The mental health of medical students in Daegu during the 2020 COVID-19 pandemic

Sanghee Yeo,Eunkyung Choi,Jungmin Kim,Seung-Hee Won 한국의학교육학회 2023 Korean journal of medical education Vol.35 No.2

Purpose: In February 2020, the first outbreak of coronavirus disease 2019 (COVID-19) occurred in Daegu, South Korea, and confirmed cases increased sharply, sparking intense anxiety among residents. This study analyzed the data of a mental health survey on students enrolled at a medical school located in Daegu in 2020. Methods: An online survey was administered to 654 medical school students (pre-medical course: 220 students, medical course: 434 students) from August to October 2020, with 61.16% (n=400) valid responses. The questionnaire included items about COVID-19-related experiences, stress, stress resilience, anxiety, and depression. Results: Of the survey participants, 15.5% had experienced unbearable stress, with the most significant stress factors (in descending order) being limited leisure activities, unusual experiences related to COVID-19, and limited social activities. Approximately 28.8% reported psychological distress, and their most experienced negative emotions were helplessness, depression, and anxiety (in descending order). The mean Beck Anxiety Inventory and Beck Depression Inventory-II scores were 2.44 and 6.08, respectively, both within normal ranges. Approximately 8.3% had mild or greater anxiety, and 15% had mild or greater depression. For students under psychological distress, the experience of unbearable stress before COVID-19 affected anxiety (odds ratio [OR], 0.198; p<0.05), and having an underlying condition affected depression (OR, 0.190; p<0.05). With respect to their psychological distress during August–October 2020 compared with that during February–March 2020 (2 months from the initial outbreak), anxiety stayed the same while depression increased and resilience decreased at a statistically significant level. Conclusion: It was found that some medical students were suffering from psychological difficulties related to COVID-19, and there were several risk factors for them. This finding suggests that medical schools need to not only develop academic management systems but also provide programs that can help students manage their mental health and emotions in preparation for an infectious disease pandemic.

Differences and changes in the empathy of Korean medical students according to gender and vocational aptitude, before and after clerkship

Sanghee Yeo 한국의학교육학회 2019 Korean journal of medical education Vol.31 No.4

Purpose: The purpose of this study is to determine whether there is any change in the empathy scores of third-year medical graduate students after they have taken a clerkship and have begun gaining more opportunities to meet patients through the clerkship. Methods: The participants were 109 third-year students in 2014 and 110 fourth-year students in 2015 at Kyungpook National University, School of Medicine. The author measured empathy using a modified and expanded version of the Korean version of the Jefferson Scale of Empathy of Physician Empathy-Student version and used the Holland-III aptitude test-S to assess vocational aptitude. Results: As a results, male students in their third year exhibited higher scores, but there was no significant difference in the fourth year. The empathy score increased slightly when third-year students became fourth-year students, but the difference was not statistically significant. There was no statistically significant change in the scores of both male and female students between the 2 years. The results of the vocational aptitude test showed that students who preferred person-oriented specialties had higher empathy scores when they entered their fourth academic year compared to objectively-oriented students. Conclusion: In this study, male students showed higher empathy scores than female students, an atypical finding that was inconsistent with the results of previous studies. However, the distribution of scores among male students was wider than that of female students, a finding consistent with previous studies. As such, individual differences need to be considered when developing curriculum in order to improve the empathy of medical students.

Course quality management based on monitoring by students at a medical school

Sanghee Yeo 한국의학교육학회 2018 Korean journal of medical education Vol.30 No.2

Purpose: This study aims to develop a system of course monitoring by students and evaluate the course quality management system (CQMS) implemented as an educational assessment tool. Methods: This research was conducted in accordance with the ADDIE model which is a well-known instructional design model. The ADDIE process includes needs analysis, design of the course monitoring and course evaluation, development of evaluation forms, implementation of course monitoring, and evaluation of the program. Results: To meet the need for a system that can replace the traditional lecture evaluation approach, this study developed and implemented a new course evaluation system. In comparison with the quantitative evaluation method, course monitoring by students provided more qualitative information on classes and courses from the students’ perspective. The students realistic description helped know how student felt the atmosphere of class and what kinds of teaching style students preferred. However, some view that the evaluation by the four monitoring members was less reliable. Conclusion: This study proposed a course quality management based on students’ monitoring which emphasized the narrative evaluation to help to identify the strengths and weaknesses of the classes and gather qualitative information from the students’ perspective that can be used to improve the courses. It is expected that providing the monitoring members with better orientation could help manage the quality of the courses using the monitoring system.

