Journal of Yeungnam Medical Science

Original article

Medical Education
Current status and needs of community-based practice in public healthcare institutions among Korean medical schools: a cross-sectional study: Songrim Kim, Bongeun Cha, Sun Young Kyung, So Jung Yune, Kyung Hye Park, Kwi Hwa Park; J Yeungnam Med Sci. 2025;42:21. Published online January 6, 2025; DOI: https://doi.org/10.12701/jyms.2025.42.21

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Background
This study analyzed the status of community-based practice in public healthcare institutions in Korean medical schools and identified related needs.
Methods
We conducted an online cross-sectional survey in which 32 of 40 medical schools (80.0%) participated between March and April 2023. We developed questionnaire items aimed at ascertaining the status and perceptions of community-based practice and analyzed the response data using frequency analysis, the Mann-Whitney U test, and content analysis with word clouds.
Results
Of the 32 medical schools analyzed, 23 (71.9%) offered practical courses, and of those, 12 (52.2%) implemented practice lessons within courses. Among 20 schools, 18 (90.0%) required students to complete practical courses and over 50% offered these courses in the third and fourth years of the clerkship phase. Perceptions of community practice showed no significant differences based on whether courses were offered. Many schools have proposed that practice should be a continuous curricular element from the premedical to medical years. The primary challenges facing community-based practice were identified as faculty development, collaboration, and compensation of practice institutions. The following words were extracted from the respondents’ comments: practice, community, institution, student, education, faculty, university, and public.
Conclusion
This study identified the limitations of community-based education provided by Korean medical schools and we report findings that highlight areas of improvement. Notable among these is the need to continuously incorporate community-based practice into medical education while engaging in discussions and conducting research toward developing a comprehensive and systematic curriculum.

Citations

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Perceptions of preparedness for doctor roles and the medical profession in Korean graduating medical students: A 13-year trend analysis
Hyorim Ha, Hae Won Kim
Medical Teacher.2025; : 1. CrossRef
Understanding the Goals of Service Learning and Community-Based Medical Education: A Systematic Review
Marina Khan, Hanzala Waqar, Farida Pervez, Palwasha Zahid, Muhammad Abbas Khan, Syeda Sanaa Fatima
Pakistan Journal of Health Sciences.2025;[Epub] CrossRef

Review articles

Medical Education
Patient-physician interaction education in Korea: a systematic review: Hwan Ho Lee, Yu Ra Kim, Hye Jin Park; J Yeungnam Med Sci. 2024;41(2):74-79. Published online February 5, 2024; DOI: https://doi.org/10.12701/jyms.2023.01109

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Abstract PDF

Patient-physician interaction (PPI) is an important area in medical education, but in-depth discussions on the content of the outcome of patient-doctor education are rare. Therefore, in this study, we will systematically analyze the research on PPI education in Korea. In this study, papers searched with keywords related to PPI education from Korea’s academic journal service were targeted according to a systematic literature analysis method. The scope of the study was to include papers published in academic journals that are candidates for Korea Citation Index registration, excluding dissertations, research reports, posters, conference presentations, books, and internet materials. The content included papers targeting medical education and medical school students was set as the range. As a result of the analysis, although communication between PPI has many positive effects in the PPI in medical education at medical schools, obstacles do occur, and various ways to overcome them were suggested. Therefore, although medical interview training between patients and doctors in medical schools is necessary, it was analyzed as being based on overseas research or lacking in specific content. The core of PPI education appears to be medical interviews, and it seems necessary to discuss whether empathy or patient-centered medical care are appropriate as the main principles of PPI education in Korea. Therefore, education on the patient-doctor relationship is an important element in medical humanities and medical humanities education, and it is expected that research and education on this will progress more actively.

