Core elements of character education essential for doctors suggested by medical students in Korea: a preliminary study

Hur, Yera; Lee, Keumho

doi:10.3352/jeehp.2020.17.43

Cited by 3 publications

(7 citation statements)

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“…Though related curricula have been developed and emphasized with a focus on medical professionalism, humanities, and social medicine over the past decade, it is still difficult to claim that great success or improvement has been achieved. According to a recently published study [ 21 ], character-related curricula have been developed and students are learning the material; however, instruction still focuses on medical knowledge and skills, and teaching methods still mainly consist of lectures. As a result, the effectiveness of the education is miniscule [ 21 ].…”

Section: Introductionmentioning

confidence: 99%

Medical students’ self-evaluation of character, and method of character education

2022

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Background As medical doctors must have a strong sense of ethics, character education is particularly important for them compared with other professions. This follow-up study aimed to establish the foundation for developing a character education program in medical schools by (1) conducting a survey among medical students on the self-assessment of one’s character based on eight qualities (service and sacrifice, empathy and communication, care and respect, honesty and humility, responsibility and calling, collaboration and magnanimity, creativity and positivity, patience and leadership), the perceived importance of character, and satisfaction with character education at medical school, and (2) analyzing the usefulness of learning methods for acquiring character elements. It also aimed at verifying the (3) gender differences in self-evaluation of character elements, and (4) academic-year differences in the survey items. Methods Medical students’ perceptions were identified through a questionnaire survey among 856 medical students from five South Korean medical schools. The questionnaire comprised items on the achievement level of the character element, importance of character in the medical curriculum, satisfaction with character education in medical schools, and the learning method’s degree of helpfulness. Descriptive statistics, t-test, and one-way ANOVA were used to compare responses. Results The importance of eight-character qualities had high average scores, whereas the average scores for satisfaction with character education and achievement level were comparatively low. For the question on each learning method’s helpfulness in gaining the eight-character qualities, the score of team-based learning activities was the highest, followed by club activities, relationships with peers, role modeling of professors, and course study. Regarding satisfaction with character education, male students gave higher scores than female students, manifesting a statistically significant difference. Regarding the importance of the character element in medical education, statistically significant differences existed based on academic year. Conclusion Medical students’ perceptions of character education varied according to gender and academic year. They regarded character education highly but were unsatisfied with the current character education at medical schools. Thus, diverse character education curricula must be developed and implemented along with extra-curricular character programs. An effective approach to implementing character education can be discovered by verifying the differences in students’ perceptions based on the character education courses in medical schools.

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Section: Introductionmentioning

confidence: 99%

Medical students’ self-evaluation of character, and method of character education

2022

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“…This is a follow-up study of Hur and Lee’s previous studies [ 6 , 7 ]. It addressed the core elements of character education for medical students and the issues of character education in medical education.…”

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confidence: 99%

“…The next step will be to identify what education is needed to educate our medical students as those 'good doctors'. There could be many aspects and contents of medical education for bringing up 'good doctors', and medical professionalism was once the keyword in medical education along with medical humanities [6,7]. Responding to this tide of a wave, all medical schools in Korea have organized and emphasized the development of medical education or medical humanities departments and curriculums during the last two decades [8].…”

Section: Introductionmentioning

confidence: 99%

“…Character education is essential and is a foundation to the rest of the medical education content. The previous studies focused on identifying the core elements of character education [6,7].…”

Section: Introductionmentioning

confidence: 99%

“…Character education is an essential foundation for the rest of medical education. Previous studies have focused on identifying the core elements of character education [ 6 , 7 ]. Therefore, it would be indispensable to gather opinions from medical education experts on how they conceptualize character education.…”

Section: Introductionmentioning

confidence: 99%

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Definition of character for medical education based on expert opinions in Korea

Hur

2021

J Educ Eval Health Prof

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Purpose: As a follow-up study, it focused on 3 overarching questions: first, what kind of keywords can be extracted from the experts’ definitions of character?; second, what is the operational definition of character for medical students?; and third, what are the possible solutions suggested to the issues of character education that were found in the previous study? Methods: Sixty-three medical education experts through expert sampling method and an addition of 19 non-medical education experts through snowball sampling method answered the questionnaire. It consisted of 3 major questions of the study. The responses were analyzed for descriptive statistics with supplementary keyword extraction tools including Cortical and Monkey keyword extractor. Results: A total of 93 statements of definition were counted, and a total of 138 keyword terms were extracted. The top 5 keyword terms mentioned by the medical education experts were 'patient', 'empathy', 'qualities', 'attitude', and 'ability'. These keyword terms were quite different from the keywords mentioned by the non-medical education expert group. Based on the extracted keywords, an operational definition of character education by the medical education expert group was presented as follows: The basic qualities and ability to empathize with the patient's illness based on respect for patients and others. Various methods were proposed to solve the issue of character education, and many of them pointed to curriculum development, such as improvement of teaching and learning methods and evaluation methods, including role modeling.Conclusion: A clear statement of the concept of character education is the start to resolve issues of character education. Character education improvements will be possible at the institutional level according to the above results.

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Ethical and Moral Issues in Undergraduate Medical Education: An Exploratory Study

Naeem

Anwer

2022

J Shalamar Med Dent Coll

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Background: Ethical and moral values form the basis of the environment in any academic institution. Objectives: This study aimed to explore the ethical and moral issues faced by medical students during their undergraduate medical education in Pakistan. Methods: This qualitative exploratory study was conducted at ABWA Medical College, Faisalabad. It included thirteen semi-structured, one-to-one interviews of volunteering undergraduate medical students of Punjab, Pakistan, from September 2021 to February 2022. The interview invitation was sent electronically to social media groups. Member checking of transcribed interviews was done, and data were analyzed thematically using Atlas-ti software by two independent researchers. Results: Thematic data analysis led to the formation of 28 codes, 13 subthemes, and 3 main themes. Based on the social constructive approach, three main themes were categorized into ethical issues in (1) academic, (2) social, and (3) clinical contexts. Conclusions: The results showed that undergraduate medical students face a myriad of ethical and moral disruptions during their undergraduate study period at medical college. Much awareness about identifying and dealing with such issues is recommended to bring more quality to the program.

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Core elements of character education essential for doctors suggested by medical students in Korea: a preliminary study

Cited by 3 publications

References 4 publications

Medical students’ self-evaluation of character, and method of character education

Medical students’ self-evaluation of character, and method of character education

Definition of character for medical education based on expert opinions in Korea

Ethical and Moral Issues in Undergraduate Medical Education: An Exploratory Study

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