Implementation of problem-based learning in medical education in Korea

Sanghee Yeo,Bong Hyun Chang 한국의학교육학회 2017 Korean journal of medical education Vol.29 No.4

Purpose: This study aims to identify how problem-based learning (PBL) has been implemented in Korean medical education, and how it is evaluated by each medical school. Methods: For this study, a total of 40 medical schools in Korea were surveyed via e-mail. The survey tool was a questionnaire consisting of 22 questions which was developed independently by the researchers. Results: Of the 40 medical schools, 35 schools were implementing PBL programs in their medical curriculum, while five were found not currently to be running the program. A large number of the schools which introduced PBL (30 schools, 85.7%) used a hybrid PBL model. In over 70% of the medical schools surveyed, professors evaluated the effects of PBL as positive. Most medical schools (85.7%) stated they would maintain or expand their use of PBL. However, the lack of understanding and skeptical attitude of the faculty on PBL, the lack of self-study time and passive attitude of students, insufficiency of good PBL cases, and the perfunctory PBL introduction for school accreditation interfere with the successful PBL. Conclusion: PBL has been incorporated in Korean medical curriculum as hybrid PBL type. It is analyzed that intensive tutor training and good PBL case development are necessary for the success and effective operation of PBL.

Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea

Sanghee Yeo,Bong Hyun Chang 한국의학교육학회 2016 Korean journal of medical education Vol.28 No.1

Purpose: Kyungpook National University School of Medicine has been implementing hybrid problem-based learning (PBL) since 1999. The aim of this study was to investigate the changes in the students’ perceptions and satisfaction levels of hybrid PBL. Methods: The target period of our study was from 1999 to 2014, and target subjects were second-year medical students in Kyungpook National University School of Medicine. The survey was conducted at the end of semester. We had a focused interview with group leaders and some volunteer students. Results: As for the scores regarding students’ overall satisfaction with PBL, there was significant improvement in 2005 compared to 2002, but the scores decreased and no differences between the survey years noted after 2005. The students’ preference ratio for the once a week PBL sessions, tutor presence, synchronization of contents, and arrangement of PBL sessions and related lectures was 60%–80%, 50%–90%, 52%–96%, and 78%–93%, respectively. Conclusion: In order to increase students’ satisfaction with hybrid PBL and to improve the perception of it, firstly, it is necessary to arrange the date and the time of PBL sessions so that students can concentrate on PBL. Secondly, PBL cases should be selected and arranged to be well synchronized with the ongoing lectures. Finally, it is important to create a safe atmosphere so that students can engage actively in PBL sessions.

An analysis of verbs used in the course outcomes of outcome-based integrated courses at a medical school based on the taxonomy of educational objectives

Sanghee Yeo 한국의학교육학회 2019 Korean journal of medical education Vol.31 No.3

Purpose: The purposes of this study were to analyze the course outcomes of integrated courses of a medical school that introduced an outcome-based curriculum and to suggest ways to improve techniques in the description of outcomes. Methods: In order to investigate the course outcomes of 39 courses in the first and second grades at Kyungpook National University School of Medicine in Korea, verbs for the course outcome were classified according to Bloom’s taxonomy and frequency analysis was completed. The appropriateness of use of verbs in description of the outcomes was also analyzed. Results: The total number of course outcomes for both grades was 497. The number of course outcomes per credit ranged from a minimum of 0.9 to a maximum of 22.0. Most of the course outcomes were classified as the comprehension domain according to Bloom’s taxonomy. The most frequently used verb was “explain,” accounting for 61.0% (n=303) of the entire course outcome verbs. Some verbs in the outcomes, however, were unmeasurable. Conclusion: The major findings of this study include the followings. First, the number of course outcomes varied according to courses. Second, several course outcomes included unmeasurable verbs. Finally, most of the verbs used to describe course outcome belonged to the two lower levels of Bloom’s taxonomy—knowledge and comprehension. In order to improve the description of course outcomes, this study suggests that it is necessary to adjust the number of course outcomes, applicate overt behavior verbs, and elevate the level of course outcomes from the lower memorizing level to the higher application level.