Citations

Citations to this article as recorded by

Student Learning Outcomes and Program Evaluation in Medical Humanities Education in Korea: A Systematic Review
Gyoungmin Park, Tae Yang Yu
Korean Medical Education Review.2025; 27(Suppl1): S18. CrossRef

Medical Education
Evaluation research in Korean medical education: a systematic review: Hye Jin Park, Yu Ra Kim; J Yeungnam Med Sci. 2023;40(3):233-240. Published online December 5, 2022; DOI: https://doi.org/10.12701/jyms.2022.00563

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Abstract PDF Supplementary Material

The purpose of this study aims to analyze research trends related to ‘evaluation’ in Korean medical education through a systematic review. This study used a systematic review method, which is a research methodology for research trends and ‘literature analysis.’ Researchers searched the Korean journal literature published until the end of December 2020 in the Korean research database with keywords related to medicine and evaluation. Thus, 5,205 cases were identified. Based on these data, 143 papers were selected through a logical screening process, requiring 1 month to complete the data search and analysis process. In terms of publications, medical journals overwhelmingly outnumbered nonmedical journals until 2015; however, after 2016, the number of papers published in nonmedical journals increased, and the number of published papers was similar to that of medical journals. In terms of evaluation-related research, research on student and program evaluations has been very active compared to that on accreditation. As the number of evaluation studies has gradually decreased over the past 10 years, preparing a plan to revitalize them in Korean medical education is necessary. Considering that the role of evaluation in education has been emphasized in recent years, research on reestablishing the concept of evaluation; developing evaluation indicators; analyzing the status of student evaluation, program evaluation, and accreditation; and deriving measures to improve medical education through evaluation is required.

Citations

Citations to this article as recorded by

Patient-physician interaction education in Korea: a systematic review
Hwan Ho Lee, Yu Ra Kim, Hye Jin Park
Journal of Yeungnam Medical Science.2024; 41(2): 74. CrossRef

Original articles

Medical Education
Experience of operating a medical humanities course at one medical school during the COVID-19: a retrospective study: Yu Ra Kim, Hye-won Shin, Young Hwan Lee, Seong-Yong Kim; J Yeungnam Med Sci. 2023;40(2):179-186. Published online September 23, 2022; DOI: https://doi.org/10.12701/jyms.2022.00451

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Abstract PDF

Background
This study summarizes the experience of operating a ‘Medical Humanities’ course, which was taught remotely to maintain activities and discussions at medical schools in Daegu, Korea during the sudden and unexpected coronavirus disease 2019 (COVID-19).
Methods
The subjects of this study were 73 first- and 79 second-grade medical students who took the medical humanities (1) and (2) courses among first- and second-grade students of Yeungnam University College of Medicine in 2020. Of the 152 students who agreed to the online survey, 123 completed the survey. Self-, environmental, and program evaluations were conducted on the study subjects, and differences according to grade and gender were analyzed.
Results
As a result of the study, a significant difference between self-evaluation and environmental evaluation was confirmed. Self-evaluation was determined to be higher in the first grade than in the second grade. The environmental evaluation showed that male students were more satisfied than female students and students generally had difficulties in the classroom environment. Of the applications used in class, the highest satisfaction was observed with KakaoTalk (Kakao Corp.) and Zoom (Zoom Video Communications Inc.). At the end of COVID-19, the students preferred online classes.
Conclusion
If the learning environment for online classes is well prepared and systematic provisions are made, such as class operations that are suitable for the subject, effective education and learning can be achieved by taking advantage of both face-to-face and online classes.

Citations

Citations to this article as recorded by

Study on the Learning Environment of Medical Students in the COVID-19
Yu Ra Kim, Hye Jin Park, Saeyoon Kim
Keimyung Medical Journal.2023; 42(2): 80. CrossRef

Medical Education
A study on the mental health of students at a medical school during COVID-19 outbreak: a retrospective study: Yu Ra Kim, Hye Jin Park, Bon-Hoon Koo, Ji Young Hwang, Young Hwan Lee; J Yeungnam Med Sci. 2022;39(4):314-321. Published online August 16, 2022; DOI: https://doi.org/10.12701/jyms.2022.00437

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Abstract PDF

Background
In this study, the degree of anxiety, depression, and stress caused by coronavirus disease 2019 (COVID-19) was identified, as well as the need for psychological prevention measures among medical students in the Daegu region that was designated the first special disaster area due to the spread of COVID-19.
Methods
The subjects of this study were 318 medical students in Daegu who voluntarily participated in an online test using the Hospital Anxiety and Depression Scale and Impact of Event Scale-Revised Korean version. As a result of the test, risk students received immediate telephone counseling, and the effect of this telephone counseling was analyzed.
Results
There were no differences in depression, anxiety, or stress according to gender and grade. As a result of immediate telephone counseling for risk students, significant differences were found in depression, anxiety, and stress, and the counseling was found to be effective.
Conclusion
For medical students who are easily exposed to stress, the importance of psychological prevention measures and effectiveness of non-face-to-face counseling should be recognized. In the field of medical education, we must do our best to build a system that can be used immediately at the appropriate time for these programs.

