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A Qualitative Study on the Students' Perceptions of Elective Courses in Korean Medical Education

Article information

J Korean Med. 2025;46(1):139-153
Publication date (electronic) : 2025 March 01
doi : https://doi.org/10.13048/jkm.25010
Hee Jun Park1,§orcid_icon, Sung Uk Ma1,§orcid_icon, Hye-Yoon Lee2,orcid_icon
1School of Korean Medicine, Pusan National University
2Division of Humanities and Social Medicine, School of Korean Medicine, Pusan National University
Correspondence to: Hye-Yoon Lee, 317, Busandaehak-ro 49, Mulgeum-eup, Yangsan-si, Gyeongsangnam-do, Republic of Korea, 50612 Tel: +82-51-510-8409, Fax: +82-51-510-8419, E-mail: drlee@pusan.ac.kr
§

Hee Jun Park and Sung Uk Ma equally contributed to this work as first authors.

Received 2025 February 9; Revised 2025 February 16; Accepted 2025 February 16.

Abstract

Objectives

This study aimed to investigate the perceptions and assess the satisfaction of Korean medical students regarding elective courses in Korean medical education

Methods

Two rounds of online surveys and a focus group interview were conducted with second- and third-year student groups, with a total of twelve students participating—six students in each group. The first survey (March 19–22, 2024) assessed students’ selection criteria and satisfaction levels using a 5-point Likert scale. Based on these results, a second survey (March 24–27, 2024) refined key topics for discussion. FGIs were held on March 25 and 26, 2024, with semi-structured questions. Interviews were recorded, transcribed verbatim, and analyzed using content analysis, applying In vivo and lean coding for categorization.

Results

Survey results showed that faculty reputation, course content, and assessment difficulty were key factors in course selection. While syllabi were often referenced, their reliability was questioned due to content discrepancies. Initially, online lectures were favored for flexibility, but concerns arose over limited availability and inconsistent evaluations. FGI analysis confirmed that teaching styles and assessment methods significantly influenced decisions. As students recognized the benefits of in-person classes, their preference for face-to-face learning grew. Overall satisfaction with electives was moderate, with students highlighting the need for more practical courses and better faculty-student communication.

Conclusions

Ensuring syllabus accuracy, standardizing evaluation criteria, incorporating student needs into course design, and enhancing faculty-student interaction may improve elective course selection.

Keywords: Korean medical education; Elective course; Student perception; Focus group interview (FGI)

Demographic Characteristics of Study Participants (N=12)

Perceptions on Selection Factors and Efficiency of Elective Courses

Meaningful Statements in the Focus Group Interview

Students’ Satisfaction Regarding Elective Courses on the 1st Survey

Students’ Satisfaction Regarding Elective Courses on the 2nd Survey

Students’ Demands Regarding Elective Courses

References

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Article information Continued

Table 1

Demographic Characteristics of Study Participants (N=12)

Variables N Proportion
Gender Male 8 0.67
Female 4 0.33
Age 23–26 3 0.25
27–29 6 0.50
30–33 2 0.17
34–36 1 0.08
Grade 2nd 6 0.50
3rd 6 0.50
Previous University Major Bachelor’s Program in Korean Medicine 7 0.58
Engineering 1 0.08
Natural Sciences 2 0.17
Social Sciences 1 0.08
Humanities 1 0.08

Table 2

Perceptions on Selection Factors and Efficiency of Elective Courses

Category Item Responses 1st 2nd
N Proportion N Proportion
Factors Influencing Course Registration Key Factors in the Selection Process Usefulness of the Content 4 0.33 3 0.25
Interest of the Content 0 0.00 2 0.17
Difficulty of the Content 1 0.08 0 0.00
Difficulty of the Assessments 1 0.08 1 0.08
Reputation of the Instructor 5 0.42 4 0.33
No Specific Criteria 0 0.00 0 0.00
Presence of Assignments and Exams, and Leniency in Grading 1 0.08 1 0.08
Presence of Assignments - - 1 0.08
Impact of Major on Elective Course Selection in Korean Medicine Interest - - 1 0.17
No Interest - - 3 0.50
Similar to Major - - 1 0.17
Career Path - - 1 0.17
Factors Influencing the Judgment of Instructors' Reputation Usefulness of the Lecture 3 0.25 1 0.10
Enjoyment of the Lecture 0 0.00 0 0.00
Difficulty of Exams 2 0.17 3 0.30
Difficulty of Assignments 0 0.00 0 0.00
Grades 2 0.17 3 0.30
Early Class Dismissal 3 0.25 1 0.10
Strict Attendance Monitoring 0 0 0 0.00
Flexibility 1 0.08 1 0.10
Elective Course (e.g., Presence of Exams, Instructor’s Leniency, etc.) 1 0.08 1 0.10
Syllabus Reference Level Very High 1 0.08 2 0.17
High 7 0.58 5 0.42
Neutral 3 0.25 3 0.25
Low 1 0.08 2 0.17
Very Low 0 0 0 0.00
Primary Source of Assistance for Course Registration Own Decision 6 0.5 6 0.50
Recommendation from Friends 2 0.17 2 0.17
Senior Students in the Department 4 0.33 4 0.33
Senior Students in a Club 0 0.00 0 0.00
Consultation with Parents 0 0.00 0 0.00
Guidance from Academic Advisor 0 0.00 0 0.00
University Online Community Apps 0 0.00 0 0.00
Efficient Course Format Satisfaction with the Format of Elective Courses Very High 1 0.08 1 0.08
High 6 0.50 6 0.50
Neutral 3 0.25 4 0.33
Low 1 0.08 1 0.08
Very Low 1 0.08 0 0.00
Preferred Course Format(More Clarified on the 2nd Survey) Asynchronous Online Course with Video Lectures (Online Video Lecture) 8 0.67 1 0.09
Live Online Course via Zoom 0 0.00 2 0.18
In-Person Classroom Lecture 4 0.33 2 0.18
Experiential Learning - - 1 0.09
Lecture + Discussion - - 2 0.18
Interactive Class - - 1 0.09
Lecture-Based Class - - 2 0.18
Course Format with High Satisfaction Watching Only Pre-Recorded Videos Weekly 4 0.33 - -
Primarily Video-Based with 2–3 Live Zoom Sessions as Needed 3 0.25 - -
Primarily Video-Based with 2–3 In-Person Sessions as Needed 1 0.08 - -
Primarily In-Person with 2–3 Zoom or Video Sessions as Needed 2 0.17 - -
Live Zoom-Based Online Course Every Week 0 0.00 - -
In-Person Classroom Course Every Week 2 0.17 - -
Effective Teaching Method for Online Courses with Video Lectures Lecture-Style Video with Instructor's Movements in the Classroom 3 0.25 - -
PPT Video with Instructor's Face Included 7 0.58 - -
PPT Video with Voice Narration Only 2 0.17 - -
PPT Slides Provided Without Voice Narration 0 0.00 - -
Use of External Materials with Minimal Instructor Involvement 0 0.00 - -
Ideal Teaching Method for In-Person Classes Lecture-Based Instruction 12 1.00 - -
Video Lectures Provided, with Supplemental Explanations During Class 0 0.00 - -
Video Lectures Provided, with Discussions and Group Activities During Class 0 0.00 - -
Effective Teaching Methods Lecture-Based Class - - 3 0.27
In-Person Class - - 3 0.27
Participation-Based Class - - 1 0.09
Discussion-Based Class - - 1 0.09
Primarily Online with In-Person Sessions as Needed - - 1 0.09
Online Class - - 1 0.09
Didactic Teaching - - 1 0.09
Least Preferred Course Format Presentation-Based Class - - 4 0.33
In-Person Class - - 2 0.17
Discussion and Participation-Based Class - - 1 0.08
Lecture-Based Class - - 2 0.17
Online Zoom Lecture - - 0 0.00
In-Person Class - - 2 0.17
Group Projects - - 1 0.08

