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Self-directed e-learning (SDEL) refers to electronic learning environments where there are often no peer learners or instructors regularly available. Past studies suggest that lack of time and lack of motivation are primary causes of learner attrition "in online settings." However, little is known about what influences motivational change during SDEL. We surveyed 368 adult learners from both higher education and corporate settings who had used commercial SDEL products. Results from stepwise regression analysis indicated that the best predictors of "motivation to begin" SDEL were perceived relevance, reported technology competence, and age. The best predictors of "motivation during SDEL" were perceived quality of instruction and learning (e-learning is right for me) and motivation to begin. Motivation during SDEL was the best predictor of "positive change in motivation", which in turn predicted learner satisfaction with SDEL. Instructional design principles for sustaining learner motivation in SDEL are identified from the findings of the present study. (Contains 2 figures and 2 tables.)

Gestural motions of the hands and fingers are powerful tools for expressing meanings and concepts, and the nervous system has the capacity to retain multiple long-term motor memories, especially including movements of the hands. We developed many sets of successive movements of both hands, referred to as "digit anatomy," and made students practice the movements which express (1) the aortic arch, subclavian, and thoracoacromial arteries and their branches, (2) the celiac trunk, superior mesenteric artery and their branches, and formation of the portal vein, (3) the heart and the coronary arteries, and (4) the brachial, lumbar, and sacral plexuses. A feedback survey showed that digit anatomy was helpful for the students not only in memorizing anatomical structures but also in understanding their functions. Out of 40 students, 34 of them who learned anatomy with the help of digit anatomy were "very satisfied" or "generally satisfied" with this new teaching method. Digit anatomy that was used to express the aortic arch, subclavian, and thoracoacromial arteries and their branches was more helpful than those representing other structures. Although the movements of digit anatomy are expected to be remembered longer than the exact meaning of each movement, invoking the motor memory of the movement may help to make relearning of the same information easier and faster in the future. (Contains 7 figures.)

This article reports survey findings related to the current status and future trends of blended learning in workplace learning settings from diverse cultures. This particular survey was conducted of 674 training and human resource development professionals from five different countries, mostly from the Asia-Pacific region (i.e., China, South Korea, Taiwan, United States, and the United Kingdom). The results show that blended learning will become a popular delivery method in the future of workplace learning not only in Western countries but also in Asian countries. Still, the respondents indicated that there were several barriers to blended learning; one of the most noticeable issues was their lack of understanding of blended learning. There is a pressing need, therefore, to provide practitioners with guidance on how to implement blended learning in their organizations. Additionally, among the countries surveyed, the results of the present study revealed that there were significant differences in the current level of adoption of blended learning, the respondents' attitudes toward and perceptions of blended learning, and the content areas taught by blended learning. Respondents' predictions related to emerging instructional strategies, technologies, and evaluation techniques for blended learning are also reported.

Learner motivation is a key to effective instruction and is critical to creating a successful online learning environment; yet, there is a paucity of theory and empirical research on how to create a motivating online learning environment. The purpose of the present study was to explore and describe the experiences of adult learners in a self-directed e-learning environment, thereby helping us understand the motivational challenges that they face during their learning process. To this end, twelve adult learners who had taken self-directed e-learning courses in either academic (e.g., universities) or workplace settings were interviewed on their motivations in self-directed e-learning. Results of this qualitative interview study showed that learners found courses with a low degree of interactivity and lacking in the application and integration of content by the learner motivationally challenging. In contrast, courses that provide learners with authentic and interactive learning activities, such as animations and simulations, a positive learning climate, and the control over the pace and sequence of instruction were found motivating to the learner. It is expected that the descriptions of the motivational challenges of learners in the present study provide researchers and practitioners with an empirical basis on and insights into how to enhance the motivational design of self-directed e-learning courses. (Contains 1 figure, 1 table, and 1 note.)

This article reports a survey about blended learning in workplace learning settings. The survey found that blended learning gained popularity in many organizations but also that several barriers exist in implementing it. This survey also includes predictions on instructional strategies, emerging technologies, and evaluation techniques for blended learning. (Contains 4 figures and 2 tables.)

Considering the extensive turbulence created by the perfect storm surrounding e-learning, it is not surprising that opinions are mixed about the benefits of online teaching and learning in higher education. As illustrated in numerous issues of the "Chronicle of Higher Education" during the past decade, excitement and enthusiasm for e-learning alternate with a pervasive sense of e-learning gloom, disappointment, bankruptcy and lawsuits, and myriad other contentions. Appropriately, the question arises as to where online learning is headed. Navigating online education requires an understanding of the current state and the future direction of online teaching and learning. The study described in this article surveyed instructors and administrators in postsecondary institutions, mainly in the United States, to explore future trends of online education. In particular, the study makes predictions regarding the changing roles of online instructors, student expectations and needs related to online learning, pedagogical innovation, and projected technology use in online teaching and learning. The study confirmed some commonly held beliefs about online education, refuted others, and provided a range of predictions about the future of technology-enabled education. Implications of the findings, limitations of the study, and recommendations for research are discussed. (Contains 3 figures, 4 tables, and 28 endnotes.)

