Ewha Medical Journal

"Medical students"

Original Articles

[English]

Motivations, positive experiences, and concept changes of medical students in Korea after participating in an experiential entrepreneurship course: a qualitative study: Somi Jeong, So Hyun Ahn, Hyeon Jong Yang, Seung Jung Kim, Yuhyeon Chu, Jihye Gwak, Naeun Im, Seoyeong Oh, Seunghyun Kim, Hye Soo Yun, Eun Hee Ha; Ewha Med J 2024;47(3):e40. Published online July 31, 2024; DOI: https://doi.org/10.12771/emj.2024.e40

Abstract
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Objectives: This study explored the experiences of medical students enrolled in an elective course titled "Healthcare Innovation and Women's Ventures II" at Ewha Womans University College of Medicine. The research questions were as follows: First, what motivated medical students to participate in the experiential entrepreneurship course? Second, what experiences did the students have during the course? Third, what changes did the students undergo as a result of the course?

Methods: Focus group interviews were conducted with six medical students who participated in the experiential entrepreneurship course from February 13 to 23, 2024.

Results: The analysis identified three domains, seven categories, and 17 subcategories. In terms of motivations for enrolling in the experiential entrepreneurship course, two categories were identified: "existing interest" and "new exploration." With respect to the experiences gained from the course, three categories emerged: "cognitive experiences," "emotional experiences," and "behavioral experiences." Finally, two categories were identified concerning the changes participants experienced through the course: "changes related to entrepreneurship" and "changes related to career paths."

Conclusion: Students were motivated to enroll in this course by both their existing interests and their desire to explore new areas. Following the course, they underwent cognitive, emotional, and behavioral changes. Their perceptions of entrepreneurship and career paths were significantly altered. This study is important because it explores the impact of entrepreneurship education in medical schools from the students' perspective.

Citations

Citations to this article as recorded by

Unresolved policy on the new placement of 2,000 entrants at Korean medical schools and this issue of Ewha Medical Journal
Sun Huh
The Ewha Medical Journal.2024;[Epub] CrossRef

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[English]

Evaluation of Checklist and Inter-Rater Agreement in Oral Case Presentation of Undergraduate Medical Students: Jungwon Huh, Miae Lee, Whasoon Chung; Ihwa Ŭidae chi 2007;30(1):47-52. Published online March 30, 2007; DOI: https://doi.org/10.12771/emj.2007.30.1.47

Abstract
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Background

Undergraduate medical students should learn oral presentation skills, which are central to physician-physician communication. The purpose of this study was to compare checklist scores with global ratings for evaluation of oral case presentation and to investigate interrater agreement in the scoring of checklists.

Methods

The study group included twenty-one teams of undergraduate medical students who did clerkship for 2 weeks in the department of Laboratory Medicine of Mokdong Hospital, School of Medicine, Ewha Womans University from January 2005 to October 2006. Three faculty raters independently evaluated oral case presentations by checklists, composing of 5 items. A consensus scores of global ratings were determined after discusssion. Inter-rater agreement was measured using intraclass correlation coefficient(ICC). As the ICC values approaches 1.0, it means higher inter-rater agreement.

Results

The mean of consensus global ratings was significantly higher than that of checklists by three faculty raters(12.6±1.7 vs 11.1±2.0, P<0.001). Spearman's correlation coefficient between global ratings and checklist scores was r=0.82(P<0.01). The overall scores of checklist were significantly different among three raters (12.3±2.0, 10.8±2.8, 10.0±2.7, P<0.05). ICC values in the scoring of checklists were as follows ; for overall scores, 0.750 ; for individual checklist items, 0.350-0.753.

Conclusions

These results suggest that checklist scores by faculty raters could be one of the most useful tools for evaluation of oral case presentation, if checklist would be modified to make less ambiguous and more objective and faculty raters would have opportunities to be educated and trained for evaluation skills of oral case presentation.

Citations

Citations to this article as recorded by

Comparison of Standardized Patient and Faculty Agreement in Evaluating Nursing Students’ Assessment and Communication Skills
Young Ju Kim
Journal of Korean Academy of Fundamentals of Nursing.2017; 24(3): 189. CrossRef