Citations

Citations to this article as recorded by

Stress and coping skills in medical students
Yu Ra Kim, Hye Jin Park, Seong Yong Kim
Korean Journal of Medical Education.2025; 37(1): 59. CrossRef
Global prevalence of anxiety and depression among medical students during the COVID-19 pandemic: a systematic review and meta-analysis
Yen-Ko Lin, Ita Daryanti Saragih, Chia-Ju Lin, Hsin-Liang Liu, Chao-Wen Chen, Yung-Sung Yeh
BMC Psychology.2024;[Epub] CrossRef
Post-Pandemic Evaluation: Impact of Covid-19 Pandemic on Medical Students’ Mental Health, Self-Esteem, Social Interactions, and Academic Progression in Malaysia
Sia Woon Teen, Tan Jih Huei, Lee Tiong Chan, Tay Jia Chyi
Sage Open.2024;[Epub] CrossRef
Study on the Learning Environment of Medical Students in the COVID-19
Yu Ra Kim, Hye Jin Park, Saeyoon Kim
Keimyung Medical Journal.2023; 42(2): 80. CrossRef

Medical Education
Factors to be considered in designing a faculty development program for medical education: local experience from the Western region of Saudi Arabia: Hussein Algahtani, Bader Shirah, Lana Alshawwa, Ara Tekian, John Norcini; Yeungnam Univ J Med. 2020;37(3):210-216. Published online April 21, 2020; DOI: https://doi.org/10.12701/yujm.2020.00115

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Abstract PDF

Background
Among the different aims of medical education, the provision of society with skilled, professional, and knowledgeable healthcare workers who maintain and develop their expertise over a lifetime career is important. The achievement of this goal is linked with the professional development of both faculty members and healthcare workers. This study aims to measure the perception of faculty members regarding their views about the goals of faculty development programs, practices and activities, and factors that determine their achievement.
Methods
A cross-sectional survey was conducted in multiple universities in the Western region of Saudi Arabia. The participants were given a pre-designed self-administered questionnaire generated from literature. The survey questionnaire consisted of three sections that were designed to assess the faculty members’ perception on the faculty development program.
Results
A total of 210 faculty members participated in the study. The most important perceived goal was to motivate teachers to become better teachers. The most important perceived practice was establishing a positive climate for teaching and learning. The most important perceived factor was skilled and dedicated staff support.
Conclusion
The results of this study demonstrate that faculty members have positive perceptions regarding all aspects of faculty development programs. This study will raise awareness regarding the importance of faculty development programs in sustaining educational vitality. We recommend the implementation and maintenance of comprehensive faculty development programs in Saudi universities.

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Transforming Continuing Professional Development for Healthcare Professionals to Meet National Goals in Saudi Arabia
Graham T. McMahon, Manal Alnasser, Haya Alzouman, Lama Aldakhil, Asma Ababtain
Journal of CME.2024;[Epub] CrossRef
The Impact of Facilitators’ Competencies and Characteristics on Faculty Enhancement Activities in Saudi Arabia: A Mixed-Methods Research
Abdulaziz I Alhassan, Njoud A Alghofaily
Cureus.2024;[Epub] CrossRef
Leadership, management and governance in healthcare education
Liberty Rosales
International Journal of Research Studies in Education.2024;[Epub] CrossRef

Review articles

Medical Education
Creativity in medical education: concepts related to creative capacity: Yura Kim, Young Hwan Lee; Yeungnam Univ J Med. 2020;37(2):79-83. Published online March 9, 2020; DOI: https://doi.org/10.12701/yujm.2019.00458

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Abstract PDF

In the 21st-century postmodernism era, which represents diversity and relativity, one of the most essential elements in the field of education is to strengthen individual human values. Accordingly, we must focus on developing capacity in order to adapt to change. It is clear that the medical field maximizes the need for new judgments to solve life-related problems constantly, and this problem-solving capacity is an essential skill for a physician. Problem-solving capacity can be achieved simultaneously with creativity to apply them in an appropriate manner based on standardized expertise and well-trained skills. Creativity is also a key element that medical education is currently pursuing. Many studies on creativity have resulted in confusion and misunderstandings on the concept of creativity due to similar terms and varied definitions, such as creation, innovation, etc. In this study, we attempt to identify the importance of creativity in medical education by comparing and organizing concepts related to creative capacity.