Online MBA programs have seen a rapid rise in student enrollments in recent years and institutions of higher education have keen interests in offering quality online MBA programs to meet the demands. The present study reports the results of a case study in which over 100 students enrolled in a top-ranked online MBA program were interviewed and surveyed to investigate their perceptions of the benefits and challenges in online learning and their suggestions for improving the quality of the online MBA program. It was found that virtual teaming was a major factor that influenced the students' online learning experience; they viewed virtual teaming experiences as valuable for preparing them for the increasingly global business environment; at the same time, it also served as a key challenge to their learning in the online environment. Students' suggestions for improving the quality of online MBA program are discussed as well. (Contains 1 table.)

This study aimed to investigate the impact of student e-learning on the development of clinical competencies. The study participants were 3rd year students (n = 43) at a private mid-sized medical school located in a South Korean suburb on a four-year medical program. Educational intervention was implemented to enhance student clinical performance. Students engaged in learning activities that intended to promote their self-directed learning abilities and clinical performances using e-learning resources. Intervention was conducted for the duration of six months during the 3rd year and its effectiveness was investigated by comparing student performances in OSCEs in a pre- and post- comparison format and also by comparing them with national scores. In addition, student perceptions of the impact of e-learning on their OSCE performances were assessed using a questionnaire, which included 36 items that elicited student perceptions of their experiences of e-learning and readiness for e-learning. Student OSCE scores improved significantly after educational intervention in all domains of clinical competencies assessed and for total scores (p < 0.001). Furthermore, students achieved higher OSCE scores than national average scores in the post-test, whereas they had performed lower than national average scores in the pre-test. Students showed neutral or slightly positive responses to the effectiveness of e-learning, and their perceptions of e-learning were not associated with their e-learning readiness scores. The study shows student OSCE performance improved significantly after educational intervention, which indicate the effectiveness of e-learning to support student learning of clinical performance. Despite significant improvements in student OSCE scores after e-learning, their perceptions of its effectiveness were neutral. Furthermore, student perceptions of e-learning were not associated with their readiness for it. Suggestions are made to help students use e-learning more effectively to enhance their clinical competencies. [ABSTRACT FROM AUTHOR]

Online MBA programs have grown exponentially in recent years. Yet, the prevailing literature indicates that research on online MBA education remains extremely limited. This article summarizes 28 instructor interviews from those teaching online courses in an online MBA program at a Midwestern public university. Instructors were interviewed regarding their perceptions of the benefits and barriers of teaching online, as well as their suggestions for improvement of the online courses and the overall MBA program. The results are expected to help better understand issues related to online teaching and learning, and provide implications for designing and delivering online MBA courses.

This study investigated the impact of empathy training on medical students using a project-based learning approach on the development of their empathic abilities. Study participants were Year 2 students in the six-year medical program, to whom a one credit-hour course on empathic communication was offered over a semester. In this course, students worked on collaborative team projects in which they were asked to interview a person and to report the empathy that they shared with the interviewee. Development in student empathy was measured using the Interpersonal Reactivity Index inventory in a pre- and post-test format over the semester and their reflective reports were qualitatively analyzed to identify emerging themes on the lessons they learned from the project experience. A total of 45 students completed the questionnaires (a 97.8% response rate). Students' overall empathy scores did not change over time (t = 1.943, p =.06). Still, students with lower empathy in the pre-test improved significantly in their empathy scores (t = 3.44, p <.01). Students reported that the empathy project was beneficial in improving their understanding of empathy and enhancing their empathic communication skills. This study shows the project-based learning approach was effective in developing medical student empathy especially for those with lower empathy. [ABSTRACT FROM AUTHOR]

