The Development of Evaluation Methods for Outcomes in Medical Humanities Curriculum of a Medical School / 계명의대학술지

This study was performed to select the proper assessing methods for learning outcomes in undergraduate education of medical humanities (MH), and to evaluate whether student assessments in MH curricula are related to the graduate outcomes (GO)and/or periodic phase outcomes (PO). We searched the reasonable assessing methods for GO and PO of MH curricula of Keimyung University School of Medicine (KUSM). The outcomes are composed of six competencies including patient care, communication, patient support, professionalism, problem solving and research, and self-development. Then, we analyzed whether student assessments carried out during formal MH curricula properly achieved their PO, furthermore their GO. Four competencies including communication, patient support, professionalism, self-development were lightened to be closely related to outcomes for MH. Only the component of problem solving was settled to be related to MH in the competency of problem solving and research. The competency of patient care was excluded from the relationship with MH. The assessing methods for the GO and three PO recommended from educational experts, and there were various available assessing methods based on medical situations and clinical contexts including direct observation of clinical skills, 360 degree feedback, peer review, self-assessment, project-based assessment, portfolio-based assessment, discussion & presentation-based assessment, log-based assessment. For the outcome-achieving from formal MH curricula, the MH programs of phase-1 (1st and 2nd grades) almost accomplished the PO of communication, patient supporting and professionalism, and considerably accomplished the PO of problem solving and self-development. The MH programs of phase-2 (3rd and 4th grades) accomplished considerably their PO as the competencies of professionalism and problem solving, and partially as communication, patient supporting and self-development. However, as only one program, public health law, was provided for MH program in phase-3 (5th and 6th grades), the extra methods to evaluate their MH outcomes are needed. Many assessing methods can be available for the most MH competencies consisting of the GO of KUSM, and the proper assessing methods for each MH competency should be selected based on programs and learning contexts in MH education. While formal MH curricula of the school variously accomplished the MH competencies of GO according to periodic phases of curricula, it is recommended to enhance the feasibility and effectiveness of evaluation for GO in MH curricula of the school.

Analysis of the Satisfaction with Computer Based Test Program and Test Environment in Medical School / 의학교육논단

This study aimed to identify needed improvements to current evaluation methods in medical school computer-based test (CBT) programs and test environments. To that end, an analysis of the importance and satisfaction was conducted through a survey of 3rd and 4th year medical students who had sufficient experience with CBT programs. Importance performance analysis methodology using the correlation coefficient was applied to assess average satisfaction and importance. The first quadrant (keep up the good work) was a factor of review and time management and test facilities among the conveniences of the CBT program.The second quadrant (concentrate here) was a factor of the convenience of the CBT program and computer monitor and chair factor within the test facilities. The third quadrant (low priority) was a factor of cheating and computer failure. The fourth quadrant (possible overkill) was the location, spacing, and temperature factors of the test facilities. Improvements are needed to reduce ‘eye fatigue’ and help students focus and understand the questions in the CBT programs. It is necessary to improve computer monitors, desks and chairs, and consider the subject’s body type and manager in order to cope with computer breakdown and peripheral failures. Spare computers are needed. These findings are meaningful in that they have been able to identify factors that require improvement in the CBT program and test environment resulting from changes in assessment tools.

Implementing Medical Education Continuous Quality Improvement Using Design‐Based Research / 의학교육논단

The goal of this study is to present efficient measures to improve the quality of medical education through using a developed and applied continuous quality improvement (CQI) model suitable for medical education.To achieve this purpose, we developed a theoretical CQI model through a review of the literature according to the design-based research method. Through repetitive productive cyclical processes and professional reviews, we finally deduced an appropriate CQI model for medical education. The most important results of this study are as follows: First, the CQI model for medical education is defined as a quality management system with a cyclical course of planning, implementation, evaluation, and improvement of medical education.Second, the CQI model for medical education is composed of quality management activities of educational design, work, and evaluation. In addition, each activity has the implementation strategies of planning, doing, checking, and improving based on the PDCA model (Plan-Do-Check-Act model). Third, the CQI model for medical school education is composed of committees related to medical education doing improvement activities, as well as planning, implementing and evaluating it with CQI. As a result, we can improve teaching by using the CQI model for medical education. It is more meaningful because this gives us organized and practical measures of quality management and improvement in medical education as well as in the educational process.

The Development of Mission and Vision Using Delphi Method in a Medical School / 계명의대학술지

The mission of an organization defines the fundamental reason for the organization's existence and serves as a compass that leads and guides the organization. This study aimed to develop a system regarding mission and vision in accordance with the value system of organizations. The Delphi questionnaires were formulated in such a way to reflect an open survey for the first survey and then a structured survey in the second survey. The validity of the Delphi survey results was analyzed using the content validity ratio (CVR).Missions include the reason for the existence of an organization and its management purpose. A vision is a blueprint that outlines the future roles and goals of an organization beyond its current position. Then, a strategy is seen as a method to achieve the mission and vision. Values are consistent principles and tenet. This study found through the web sites of all 40 medical schools that 9 schools (22.5%) had both missions and visions, 10 schools (25.0%) had only one of them, and 21 schools (52.5%) had none of them. this study recommends the inclusion of various stakeholder, the selection of a mission system, modification or improvements after re-analyzing the relationship, the use of the Delphi method, proofreading of the draft by Korean language experts, the suitability and notify about the mission development to medical school members.

The Development of Mission and Vision Using Delphi Method in a Medical School / 계명의대학술지

The mission of an organization defines the fundamental reason for the organization's existence and serves as a compass that leads and guides the organization. This study aimed to develop a system regarding mission and vision in accordance with the value system of organizations. The Delphi questionnaires were formulated in such a way to reflect an open survey for the first survey and then a structured survey in the second survey. The validity of the Delphi survey results was analyzed using the content validity ratio (CVR).Missions include the reason for the existence of an organization and its management purpose. A vision is a blueprint that outlines the future roles and goals of an organization beyond its current position. Then, a strategy is seen as a method to achieve the mission and vision. Values are consistent principles and tenet. This study found through the web sites of all 40 medical schools that 9 schools (22.5%) had both missions and visions, 10 schools (25.0%) had only one of them, and 21 schools (52.5%) had none of them. this study recommends the inclusion of various stakeholder, the selection of a mission system, modification or improvements after re-analyzing the relationship, the use of the Delphi method, proofreading of the draft by Korean language experts, the suitability and notify about the mission development to medical school members.

The Development of Mission and Vision Using Delphi Method in a Medical School / 계명의대학술지

The mission of an organization defines the fundamental reason for the organization's existence and serves as a compass that leads and guides the organization. This study aimed to develop a system regarding mission and vision in accordance with the value system of organizations. The Delphi questionnaires were formulated in such a way to reflect an open survey for the first survey and then a structured survey in the second survey. The validity of the Delphi survey results was analyzed using the content validity ratio (CVR).Missions include the reason for the existence of an organization and its management purpose. A vision is a blueprint that outlines the future roles and goals of an organization beyond its current position. Then, a strategy is seen as a method to achieve the mission and vision. Values are consistent principles and tenet. This study found through the web sites of all 40 medical schools that 9 schools (22.5%) had both missions and visions, 10 schools (25.0%) had only one of them, and 21 schools (52.5%) had none of them. this study recommends the inclusion of various stakeholder, the selection of a mission system, modification or improvements after re-analyzing the relationship, the use of the Delphi method, proofreading of the draft by Korean language experts, the suitability and notify about the mission development to medical school members.