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Taming the flames: the role of emotional intelligence in controlling moral outrage among medical students
Shereen El Tarhouny, Hossam Abou Saif, Zeinab El Sawaf, Tayseer Mansour
Frontiers in Medicine.2026;[Epub] CrossRef
Global Trends in Non‐Technical Skills Research in Dental Education: Bibliometric Review and a Curricular Case Study
Tanit Arunratanothai, Supachai Chuenjitwongsa, Kanoknadda Tavedhikul, Piyamas Sumrejkanchanakij, Kausar Sadia Fakhruddin, Lakshman Samaranayake, Thanaphum Osathanon, Sivakumar Nuvvula
International Journal of Dentistry.2026;[Epub] CrossRef
Can Creative Thinking Predict Academic Success in Medical Education? Correlating Torrance Test of Creative Thinking Scores and Five-year GPAs of Japanese Medical Students
Marcellus Nealy, Hiroyuki Daida, Yuichi Tomiki, Dennis Dew, Takeo Higuchi
MedEdPublish.2025; 15: 22. CrossRef
Pedagogical practices that enhance medical students' capacity for creative thought: A qualitative study
Maher Sefein, Muhammad Talha Zaigham, Zuraiz Idrees, Mohammad Shahzil
Journal of Medical Education Development.2024; 17(53): 1. CrossRef
Creative Thinking: Its Importance and How to Cultivate It
Ahmad Munir, Omer A. Awan
Academic Radiology.2022; 29(10): 1610. CrossRef
A study on the mental health of students at a medical school during COVID-19 outbreak: a retrospective study
Yu Ra Kim, Hye Jin Park, Bon-Hoon Koo, Ji Young Hwang, Young Hwan Lee
Journal of Yeungnam Medical Science.2022; 39(4): 314. CrossRef
Value-Added Roles of Medical Students During the COVID-19 Pandemic: Assessment of Medical Students’ Perceptions and Willingness in Sri Lanka
Nuwan Darshana Wickramasinghe, Shamalee Wasana Jayarathne, Senaka Devendra Pilapitiya
International Journal of General Medicine.2021; Volume 14: 3187. CrossRef

Medical Education
Trends in the study on medical education over the last 10 years, based on paper titles: Seong Yong Kim; Yeungnam Univ J Med. 2019;36(2):78-84. Published online May 13, 2019; DOI: https://doi.org/10.12701/yujm.2019.00206

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Abstract PDF

Medical education research subjects are incredibly diverse and have changed over time. This work in particular aims to compare and analyze research trends in medical education through the words used in the titles of these research papers. Academic Medicine (the journal of the Association of American Medical Colleges), Medical Teacher (the journal of the Association of Medical Education in Europe), the Korean Journal of Medical Education (KJME), and Korean Medical Education Review (KMER) were selected and analyzed for the purposes of this research. From 2009 to 2018, Academic Medicine and Medical Teacher published approximately 10 to 20 times more papers than the KJME and KMER. Frequently used words in these titles include “medical,” “student,” “education,” and “learning.” The words “clinical” and “learning” were used relatively often (7.80% to 13.66%) in Korean Journals and Medical Teacher, but Academic Medicine used these phrases relatively less often (6.47% and 4.41%, respectively). Concern with such various topics as problem-based learning, team-based learning, program evaluations, burnout, e-learning, and digital indicates that Medical Teacher seems to primarily deal with teaching and learning methodologies, and Academic Medicine handles all aspects of medical education. The KJME and KMER did not cover all subjects, as they publish smaller papers. However, it is anticipated that research on new subjects, such as artificial intelligence in medical education, will occur in the near future.

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