Pharmacist Education and National License Examination System in North Korea

Unity, understanding our pharmacist pharmacy education and training and their ecosystems rather then overwrite the system will get you ready to integrate and balance searching for contacts. Since 2015 we started the 6-year pharmacy education in the North were already carried out (the current 5.5 years). This chemist (or pharmacist) educate university education and vocational school and health officials made in the training school in jimyeo. Duration of each is to the University of 5.5 years, college three years, health officer training school two years and various types of training methods (weekly, communication, special) is applied is positive. License test system is also in favor of the state graduation test graduation test committee of professors in the university college diploma than the national notification system, and pharmacists 'qualifications'-are licensed is granted. The North Korean education system pharmacists and pharmacist review and analysis test system for the future reunification of Korea oriented education system pharmacists and pharmacists in health care personnel office systems through correct understanding and awareness-will be a useful resource integration plan designed to pharmacists.

Preliminary application of objective structured clinical examination in the graduation examination for clinical medical students / 中华医学教育探索杂志

Objective struclured clinical examination (OSCE) is a kind of examination which could objectively evaluate the students′clinical skills.Nowadays,OSCE are wildly applied in medical educational field throughout the world.Timely discussion and analysis on the problems existed in the implementation process of OSCE is necessary.Measures should be taken to improve the OSCE examination and to meet the requirements of higher clinical practice training level such as increasing clinical skill simulation training hardware investment,optimizing settings and conlents of the examination and the test stations as well as introducing standardized patients (SP) and other measures.

The Correlation between the Scores of Written Examination, the Clinical Clerkship Examination, the Clinical Skill Assessment, and the Graduation Examination of the Medical Students / 한국의학교육

PURPOSE: The aim of this study was to investigate correlations between medical student scores on 4 examinations: the written examination, clinical clerkship examination, clinical skill assessment, and graduation examination. METHODS: Scores for 51 students who entered Daegu Catholic Medical School in 2005 on the written examination, clinical clerkship examination, clinical skill assessment, and graduation examination were included. Correlations between the scores were analyzed statistically. RESULTS: The scores on the written examination showed a strong correlation with those of the clinical clerkship assessment (0.833) and graduation examination (0.821). The clinical clerkship assessment scores correlated significantly with graduation examination scores (0.907). In addition, clinical skill assessment scores correlated with the written examination (0.579), clinical clerkship examination (0.570), and graduation examination (0.465) scores. CONCLUSION: Overall, the correlation between the scores on the clinical clerkship examination and the written examination was more significant than the correlation between scores on the clinical clerkship examination and clinical skill assessment. Therefore, we need to improve the evaluation method for the clinical clerkship examination and clinical skill assessment.

The application comprehension of OSCE in the graduation examination for clinical medical students / 中华医学教育探索杂志

The essay explained the application of objective structural clinical examination (OSCE) in the graduation examination for clinical medical students.It also summarized the preparation before the examination on OSCE and the flow process,analyzed the existing question of OSCE and the OSCE circumstance of the students,and put forward some suggestions about consummating OSCE and promoting clinical practice teaching reformation.

Analyses of Scores of Examinations for Practical Training in Clinical Skills and for Clinical Training and Scores of Graduation Examinations in Undergraduate Medical Students / 医学教育

We analyzed the scores of objective structured clinical examinations (OSCEs) and written examinations administered to fourth-year medical students after practical training in clinical skills and to fifth-year medical students after clinical training and scores of graduation examinations taken by sixth-year medical students. Correlations were analyzed among the scores of 96 students who had taken all 3 examinations during a 3-year period. Mean scores on examinations in the fourth, fifth, and sixth years were compared between sixth-year students who did or did not graduate and between graduating students who did or did not pass the national examination for medical practitioners in Japan. Significant correlations in the scores were found between 1) OSCEs and written examinations for fourth-year students versus those for the fifth-year students; 2) OSCE and written examinations for fourth-year students versus graduation examination scores for the sixth-year students; and 3) OSCE and written examinations for fifth-year students versus graduation examination scores for sixth-year students. In addition, the mean scores in the fourth and fifth years were significantly higher for sixth-year students who graduated and passed the national examination than for students who did not graduate or who graduated but failed the national examination. These results suggest that the practical training in clinical skills given to fourth-year students and the clinical training given to fifth-year students strongly affect the overall evaluation of the ability of sixth-year students and success on the national examination.

Correlation Study of the Scores of Entrance Examination, Graduation Examination and National Licensure Examination at Korea University Medical College / 한국의학교육

It is not well known in Korea if the entrance examination score has any predictive validity on the graduation score and national licensure examination. In addition, the gender effects of the three scores were investigated. The study was conducted using two years data of the three scores. The three scores from students of class of 98 and 99 were collected. Students who could not complete the medical education in four years were excluded. Also students who could not pass the national licensure examination were excluded as well. Correlations among the three scores were calculated and gender effect was examined by t- test. For the statistical process, SPSS 9.0 was used. The correlation between the scores of the entrance examination and graduation examination is not significant at 5% level. The correlation between the scores of the entrance examination and national licensure examination is not significant at 5% level. The correlation between graduation examination and national licensure examination;0.635 is highly significant at 0.1% level. The score difference between male and female at the entrance examination was not significant at 5% level. The score difference between male and female at the graduation examination and national licensure examination was highly significant at 0.1% level.

Degree of Agreement between the Result of the Korean Medical Licensing Examination and Two Different Types of Scholastic Achievement at Konkuk University College of Medicine / 한국의학교육

In order to identify students who needs more intensive guide, we analysed the association between the results of Korean medical licensing examination(KMLE) and two different types of scholastic achievement; 4th grade score and graduation examination score. The scholastic achievement between passed and failed the KMLE at Konkuk University College of Medicine from 1995 to 1998 was investigated. First, we grouped the students into four groups according to the year they graduated. Second, we regrouped the group into two subgroups according to whether passed or failed in the KMLE. In the 4th grade score, the passed KMLE is higher than the failed from 0.49 to 0.71 and which is statistically significant. In the graduation examination score, the passed KMLE is higher than the failed from 4.9 to 9.9 and which is also statistically significant. We analyzed the degree of agreements between the results of the KMLE and the two different types of scholastic achievement. In 4th grade score, the highest degree of agreement shows 2.2 and its kappa index is 0.49. In graduation examination score, the highest degree of agreement shows 71 and its kappa index is 0.64. In conclusion, students who have lower than 2.2 in 4th grade score or lower than 71 in graduation examination score are tend to be failed the KMLE. So they need more intensive guide for the KMLE.