Background: Positive attitudes for end-of-life (EOL) care along with adequate education are key factors for the provision of quality EOL care. This national study was conducted to identify the factors that influence attitudes toward EOL care on medical students. Method: An anonymous survey was designed and administered to fourth-year medical students at all 41 medical schools in Korea. Topics related to EOL care were assessed in classroom teaching, bedside teaching, and feedback experiences during clinical clerkships. Seven questions for self-rated attitudes and affecting factors were analyzed toward EOL care. Results: With a response rate of 49.2%, the median number of topics recognized by the students as having been delivered was 5 of 11 topics in classroom lectures and 1 of 8 topics in clinical experience. Although few (21.2%) participants indicated that they felt ready for EOL care practice, nevertheless, most felt that they should have adequate knowledge of and preparation for clinical competency in EOL care. Several parameters including respondent's demographics and exposure to EOL care topics in classroom and in bedside teaching influenced the responses to all 7 attitude questions. However, having more than 1 bedside experience was the only factor positively affecting all attitudinal measures. Conclusions: Clinical experience related to EOL care seems to be the utmost priory in fostering positive attitudes and competency among medical students. [ABSTRACT FROM AUTHOR]

Objectives: To investigate attributes of medical students associated with their test anxiety on Objective Structured Clinical Examinations (OSCEs). Methods: A cross-sectional study using a self-administered questionnaire was conducted of all Year 3 and 4 students at a private medical school in South Korea in 2014. This 53-item questionnaire consisted of factors pertaining to test anxiety on the OSCE identified from a review of relevant literature, which included students’ motivational beliefs and achievement emotions, perceived values of the OSCE, and attitude and orientation towards patients. Participants’ test anxiety levels were measured using the Korean Achievement Emotions Questionnaire. Participants rated their responses using a five-point Likert-type scale. Univariate analysis was performed to examine relationships between the variables. Results: A total of 94 students completed the questionnaire (a 93% response rate). No differences in the participants’ test anxiety scores were observed across genders, entry-levels, or years in medical school. Participants’ test anxiety on the OSCE showed moderate association with their class-related achievement emotions (i.e., anxiety and boredom), where r = 0.46 and 0.32, p < 0.01, respectively, and weak negative associations with their patient-centeredness (r = -0.21, p < 0.05) and with their perceived values of the OSCE (r = -0.21, p < 0.05). Conclusions: This study found some non-cognitive factors related to medical students’ test anxiety on the OSCE. These findings have implications for developing effective educational interventions for helping students cope with such a stress by enhancing our understanding of the various factors that influence their test anxiety in OSCEs [ABSTRACT FROM AUTHOR]

The article presents a study which examined the feasibility of student-led online learning resources for medical education in South Korea. In the research, the educational videos created by students that were posted at the e-learning portal e-Mededu (www.mededu.or.kr) were analyzed for their suitability to meet student learning needs and styles. Based on the results, the learning resources were effective in medical education.

Aim: Medical educators should promote the development of student clinical reasoning toward independence in clinical settings. The objective of this study was to evaluate an online problem-based learning (e-PBL) model designed to promote student individual reasoning in supplement to traditional PBL. Methods: Twelve e-PBL modules were added to the fully problem-based curriculum for Year 2 at Sungkyunkwan University School of Medicine (SKKUSOM). In this e-PBL, students worked on the problems individually in an online setting, followed by face-to-face discussions in a colloquium. The cases were presented using interactive multimedia to enhance the authenticity of the case and stimulate student interest in learning. A formative evaluation study was conducted to determine student satisfaction with e-PBL and its effectiveness as perceived by the students using both quantitative and qualitative methods. A cohort of Year 2 students at SKKUSOM ( n = 38) took part in this study. Results: Students perceived e-PBL significantly more positively after they had taken a module in terms of its ability to foster problem-solving skills and its ability to allow them to learn in ways suited to individual learning styles. Additionally, student survey and interview revealed that a vast majority of students were satisfied with the overall learning process in e-PBL and perceived it positively in fostering knowledge acquisition and clinical reasoning. Moreover, students found the cases realistic and engaging. Conclusions: The results show the potential of e-PBL to enhance traditional PBL by promoting the development of individual reasoning in a flexible online-learning environment and offering cases in an interactive multimedia format, which warrants further investigation into its impact on student learning outcomes. [ABSTRACT FROM AUTHOR]

Background: The present study examines the performance of academically talented students (i.e., those who received awards in Olympiads, the international competitions for gifted students in science or mathematics) in medical school. Purpose: The goal is to investigate whether students exceptionally talented in science and mathematics excel in medical school. Methods: A retrospective analysis of 13 cohorts of medical students (N = 475) was conducted to compare learning outcomes of academically talented students (ATS) with their peers in terms of their grade point averages (GPAs) and national licensing exam (KMLE) scores. Results: ATS outperformed their peers in total GPAs (p < .001); yet there was a statistical trend of gradually diminishing performance gap between the groups as they progressed into the later years of the program. KMLE scores were comparable between the groups (p = .89). In addition, there was no significant difference in GPAs and KLME scores among ATS regardless of their areas of excellence. Conclusions: Academic merit alone is not a strong predictor of success in medical school, even among those with exceptional talent. Better understanding of nonacademic factors associated with medical school performance is warranted to improve our selection processes and to better help academically talented students succeed in medical school. [ABSTRACT FROM AUTHOR]