의과대학의 문제중심학습 수업운영에 관한 사례연구

여상희(Sanghee Yeo) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.20

The purpose of this study is to propose an optimal PBL (Problem-based learning) method for medical schools in Korea by analyzing the transition of problem-based learning methods in a medical school over the past 18 years. This study analyzed the transition as well as the pros and cons of course arrangement methods, number of sessions, methods for distributing study materials, and evaluation methods in detail. As a result, the study concluded that implementing PBL according to the findings below is advisable for universities that intend to adopt lectures as their primary teaching method and use PBL as supplementary method. First, arrange lectures and PBL classes in parallel and once a week by considering the academic burden of the students and to facilitate the recruitment of tutors. Second, leave a term between the examination periods and classes. Third, the student leader should distribute the PBL materials and all materials should be distributed in the first session of the case. Fourth, use various methods to evaluate the grades but the final grades should be determined based on a pass-fail grading system. In addition, as the PBL platform was converted into a web-based PBL, students could conveniently use various PBL materials. It would be valuable to analyze the experience of implementing a web-based PBL in the future. 본 논문의 목적은 한 의과대학이 지난 18년 간 운영한 문제중심학습 수업의 변천과정을 분석하여, 국내 의과대학에 적합한 최적의 PBL 수업운영방식을 제안하고자함에 있다. 구체적으로, 수업 편성방법, 수업횟수, 수업자료 배부방식, 튜터배정 방식, 수업진행방식, 평가방법의 변천과정과 장단점을 분석하고자 하였다. 연구결과, 강의를 주된 수업법으로 채택하면서 PBL 수업을 보완적으로 실시하는 의과대학에서는 다음의 PBL 운영형태가 바람직하다는 결론을 도출하였다. 첫째, 튜터 모집의 원활 성과 학습자의 학업 부담을 고려하여 강의와 PBL 수업은 병렬로 배치하고, 수업횟수는 주당 1회로 한다. 둘째, 수업요일은 가급적 시험날짜와 떨어진 요일로 정한다. 셋째, 수업자료는 학생조장이 배부하고, 각 사례의 첫 번째 수업에서 모든 자료를 배부한다. 넷째, 성적사정은 다양한 평가도구를 포함하되, 최종성적은 통과/탈락으로한다. 그 밖의 중요한 변화로써, PBL 수업 플랫폼이 웹기반으로 변환되어, 다양한 수업자료를 편리하게 사용할 수 있었다. 향 후 웹기반 PBL 운영경험을 분석한다면 미래 의학교육을 위한 중요한 함의점을 찾을 수 있을 것이다.

