Purpose: This study was performed to investigate the differences in career choice motives and moral reasoning ability between students in baccalaureate and graduate-entry medical programs. Methods: Forty-five students from a baccalaureate program and thirty-eight students from a graduate-entry program participated in this study. The students were required to fill out both the Career Choice Motivation Inventory and Defining Issues Test (DIT). The Career Choice Motivation Inventory is a 20-item questionnaire, which investigates five dimensions: effect of others, job security, interest in science, service and working with people, and working condition. Independent t-test was performed to compare the two groups. Pearson correlation coefficients were calculated to investigate the relationship among variables. Results: There were significant differences in career choice motivations between the two groups. Students in the graduate-entry program were more likely to be motivated by scientific interest and opportunities to care for people. Status and job security were stronger factors in the baccalaureate students. For the students in this program, there were positive associations among their motives- interest in medical science, serving people, and working condition. There was no significant difference in moral reasoning ability between the two groups. Conclusion: Students in the graduate-entry medical program seem to have more professional and altruistic motivations for entering medicine. Although there is nostatistical significance, graduate students have numerically higher moral reasoning abilities compared to their counterparts. These results validate that a graduate-entry program provides an important alternative for student selection.

Purpose: The purpose of this study was to explore the interrelationship between the types of high school attended and academic achievement in medical school. We hypothesized that graduates of science or language high schools would achieve higher grades in science or humanity/ social science courses during the early medical years because of their previous learning. In addition, we hypothesized that this difference would lessen throughout medical school. Methods: The academic scores of 94 students who graduated from E medical school were analyzed. Of the 94, 79 students graduated from general high-schools, 8 were from special science high schools, and 7 were from special language high schools. The academic scores for 13 courses were analyzed: 4 from the pre-medical phase, 3 from the pre-clinical phase, and 6 from the clinical phase. Among the 13 courses, 8 (Information & computing, Genetics, Biochemistry, Doctoring, Internal medicine, Reproduction medicine, Internal medicine clerkship, and Obstetrics & gynecology clerkship) were categorized as science courses, while 5 (Philosophy, Behavior science, Preventive medicine, Psychiatry, and Psychiatry clerkship) were categorized as humanity/ social sciences courses. Results: The graduates of the language high schools obtained significantly higher scores in Genetics (premedical) and Psychiatry clerkship (clinical). The differences in the 11 other subjects were not statistically significant. In the clinical phase, the science high school graduates had slightly higher grades in the lecture courses while the language high school graduates obtained higher scores in the clerkship courses. Conclusion: This study supports the hypothesis that there is no significant difference in academic achievements and the type of high school the students attended.

Purpose: The aim of this study is to identify the status of clerkship education and its evaluation in Korea. Methods: Questionnaires were sent to 943 personnel in 23 clinical departments of 41 medical schools nationwide from April, 1 to April 10, 2004. We analyzed the 638 questionnaires that were collected from 39 medical schools. Results: The most frequently used methodologies for clerkship education were small group lecture (17.1%), observation of ambulatory care (15.7%), seminar (12.9%), observation and support of operation (12.4%), ward rounding (12.1%). The relative proportion of educational methodologies was varied according to the type of clinical departments. Most of the clinical clerkship activity was conducted in the university hospital. Also, the clerkship activities were educated by professors (57.8%), fellows (9.1%), residents (30.6%) and others (2.5%). The evaluation methods were written exam (21.8%), attendance (17.5%), report (14.0%), and oral exam (12.0%). In terms of evaluating items, acquirement of clinical knowledge has been mainly tested. However, students` ability to communicate, build human relationship, and clinical skills has been less frequently evaluated in most of medical schools. Conclusion: It is most likely that the current status of clerkship education and its evaluation in Korea is focused on the education and assessment of clinical knowledge. To improve this, the following areas need to be enriched: interaction between faculty and students, experience-based clerkship, effective feedback, time management, objectivity of evaluation, performance evaluation.

Purpose: Web-based instructional programs have been criticized that it is not easy to grasp learners` learning behaviors. This study applied the web-based instructional program with log data analysis plans to a group of participants, and (1) explored variables of learners` learning behaviors, and (2) compared the level of learners` understanding about the topic before and after the program completion. Methods: A total of 44 nursing students in their third year of one university participated in this descriptive study with one group pre-test and post-test design. Results: The variables were actually produced, and reflected how participants completed the program. Participants` knowledge about the topic improved after the program completion. However, when the participants were divided into two groups depending on their learning behaviors, participants with honest learning behaviors performed better. Conclusion: This study confirmed that it was possible to grasp learners` learning activities by analyzing log data, and suggested that answering multiple choice items through internet may not be enough to determine the effects of an instructional program usage. More studies are in need to select appropriate indicators that could reflect learners` learning behaviors effectively and efficiently.