There are 41 medical schools in South Korea with over 3500 students graduating from the medical schools annually with the appropriate qualifications to practice medicine. Korean medical educators have made significant efforts to enhance the effectiveness of medical education by preparing students for the rapidly changing global environment of medicine and healthcare. This article outlines the reform efforts made by Korean medical schools to meet such demands, which includes the adoption of student-centered and competency-based education, e-learning, and authentic assessment of clinical performance. It also discusses the recent reform of the medical education system, driven by the Government's policy to prepare Korean higher education for an increasingly knowledge-based society. [ABSTRACT FROM AUTHOR]

This article reports the latest development in e-learning in Korean medical education. The Korean Consortium for e-Learning in Medical Education was formed for collaboration in providing quality online learning resources for medical schools around the nation. This e-learning strategy is aimed at improving the quality of medical education at the national level by providing students with equal access to quality learning resources and fostering students' self-directed learning and, in doing so, enhancing the effectiveness and efficiency of developing online learning resources by sharing necessary resources among the medical schools. The consortium also plans to share e-learning content with medical schools in other countries by engaging more medical schools in the consortium and also by sharing e-learning content developed by other institutions or consortiums. The consortium is also dedicated to the research and development of effective online learning strategies for medical education, including interactive virtual patient cases and other innovative pedagogies using Web 2.0 technologies. [ABSTRACT FROM AUTHOR]

Background: A study was conducted on the effectiveness of general physicians recently graduated from a medical school with Problem-Based Learning (PBL) curriculum as PBL tutors to expand the school's tutor pool. Aims: This study aims to investigate these non-staff tutors' effectiveness in terms of student satisfaction and learning outcomes. Method: An experimental study was conducted of 12 PBL groups of second-year medical students (n = 40). Four PBL groups were led by non-staff tutors; the other eight groups were led by staff tutors during the two PBL units. Tutor evaluation and student satisfaction questionnaires were administered and student performance scores were analysed to compare between groups led by staff tutors and non-staff tutors. Results: The students' overall satisfaction with the non-staff tutors on a five-point Likert-scale was high (M = 4.5 ±.638). Additionally, the student scores on written tests were comparable between groups. Yet, in one unit, the groups led by staff tutors received significantly higher scores on the group evaluation than those led by non-staff tutors. Conclusions: The results of this study show that the non-staff tutors performed as effectively as the staff tutors did with regard to student achievement in written exams. Still, the findings of this study suggest that different tutor backgrounds and experiences might affect student performance beyond the written exam scores. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the status and future directions of blended learning in workplaces in Taiwan and to probe into emerging competencies of human resource development professionals. One hundred and twelve participants who worked in various types of organizations were surveyed. The survey results revealed that the most significant issue related to blended learning is a lack of understanding of what it is. Instructional strategies anticipated to be employed during the next few years included authentic cases, virtual teaming, problem-based learning and coaching. The technologies deemed useful were knowledge management technologies, cell phones and electronic books. When comparing different sizes of organizations, large enterprises were more likely to have adopted blended learning and to perceive diverse benefits related to blended learning. Based on these findings, we recommend additional professional development related to the design, development and evaluation of blended learning for practitioners in Taiwan. [ABSTRACT FROM AUTHOR]

Keywords: Empathy; teaching and learning methods; project-based learning EN Empathy teaching and learning methods project-based learning 1 1 1 12/17/21 20211201 NES 211201 I read with great interest, the article by medical students Nathwani and Vedd [[1]], which was written in response to my article entitled 'Project-based learning approach to increase medical student empathy' [[2]], and I much appreciate their comments on the topic of teaching empathy in medical education. I also agree with the points made by the authors that medical student empathy should be assessed as part of the selection process and that student empathy be allowed to mature through early patient interactions and the teaching of communication skills [[1]]. [Extracted from the article]

In Multiple Mini Interviews (MMIs), the candidates start out with different stations depending on the sequence of rotation they are assigned; thus, their perceived difficulty level and nervousness with their first station may differ. We examined whether such differences influenced the candidates' overall performance in the MMI. A 32-item questionnaire was developed and administered to candidates for admission interviews at a medical school regarding their perceptions of the MMI. Candidates' interview scores were also obtained and were compared across groups who differed in the sequence of rotation of MMI stations. Candidates felt nervous when they encountered the first station, which did not differ regardless of which station was their first encounter. Candidates were neutral regarding whether their first station was more difficult than the others and about whether its difficulty level influenced their overall performance in the test. Although candidates' perceived station difficulty differed across stations, there were no differences in their performance in each station between those it was their first station and those it was not. Candidates' total interview scores also did not differ across groups of different sequence of rotations. The MMI is a fair process as it does not give disadvantage to those who encounter a more difficult station than others for their first station. [ABSTRACT FROM AUTHOR]

