Experience of Teaching a Class with a Film: Cognitive Changes with Regard to HIV / 한국의학교육

PURPOSE: The aim of this study was to describe our experience of a class, using a film that deals with the social issues of human immunodeficiency virus (HIV), and the results of surveys before and after the class. METHODS: One hundred fifty-six second-year medical students were surveyed with self-questionnaires (9-point Likert scale) before, immediately after, and 2 years after a class that viewed a film ('Philadelphia', 1993). The same survey, comprising 4 items, was administered to 81 non-medical students in the same university. RESULTS: In 156 medical students, 153 (98%) answered the questionnaires. Before the class, there was no significant difference between medical and non-medical students with regard to the cognition of social isolation of HIV-infected persons (4.13 vs. 4.43, p=0.307). immediately after the class, medical student' cognition changed significantly in the positive direction on all items, irrespective of age, sex, and course grade. Two years after the class, this positive effect remained significant on 2 items: 'social isolation of HIV-infected persons' and 'casual contact with an HIV-infected person.' CONCLUSION: A film can be used to reinforce medical education in the affective domain.

Skill training in internal medicine student clerkship at a university hospital / 대한내과학회지

BACKGROUND/AIMS: This study evaluated medical students' experience performing basic clinical skills with real patients in a tertiary hospital and their response to clinical skill training in the Skills Center during their clerkship in internal medicine. METHODS: We surveyed 169 third-year students at the end of the internal medicine clerkship. The questionnaire included questions on their experience sampling blood and inserting intravenous (IV) catheters with real patients, success with their first patient, and the usefulness of the Skills Center during the clinical clerkship. RESULTS: Of the 169 students, 145 (86%) answered the questionnaire. Two (5%) of 39 students had not sampled blood and 22 (56%) had not inserted an IV catheter during the 8 weeks of the internal medicine clerkship. Two (6%) of 35 students had not sampled blood and 8 (23%) had not inserted an IV catheter during 32 weeks of the 3rd-year clinical clerkships. The partial or complete success rate for performing the skills with real patients was 93% for blood sampling and 79% for IV catheter insertion. Ninety (62%) students stated that skill training in the Skills Center during the clinical clerkship improved their basic clinical skills and 62 (43%) agreed that it increased their confidence to perform those skills on real patients. CONCLUSIONS: A significant number of medical students do not experience basic clinical skills with real patients during the clinical clerkship in a university hospital, although they had relatively high success rates performing those skills.

Student Cognition before and after Introduction of a 'Patient-Doctor-Society' Course / 한국의학교육

PURPOSE: The purpose of this study is to evaluate cognitive changes in medical students before and after introduction of a 'Patient-Doctor-Society' course into the curriculum of a medical school. METHODS: Self-questionnaires that evalutated medical student congnition in the areas of medical humanities and sociology were answered by graduates-to-be who had experienced a new or previously implemented curriculum. The questionnaires included 28 questions using seven Likert scales. Student t-test was used to compare the scores between students who were educated using the new or old curriculum. RESULTS: In 405 medical students, 349 (86%) answered the questionnaires. For nine (32%) questions, students who partook of the new curriculum had higher scores than those in the older curriculum, and in 19 (68%) questions, there was no statistically significant difference. The questions that revealed differences between the groups were related to professionalism, care, personal and social communication, and ethics. CONCLUSION: Introduction of the 'Patient-Doctor-Society' course into the curriculum of a medical school was associated with cognitives change in medical students with regard to medical humanities and sociology.