Purpose: This study aimed to investigate the differences in the perception between professors and students regarding medical educators’ roles and discuss their desirable roles.Methods: A survey was administered to 116 professors and 379 students of the medical colleges from Dankook University and Hallym University. The subjects were given a self-created questionnaire designed to measure their perception of medical educators’ roles.Results: First, “student performance management” for professors and “teaching skill development” for students were recognized as the most essential medical educators’ role. Second, females students perceived the roles to be more important than males in eight of 10 roles.Conclusion: First, “student performance management” for professors and “teaching skill development” for students were recognized as the most essential medical educators’ role. Second, females students perceived the roles to be more important than males in eight of 10 roles.
In 2017, the Korean Medical Association (KMA) revised its Code of Ethics at the request of the Korean Society for Medical Education. Through this revised Code, which incorporates the concept of medical professionalism, the KMA hopes to strengthen and improve its self-regulatory powers. This article examines different aspects of self-regulation and explores the connection between self-regulation and medical professionalism. Using the examples of maintenance of competency and the management of conflict of interests, it is argued that medical professionalism is the goal of self-regulation. Additionally, since medical professionalism cannot be implemented through the efforts of individual doctors or even medical institutions without broader social support, it is suggested that society as a whole should be fully informed of the importance of self-regulation and medical professionalism.
Overtreatment (or unnecessary treatment) occurs when medical services are provided with a higher volume or cost than is appropriate. Of course, practicing good medicine and avoiding unnecessary harm have always been principles of medical practice. Currently there is a new emphasis on reducing practices that are likely to have limited benefit or that involve potential harm. Waste due to overtreatment has been described as a violation of the principle of justice on the assumption that every system has limited resources and any wasted resource necessarily means those resources will no longer be available for use by others in need. Overtreatment may also cause direct harm to patients, thus violating the principle of non-maleficence. Physicians are rarely motivated by the desire to achieve system efficiency or to save money for its own sake. However, it is widely understood that physicians should be motivated by a desire to do the right thing in terms of promoting the patient’s best interest. And doing the right thing includes an ethical imperative to provide parsimonious care. Recognizing this fact helps to bridge the enormous quality chasm that still exists between the medical care that is currently provided and the medical care that should be provided. The purpose of this study is to identify and assess the factors that cause overtreatment (unnecessary treatment) in the Korean medical system and to suggest certain solutions to this problem.
Purpose: This study identified factors that affect lecture evaluation by analyzing sophomores from Dankook University, examining each cluster’s characteristics, and comparing differences among trajectories.Methods: This study identified factors that affect lecture evaluation by analyzing sophomores from Dankook University, examining each cluster’s characteristics, and comparing differences among trajectories.Results: The lecture evaluation score decreased as the teaching hours per instructor in a year increased by an hour, and the number of instructors per lecture increased by one individual. During trajectory analysis, the first trajectory had lower lecture evaluation scores overall but relatively high appropriateness of the textbook and punctuality of class, whereas the second trajectory had higher lecture evaluation scores overall for all four items.Conclusion: The two trajectories showed differences in teaching methods (understanding of lecture content and usefulness of the lecture) rather than in external factors (appropriateness of the textbook and punctuality of class). Therefore, to improve lecture satisfaction, enhancing instructors’ instructional competencies through lectures and adjusting the teaching hours by assigning an adequate number of instructors per lecture are recommended.
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