Student Satisfaction Study of Clinical Skills Training in Korean Medical Education

Article information

J Korean Med. 2013;34(3):37-53

Publication date (electronic) : 2013 September 30

doi : https://doi.org/10.13048/jkm.13011

Sung Bo Sim ¹, Ji Hyeon Kweon ¹, Hyung Woo Kim ²^,⁴, Jin Woo Hong ³^,⁴^,, Sang Woo Shin ¹^,⁴^,

¹Division of Applied Medicine, School of Korean Medicine, Pusan National University

²Division of Pharmacology, School of Korean Medicine, Pusan National University

³Department of Internal Medicine, School of Korean Medicine, Pusan National University

⁴Office of Korean Medical Education, School of Korean Medicine, Pusan National University

^*Correspondence to: 신상우, (Sang Woo Shin), 경상남도 양산시 물금읍 범어리 부산대학교 한의학전문대학원 412호, Tel: +82-51-510-8463, Fax: +82-51-510-8463, E-mail: swshin@swshin.com

Correspondence to: 홍진우, (Jin Woo Hong), 경상남도 양산시 물금읍 범어리 부산대학교 한방병원 한의약임상연구센터 423호, Tel: +82-55-360-5962, Fax: +82-55-360-5962, E-mail: jwhong@pusan.ac.kr

Received 2013 March 15; Revised 2013 May 14; Accepted 2013 May 21.

Abstract

Objectives:

This study aimed to evaluate the 1st class and 2nd class’s satisfaction with clinical skills training in the Korean medical curriculum. A questionnaire was given to clinical clerkship students of Pusan National University School of Korean Medicine.

Methods:

These items covered overall satisfaction with training, learning support environment, curriculum interconnection, training and guidance, and self-assessment.

Results:

Most 1st class and 2nd class respondents were satisfied with their learning support environment. However, satisfaction with curriculum interconnection was lower.

Conclusions:

The results of this study demonstrate that students have a high level of satisfaction with clinical skills training. It might be concluded that clinical skills training has been effectively implemented into the Korean medical education.

Keywords: clinical skills training; OSCE; objective and structured clinical examination; Korean medical education

Fig. 1.

The Student’s Categorical Average Satisfaction about OSCE Training

Fig. 2.

Managerial time of OSCE training

Fig. 3.

Appropriate time limit of OSCE

Fig. 4.

Proper technical items of OSCE training

Fig. 5.

Necessity, Difficulty, Achievement in accordance with Items

Table 1.

Student’s Satisfaction about Objective Structured Clinical Examination

Table 2.

Necessity, Difficulty, Achievement in accordance with Items

References

1. Harden RM, Stevenson M, Downie WW, Wilson GM. Assessment of clinical competence using objective structured clinical examination. Br Med J 1975;22:447–451.

2. Davis MH. OSCE: the experience. Med Teach 2003;25:255–261.

3. KOh SB. The Neccssity and Status of Cinical Skill Education. MJCUD 2010;2(1):9–13.

4. Jun KA, Shin SY. Analysis of First Clinical Skills Examination in the Korean Medical Licensing Examination: Focus on Examinees’ Experience in a Medical School. Korean J Med Educ 2011;23(3):203–207.

5. Park BK. Study of evaluation method for each type of examination and dental clinical examination National Health Personnel Licensing Examination Board; 2011.

6. Han MH, Park SG. Analysis of Trends in Self-assessment of Performance of Clinical Skills in Nursing Students after OSCE. J Korean Acad Fundam Nurs 2011;18(2):210–216.

7. Ang Y, Zho GT. Dissussion on Construction of Standardized Patients of Traditional Chinese Medicine. Journal of Liaoning University of TCM 2012;14(6):115–116.

8. Zhang H, Yang JM, Xu XC, Zhang YM, Chen L, Lin M, et al. Study of Assessment Method about Overall Evaluation Combination SP+OSCE of Internal Medicine Clinical Teaching of Traditional Chinese Medicine. Journal of Liaoning University of TCM 2011;13(10):28–29.

9. Park JH. Study of improvement and pratices on national personnel licesing examination of Korean medicine National Health Personnel Licensing Examination Board; 2008. p. 41–44.

10. Kim KS, Kim KH, Choi CH, Lee SJ, Kim BS. Study on Pulse Simulator of Oriental Medicine for Objective Structured Clinical Examination (OSCE). J Korean Oriental Med 2011;32(1):1–11.

