Effect of the Types of Starter on Microbiological and Physicochemical Properties of Dry-Cured Ham.

This study analyzed the microbiological (Lactobacillus spp., Staphylococcus spp., mold, yeast, aerobic bacteria) and physicochemical properties [pH, salinity, water activity, volatile basic nitrogen (VBN), and thiobarbituric acid reactive substances]. The starters were used by mixing Debaryomyces hansenii separated from Korean Doenjang (D) and fermented sausage (S). The starter was inoculated with dry-cured ham and aged for 6 weeks at 20°C and 25°C, respectively. The aerobic bacteria, Lactobacillus spp., and Staphylococcus spp. of D, S, and DS treatment showed significantly higher values at 25°C than at 20°C. Among them, S25 treatment showed a high tendency. At week 6, the mold of the S25 treatment was significantly higher than the S20 treatment, and the yeast was higher in 25°C than 20°C (p<0.05). The pH of all treatment groups increased with the aging period. Compared with that at 25°C, the pH was significantly higher at 20°C (p<0.05). The water activity showed a significant decrease as the aging period increased, and the treatment of D25, S20, and DS20 showed a significantly higher value at week 6 (p<0.05). Compared with that at 20°C, the VBN content was higher at 25°C. At week 6, the VBN contents of the C20, S25, and DS25 groups were higher than those of the other treatment groups. Therefore, inoculation of D. hansenii separated from fermented sausage produced in Korean starter at 25°C is expected to improve the safety of harmful microorganisms and physiochemical properties in dry-cured ham.

Measuring medical students' empathy using direct verbal expressions.

PURPOSE: Empathy is an important trait in physicians and a key element in the physician-patient relationship. Accordingly, one of the goals in medical education is developing empathy in students. We attempted to practically assess medical students' empathy through their direct verbal expressions. METHODS: The medical students' empathy was measured using the modified Pencil-and-Paper Empathy Rating Test by Winefield and Chur-Hansen (2001). The students took 15 minutes or so to complete the scale, and it was then scored by one of two trained evaluators (0 to 4 points for each item, for a total score of 40). The subjects were 605 medical students, and the data were analyzed using descriptive analysis, independent t-test, and one-way analysis of variance in SPSS version 21.0. RESULTS: The students' empathy scores were low (mean, 12.13; standard deviation, 2.55); their most common responses (78.6%) registered as non-empathetic. Differences in empathy were observed by gender (female students>male students; t=-5.068, p<0.001), school system (medical school>medical college; t=-1.935, p=0.053), and academic level (pre-medical 1 year < other years; t=-4.050, p<0.001). CONCLUSION: Our findings lead us to the significant conclusion that there is the need for empathy enhancement training programs with practical content.

How well do medical students express empathy?

PURPOSE: Empathy is an important trait of a physician and a key element in the physician-patient relationship. This study evaluated the ability to express empathy in medical students. METHODS: Medical student empathy was measured by the modified Pencil-and-Paper Empathy Rating Test of Winefield and Chur-Hansen. The subjects comprised 110 medical students. The data were analyzed by descriptive analysis and t-test using SPSS version 21.0 (IBM Corp.). RESULTS: Empathy rating test scores were low-level in medical students (mean, 12.59). There were no differences in the level of ability to express empathy between genders (t=-1.714, p=0.089). CONCLUSION: Our results suggest that practical training in expressing empathy should be included in medical education and that an empathy training program must be focused on changes in behavior.