Background: e-Learning resources have become increasingly popular in medical education; however, there has been scant research on faculty perceptions and use of these resources. Objective: To investigate medical faculty’s use of e-learning resources and to draw on practical implications for fostering their use of such resources. Design: Approximately 500 full-time faculty members in 35 medical schools across the nation in South Korea were invited to participate in a 30-item questionnaire on their perceptions and use of e-learning resources in medical education. The questionnaires were distributed in both online and paper formats. Descriptive analysis and reliability analysis were conducted of the data. Results: Eighty faculty members from 28 medical schools returned the questionnaires. Twenty-two percent of respondents were female and 78% were male, and their rank, disciplines, and years of teaching experience all varied. Participants had positive perceptions of e-learning resources in terms of usefulness for student learning and usability; still, only 39% of them incorporated those resources in their teaching. The most frequently selected reasons for not using e-learning resources in their teaching were ‘lack of resources relevant to my lectures,’ ‘lack of time to use them during lectures,’ and ‘was not aware of their availability.’ Conclusions: Our study indicates a gap between medical faculty’s positive perceptions of e-learning resources and their low use of such resources. Our findings highlight the needs for further study of individual and institutional barriers to faculty adoption of e-learning resources to bridge this gap. [ABSTRACT FROM PUBLISHER]

A letter to the editor is presented discussing the use of distance learning in Korean medical education.

The article presents a study on the academic misconduct of medical students at Dongguk University Medical School in South Korea which highlights the occurrence of plagiarism in a problem-based learning (PBL) course. The university's plagiarism detection program was used during the investigation of copying and pasting information found in websites such as Google and Korean search engine. Plagiarism is found to be prevalent in PBL and other conventional courses depending on assignment type.

Purpose: This study aims to investigate medical faculties' perceptions and current practice of using e-learning resources, needs and suggestions for more effective use of such resources, and future directions of e-learning in medical education., Methods: This descriptive study was conducted on full-time faculty members who were registered users of the e-learning portal of the consortium of Korean medical schools. Participants were invited to an online survey containing 45 items that addressed their perceptions and use of e-learning resources, and their predictions of future use. Descriptive analysis and reliability analysis were conducted as well as a thematic analysis of qualitative data., Results: Ninety faculty members from 31 medical schools returned the questionnaires. Participants positively perceived e-learning resources and that they predicted their use would become increasingly popular. Still, only half of the respondents were using e-learning resources for teaching and agreed that they were willing to share their e-learning resources. Our study illustrates several barriers inhibit faculty use and sharing of e-learning resources, and a need for a more comprehensive, better-organized resource repository. Participants also pointed out the needs for more resources on multimedia assessment items, clinical videos, and virtual patients., Conclusion: Our study sheds light on medical faculty needs for institutional support and faculty development programs on e-learning, and institutional policies that address faculty concerns regarding ownership, intellectual property rights, and so forth on creating and sharing such resources. Collaborations among medical schools are suggested for creating a better organized around learning outcomes and more comprehensive repository of resources.

Purpose: We sought to evaluate the feasibility and benefits of using video-based scenarios in Multiple Mini Interviews (MMIs) to assess candidate's empathic abilities by investigating candidate perceptions and the acceptability, fairness, reliability, and validity of the test., Methods: The study sample was candidates for admission interviews held in the MMI format at a medical school in South Korea. In this six-station MMI, one station included a 2-min video clip of a patient-doctor communication scenario to assess candidate emphatic abilities, whereas paper-based scenarios were used in the other stations. Candidate's perceptions and acceptability of using the video-based scenario in the empathy station were examined using a 41-item post-MMI questionnaire. Fairness of the test was assessed by means of differences in candidate perceptions and performance across different demographics or backgrounds. Construct validity was assessed by examining the relationship of candidate performances in the empathy station with those in other stations. The G-coefficient was analyzed to estimate the reliability of the test., Results: Eighty-two questionnaires were returned, a 97.6% response rate. Candidates showed overall positive perceptions of the video-based scenario and they found it authentic and interesting. The test was fair as there were no differences in candidates' perceptions of the patient-doctor relationship presented in the video clip and neither in their performance nor in their perceived difficulty of the station across demographics or backgrounds. Construct validity was established as candidate performance in the empathy station was not associated with that of any other stations. The G-coefficient was 0.74., Conclusions: The present study demonstrates that the video-based scenario is a feasible tool to assess candidate's empathy in the MMI., Competing Interests: Conflict of InterestThe authors declare that they have no conflict of interest., (© The Author(s) 2020.)

