Purpose:Academic debate is an effective method to enhance the competences of critical thinking, problem solving, communication skills and cooperation skills. The present study examined the improvement of debate competence which is an outcome of debate-based flipped learning.Methods:A questionnaire was administrated to second-year premedical school students at Yeungnam University. In total 45 students participated in the survey. The survey questionnaire was composed of 60 items of eight subfactors on debate competence. To investigate the homogeneous of low and high achievement groups, 18 items on empathy and 75 items on critical thinking scales were used. To compare the pretest with posttest scores, data was analyzed using paired sample t-test.Results:There were no significant differences between low and high achievement groups by average grade at the beginning of the semester. There was a significant improvement in high achievers on the logical argumentation (p<0.001), proficiency in inquiry (p<0.01), active participation (p<0.001), ability to investigate and analyze (p<0.001), observance of debate rules (p<0.05), and acceptability (p<0.05). Even in low achievers, active participation (p<0.05) and ability to investigate and analyze (p<0.01) were significantly improved.Conclusion:Results showed that students could improve their debate competence by the debate-based flipped learning. A prospective and comparative study on the communication and teamwork competences needs to be conducted in the future. It is suggested that in-depth discussion for the curriculum design and teaching will be needed in terms of the effectiveness and the outcomes of the medical humanities.
ObjectivesThe purpose of this study is to identify the types of perception of emotional intelligence among nursing and medical students and their characteristics using Q methodology, and to build the basic data for the development of a program for the would-be medical professionals to effectively adapt to various clinical settings in which their emotions are involved.MethodsData were collected from 35 nursing and medical students by allowing them to classify 40 Q statements related to emotional intelligence and processed using the PC QUANL program.ResultsThe perceptions of emotional intelligence by nursing and medical students were categorized into three types: “sensitivity–control type”, “sympathy–motivation type”, and “concern–sympathy type”.ConclusionThe perceptions of emotional intelligence by nursing and medical students can represent an effective coping strategy in a situation where emotion is involved. In the medical profession, an occupation with a high level of emotional labor, it is important to identify the types of emotional intelligence for an effective coping strategy, which may have a positive effect on the performance of an organization. Based on the findings of this study, it is necessary to plan an education program for vocational adaptability for nursing and medical students by their types.
To improve adaptation, prescriptive strategies and preventive support should be implemented with regard to academic burnout in medical school. Longitudinal and qualitative studies on burnout must be conducted.
Regulations, such as the Health Insurance Portability and Accountability Act (HIPAA), establish standards to protect patients' medical records from security breaches. Insiders' prosocial misbehaviour within healthcare organisations can cause significant damage to relevant stakeholders. Such behaviour without malicious intention needs to be better understood and carefully managed from the perspective of prosocial behaviour. For this study, a research model was developed that includes the factors influencing student nurses' intention to disclose patient health information. The model was empirically tested with nursing students in South Korea with a scenario-based experiment. We find that both altruistic (impact on others) and egoistic (impact on the self) motivations are significantly important in raising situational empathy. On the other hand, an egoistic motivation (impact on the self) significantly affects people's perception of their responsibility, which mediates the relationship between situational empathy and prosocial intention to disclose. The implications of our findings are discussed.
The purpose of this study was to investigate the influence of demographic data, academic demand, perfectionism, and academic failure tolerance on academic burnout of medical and graduate students at Yeungnam University. A mixed method study was conducted. Fourteen students participated in a focus group interview and 302 students, including 151 medical students and 151 graduate students, completed a survey, which addressed the factors of academic burnout, academic demand, perfectionism, and academic failure tolerance. There were significant differences in the academic burnout by age and year in school. The 2nd year medical & graduate students experienced significantly higher academic burnout than the other students. Multiple regression analysis revealed that academic burnout of medical and graduate students was significantly affected by academic demand (p<0.001), self-oriented and socially-prescribed perfectionism (p<0.001, p<0.01), and feeling and behavior, which were sub-factors of academic failure tolerance (p<0.05, p<0.01). It is suggested that comparative studies with other student groups, a longitudinal study of medical and graduate students, and a prospective study of coping styles and methods of preventing academic burnout need to be conducted.
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