11. Clinical education committee for student. Clinical Skills Guidelines for Korean medicine basic education Pusan National University School of Korean Medicine; 2011.

12. Earl RB. The Practice of Social Research 11th edth ed. CENGAGE Learning; 2007. p. 238–239.

13. Lim BM. The Study on Standardization of Specialist system of Oriental medicine in Korea Ministry of Health & Welfare; 2004. p. 60–62.

14. Martin I, Folly B. Predictive validity and estimated cut score of an objective structured clinical examination (OSCE) used as an assessment of clinical skills at the end of the first clinical year. Med Educ 2002;36(5):418–425.

15. John AD, Ronald MH. A Practical Guide for Medical Teachers Elsevier Limited; 2008. p. 401–415.

16. Lee YH, Park JH, Ko JK, Yoo H. The Change of CPX Scores accoriding to Repeated CPXs. Korean J Med Educ 2011;23(3):193–202.

17. Par HK. The analysis on the impact of clinical skills assessment in Korean Medical Licensing Examination and strategies for improvement. Research Institute for Healthcare Policy 2012;:34–35.

18. Kang BS, Park JH. Objective Structured Clinical Examination Daegu, korea. publisher of kei-myung university; 2005. p. 18–39. p. 79–80. p. 117–133.

19. Jeong KH. Study for development of curriculum and entrance examination for School of Oriental Medicine Korea Research Foundation; 2007.

20. Shin SW. Development of new teaching-learning-evaluation methods in Korean Medical Education Pusan National University; 2008.

21. Jackson MB, Keen M, Wenrich MD, Schaad DC, Robins L, Goldstein EA. Impact of a pre-clinical clinical skills curriculum on student performance in third-year clerks-hips. J Gen Interm Med 2003;24:929–933.

22. Park HK. Clinical Application of Objective Structured Clinical Examination. Korean J Med Educ 2004;16(1):13–23.

Article information Continued

Fig. 1.

The Student’s Categorical Average Satisfaction about OSCE Training

Fig. 2.

Managerial time of OSCE training

Fig. 3.

Appropriate time limit of OSCE

Fig. 4.

Proper technical items of OSCE training

Fig. 5.

Necessity, Difficulty, Achievement in accordance with Items

Table 1.

Student’s Satisfaction about Objective Structured Clinical Examination

Item		The 1st class						The 2nd class

		M±SD	Degree					M±SD	Degree

			5	4	3	2	1		5	4	3	2	1
1	The subject and the level of technique were appropriate.	3.85 ±0.72	8 (19.5)	19 (46.3)	14 (34.1)	0 (0.0)	0 (0.0)	4.27 ±0.59	18 (34.6)	30 (57.7)	4 (7.7)	0 (0.0)	0 (0.0)

Learning Support Environment		4.06 ±0.64						4.31 ±0.67

2	‘Learning content’ of clinical technique guidelines were a well presented by technique process.	3.95 ±0.58	6 (14.6)	27 (65.9)	8 (19.5)	0 (0.0)	0 (0.0)	4.31 ±0.69	22 (42.3)	25 (48.1)	4 (7.7)	1 (1.9)	0 (0.0)
3	‘Checklist’ and ‘score card’ of clinical technique guidelines were appropriate.	3.90 ±0.62	6 (14.6)	25 (61.0)	10 (24.4)	0 (0.0)	0 (0.0)	4.21 ±0.62	17 (32.7)	29 (55.8)	6 (11.5)	0 (0.0)	0 (0.0)
4	Learning resources (clinical technique center, model) utilized for the OSCE training was appropriate.	4.32 ±0.64	17 (41.5)	20 (48.8)	4 (9.8)	0 (0.0)	0 (0.0)	4.40 ±0.63	26 (50.0)	21 (40.4)	5 (9.6)	0 (0.0)	0 (0.0)

Curriculum Interconnection		3.60 ±0.84						4.09 ±0.73

5	OSCE training is linked well with the clinical teaching.	3.71 ±0.86	7 (17.1)	19 (46.3)	11 (26.8)	4 (9.8)	0 (0.0)	4.06 ±0.66	16 (30.8)	24 (46.2)	11 (21.2)	1 (1.9)	0 (0.0)
6	OSCE training is linked well with the clinical practice.	3.66 ±0.78	5 (12.2)	20 (48.8)	13 (31.7)	3 (7.3)	0 (0.0)	4.13 ±0.77	15 (28.8)	29 (55.8)	8 (15.4)	0 (0.0)	0 (0.0)
7	OSCE training is linked well with the CPX.	3.44 ±0.86	2 (4.9)	21 (51.2)	12 (29.3)	5 (12.2)	1 (2.4)	4.08 ±0.65	15 (28.8)	28 (53.8)	7 (13.5)	2 (3.8)	0 (0.0)