Purpose: We sought to determine the impact of medical students' prior experience of assessing peers in the objective structured clinical examination (OSCE) on their clinical performance., Methods: Forty-two year 4 medical students participated in an OSCE comprised of three 10-minute stations (syncope, hemoptysis, and back pain). Each student took part in two iterations of the three-station OSCE as either the examiner or examinee, and student performance was assessed using a checklist by a medical faculty member and a student simultaneously. Students were randomly assigned to two groups and their OSCE scores were compared. Students in the control group were tested at a station first and then participated at the same station as a peer examiner, and those in the intervention group participated as a peer examiner first and then as an examinee. Moreover, student OSCE scores rated by peer examiners were compared with those awarded by faculty to evaluate the accuracy of peer assessment. Following the test, students completed surveys on their perceptions of the usefulness of this formative OSCE., Results: Student overall OSCE scores did not differ between groups. Students in the study group performed better at the hemoptysis station (p&lt;0.001), but poorer at the syncope station (p&lt;0.01). Student performances at the back-pain station were similar in these two groups (p=0.48). OSCE scores rated by faculty and peer examiners were moderately negatively associated at the hemoptysis station (p&lt;0.05), but no such association was observed at the other two stations. This trend was similar in peer examiners who were high-achievers and low-achievers in OSCEs. Students showed positive perceptions of their experience with this OSCE., Conclusion: Student experience as peer assessor offers a feasible means of providing them greater access to OSCEs without consuming more resources, although its impact on enhancing performance in the OSCE is likely to differ across stations.

Purpose: We aimed to explore medical students' online learning patterns and needs by analyzing data obtained from an e-learning portal of Korean medical schools., Methods: Data were obtained from learning resources and registered users of the e-learning portal by the consortium of 36 Korean medical schools, e-MedEdu (www.mededu.or.kr) over a period of 10 years. Data analytics were performed of its contents and usage patterns using descriptive statistics., Results: The website currently has over 1,600 resources, which have almost tripled over the past decade, and 28,000 registered users. Two hundred and twenty medical faculty have contributed the resources; a majority of them were clinical cases and video clips, which accounted for 30% and 27% of all resources, respectively. The website has received increasing hits over the past decade; annual website hits increased from 80,000 in 2009 to over 300,000 in 2018. The number of hits on resources varied across resource types and subjects; 90% of all website hits were on online videos, and 28% of them originated from mobile devices. Among the online videos, those on procedural skills received more hits than those on patient encounters and video lectures., Conclusion: Our findings demonstrate the increasing use of e-learning in medical education in Korea over the past decade. Our study also shows a wide disparity in the frequency of use in learning resources across resource types and subjects, which have implications for improvements in the design and development of learning resources to better meet medical students' curricular needs and their learning styles.

Purpose: This study investigated student experiences of mobile technology in a medical English course using a free mobile classroom application, Socrative and its impact on student learning to help them achieve the competency expected in the course., Methods: Questionnaires were administered of year 2 medical students enrolled in a medical English course between 2016 and 2017 to investigate their experience in using Socrative. Learning outcomes were assessed by comparing students' academic performance with that of the 2015 cohort, who had taken the same course without using mobile technology, and also by measuring changes in their self-efficacy in English over time during the course., Results: This study found students' positive perceptions of and overall satisfaction with their experience in using mobile technology in the medical English course. There were no differences in the academic performance between the study cohort and the comparison group. The ratio of students who were in the remediation program after the mid-term examination was 11%, whereas the remediation ratio of the 2015 cohort was 21%. Students' self-efficacy in English improved significantly in the writing and reading domains (p&lt;0.05)., Conclusion: This study found several benefits of using Socrative in the medical English course. Socrative fostered the classroom interaction by encouraging input from every student and sharing it instantly with the whole class. There was also learning improvement with the use of Socrative. Furthermore, it has the potential to enhance assessment by offering more various forms of assessment than that of conventional audience response systems.

