Journal of Yeungnam Medical Science

Original article

Medical Education
Effects of early clinical and basic laboratory exposure program on premedical students: a questionnaire survey: Kyu Hyang Cho, Hyun Sook Ko, Kyung Hee Lee, Tae-Yoon Hwang, Keun-Mi Lee, Sae Yoon Kim, Min Cheol Chang; J Yeungnam Med Sci. 2022;39(4):309-313. Published online July 20, 2022; DOI: https://doi.org/10.12701/jyms.2022.00318

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Abstract PDF: Background
Because premed students do not take courses related to medicine during their first 2 years, they cannot establish their identity as students at medical schools, making it difficult for them to set goals as future doctors. We conducted an early clinical and basic laboratory exposure program for premed students and studied the effects of the program and student satisfaction levels.
Methods
We performed an early clinical and basic laboratory exposure program for premed students for 2 days and evaluated the effects of the program and student satisfaction with it. The program consisted of two types: type 1, where two to four students formed a group, which was assigned to a particular department to participate and make observations during ward rounds, outpatient clinics, examinations, procedures, and surgeries (in the case of basic laboratory work, the students partook in experimental observations); and type 2, where one student followed a medical school professor to observe the professor’s day. After the program ended, an online survey was conducted to investigate the effects on students, their thoughts, and satisfaction levels.
Results
In total, 114 students (91.2%) responded to the survey. Approximately 94% of them were satisfied with the program. They found that the program would be useful for deciding on future career paths, gaining knowledge about a department of interest, studying for a medical program after premedical studies, and befriending residents and professors in certain departments.
Conclusion
Early clinical and basic laboratory exposure programs are recommended for premedical students.

Original Article

Social and Family Medicine
Student selection factors of admission and academic performance in one medical school: Keunmi Lee, Taeyoon Hwang, So young Park, Hyoungchul Choi, Wanseok Seo, Philhyun Song; Yeungnam Univ J Med. 2017;34(1):62-68. Published online June 30, 2017; DOI: https://doi.org/10.12701/yujm.2017.34.1.62

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Abstract PDF: BACKGROUND
This study was conducted to examine the academic achievements of first year medical students in one medical school based on their characteristics and student selection factors of admission. METHODS: The admission scores of student selection factors (Medical Education Eligibility Test [MEET], grade point average [GPA], English test score and interview) and demographic information were obtained from 61 students who had interviewed (multiple mini interview [MMI]) for admission (38 graduate medical school students in 2014, 23 medical college-transfer students in 2015). T-tests and ANOVA were used to examine the differences in academic achievement according to the student characteristics. Correlations between admission criteria scores and academic achievements were examined. RESULTS: MEET score was higher among graduate medical students than medical college transfer students among student selection factors for admission. There were no significant differences in academic achievement of first grade medical school between age, gender, region of high school, years after graduation and school system. The lowest interview score group showed significantly lower achievement in problem-based learning (PBL) (p=0.034). Undergraduate GPA score was positively correlated with first grade total score (r=0.446, p=0.001) among admission scores of student selection factors. CONCLUSION: Students with higher GPA scores tend to do better academically in their first year of medical school. In case of interview, academic achievement did not lead to differences except for PBL.

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