1. How to enhance students’ learning in a patient-centered longitudinal integrated clerkship: factors associated with students’ learning experiences
- Author
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Ju Whi Kim, Hyunjin Ryu, Jun-Bean Park, Sang Hui Moon, Sun Jung Myung, Wan Beom Park, Jae-Joon Yim, and Hyun Bae Yoon
- Subjects
longitudinal integrated clerkship ,feedback ,interaction ,Education (General) ,L7-991 ,Medicine (General) ,R5-920 - Abstract
Purpose Longitudinal integrated clerkships (LICs) have been introduced in medical schools, as learning relationships with clinical faculty or peers are important components of medical education. The purpose of this study was to investigate the characteristics of student-faculty and student-student interactions in the LIC and to identify other factors related to whether students understood and acquired the program’s main outcomes. Methods The study was conducted among the 149 third-year students who participated in the LIC in 2019. We divided the students into groups of eight. These groups were organized into corresponding discussion classes, during which students had discussions with clinical faculty members and peers and received feedback. Clinical faculty members and students were matched through an e-portfolio, where records were approved and feedback was given. A course evaluation questionnaire was completed and analysed. Results A total of 144 valid questionnaires were returned. Logistic regression analysis showed that relevant feedback in discussion classes (adjusted odds ratio [AOR], 5.071; p
- Published
- 2022
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