의과대학에서 임상술기 유형분류와 처방적 교수전략 설계

여상희(Sanghee Yeo) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.15

본 연구는 의과대학에서 임상술기(clinical skill)를 효과적으로 교육하기 위하여, 임상술기를 체계적으로 분류하고, 분류된 임상술기의 유형에 따라 상이한 교수전략을 제시함을 목적으로 한다. 연구결과, 첫째, 임상술기의 유형을 분류하기 위하여 임상술기의 지식종류(knowledge), 복잡성(complexity), 실습대상(practice), 위험도(risk)를 기준으로 한 임상술기 분류틀을 제시하였다. 이 기준에 따라 임상술기를 24개의 유형으로 구분하였다. 둘째, 임상술기의 유형에 따라 네 가지의 상이한 교수전략을 제안하였다. 본 연구는 의과대학의 중요한 학습내용 중 하나인 임상술기를 국내에서 처음으로 체계적으로 분류하고, 임상술기의 특성에 적합한 교수전략을 교육이론에 근거하여 제안하였다는 점에서 의의가 크다. 본 연구결과는 교수이론에 근거한 술기교육을 하고자 하는 의과대학 교수에게 도움이 될 것이라고 기대한다. In medical schools, clinical skill education is essential to training future physicians. However, there has been insufficient research on the analysis of the characteristics of clinical skills and the development of instructional strategies that are suitable to the characteristics. This study aims to develop a classification matrix that enables a systematic categorization of clinical skills—which is an important educational content in medical schools—and develop instructional strategies to effectively teach clinical skills based on the categories. The matrix categorizes clinical skills according to four criteria: Knowledge, Complexity, Practice, and Risk. Second, the obtained categories were classified into four teaching-learning types, and effective instructional strategies suitable for each type were developed. This study has significance because it is the first study in Korea that has categorized clinical skills from an educational perspective and presented prescriptive instructional strategies for each category. As there is a trend of strengthening clinical skill education in medical schools, the outcome of this study is expected to serve as a guideline for systematic education and curriculum operation when improving clinical skill education.

COVID-19 상황에서 일 개 대학의 실시간 화상 온라인 시험에 대한 성별, 연령, 시험응시지역에 따른 만족도 분석

여상희(Sanghee Yeo),김동자(Dong Ja Kim) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.23

목적 코로나-19 상황에서 대면시험이 불가하게 됨에 따라 실시간 온라인 평가를 실시하게 되었다. 이 연구의 목적은 대학원생을 대상으로 실시한 실시간 화상으로 진행한 온라인 학생평가에 대한 학생만족도를 분석하고자 한다. 방법 연구대상은 대구소재의 한 의과대학 대학원 61명이며, 온라인 시험을 실시한 과목은 총 3 과목이다. 온라인 시험에 대한 만족도 평가는 13문항으로 구성된 설문지를 개발하여 온라인으로 시행하였다. 시험진행은 학생들이 화상강의를 받았던 웹엑스로 하였다. 학생들은 웹엑스로 온라인 시험링크를 받아서, 미리 접속하고 있다가 동시에 시험을 시작하고 동시에 시험을 종료하였다. 시험응시 환경의 세팅은 학생 본인이 직접 시험을 응시하는 것이 확인되도록 본인의 모습이 촬영되도록 핸드폰이나 태블릿을 설치하도록 하였다. 부정행위에 대한 예방책으로 시험 진행과정은 녹화하였다. 결과 설문에 응답한 59명(96.7%)을 분석한 결과, 54명(91.5%)의 학생은 기술적 문제가 없이 온라인 시험이 원활히 진행되었다고 하였다. 30명(51.4%)의 학생은 온라인 시험이 익숙하지 않아 심적으로 부담된다고 응답하였으며, 25명(42.4%)의 학생은 온라인 시험방법에 익숙하지 않음으로 인해 성적에 영향을 줄까봐 우려한다고 하였다. 전반적인 평가에서는 대면시험보다 온라인 시험을 선호하였다. 온라인 시험 시에 우려되는 점으로는 네트워크 등의 기술적인 문제로 인해 시험진행 과정에서 차질이 있을까봐 우려된다는 의견이 가장 높았고(45명, 76.3%), 부정행위에 대한 우려(26명, 44.1%), 시험문제가 쉬워져 변별도가 낮아질 것을 우려하는 의견(5명, 8.5%)이 있었다. 결론 실시간 온라인 평가를 시행해 본 결과, 원거리에서 온라인으로 수강하는 학생이 많은 대학원 수업에서 온라인 평가를 시행하는 것은 인터넷 네트워크가 안정적으로 보장된다면 권장할 만하다. 다만 부정행위에 대한 우려를 경감시키기 위해 온라인 시험감독이 가능하도록 시험환경을 세팅할 필요가 있다. 향후 팬데믹 상황에서 온라인 교육의 지속성을 고려해 볼 때 온라인 시험에 대한 시도, 대비 및 노하우를 쌓아갈 필요가 있다고 판단한다. Objectives As COVID-19 put a halt to face-to-face tests, online assessment became compulsory. This study aims to analyze the evaluations of real-time online student assessment and student satisfaction for graduate students from different parts of the country who have taken online courses. Methods The participants of the study were 61 students from A Medical School, and a total of three courses were selected for the online tests. Students were given a survey with 13 questions developed by the author to evaluate their satisfaction levels on online tests. To conduct the online tests, students first logged onto WebEx, on which they received online lectures, to access the link to the test which was given over WebEx chat. Results it was found that 54(91.5%) students responded that they had no technical issues during the test. Thirty(51.4%) students responded that they felt psychologically pressured as they were not used to taking online tests, and 25(42.4%) students responded that they were concerned that online tests would affect their grades as they are not used to taking tests online. Among the concerns for online tests, the issue about which the students were most concerned was the possible technical issues such as network issues that may lead to a setback during the tests (45 students, 76.3%), followed by cheating (26 students, 44.1%), and failure to guarantee distinction among the student levels as questions on the test may be too easy (5 students, 8.5%). Conclusions It was concluded that online assessments would be worth considering for graduate school classes where a number of students take the course online from a distance, given that there is a stable Internet network. As there are concerns that students may cheat, it is necessary to set up the testing environment appropriately to supervise the tests online.

