J Educ Eval Health Prof.
2025;22(1):11. 10.3352/jeehp.2025.22.11.
A nationwide survey on the curriculum and educational resources related to the Clinical Skills Test of the Korean Medical Licensing Examination: a cross-sectional descriptive study
- Affiliations
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- 1Department of Medical Education, Chonnam National University Medical School, Gwangju, Korea
- 2Department of Medical Education, Kangwon National University College of Medicine, Chuncheon, Korea
- 3Department of Family Medicine, Korea University Ansan Hospital, Ansan, Korea
- 4Department of Medical Education, Kosin University College of Medicine, Busan, Korea
- 5Department of Neurology, Kosin University College of Medicine, Busan, Korea
- 6Department of Pediatrics, Gyeongsang National University College of Medicine, Jinju, Korea
- 7Gyeongsang Institute of Health Sciences, Gyeongsang National University, Jinju, Korea
- 8Department of Family Medicine, Yeungnam University College of Medicine, Daegu, Korea
- KMID: 2567155
- DOI: http://doi.org/10.3352/jeehp.2025.22.11
Abstract
- Purpose
The revised Clinical Skills Test (CST) of the Korean Medical Licensing Exam aims to provide a better assessment of physicians’ clinical competence and ability to interact with patients. This study examined the impact of the revised CST on medical education curricula and resources nationwide, while also identifying areas for improvement within the revised CST.
Methods
This study surveyed faculty responsible for clinical clerkships at 40 medical schools throughout Korea to evaluate the status and changes in clinical skills education, assessment, and resources related to the CST. The researchers distributed the survey via email through regional consortia between December 7, 2023 and January 19, 2024.
Results
Nearly all schools implemented preliminary student–patient encounters during core clinical rotations. Schools primarily conducted clinical skills assessments in the third and fourth years, with a simplified form introduced in the first and second years. Remedial education was conducted through various methods, including one-on-one feedback from faculty after the assessment. All schools established clinical skills centers and made ongoing improvements. Faculty members did not perceive the CST revisions as significantly altering clinical clerkship or skills assessments. They suggested several improvements, including assessing patient records to improve accuracy and increasing the objectivity of standardized patient assessments to ensure fairness.
Conclusion
During the CST, students’ involvement in patient encounters and clinical skills education increased, improving the assessment and feedback processes for clinical skills within the curriculum. To enhance students’ clinical competencies and readiness, strengthening the validity and reliability of the CST is essential.
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