Appropriate prescription writing is one of the critical medical processes affecting the quality of public health care. However, this is a complex task for newly qualified intern doctors because of its complex characteristics requiring sufficient knowledge of medications and principles of clinical pharmacology, skills of diagnosis and communication, and critical judgment. This study aims to gather data on the current status of undergraduate prescribing education in South Korea. Two surveys were administered in this study: survey A to 26 medical schools in South Korea to gather information on the status of undergraduate education in clinical pharmacology; and survey B to 244 intern doctors in large hospitals to gather their opinions regarding prescribing education and ability. In survey A, half of the responding institutions provided prescribing education via various formats of classes over two curriculums including lecture, applied practice, group discussions, computer-utilized training, and workshops. In survey B, we found that intern doctors have the least confidence when prescribing drugs for special patient populations, especially pregnant women. These intern doctors believed that a case-based practical training or group discussion class would be an effective approach to supplement their prescribing education concurrently or after the clerkship in medical schools or right before starting intern training with a core drug list. The results of the present study may help instructors in charge of prescribing education when communicating and cooperating with each other to improve undergraduate prescribing education and the quality of national medical care., Competing Interests: Reviewer: This article reviewed by peer experts who are not TCP editors. Conflict of interest: - Authors: Nothing to declare - Reviewers: Nothing to declare - Editors: Nothing to declare, (Copyright © 2018 Translational and Clinical Pharmacology.)

Purpose: This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching., Methods: A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school's educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles., Results: Overall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school's educational objectives and curricular principles., Conclusion: Our study indicates differences in medical faculty's practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school's educational objectives curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches.

Purpose: This paper aims to introduce the design of multiple mini-interviews (MMIs) as a tool to assess medical school applicants' attributes in alignment with the school's educational goals and to evaluate its utility., Methods: In this MMI, candidates rotated through six stations (10 minutes per station), in which specific interview topics were drawn by mapping the school's educational goals with the core competencies for entering medical students. We conducted post-MMI surveys of all of the interviewers and candidates to investigate their experiences of MMIs. The G-coefficient and interclass correlation were analyzed to investigate the reliability of this test. Additionally, the candidates' MMI scores were compared across different backgrounds and a univariate analysis was used to estimate correlations between their MMI scores and prior academic achievements., Results: A total of 164 candidates (a 98.8% response rate) and 19 interviewers (a 100% response rate) completed the surveys in the years 2014 and 2015. Both candidates and assessors showed positive responses to MMIs. The G-coefficient of MMI scores was 0.88 and the interclass correlation coefficients ranged from 0.58 to 0.75. The participants' total MMI scores did not differ across genders or undergraduate backgrounds and were not associated with age, undergraduate graduate point averages, nor the Korean medical school admission test (Medical Education Eligibility Test) scores., Conclusion: Our study illustrates the utility of MMIs that utilize the institution's educational goals to identify attributes to be pursued in the admission interviews in alignment with the institution's core values. Future research is warranted of the predictive validity of this MMI.

Purpose: Ubiquitous testing has the potential to affect medical education by enhancing the authenticity of the assessment using multimedia items. This study explored medical students' experience with ubiquitous testing and its impact on student learning., Methods: A cohort (n=48) of third-year students at a medical school in South Korea participated in this study. The students were divided into two groups and were given different versions of 10 content-matched items: one in text version (the text group) and the other in multimedia version (the multimedia group). Multimedia items were delivered using tablets. Item response analyses were performed to compare item characteristics between the two versions. Additionally, focus group interviews were held to investigate the students' experiences of ubiquitous testing., Results: The mean test score was significantly higher in the text group. Item difficulty and discrimination did not differ between text and multimedia items. The participants generally showed positive responses on ubiquitous testing. Still, they felt that the lectures that they had taken in preclinical years did not prepare them enough for this type of assessment and clinical encounters during clerkships were more helpful. To be better prepared, the participants felt that they needed to engage more actively in learning in clinical clerkships and have more access to multimedia learning resources., Conclusion: Ubiquitous testing can positively affect student learning by reinforcing the importance of being able to understand and apply knowledge in clinical contexts, which drives students to engage more actively in learning in clinical settings.

Objective: To investigate medical students' career choice motivation and its relationship with their academic interest and performance., Methods: We conducted a cross-sectional study in a sample (n=207) of medical students at a private medical school in Korea, stratified by year of medical course. Data about participant demographics, career choice motivation and academic interest were collected using a self-report questionnaire. The item on career choice motivation enquired about the respondents' main reason for applying for medical school among 8 possible response options, which comprised two components of career choice motivation: intrinsic and extrinsic. The participants' levels of academic interest were measured in a Likert-type question. Participants' academic interest and Grade Point Averages (GPAs) were compared across the groups of different career motivations along with analyses of their admission scores for baseline comparisons., Results: A total of 195 students completed the questionnaire (94%response rate). Seventy-four percent, (n=145; the intrinsic group) of the participants chose reasons related to intrinsic motivation, 22% (n=42; the extrinsic group) chose reasons pertaining to extrinsic motivation, and 4% (n = 8) chose other reasons for applying to medical school. The intrinsic group outperformed the extrinsic group in their GPAs, although their prior academic achievements did not differ significantly. The intrinsic group showed significantly higher levels of academic interest and also performed better in the admission interviews., Conclusions: Our study illustrates differences in medical students' academic interest and performance across career choice motivations. Further research is warranted to establish the predictive power of medical students' career choice motivation and academic interest on their academic performance.