Purpose: Following the first in 1990, the use of course evaluations (CE) by medical schools across the Republic of Korea has grown steadily since 1997. The purpose of this study was to investigate these CE programs and to make general recommendations for further implementation. Methods: A questionnaire survey was conducted by mail. From June 20 to September 22, 2006, data was obtained from 38 of the 41 (93%) medical schools in the country. Of those who responded, 27 schools also sent their CE forms as requested. Results: There was little difference among the 38 medical schools in the main body, methods, frequency, grades, systems of evaluation, and types of survey. Evaluation criteria such as instructor effectiveness, course management efficiency, and student satisfaction showed high frequency, whereas issues concerning learning objectives and workload were less common. In contrast, the stated purposes of employing CE varied from school to school. While 92% of the respondents regarded improvement to the quality of instruction as the goal of their programs, 32% indicated that CE results also factored in administrative decisions concerning promotion, tenure, and salary increases. Conclusion: In addition to embracing the expanding role and influence of CE in Korean medical education, schools must proactively enact measures to enhance further implementation. First, evaluation criteria should be better formulated to increase the consistency, reliability, and validity of CE results. Next, to promote efficiency, the scheduling and methodology of CE administration should carefully consider the medical curriculum. Finally, professional attitudes should be fostered to recognize the value of CE as a tool for raising educational standards overall.

Purpose: Medical students are exposed to various interpersonal relationships with patients, faculty and colleagues. Therefore, a clear understanding of their personality types and interpersonal problems is vital in creating an appropriate educational program for medical students. This study intends to explore the characteristics of interpersonal problems based on medical students` personality types. Methods: The Myers-Briggs type inventory (MBTI) and Korean Inventory of Interpersonal Problems were used to assess the first-year medical students at Yonsei University College of Medicine, 2006. Results: The personality types focusing on the interpersonal domain showed that the medical students could be categorized into four types: analytical type (47.2%), driving type (30.3%), amiable type (12.4%), and expressive type (10.1%). The characteristics of interpersonal problems data were within normal range. The relationship between the personality indicator and the characteristics of interpersonal problems is statistically significant in extraversion-introversion. Conclusion: Our results demonstrate that the personality factors of medical students are correlated to the interpersonal problems they face. Thus, educational programs that take into account personality types and characteristics of interpersonal problems are crucial in providing high-quality medical education.

Purpose: With the changes to the medical environment and to the educational system, we aim to evaluate the current mission statement of the College of Medicine, Ewha Womans University, and revise it. Methods: To establish the new mission statement, a special committee, the School Mission Revision Committee (SMRC) and an advisory group were organized in 2003. The SMRC functioned through 4 stages of action composed of: investigation, draft development, surveillance of various opinions, and announcement. Results: The revised, final mission statement was: “To contribute to Korea and to the international society by producing excellent woman-leaders in healthcare, who have professional medical knowledge and are humanitarians based on Christian principles.” Three key words helped in the realization of this mission: compassion, professionalism, and service. Compassion: a noble physician who practices compassion toward mankind, caring for patients with compassion and the right attitude, and contributing to health promotion. Professionalism: a responsible physician who embodies professionalism, learning the necessary knowledge and skills, having the ability for self-development, and leading in various fields of medicine. Service: a respected physician who serves society, devoting to the community with excellent woman leadership skills and an open mind, and serving Korea and the international society. Conclusion: We expect that this new school mission will be helpful in clarifying the whole educational process and will resolve conflicts resulting from the change to the school system within a rapidly changing educational environment.

Purpose: In order to apply the item response theory to test results, the assumptions made about unidimensionality and item goodness-of-fitness should be tested before analysis. To know if the Korean Medical Licensing Examination results fulfill these assumptions, appropriate tests were done on these two features. Methods: Three results (from three subjects) of the Korean Medical Licensing Examination, done in January 2004, were converted into 1, 0 data. The Holland and Rosenbaum Method (HRMH) and DETECT were used to test unidimensionality. The Winsteps was used to test goodness-of-fitness according to the Rasch model. Results: Unidimensionality was rejected by HRMH but accepted by DETECT. With the Rasch model, 2 out of 550 items were inadequate. Each 137, 73 and 455 examinees out of 3,881 were inadequate in three subjects of 126, 400 and 24 items. Conclusion: The above results suggest that DETECT is desirable for testing unidimensionality of high-stakes tests with more than 100 items. According to the Rasch model, the Korean Medical Licensing Examination fulfills the goodness-of-fitness to be analyzed according to the item response theory.

Purpose: The purposes of this study were to describe a viable communication skills course for medical students and to discuss how to improve it for better teaching. Methods: The subjects were a communication skills course and one hundred thirty three thirdyear medical students who participated in the course in 2006. Program evaluation by students was conducted using questionnaire at the end of each session and the entire course. Results: The communication course was named as “Medical Communication Skills”. Basic communication skills and interview skills for specific clinical situations were taught. We used experiential leaning methods such as standardized patient (SP) interviews with feedback. Students rated the course highly especially for SP-based practice sessions and student group projects. The course evaluation indicated that the students considered communication skills to be significantly more important as a clinical competency after the completion of the course. Conclusion: We confirmed that the communication skills course was well perceived by medical students and they preferred experiential learning methods more than didactic methods.