methods
A survey was carried out by sending out mobile Naver Form survey pages via text messages 3 times in December 2018, to 44 medical students and 74 professors. In addition, relevant official documents from the school administration were reviewed. The collected data were analyzed to identify the achievement of educational goals, overall satisfaction with, and operational suitability of the PBL program.
Results
The overall satisfaction scores for the PBL program were neutral (students, 3.27±0.95 vs. professors, 3.58±1.07; P=0.118). Regarding the achievement of educational goals, the integration of basic and clinical medicine and encouragement of learning motivation were ranked lowest. Many respondents expressed negative opinions about the modules (students, 25.0%; professors, 39.2%) and tutors (students, 54.5%; professors, 24.3%). The students and professors agreed that the offering timing of the program in medical school and the length of each phase were suitable, while opinions expressed in greater detail pointed to issues such as the classes being held too close to exams and their alignment with regular course units.
Conclusion
Issues with modules and tutors were the most pressing. Detailed and appropriate modules should be developed on the basis of advice from professors with experience in PBL tutoring. Inconsistencies in tutoring should be reduced by standardization and retraining.

Citations

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Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review
Joan Carles Trullàs, Carles Blay, Elisabet Sarri, Ramon Pujol
BMC Medical Education.2022;[Epub] CrossRef
Student and Tutor Satisfaction with Problem-Based Learning in Azerbaijan
Ulkar Sattarova, Wim Groot, Jelena Arsenijevic
Education Sciences.2021; 11(6): 288. CrossRef
A scoping review of clinical reasoning research with Asian healthcare professionals
Ching-Yi Lee, Chang-Chyi Jenq, Madawa Chandratilake, Julie Chen, Mi-Mi Chen, Hiroshi Nishigori, Gohar Wajid, Pai-Hsuang Yang, Muhamad Saiful Bahri Yusoff, Lynn Monrouxe
Advances in Health Sciences Education.2021; 26(5): 1555. CrossRef
Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study
Sun Kim, A Ra Cho, Chul Woon Chung
Journal of Educational Evaluation for Health Professions.2021; 18: 28. CrossRef

Case report

Dental students’ learning attitudes and perceptions of YouTube as a lecture video hosting platform in a flipped classroom in Korea: Chang Wan Seo, A Ra Cho, Jung Chul Park, Hag Yeon Cho, Sun Kim; J Educ Eval Health Prof. 2018;15:24. Published online October 11, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.24

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383 Download
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Abstract PDF Supplementary Material

Purpose
The aim of this study was to confirm the applicability of YouTube as a delivery platform of lecture videos for dental students and to assess their learning attitudes towards the flipped classroom model.
Methods
Learning experiences after using the YouTube platform to deliver preliminary video lectures in a flipped classroom were assessed by 69 second-year students (52 males, 17 females) at Dankook University College of Dentistry, Korea, who attended periodontology lectures during 2 consecutive semesters of the 2016 academic year. The instructor uploaded the lecture videos to YouTube before each class. At the end of the second semester, the students were surveyed using a questionnaire devised by the authors.
Results
Of the students, 53 (76.8%) always watched the lecture before the class, 48 (69.6%) used their smartphones, and 66 (95.7%) stated that they watched the lectures at home. The majority of the students replied that the video lectures were easier to understand than face to face lectures (82.6%) and that they would like to view the videos again after graduation (73.9%).
Conclusion
Our results indicate that YouTube is an applicable platform to deliver video lectures and to expose students to increased learning opportunities.

