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Your search keyword '"Seok Jin Choi"' showing total 2 results
Start Over Author "Seok Jin Choi" Publisher korean society of medical education
2 results on '"Seok Jin Choi"'

1. Developing the Korean Association of Medical Colleges graduate outcomes of basic medical education based on 'the role of Korean doctor, 2014'

Author

Min Jeong Kim, Young-Mee Lee, Jae Jin Han, Seok Jin Choi, Tae-Yoon Hwang, Min Jeong Kwon, Hyouk-Soo Kwon, Man-Sup Lim, Won Min Hwang, Min Cheol Joo, Jong-Tae Lee, and Eunbae B. Yang

Subjects
Competency-based education, Physician’s role, Undergraduate medical education, Republic of Korea, Education (General), L7-991, Medicine (General), R5-920
Abstract

The Korean Association of Medical Colleges (KAMC) developed graduate outcomes based on “The role of Korean doctor, 2014” to serve as guidelines regarding outcome-based education in Korea. The working group in this study analyzed 65 competencies proposed in “The role of Korean doctor, 2014” according to the developmental principle that certain outcomes should be demonstrated at the point of entry into the graduate medical education. We established 34 competencies as “preliminary graduate outcomes” (PGOs). The advisory committee consisted of 11 professors, who reviewed the validity of PGOs. Ultimately, a total of 19 “revised graduate outcomes” (RGOs) were selected. We modified the RGOs based on opinions from medical schools and a public hearing. In November 2017, the KAMC announced the “graduate outcomes for basic medical education,” which serves as a guide for basic medical education for the 40 medical schools throughout Korea. Medical schools can expand the graduate outcomes according to their educational goals and modify them according to their own context. We believe that graduate outcomes can be a starting point for connecting basic medical education to graduate medical education.

Published
2018
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2. Using standardized patients versus video cases for representing clinical problems in problem-based learning

Author

Seok-jin Choi, Tae Hee Kim, Jong-Tae Lee, Bo Young Yoon, HyeRin Roh, Byoung Doo Rhee, and Ikseon Choi

Subjects
Video case, Students, Medical, 020205 medical informatics, Computer science, 02 engineering and technology, computer.software_genre, Thinking, 0302 clinical medicine, Surveys and Questionnaires, 0202 electrical engineering, electronic engineering, information engineering, ComputingMilieux_COMPUTERSANDEDUCATION, 030212 general & internal medicine, Schools, Medical, media_common, lcsh:R5-920, Multimedia, Communication, Collaborative learning, Standardized patients, Problem representation, Problem identification, Problem-based learning, Original Article, Clinical Competence, Curriculum, lcsh:L7-991, lcsh:Medicine (General), Education, Medical, Undergraduate, Universities, media_common.quotation_subject, education, Reflective thinking, lcsh:Education (General), Education, Likert scale, Social Skills, 03 medical and health sciences, Social skills, Republic of Korea, Humans, Quality (business), Motivation, Medical education, Teaching, Videotape Recording, Patient Simulation, Attitude, computer
Abstract

Purpose The quality of problem representation is critical for developing students' problem-solving abilities in problem-based learning (PBL). This study investigates preclinical students' experience with standardized patients (SPs) as a problem representation method compared to using video cases in PBL. Methods A cohort of 99 second-year preclinical students from Inje University College of Medicine (IUCM) responded to a Likert scale questionnaire on their learning experiences after they had experienced both video cases and SPs in PBL. The questionnaire consisted of 14 items with eight subcategories: problem identification, hypothesis generation, motivation, collaborative learning, reflective thinking, authenticity, patient-doctor communication, and attitude toward patients. Results The results reveal that using SPs led to the preclinical students having significantly positive experiences in boosting patient-doctor communication skills; the perceived authenticity of their clinical situations; development of proper attitudes toward patients; and motivation, reflective thinking, and collaborative learning when compared to using video cases. The SPs also provided more challenges than the video cases during problem identification and hypotheses generation. Conclusion SPs are more effective than video cases in delivering higher levels of authenticity in clinical problems for PBL. The interaction with SPs engages preclinical students in deeper thinking and discussion; growth of communication skills; development of proper attitudes toward patients; and motivation. Considering the higher cost of SPs compared with video cases, SPs could be used most advantageously during the preclinical period in the IUCM curriculum.

Published
2016

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