An Analysis of Medical Students’ Perceived Competencies and Educational Needs for the Coming Age of the Fourth Industrial Revolution
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The purpose of this study was to survey the required competence level in the age of the fourth industrial revolution (4IR) and medical students’ self-perceived present competence level as well as to draw the priority rankings of educational needs based on the results. Subjects were 2,143 medical students studying at 11 colleges of medicine. A questionnaire survey was conducted to examine their competence levels. Sub-factors of the questionnaire were: inquiry and self-development (seven), collaboration and leadership (five), social responsibility (five), medical expertise (three), and application of technology and information (three). Survey results were analyzed through descriptive statistical analysis, paired t-test, and Borich needs assessment formula. A paired t-test of required competence level and perceived present competence level was conducted to determine the priority rankings of educational needs for competency development for the age of the 4IR. All competencies demonstrated a statistically significant difference in mean (p<0.05). The Borich needs assessment showed that “using technology” had the highest educational needs. The Locus for Focus analysis identified ‘Communicating and empathizing with patients’, ‘creativity’, ‘legal and ethical judgment skills’, ‘identity as a medical specialist’, and ‘using information and data analysis skills’, as well as ‘using technology’, as the top priorities among the competencies. This study drew the priority rankings of the level of importance of educational needs for competences required in the age of the 4IR. The results will serve as basic data for developing medical education curricula and programs that foster competencies required from medical students in the coming revolutionary industrial age.
Abstract
The purpose of this study was to survey the required competence level in the age of the fourth industrial revolution (4IR) and medical students’ self-perceived present competence level as well as to draw the priority rankings of educational needs based on the results. Subjects were 2,143 medical students studying at 11 colleges of medicine. A questionnaire survey was conducted to examine their competence levels. Sub-factors of the questionnaire were: inquiry and self-development (seven), collaboration and leadership (five), social responsibility (five), medical expertise (three), and application of technology and information (three). Survey results were analyzed through descriptive statistical analysis, paired t-test, and Borich needs assessment formula. A paired t-test of required competence level and perceived present competence level was conducted to determine the priority rankings of educational needs for competency development for the age of the 4IR. All competencies demonstrated a statistically significant difference in mean (p<0.05). The Borich needs assessment showed that “using technology” had the highest educational needs. The Locus for Focus analysis identified ‘Communicating and empathizing with patients’, ‘creativity’, ‘legal and ethical judgment skills’, ‘identity as a medical specialist’, and ‘using information and data analysis skills’, as well as ‘using technology’, as the top priorities among the competencies. This study drew the priority rankings of the level of importance of educational needs for competences required in the age of the 4IR. The results will serve as basic data for developing medical education curricula and programs that foster competencies required from medical students in the coming revolutionary industrial age.
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