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JEEHP : Journal of Educational Evaluation for Health Professions

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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
J Educ Eval Health Prof. 2022;19:32.   Published online November 28, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.32
  • 1,194 View
  • 123 Download
AbstractAbstract PDFSupplementary 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
  • 4,026 View
  • 164 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
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.

Citations

Citations to this article as recorded by  
  • 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
Educational/faculty development material
Innovative digital tools for new trends in teaching and assessment methods in medical and dental education  
Jung-Chul Park, Hyuk-Jae Edward Kwon, Chul Woon Chung
J Educ Eval Health Prof. 2021;18:13.   Published online June 29, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.13
  • 8,218 View
  • 510 Download
  • 11 Web of Science
  • 12 Crossref
AbstractAbstract PDFSupplementary Material
With the goal of providing optimal care to patients, student-centered active learning and the development of clinical competency have become vital components of the education of future physicians capable of sustainably coping with future challenges. However, the shape of future medicine is dramatically changing based on advances in information and communication technology, and the current classroom model seems to have difficulties in fully preparing students for the future of medicine. New trends in teaching and assessment methods include computer-aided instruction, virtual patients, augmented reality, human patient simulations, and virtual reality for the assessment of students’ competency. The digital technologies introduced in medical and dental education include Google Forms to collect students’ answers, YouTube livestreaming, Google Art & Culture (an online art museum), and choose-your-own-adventure as a story-telling technique. Innovations in digital technology will lead the way toward a revolution in medical and dental education, allowing learning to be individualized, interactive, and efficient.

Citations

Citations to this article as recorded by  
  • Perception of Remote Learning by Fixed Prosthodontic Students at a Romanian Faculty of Dentistry
    Oana Tanculescu, Alina-Mihaela Apostu, Adrian Doloca, Sorina Mihaela Solomon, Diana Diaconu-Popa, Carmen Iulia Ciongradi, Raluca-Maria Vieriu, Ovidiu Aungurencei, Ana-Maria Fatu, Nicoleta Ioanid, Mihaela Scurtu, Catalina Iulia Saveanu
    International Journal of Environmental Research and Public Health.2023; 20(4): 3622.     CrossRef
  • The impact of coronavirus disease 2019 pandemic on dental school assessments – Current status and future perspectives
    Neha Parikh, Amity Gardner, Alan L. Myers, Richard Halpin, Julian N. Holland, Dharini van der Hoeven
    Journal of Dental Education.2023; 87(6): 825.     CrossRef
  • Are Social Media Platforms Appropriate Sources of Information for Patients Regarding the Topic of Facial Trauma?
    Sara Samur Erguven, Kubra Gulnur Topsakal
    Journal of Oral and Maxillofacial Surgery.2023; 81(10): 1270.     CrossRef
  • The Digital Story Teaching Method for Master of Nursing Specialist Students
    Hua Zhao, Peng Zhao, Ruihong Wu, Hua Ren
    Education as Change.2023;[Epub]     CrossRef
  • The Role of E-Content Development in Medical Teaching: How Far Have We Come?
    Maithili N Bankar, Nandkishor J Bankar, Brij Raj Singh, Gulshan R Bandre , Yogendra P Shelke
    Cureus.2023;[Epub]     CrossRef
  • Navigating the Research Landscape: An In-Depth Analysis of Challenges Encountered by Public and Private Medical and Dental Undergraduate Students
    Wajiha Qamar, Anita Nisar
    Pakistan Journal of Health Sciences.2023; : 63.     CrossRef
  • Buzz Session as an Active Learning Method in Medical Undergraduate Physiology Teaching—An Institutional-Based Study
    Suhail Ahmad Gilkar, Iram Jaan, Shayees Arawa, Mah para Nyiem, Maria Bashir
    Medical Science Educator.2023; 33(5): 1215.     CrossRef
  • The Implication of Virtual Reality Haptic Simulators on Cavity Preparation Proficiency in Dental Preclinical Education: A Systematic Review
    Aysenur ONCU, Berkan CELİKTEN, Emine ODABAŞI TEZER, Meltem ÖZTAN
    European Annals of Dental Sciences.2023; 50(3): 143.     CrossRef
  • Application of computer-based testing in the Korean Medical Licensing Examination, the emergence of the metaverse in medical education, journal metrics and statistics, and appreciation to reviewers and volunteers
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2022; 19: 2.     CrossRef
  • Metaverse, Crypto, and NFTs in Dentistry
    Kelvin I. Afrashtehfar, Aiman S. H. Abu-Fanas
    Education Sciences.2022; 12(8): 538.     CrossRef
  • An innovative approach to teaching depression and anxiety medication management: Virtual choose your own adventure, psychiatry edition
    Nina Vadiei, Jeannie K. Lee
    Mental Health Clinician.2022; 12(4): 225.     CrossRef
  • Medical students’ self-assessed efficacy and satisfaction with training on endotracheal intubation and central venous catheterization with smart glasses in Taiwan: a non-equivalent control-group pre- and post-test study
    Yu-Fan Lin, Chien-Ying Wang, Yen-Hsun Huang, Sheng-Min Lin, Ying-Ying Yang
    Journal of Educational Evaluation for Health Professions.2022; 19: 25.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions