Journal of Educational Evaluation for Health Professions

Research articles

Developing clinical skills assessment modules for traditional, complementary, and integrative medicine in Korea: a participatory action research study: Yoonjin Jeong, Seung Hwan Mun, Eunbyul Cho, Hye-Yoon Lee, Sang Woo Shin, Soyeon Kim, Eui-hyoung Hwang, Man-suk Hwang, Eunseok Kim, Jungyun Lee; J Educ Eval Health Prof. 2026;23:10. Published online May 26, 2026; DOI: https://doi.org/10.3352/jeehp.2026.23.10

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Abstract PDF Supplementary Material: Purpose
This study aimed to develop pilot clinical skills assessment (CSA) modules for Korean medicine-specific procedures and to examine their preliminary appropriateness, perceived necessity, and feasibility as a foundation for future licensing-related assessment development.
Methods
A participatory action research framework, supplemented by qualitative interviews, was used to develop 4 CSA modules—acupuncture, Chuna manual therapy, pulse diagnosis, and constitutional diagnosis—in collaboration with expert evaluators, students, and standardized patients. The modules were implemented as formative examinations for third-year Korean medicine students, after which semi-structured interviews were conducted to obtain feedback on module content, implementation processes, and scoring procedures. Each module was also reviewed using the RUMBA checklist (Realistic, Understandable, Measurable, Behavioral, and Achievable), together with ratings of perceived necessity and feasibility for possible future use in licensing-related assessment. Interview data were analyzed inductively at the level of individual responses and then compared across modules and participant groups.
Results
Qualitative analysis yielded 3 themes: content and scoring criteria, physical environment or simulators, and education or training. Participants emphasized the need to make key aspects of performance more observable, improve authenticity through simulators or task trainers, and strengthen the capacity of scoring systems to distinguish between levels of student performance. Across all modules, mean RUMBA scores were high in the understandable, behavioral, and achievable domains, whereas measurability was more problematic, especially for pulse diagnosis.
Conclusion
These pilot findings clarify both the strengths and the limitations of Korean medicine-specific CSA modules. The modules received favorable ratings for understandability and achievability, whereas lower ratings for measurability and realism identified priorities for refinement before wider use. This study provides preliminary guidance for the continued development and broader evaluation of Korean medicine-specific performance assessments.

Implementation strategy for introducing a clinical skills examination to the Korean Oriental Medicine Licensing Examination: a mixed-method modified Delphi study: Chan-Young Kwon, Sanghoon Lee, Min Hwangbo, Chungsik Cho, Sangwoo Shin, Dong-Hyeon Kim, Aram Jeong, Hye-Yoon Lee; J Educ Eval Health Prof. 2023;20:23. Published online July 17, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.23

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1 Web of Science
2 Crossref

Purpose
This study investigated the validity of introducing a clinical skills examination (CSE) to the Korean Oriental Medicine Licensing Examination through a mixed-method modified Delphi study.
Methods
A 3-round Delphi study was conducted between September and November 2022. The expert panel comprised 21 oriental medicine education experts who were officially recommended by relevant institutions and organizations. The questionnaires included potential content for the CSE and a detailed implementation strategy. Subcommittees were formed to discuss concerns around the introduction of the CSE, which were collected as open-ended questions. In this study, a 66.7% or greater agreement rate was defined as achieving a consensus.
Results
The expert panel’s evaluation of the proposed clinical presentations and basic clinical skills suggested their priorities. Of the 10 items investigated for building a detailed implementation strategy for the introduction of the CSE to the Korean Oriental Medicine Licensing Examination, a consensus was achieved on 9. However, the agreement rate on the timing of the introduction of the CSE was low. Concerns around 4 clinical topics were discussed in the subcommittees, and potential solutions were proposed.
Conclusion
This study offers preliminary data and raises some concerns that can be used as a reference while discussing the introduction of the CSE to the Korean Oriental Medicine Licensing Examination.

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Developing clinical skills assessment modules for traditional, complementary, and integrative medicine in Korea: a participatory action research study
Yoonjin Jeong, Seung Hwan Mun, Eunbyul Cho, Hye-Yoon Lee, Sang Woo Shin, Soyeon Kim, Eui-hyoung Hwang, Man-suk Hwang, Eunseok Kim, Jungyun Lee
Journal of Educational Evaluation for Health Professions.2026; 23: 10. CrossRef
Program Evaluation on a Pre-clerkship Course Implementing Simulation in Korean Medical Education
Yehun Jeong, Sung-Youl Choi, Myung-Ho Jin, Chang-Eop Kim, Ji-Hwan Kim, Hyun-Kyung Sung, Eunbyul Cho, Man-Suk Hwang, Su-Hyun Hong, Son-Hwan Choi, SeongMi Kim, Hye-Yoon Lee
Journal of Physiology & Pathology in Korean Medicine.2025; 39(6): 158. CrossRef

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