Training and Guidance		3.79 ±0.85						4.26 ±0.65

8	OSCE training and guidance was appropriate by professor	3.83 ±0.79	7 (17.1)	23 (56.1)	8 (19.5)	3 (7.3)	0 (0.0)	4.29 ±0.76	20 (38.5)	27 (51.9)	5 (9.6)	0 (0.0)	0 (0.0)
9	OSCE training and guidance was satisfied by professor	3.76 ±0.90	8 (19.5)	19 (46.3)	11 (26.8)	2 (4.9)	1 (2.4)	4.23 ±0.67	19 (36.5)	26 (30.8)	7 (13.5)	0 (0.0)	0 (0.0)

Self Assessment		3.94 ±0.76						4.22 ±0.76

10	I was actively involved in OSCE training	4.10 ±0.66	11 (26.8)	23 (56.1)	7 (17.1)	0 (0.0)	0 (0.0)	4.35 ±0.58	21 (40.4)	28 (53.8)	3 (5.8)	0 (0.0)	0 (0.0)
11	OSCE training helped enhance Korean technique competence.	3.66 ±0.98	8 (19.5)	17 (41.5)	11 (26.8)	4 (9.8)	1 (2.4)	4.02 ±0.91	17 (32.7)	23 (44.2)	9 (17.3)	2 (3.8)	1 (1.9)
12	OSCE training helped enhance modern diagnostic competence.	4.05 ±0.62	9 (22.0)	25 (61.0)	7 (17.1)	0 (0.0)	0 (0.0)	4.23 ±0.75	21 (40.4)	23 (44.2)	7 (13.5)	1 (1.9)	0 (0.0)
13	OSCE training helped enhance modern clinical technique competence.	3.95 ±0.66	7 (17.1)	26 (63.4)	7 (17.1)	1 (2.4)	0 (0.0)	4.27 ±0.74	22 (42.3)	23 (44.2)	6 (11.5)	1 (1.9)	0 (0.0)
14	OSCE training was beneficial overall.	3.98 ±0.61	7 (17.5)	25 (62.5)	8 (20.0)	0 (0.0)	0 (0.0)	4.31 ±0.64	21 (40.4)	26 (50.0)	5 (9.6)	0 (0.0)	0 (0.0)

Values are presented as number(%).

OSCE: Objective Structured Clinical Examination

M: Mean

SD: Standard deviation

One repodent of the 1st class did not answer ‘Question 14’.

Table 2.

