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Challenges and potential improvements in the Accreditation Standards of the Korean Institute of Medical Education and Evaluation 2019 (ASK2019) derived through meta-evaluation: a cross-sectional study
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Yoonjung Lee
, Min-jung Lee , Junmoo Ahn , Chungwon Ha , Ye Ji Kang , Cheol Woong Jung , Dong-Mi Yoo , Jihye Yu , Seung-Hee Lee
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J Educ Eval Health Prof. 2024;21:8. Published online April 2, 2024
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DOI: https://doi.org/10.3352/jeehp.2024.21.8
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Abstract
PDF Supplementary Material
- Purpose
This study aimed to identify challenges and potential improvements in Korea's medical education accreditation process according to the Accreditation Standards of the Korean Institute of Medical Education and Evaluation 2019 (ASK2019). Meta-evaluation was conducted to survey the experiences and perceptions of stakeholders, including self-assessment committee members, site visit committee members, administrative staff, and medical school professors.
Methods A cross-sectional study was conducted using surveys sent to 40 medical schools. The 332 participants included self-assessment committee members, site visit team members, administrative staff, and medical school professors. The t-test, one-way analysis of variance and the chi-square test were used to analyze and compare opinions on medical education accreditation between the categories of participants.
Results Site visit committee members placed greater importance on the necessity of accreditation than faculty members. A shared positive view on accreditation’s role in improving educational quality was seen among self-evaluation committee members and professors. Administrative staff highly regarded the Korean Institute of Medical Education and Evaluation’s reliability and objectivity, unlike the self-evaluation committee members. Site visit committee members positively perceived the clarity of accreditation standards, differing from self-assessment committee members. Administrative staff were most optimistic about implementing standards. However, the accreditation process encountered challenges, especially in duplicating content and preparing self-evaluation reports. Finally, perceptions regarding the accuracy of final site visit reports varied significantly between the self-evaluation committee members and the site visit committee members.
Conclusion This study revealed diverse views on medical education accreditation, highlighting the need for improved communication, expectation alignment, and stakeholder collaboration to refine the accreditation process and quality.
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Citations
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- The new placement of 2,000 entrants at Korean medical schools in
2025: is the government’s policy evidence-based?
Sun Huh The Ewha Medical Journal.2024;[Epub] CrossRef
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Possibility of independent use of the yes/no Angoff and Hofstee methods for the standard setting of the Korean Medical Licensing Examination written test: a descriptive study
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Do-Hwan Kim
, Ye Ji Kang , Hoon-Ki Park
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J Educ Eval Health Prof. 2022;19:33. Published online December 12, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.33
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2,769
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134
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Abstract
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- Purpose
This study aims to apply the yes/no Angoff and Hofstee methods to actual Korean Medical Licensing Examination (KMLE) 2022 written examination data to estimate cut scores for the written KMLE.
Methods Fourteen panelists gathered to derive the cut score of the 86th KMLE written examination data using the yes/no Angoff method. The panel reviewed the items individually before the meeting and shared their respective understanding of the minimum-competency physician. The standard setting process was conducted in 5 rounds over a total of 800 minutes. In addition, 2 rounds of the Hofstee method were conducted before starting the standard setting process and after the second round of yes/no Angoff.
Results For yes/no Angoff, as each round progressed, the panel’s opinion gradually converged to a cut score of 198 points, and the final passing rate was 95.1%. The Hofstee cut score was 208 points out of a maximum 320 with a passing rate of 92.1% at the first round. It scored 204 points with a passing rate of 93.3% in the second round.
Conclusion The difference between the cut scores obtained through yes/no Angoff and Hofstee methods did not exceed 2% points, and they were within the range of cut scores from previous studies. In both methods, the difference between the panelists decreased as rounds were repeated. Overall, our findings suggest the acceptability of cut scores and the possibility of independent use of both methods.
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Citations
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- Issues in the 3rd year of the COVID-19 pandemic, including computer-based testing, study design, ChatGPT, journal metrics, and appreciation to reviewers
Sun Huh Journal of Educational Evaluation for Health Professions.2023; 20: 5. CrossRef - Presidential address: improving item validity and adopting computer-based testing, clinical skills assessments, artificial intelligence, and virtual reality in health professions licensing examinations in Korea
Hyunjoo Pai Journal of Educational Evaluation for Health Professions.2023; 20: 8. CrossRef
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Changes in academic performance in the online, integrated system-based curriculum implemented due to the COVID-19 pandemic in a medical school in Korea
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Do-Hwan Kim
, Hyo Jeong Lee , Yanyan Lin , Ye Ji Kang
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J Educ Eval Health Prof. 2021;18:24. Published online September 23, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.24
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7,064
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Abstract
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This study examined how students’ academic performance changed after undergoing a transition to online learning during the coronavirus disease 2019 (COVID-19) pandemic, based on the test results of 16 integrated courses conducted in 3 semesters at Hanyang University College of Medicine in Korea.
Methods For the 16 required courses that formed an integrated system-based curriculum running for 3 semesters, the major examinations’ raw scores were collected for each student. Percent-correct scores were used in the subsequent analysis. We used the t-test to compare grades between 2019 and 2020, and the Cohen D was calculated as a measure of effect size. The correlation of scores between courses was calculated using Pearson correlation coefficients.
Results There was a significant decrease in scores in 2020 for 10 courses (62.5%). While most of the integrated system-based curriculum test scores showed strong correlations, with coefficients of 0.6 or higher in both 2019 and 2020, the correlation coefficients were generally higher in 2020. When students were divided into low, middle, and high achievement groups, low-achieving students consistently showed declining test scores in all 3 semesters.
Conclusion Our findings suggest that the transition to online classes due to COVID-19 has led to an overall decline in academic performance. This overall decline, which may occur when the curriculum is centered on recorded lectures, needs to be addressed. Further, medical schools need to consider establishing a support system for the academic development of low-achieving students.
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Grace Melo, Diego Monteza, Sandra Acosta Cogent Education.2024;[Epub] CrossRef - The effects of the COVID-19 pandemic on students' academic performance and mental health: An overview
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Alwaely Suad, Olga Tapalova, Anna Berestova, Svetlana Vlasova Innovations in Education and Teaching International.2024; : 1. CrossRef - Examining the factors influencing academic performance of medical technology students in e-learning: A questionnaire survey
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Hong-Jun Song, Yun-Fei Mu, Cong Wang, Jia Cai, Zhong-Yue Deng, Ai-Ping Deng, Xue-Hua Huang, Xian-Dong Meng, Lan Zhang, Yi Huang, Wei Zhang, Wen-Wu Shen, Jin Chen, Bo Liu, Ru Gao, Jun-Shu Zhao, Mao-Sheng Ran Frontiers in Psychiatry.2023;[Epub] CrossRef - HOW DID ONLINE LEARNING AFFECT PHYSIOTHERAPY STUDENTS DURING THE COVID-19 PANDEMIC?
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