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KMJ : Kosin Medical Journal



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New approach to learning medical procedures using a smartphone and the Moodle platform to facilitate assessments and written feedback
Sang-Shin Lee, Haeyoung Lee, Hyunyong Hwang
Kosin Med J. 2022;37(1):75-82.   Published online March 25, 2022
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Abstract PDFPubReader   ePub   CrossRef-TDMCrossref - TDM
To overcome communication obstacles between medical students and trainers, we designed serial learning activities utilizing a smartphone and web-based instruction (WBI) on the Moodle platform to provide clear and retrievable trainer feedback to students on an objective structured clinical examination (OSCE) item.
We evaluated students’ learning achievement and satisfaction with the new learning tool. A total of 80 fourth-year medical students participated. They installed the Moodle app (the WBI platform) on their smartphones and practiced an endotracheal suction procedure on a medical simulation mannequin while being evaluated by a trainer regarding competence in clinical skills on the smartphone app. Students’ competency was evaluated by comparing the scores between the formative assessment and the summative assessment. The degree of satisfaction and usefulness for the smartphone and WBI system were analyzed.
The means (standard deviations, SDs) of the formative and summative assessments were 8.80 (2.53) and 14.24 (1.97) out of a total of 17 points, respectively, reflecting a statistically significant difference (P<0.05). The degree of satisfaction and perceived usefulness of the smartphone app and WBI system were excellent, with means (SDs) of 4.60 (0.58), and 4.60 (0.65), respectively.
We believe that the learning process using a smartphone and the Moodle platform offers good guidance for OSCE skill development because trainers’ written feedback is recorded online and is retrievable at all times, enabling students to build and maintain competency through frequent feedback review.


Citations to this article as recorded by  
  • Faculty development: the need to ensure educational excellence and health care quality
    Hyekyung Shin, Min-Jeong Kim
    Kosin Medical Journal.2023; 38(1): 4.     CrossRef
  • How does quiz activity affect summative assessment outcomes? An analysis of three consecutive years’ data on self-directed learning
    Chi Eun Oh, Hyunyong Hwang
    Kosin Medical Journal.2022; 37(3): 228.     CrossRef
Comparative study between an intensive small group teaching and a 1-year clinical practice on OSCE
Sinjae Kim, Minhwan Park, Ji-Hyun Seo, Hyang-Ok Woo, Hee-Shang Youn, Jung Je Park, Sea-Yuoug Jeon, Jung Seok Hwa, Patricia Mullan, Larry D. Gruppen
Kosin Med J. 2018;33(2):181-190.   Published online December 31, 2018
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Abstract PDFPubReader   ePub   CrossRef-TDMCrossref - TDM

Our school introduced a new curriculum based on faculty-directed, intensive, small-group teaching of clinical skills in the third-year medical students. To examine its effects, we compared the mean scores on an OSCE between the third- and fourth-year medical students.


Third- and fourth-year students did rotations at the same five OSCE stations. They then completed a brief self-reporting questionnaire survey to examine the degree of satisfaction with new curriculum in the third-year students and clinical practice in the fourth-year students, as well as their perception of confidence and preparedness. We analyzed the OSCE data obtained from 158 students, 133 of whom also completed the questionnaire.


Mean OSCE scores on the breast examination and wet smear stations were significantly higher in the third-year group (P < 0.001). But mean OSCE scores of motor-sensory examination and lumbar puncture were significantly higher in the fourth-year group (P < 0.05). The mean OSCE scores had no significant correlation with satisfaction. In addition, the self-ratings of confidence had a high degree of correlation with satisfaction with new curriculum (r = 0.673) and clinical practice (r = 0.692). Furthermore, there was a moderate degree of correlation between satisfaction and preparedness in both groups (r = 0.403 and 0.449).


There is no significant difference in the effect on the degree of clinical performance and confidence between an intensive-small group teaching and a 1-year clinical practice. If combined, intensive small group teaching and clinical practice would be useful to improve the degree of ability and confidence in medical students.

KMJ : Kosin Medical Journal