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YouTube as a source of information about rubber dam: quality and content analysis
Gülsen Kiraz, Arzu Kaya Mumcu, Safa Kurnaz
Restorative Dentistry & Endodontics.2024;[Epub] CrossRef
Use of social media by dental students: A comparative study
Rand Al-Obaidi
Clinical Epidemiology and Global Health.2024; 26: 101559. CrossRef
Evaluating video‐based lectures on YouTube for dental education
Ryan T. Gross, Nare Ghaltakhchyan, Eleanor M. Nanney, Tate H. Jackson, Christopher A. Wiesen, Paul Mihas, Adam M. Persky, Sylvia A. Frazier‐Bowers, Laura A. Jacox
Orthodontics & Craniofacial Research.2023; 26(S1): 210. CrossRef
Learning of paediatric dentistry with the flipped classroom model
Nuria E. Gallardo, Antonia M. Caleya, Maria Esperanza Sánchez, Gonzalo Feijóo
European Journal of Dental Education.2022; 26(2): 302. CrossRef
Effects of Video Length on a Flipped English Classroom
Zhonggen Yu, Mingle Gao
SAGE Open.2022; 12(1): 215824402110684. CrossRef
An Evaluation of the Usefulness of YouTube® Videos on Crown Preparation
Syed Rashid Habib, Aleshba Saba Khan, Mohsin Ali, Essam Abdulla Abutheraa, Ahmad khaled alkhrayef, Faisal Jibrin Aljibrin, Nawaf Saad Almutairi, Ammar A. Siddiqui
BioMed Research International.2022; 2022: 1. CrossRef
Perceptions of Students on Distance Education and E-Learning in Dentistry Education: Challenges and Opportunities
Ayşe TORAMAN, Ebru SAĞLAM, Serhat KÖSEOĞLU
Journal of Biotechnology and Strategic Health Research.2022; 6(2): 101. CrossRef
Social media as a learning tool for the budding periodontist: A questionnaire survey
Riddhi Awasthi, Balaji Manohar, S Vinay, Santosh Kumar
Advances in Human Biology.2022; 12(3): 286. CrossRef
YouTube and Education: A Scoping Review
Abdulhadi Shoufan, Fatma Mohamed
IEEE Access.2022; 10: 125576. CrossRef
Uso de la plataforma YouTube® por los estudiantes de odontología: Revisión de alcance
María Luján Méndez Bauer, Stella de los Angeles Bauer Walter
Universitas Odontologica.2022;[Epub] CrossRef
Social media as a learning tool: Dental students’ perspectives
Mona T. Rajeh, Shahinaz N. Sembawa, Afnan A. Nassar, Seba A. Al Hebshi, Khalid T. Aboalshamat, Mohammed K. Badri
Journal of Dental Education.2021; 85(4): 513. CrossRef
Social Media Usage among Dental Undergraduate Students—A Comparative Study
Eswara Uma, Pentti Nieminen, Shani Ann Mani, Jacob John, Emilia Haapanen, Marja-Liisa Laitala, Olli-Pekka Lappalainen, Eby Varghase, Ankita Arora, Kanwardeep Kaur
Healthcare.2021; 9(11): 1408. CrossRef
Does forced-shift to online learning affect university brand image in South Korea? Role of perceived harm and international students’ learning engagement
Umer Zaman, Murat Aktan, Hasnan Baber, Shahid Nawaz
Journal of Marketing for Higher Education.2021; : 1. CrossRef
Flipped Classroom Experiences in Clinical Dentistry – A Strategic Mini-Review
Abdullah Aljabr
The Open Dentistry Journal.2021; 15(1): 717. CrossRef
Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study
Sun Kim, A Ra Cho, Chul Woon Chung
Journal of Educational Evaluation for Health Professions.2021; 18: 28. CrossRef
Attitudes toward Social Media among Practicing Dentists and Dental Students in Clinical Years in Saudi Arabia
Khalid Aboalshamat, Sharifah Alkiyadi, Sarah Alsaleh, Rana Reda, Sharifa Alkhaldi, Arwa Badeeb, Najwa Gabb
The Open Dentistry Journal.2019; 13(1): 143. CrossRef

Research article

Evaluation of a systematic career coaching program for medical students in Korea using the Career Readiness Inventory: Yera Hur, A Ra Cho, Eun Ji Song, Sun Kim; J Educ Eval Health Prof. 2018;15:10.; DOI: https://doi.org/10.3352/jeehp.2018.15.10

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Abstract PDF Supplementary Material

Purpose
The purpose of this study was to implement a systematic career coaching program for medical students and to evaluate its effectiveness.
Methods
First-year medical students of Konyang University College of Medicine took part in the FLEX Mentoring II: Career Coaching Program from September to December in 2016 and 2017. This program included 16 weekly sessions, comprising a total of 32 hours. The students took the Career Readiness Inventory before and after the program, as a pre- and post-test of the program. Data from 100 students were used (46 students in 2016, 54 students in 2017) for the evaluation.
Results
Medical students’ career readiness pre-test was rated as medium. In particular, many students were at a low level in terms of ‘support from colleagues and peers’ (53.0%), ‘career decision’ (48.0%), and ‘efforts for job preparation’ (60.0%). After 16 sessions of a systematic career coaching program, their career readiness level showed a significant increase except for ‘career decision’ (t= 4.242, P= 0.001) and ‘independence’ (t= 0.731, P= 0.466), a sub-factor of ‘career maturity.’
Conclusion
The career readiness level of medical students was not sufficiently high. However, a semester of educational training in a systematic career coaching program helped the students to be better prepared for their career. In particular, the significant reduction in the ‘career decision’ variable after the program can be interpreted as indicating that the students changed their behavior to explore and approach their career more seriously and carefully, which also underscores the need for the implementation of career coaching programs in medical schools.

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Graduates’ perceptions of the role and availability of career guidance at medical school
Stefanie Croghan, Tom Baker
Irish Journal of Medical Science (1971 -).2022; 191(2): 597. CrossRef
“Be perfect in every respect”: the mediating role of career adaptability in the relationship between perfectionism and career decision-making difficulties of college students
Huaruo Chen, Liman Pang, Fei Liu, Tingting Fang, Ya Wen
BMC Psychology.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
An evaluation of a student-led career profiling project to support the exploration of a career in general practice and other specialties
Hannah Gyekye-Mensah, Arabella Watkins, Joseph Wenden, Imogen Horn, Jemimah Beardwood, Melvyn Jones, Emma Metters
BJGP Open.2022; 6(3): BJGPO.2022.0002. CrossRef
Analysis on Students’ Career Preparation in One Korean Medical School: Based on the Relationship and Trend Between Career Maturity and Specialty Indecision
So-young Lee, Min-jung Lee, Seung-Hee Lee
Journal of Korean Medical Science.2022;[Epub] CrossRef
Gender Differences and Influencing Factors in Specialty Choices: Findings From One Medical School in China
Kanhua Yin, Liu Yang, Rui Zhang, Difan Zheng, Michael S. Wilkes, Yanni Lai
Frontiers in Public Health.2021;[Epub] CrossRef

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