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The Effect of the Dr. LEE Jong-wook-Seoul Project on Medical Student Academic Performance in Laos
Kim, Jungho,Kim, Taejong,Shin, Jwa-Seop Yonsei university college of medicine 2019 의학교육논단 Vol.21 No.1
The Dr. LEE Jong-wook-Seoul Project (DLSP) in the Lao People's Democratic Republic (PDR) is a long-term development cooperation initiative aimed at upgrading the medical education capacity at the University of Health Sciences (UHS) in the Lao PDR. Under the project, eight faculty members from UHS were trained at the Seoul National University College of Medicine for a 12-month period during 2010-2011. Using a training-of-trainers model, we estimated the effect of DLSP on the learning outcomes of students, which was measured using the standard test scores of the students. The questionnaire developed by the Medical Education Assessment Consortium in Korea was given to the students and both the percent-correct and standardized scores were examined. The evaluation strategy was to compare the learning outcomes of the students taught by the trainees with those that were not and to compare the medical topics taught by the trainees with other topics. It was found that the first group of trainees in the DLSP was associated with an increase of 1.5 in the percent-correct test scores for basic medicine. While the interpretation requires caution, it is consistent with the view that a training program for faculty members could be effective in improving the teaching capacity of medical schools in developing countries.
이승희,신좌섭,허남희,윤현배,Lee, Seung-Hee,Shin, Jwa-Seop,Huh, Nam-Hee,Yoon, Hyun Bae 연세대학교 의과대학 2013 의학교육논단 Vol.15 No.3
Patient safety is achieved through systematic improvement based on the knowledge and willingness of medical professionals. A systematic longitudinal curriculum for patient safety is essential to prepare medical students and professionals. The purpose of this article is to introduce our experience with a 'workshop for developing a patient safety curriculum' and to compare the results with previous studies. The workshop comprising 15 medical professors and patient safety experts met for 2 days. The Consensus Workshop method was applied, collecting opinions from all of the members and reaching consensus through the following stages: context, brainstorm, cluster, name, and resolve. The patient safety curriculum was developed by this method, covering patient safety topics and issues, and teaching and assessment methods. A total of 7 topics were extracted, 'activities for patient safety, concepts of patient safety, leadership and teamwork, error disclosure, self-management, patient education, policies.' Issues, teaching methods, and assessment methods were developed for each topic. The patient safety curriculum developed from the workshop was similar to previous curricula developed by other institutions and medical schools. The Consensus Workshop method proved to be an effective approach to developing a patient safety curriculum.
Developing a core competency model for translational medicine curriculum
Hyun Bae Yoon,Do Joon Park,Jwa-Seop Shin,Curie Ahn 한국의학교육학회 2018 Korean journal of medical education Vol.30 No.3
Purpose: This study aimed to develop a core competency model for translational medicine curriculum in the Korean graduate education context. Methods: We invited specialists and key stakeholders to develop a consensus on a core competency model. The working group composed of 17 specialists made an initial draft of a core competency model based on the literature review. The initial draft was sent to the survey group by email to ask whether they agreed or disagreed with each core competency. The working group simplified, merged, or excluded the competencies that received less than 80% agreement among the 43 survey respondents. The working group also reorganized the order of the domains and competencies based on the survey results, and clustered the domains into four major areas. Results: The final core competency model has four areas, 12 domains, and 34 core competencies. The major areas are theory-based problem assessment and formulation, study design and measurement, study implementation, and literature review and critique. Conclusion: This new core competency model will provide guidance for the competency based education of translational medicine in Korea.