https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/275 2026-04-05T00:47:27Z https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/210914 Title: Artificial intelligence-assisted shared decision-making training for medical students transitioning to residency Authors: Kim, Young-Min; Lee, Young-Mee; Kim, Do-Hwan; Kim, Suyoun; Kim, Ji-Hoon; Jin, Hye Rim; Choi, Chang-Jin Abstract: PROBLEM: Although the use of artificial intelligence (AI) as a diagnostic aid is increasing in clinical practice, medical education provides little training on how to incorporate AI-generated information into diagnosis and use it effectively in shared decision-making (SDM) with patients. APPROACH: The authors developed and piloted a simulation-based course to train AI-assisted SDM to final-year medical students preparing for residency. Conducted between June and October 2023, the course combined online prelearning with onsite simulations using clinically approved AI tools (Lunit INSIGHT CXR, version 3.1.4.1 and MMG, version 1.1.4.3; Lunit Inc., Seoul, South Korea; used November 16 and 27, 2023). Scenarios portrayed asymptomatic patients with incidental findings (eg, pulmonary nodules, breast microcalcifications). Students engaged in two 12-minute simulated patient encounters featuring SDM with 2 management options. Sessions concluded with simulated patient-written feedback and expert-facilitated debriefing. Twenty-seven students from 3 medical schools participated. OUTCOMES: Program evaluation showed significant improvements in participants' comprehension and confidence in SDM (t = 6.51 and t = 7.56, P < .001, respectively) and AI-assisted SDM (t = 5.72 and t = 5.80, P < .001, respectively). Students found AI tools helpful for facilitating SDM and patient communication. Thematic analysis of interviews highlighted strengths, such as structured course design and reflective debriefing. Participants noted that prior education focused on diagnostic algorithms, whereas this course emphasized patient communication and preference-based decisions. They found AI tools useful for diagnosis and supporting discussion with patients through visual outputs. However, they identified limitations, including their own clinical knowledge gaps and lack of explainability in AI tool shortage. They suggested integrating SDM and AI-assisted diagnosis training into formal curricula to better prepare students for clinical practice. NEXT STEPS: Future efforts should focus on integrating this course into undergraduate curricula or transition training programs to provide experiential learning opportunities in AI-assisted clinical practice. 2026-01-01T00:00:00Z https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/195112 Title: Exploring effective video-review strategies of patient encounters for medical students: precepted review versus peer discussion Authors: Park, Kye-Yeung; Kang, Ye Ji; Park, Hoon-Ki; Hwang, Hwan-Sik Abstract: Background: Video-recordings review of patient encounters is reported to improve the clinical performance of medical students. However, evidence on specific remediation strategies or outcomes are lacking. We aimed to implement videorecording-based remediation of standardized patient encounters among medical students, combined with preceptor one-on-one feedback or peer group discussion, and evaluate the effectiveness of the two remediation methods using objective structured clinical examination (OSCE). Methods: Following standardized patient encounters, 107 final-year medical students were divided into two groups based on different remediation methods of video review: (1) precepted video review with preceptor feedback (N = 55) and (2) private video review and subsequent peer group discussion under supervision (N = 52). All students underwent twelve-stations of OSCE both before and after the video review. Students' pre- and post-remediation OSCE scores, self-efficacy level in patient encounters, and level of educational satisfaction with each method were assessed and compared between different video-based remediation methods to evaluate their respective effects. Results: After remediation, the total and subcomponent OSCE scores, such as history taking, physical examination, and patient - physician interaction (PPI), among all students increased significantly. Post-remediation OSCE scores showed no significant difference between two remediation methods (preceptor module, 79.6 +/- 4.3 vs. peer module, 79.4 +/- 3.8 in the total OSCE score). Students' self-efficacy levels increased after remediation in both modules (both p-value <0.001), with no difference between the two modules. However, students' satisfaction level was higher in the preceptor module than in the peer module (80.1 +/- 17.7 vs. 59.2 +/- 25.1, p-value <0.001). Among students with poor baseline OSCE performance, a prominent increase in PPI scores was observed in the preceptor-based module. Conclusion: Video-based remediation of patient encounters, either through preceptor review with one-on-one feedback or through private review with peer discussion, was equally effective in improving the OSCE scores and self-efficacy levels of medical students. Underperforming students can benefit from precepted video reviews for building PPI. 2024-12-01T00:00:00Z https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/211191 Title: Clash of generations: The fight for professionalism among South Korean medical trainees Authors: Kim, Do-Hwan Abstract: [No abstract available] 2024-11-01T00:00:00Z https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/195272 Title: Understanding medical students' transition to and development in clerkship education: a qualitative study using grounded theory Authors: Lee, Hyo Jeong; Kim, Do-Hwan; Kang, Ye Ji Abstract: Background: Medical students perceive the transition to clerkship education as stressful and challenging and view themselves as novices during their rotation in clerkship education. The developmental perspective is thus important because the transition to clerkship supports rather than hinders growth. Accordingly, this study examines medical students' transition to clerkship and their developmental features. Methods: In-depth interviews were conducted with 18 medical students or graduates who had completed clerkships as medical students. Based on Straussian grounded theory, the collected data were analyzed in terms of the differences between pre- and post-clerkship education. Results: Our data analysis revealed five stages of the transition process: "anticipation and anxiety," "reality check," "seeking solutions," "practical application," and "transition and stability." The core category, that is, "growing up from being students to being student doctors," was driven by patients who perceived the participants as student doctors. Meanwhile, the participants recognized that having a solution that is agreed upon by colleagues was more important than knowing the correct answer. The participants undergoing the transition to clerkship showed developmental features divided into three categories: personal, social, and professional. Specifically, they attempted to balance clerkship and life through personal development, learned to navigate around the hospital and reduced tension through social development, and developed clinical competencies focused on efficiency through professional development. Conclusions: This study explores the process of students' transition to clerkship education and the developmental features that emerge during this period. The students were motivated by patients who perceived them as student doctors. Through the transition, they maintained a work-life balance and adapted to hospitals but developed an overly doctor-centered attitude by cultivating clinical competencies with a focus on efficiency. To develop them into medical professionals, it is essential to assist their transition and cultivate a patient-centered attitude. 2024-09-01T00:00:00Z