Objective: To investigate whether medical students' motivation and Self-Regulated Learning (SRL) change over time to enhance our understanding of these constructs as dependent variables in medical education., Methods: A cohort of first-year students (n=43) at a medical school in South Korea completed a self-report questionnaire on motivation and SRL--the Motivated Strategies for Learning Questionnaire (MSLQ). The same questionnaire was administered to the same cohort in the beginning of Year 2. A Wilcoxon signed-rank test was conducted to determine if changes in participants' MSLQ scores occurred between in Years 1 and 2., Results: Forty-one students completed the questionnaires in both years (95% response rate). Participants' motivation scores significantly increased, whereas their SRL scores decreased significantly after they went through Year 1. The most notable change in participants' MLSQ scores was in the increase in their test anxiety. There was a positive association between the participants' test anxiety and their cognitive strategies use in Year 1, which changed to a negative one in Year 2. Meanwhile, participants' test anxiety scores and their self-regulation scores became more negatively associated over time., Conclusions: Our study shows that even as medical students become more motivated, they actually use fewer self-regulated strategies over time. Our findings highlight the need for change in the medical school's learning environment to lessen students' test anxiety to facilitate their use of cognitive and meta-cognitive strategies.

Background: Multimedia learning has been shown effective in clinical skills training. Yet, use of technology presents both opportunities and challenges to learners. The present study investigated student use and perceptions of online clinical videos for learning clinical skills and in preparing for OSCE (Objective Structured Clinical Examination). This study aims to inform us how to make more effective us of these resources., Methods: A mixed-methods study was conducted for this study. A 30-items questionnaire was administered to investigate student use and perceptions of OSCE videos. Year 3 and 4 students from 34 Korean medical schools who had access to OSCE videos participated in the online survey. Additionally, a semi-structured interview of a group of Year 3 medical students was conducted for an in-depth understanding of student experience with OSCE videos., Results: 411 students from 31 medical schools returned the questionnaires; a majority of them found OSCE videos effective for their learning of clinical skills and in preparing for OSCE. The number of OSCE videos that the students viewed was moderately associated with their self-efficacy and preparedness for OSCE (p < 0.05). One-thirds of those surveyed accessed the video clips using mobile devices; they agreed more with the statement that it was convenient to access the video clips than their peers who accessed the videos using computers (p < 0.05). Still, students reported lack of integration into the curriculum and lack of interaction as barriers to more effective use of OSCE videos., Conclusions: The present study confirms the overall positive impact of OSCE videos on student learning of clinical skills. Having faculty integrate these learning resources into their teaching, integrating interactive tools into this e-learning environment to foster interactions, and using mobile devices for convenient access are recommended to help students make more effective use of these resources.

Background: The proportion of medical school graduates who pursue careers other than full-time clinical practice has increased in some countries as the physician's role has evolved and diversified with the changing landscape of clinical practice and the advancement of biomedicine. Still, past studies of medical students' career choices have focused on clinical specialties and little is known about their choice of non-clinical careers. The present study examined backgrounds, motivation and perceptions of medical students who intended non-clinical careers., Methods: A questionnaire was administered to students at six Korean medical schools distributed across all provinces in the nation. The questionnaire comprised 40 items on respondents' backgrounds, their motivation for and interest in the study of medicine, their perceptions of medical professions, and their career intentions. Data was analyzed using various descriptive and inferential statistics., Results: In total, 1,388 students returned the questionnaire (60% response rate), 12.3% of whom intended non-clinical careers (i.e., basic sciences, non-clinical medical fields, and non-medical fields). Those who planned non-clinical careers were comparable with their peers in their motivation for studying medicine and in their views of medical professions, but they were less interested in the study of medicine (P < 0.01). The two groups also differed significantly on their perceptions of what was uninteresting about the study of medicine (P < 0.01). The two groups were comparable in gender and entry-level ratios but their distributions across ages and years of study differed significantly (P < 0.01). A majority of respondents agreed with the statements that "it is necessary for medical school graduates to pursue non-clinical careers" and that "medical schools need to offer programs that provide information on such careers." Still, our finding indicates that medical school curricula do not address such needs sufficiently., Conclusions: Our study found some differences in backgrounds and perceptions of the study of medicine in medical students interested in non-clinical careers from their peers. Future studies are suggested to enhance our understanding of medical students" choice of non-clinical careers.