Necessity, Difficulty, Achievement in accordance with Items

Necessity, Difficulty, Achievement in accordance with Items				Necessity		Difficulty		Achievement
Ordinal Number				1^st class	2^nd class	1^st class	2^nd class	1^st class	2^nd class
Section	Region	Num	Item	M
Physical Examination	General Physical Examination	1	Pulse Diagnosis	2.8	2.7	2.4	2.1	1.9	2.0
		2	Tongue Diagnosis	2.8	2.6	2.1	1.9	2.2	2.1
		3	Blood pressure Measurement	2.8	2.8	1.5	1.9	2.6	2.3
		4	Eye Examination and Fundus Examination	2.0	2.2	2.5	2.3	1.9	2.0
		5	Ear Examination and Otoscopy	2.7	2.5	2	2.2	2.4	2.2
		6	Nasal Examination	2.7	2.5	2.2	1.9	2.3	2.1
		7	Neck Examination	2.6	2.4	2	1.9	2.1	2.1
		8	Lung Examination	2.7	2.5	2.4	2.3	1.7	2.1
		9	Cardiac Examination	2.5	2.4	2.5	2.4	1.6	2.1
		10	Abdominal Examination (Korean Medicine)	2.9	2.8	2.4	2.1	1.9	2.3
		11	Abdominal Examination (Medicine)	2.7	2.7	2.2	2.1	1.9	2.3
		12	Anorectal Examination	2.0	1.9	2.2	2.1	1.9	2.1
	Nerve examination	13	Cranial Nerve Examination	2.8	2.5	2.5	2.5	2.2	2.0
		14	Motor Examination	2.8	2.6	2.2	2.3	2.4	2.1
		15	Sensory Examination	2.7	2.6	2	2.3	2.4	2.1
		16	Reflex Examination	2.7	2.6	2.1	2.3	2.3	2.1
		17	Cerebellar Function Test	2.8	2.6	2	2.4	2.4	2.1
	Musculoskeletal examination	18	Physical Examination of the cervical spine	2.9	2.8	2.1	2.2	2.3	2.4
		19	Physical Examination of the lumbar spine	2.9	2.8	2.1	2.2	2.4	2.5
		20	Physical examination of shoulder-joint	2.9	2.8	2.1	2.2	2.3	2.4
		21	Physical examination of knee joint	2.9	2.8	2.1	2.2	2.3	2.4
	female examination	22	Brest Examination	2.4	2.3	2.0	2.0	2.3	2.2
		23	Vaginal secretion Examination	1.8	2.0	2.2	2.2	1.9	2.1
		24	Delivery progress Examination	1.7	1.8	2.3	2.1	1.9	2.1
		25	Female genital examination	1.9	2.1	2.1	2.0	2.0	2.1
Lab Checkup	General Lab Examination	26	General chest X-ray Presentation	2.8	2.2	2.6	2.3	1.7	1.9
		27	Electro-cardiogram	2.6	2.3	2.4	2.4	1.8	2.0
		28	Pulmonary function tests	2.7	2.4	2.1	2.0	2.3	2.3
		29	Ultrasonography	2.7	2.5	2.9	2.5	1.6	2.1
		30	Yangdorak Diagnosis	2.5	2.5	1.7	1.9	2.5	2.3
		31	Suyangmyeong Meridian Function Tests	2.6	2.4	1.7	2.0	2.6	2.2
	Mental Examination	32	Mini-Metal Status Examination	2.3	2.5	1.8	1.8	2.3	2.3
	Mental Examination	33	Hwa-byung Interview Test	2.4	2.5	1.7	1.8	2.3	2.3
	Sasang examination	34	Sasang Questionnaires	2.6	2.6	1.8	1.9	2.4	2.4
		35	Facial shape Measurement	2.0	2.1	1.7	1.9	2.4	2.1
		36	Body Measurement	1.9	2.1	1.6	1.7	2.3	2.2
	Infant checkup	37	Assessing the severity of atopic dermatitis in children	2.4	2.5	2	1.9	2.2	2.3
Medical Procedure	General Medical procedure	38	Thin Acupuncture Medical Procedure	2.9	2.9	1.9	2.2	2.4	2.4
		39	Moxibustion Procedure	2.9	2.8	1.8	2.1	2.5	2.4
		40	Cupping Treatment	2.8	2.8	1.7	2.1	2.5	2.4
		41	Herbal Acupuncture Therapy	2.8	2.8	1.9	2.2	2.3	2.2
		42	Simple postero-inferiorly iliac correction	2.6	2.4	2.4	2.4	2.0	2.1
		43	ICT and Ultrasound Therapy of Acupoints	2.5	2.4	1.8	2.0	2.3	2.2
		44	Venipuncture	1.9	2.0	2.2	2.1	2.0	2.3
		45	Male Urethral Catheterization	2.0	2.1	2.6	2.4	2.0	2.3
		46	Female Urethral Catheterization	2.0	2.0	2.5	2.2	2.0	2.2
		47	Wound Dressing	2.5	2.4	2.1	2.0	2.3	2.3
		48	Burn Dressing	2.5	2.4	2.1	2.0	2.3	2.3
		49	Abscess Incision Drainage	2.5	2.3	2.1	2.1	2.3	2.3
	Emergency Procedure	50	Basic life support	2.9	2.8	2.2	2.3	2.5	2.5
		51	Foreign Airway Obstruction Emergency Procedure	2.9	2.7	2.1	2.1	2.3	2.5
		52	Febrile Seizures in Children	2.8	2.6	2.1	2.1	2.2	2.4
		53	Articular Bone Splint Immobilization	2.5	2.4	2.3	2.1	2.1	2.3
Medication	Medication	54	Cheongho Method	2.3	2.4	1.8	1.8	2.3	2.4
		55	Herbal Decoction Method	2.4	2.7	1.8	2.0	2.3	2.4
		56	Concentrate and Concentrated Powder Manufacturing	2.3	2.5	2	2.1	2.1	2.4
		57	Pharmaco-puncture Manufacturing and Management	2.4	2.2	2.2	2.1	1.8	2.0