의과대학에서 체제적 교수설계모형을 적용한 컴퓨터 기반 임상술기 실습 교수설계

여상희(Sanghee Yeo) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.16

본 연구는 교수설계이론을 적용하여 의과대학의 임상술기(clinical skills) 실습교육 프로그램을 교수설계함을 목적으로 하였다. 교수설계는 Dick, Carey & Carey(2005)의 체제적 교수설계모형에 근거하였으며, 학생들이 의과대학의 임상실 습실에서 자율적으로 반복 훈련을 할 수 있도록 컴퓨터 기반 실습교육 프로그램으로 설계하였다. 교수설계는 ① 목적규명을 위한 요구사정, ② 학습자와 상황분석, ③ 교수분석, ④ 수행목표 작성, ⑤ 평가도구 개발, ⑥ 교수 전략 개발, ⑦ 교수자료 개 및 선정, ⑧ 교수의 형성평가 설계, ⑨ 총괄평가 설계의 단계에 따라 진행하였다. 본 연구의 결과물로서, 체제적 교수설계의 모든 단계에서 설계결과물을 제시하였으며, 최종 연구성과로 목표기반 시나리오 수업방법에 따른 컴퓨터 기반 수업프로그램을 제안하였다. 본 연구는 Dick, Carey & Carey(2005) 이론적 모형에서 제시한 교수설계의 단계에서 요구하는 교수설계 활동에 따라 교수설계 결과물을 모두 제시하였다는 점과 의과대학에서 중요한 임상술기 실습교육을 체계적으로 개발하였다는 점에 의의가 크다. This study designed a clinical skill training program by applying an instructional design theory. The instructional design of this study is based on a model for The Systematic Design of Instruction developed by Dick, Carey, and Carey (2005). The training program is computer-based, allowing students to autonomously receive continual training in a clinical training room of a medical school. The instructional design proceeded in the following stages: ① assessing needs to identify an instructional goal, ② analyzing learners and contexts, ③ conducting instruction analysis, ④ writing performance objectives, ⑤ developing assessment instruments, ⑥ developing instructional strategies, ⑦ developing and selecting instructional materials, ⑧ designing the formative evaluation, and ⑨ designing the summative evaluation. This study presented the outcomes of all stages of the systemic instructional design, as well as the final outcome, which is the computer-based training program based on goal-oriented scenario instructional methods. This study can be significant because it has presented the outcomes of all stages in the theoretical model developed by Dick, Carey, and Carey (2005). Therefore, this study will provide a good case for medical schools and instructors that seek to develop a training program by applying a systemic instructional design model.