This study aimed to design and implement an introductory-level course-based research experience (CRE) through project-based learning (PBL) for undergraduate medical students and investigate their learning experience and research skill development, with the ultimate objective of exploring whether CRE can be effectively utilized for undergraduate research experience. Methods: This study included 40 second-year premedical students enrolled in "Scientific thinking and medical research," which was developed as an introductory-level CRE through PBL. It was a three-credit course and the students met twice a week for one semester. The students' learning experiences were examined with a 15-item survey including three open-ended questions, while their research skills were assessed through the research reports using a research skill rubric at the end of the course. Results: The findings showed that the students perceived the course structure as appropriate and helpful. They also considered the group work experience to be positive and productive. Learner satisfaction items also earned positive responses in general. Regarding the research skill assessment, the mean value of the research skill scores of each group was 19.11 out of 27 and the mean value of each research skill score was 2.12 out of 3. Conclusion: Overall, the students were satisfied with their research experience, and their research skills were developed, suggesting that this introductory CRE through PBL can be effectively and efficiently utilized for undergraduate research experience.

This study aims to explore the effects of argumentation with the concept map method during medical problem-based learning (PBL) on individual clinical reasoning. Individual clinical reasoning ability was assessed through problem-solving performance and arguments that students constructed during individual clinical reasoning processes. Toulmin's model of argument was utilized as a structure for arguments. The study also explored whether there would be any differences between the firstand second-year medical students. Ninety-five medical students participated in this study, and they took two PBL modules. During PBL, they were asked as a group to construct concept maps based on their argumentation about a case under discussion. Before and after each PBL, they were asked to write individual clinical problem-solving tests. One-way, within-subjects ANOVAs were conducted to examine the quality of arguments and clinical problem-solving performance in three individual tests. The results provided evidence that utilizing argumentation with the concept map method during PBL positively affects the development of clinical reasoning skills by individual students.

Purpose This study investigated medical educators’ readiness for online teaching by exploring their perceived ability and importance of online teaching competencies and identified the highest priority of their educational needs. Methods In this study, 144 medical education faculty members from a university were invited to participate. The faculty online teaching readiness scale was virtually distributed at the end of the spring semester of 2020 and 38 faculty members responded for 2 weeks. The collected data were analyzed with descriptive statistics, paired t-tests, Borich Needs Assessment, and the Locus for Focus model. Results The overall average perceived ability was 2.76, while the overall average perceived importance was 3.36. The course design and the technical competency categories showed the highest and lowest educational needs, respectively. Five competencies were given the highest priority of educational needs. Conclusion The results revealed that the medical educators are not ready for online teaching; thus, urgent educational needs for online teaching competencies exist.

Thus, the educational needs assessment scores obtained in this study can be used as criteria for designing and developing faculty development programs for medical educators.

PurposeThis study aimed to explore students’ learning experience in problem-based learning (PBL) particularly in terms of what they learned and how they learned in one Korean medical school by analyzing their reflective essays with qualitative research methods. MethodsThis study included 44 first-year medical students. They took three consecutive PBL courses and wrote reflective essays 3 times anonymously on the last day of each course. Their reflective essays were analyzed using an inductive content analysis method. ResultsThe coding process yielded 16 sub-categories and these categories were grouped into six categories according to the distinctive characteristics of PBL learning experience: integrated knowledge base, clinical problem solving, collaboration, intrinsic motivation, self-directed learning, and professional attitude. Among these categories, integrated knowledge base (34.68%) and professional attitude (2.31%) were the categories mentioned most and least frequently. ConclusionThe findings of this study provide an overall understanding of the learning experience of Korean medical students during PBL in terms of what they learned and how they learned with rich descriptive commentaries from their perspectives as well as several thoughtful insights to help develop instructional strategies to enhance the effectiveness of PBL.