-: Not Applicable (Not Asked)

Table 3

Meaningful Statements in the Focus Group Interview

Domain Category Subcategory (Frequency of Meaningful Statements) N Proportion
Course Syllabus Reliability Distrust 4 0.40
Formality 4 0.40
Trust 2 0.20
Utilization Reference 3 0.60
High 2 0.40
Elective Course-Related Matters Application Criteria Instructor 13 0.25
No Exams 10 0.19
Interest 10 0.19
Usefulness 4 0.08
Assignments 3 0.06
Convenience of Completion 3 0.06
Syllabus 2 0.04
Short Class Duration 2 0.04
Video Lectures 1 0.02
Senior Students, Grades 1 0.02
Research Advisor 1 0.02
Graduation Thesis 1 0.02
Topic 1 0.02
Satisfaction Satisfied 8 0.73
Dissatisfied 3 0.27
Operational Issues Variability Depending on Instructor 10 0.91
Unfairness 1 0.09
Teaching Methods In-Person vs. Online Preference for In-Person Classes 8 0.67
Preference for Online Classes 4 0.33
Student Needs and Complaints Complaints Lack of Engaging Courses 6 0.33
Instructor-Interest-Oriented Courses 3 0.17
Courses Ignoring Student Demand 3 0.17
Lack of Uploaded Course Materials 2 0.11
High Difficulty Level 1 0.06
Course Cancellation Due to Low Enrollment 1 0.06
Formalistic Classes 1 0.06
Insufficient Number of Available Courses 1 0.06
Student Needs Light Workload 5 0.29
Clinical-Related Courses 4 0.24
Diverse Experiences 2 0.12
Student Demand-Driven Courses 2 0.12
Practicality 1 0.06
Advanced Learning 1 0.06
Engaging Courses 1 0.06
Courses Open to Multiple Year Levels 1 0.06
Others Type of Assistance Received During Course Registration Club Activities 2 0.25
Gatherings 2 0.25
Senior Students 2 0.25
Syllabus 1 0.13
Reputation 1 0.13
Communication Low Communication 1 0.50
Need for Student-Instructor Mutual Understanding 1 0.50

Table 4

Students’ Satisfaction Regarding Elective Courses on the 1st Survey

Students’ Satisfaction 5* 4* 3* 2* 1*
Satisfaction with Elective Courses 1 (0.08) 5 (0.42) 4 (0.33) 1 (0.08) 1 (0.08)
Satisfaction with the Diversity and Number of Elective Courses Offered 2 (0.17) 1 (0.08) 7 (0.58) 2 (0.17) 0 (0)
Satisfaction with the Number of Students per Elective Course 2 (0.17) 6 (0.5) 2 (0.17) 2 (0.17) 0 (0)
Satisfaction with the Required Number of Elective Courses for Graduation 1 (0.08) 6 (0.5) 3 (0.25) 1 (0.08) 1 (0.08)
Perceived Difficulty of Elective Courses Compared to the Core Curriculum 2 (0.17) 7 (0.58) 2 (0.17) 1 (0.08) 0 (0)
Degree to which Elective Courses Reflect Student Needs 1 (0.08) 3 (0.25) 5 (0.42) 2 (0.17) 1 (0.08)
Clarity of Elective Course Learning Objectives 2 (0.17) 5 (0.42) 5 (0.42) 0 (0) 0 (0)
Clarity of Elective Course Assessment Criteria 1 (0.08) 4 (0.33) 4 (0.33) 3 (0.25) 1 (0.08)
Adequacy of Learning Materials Provided by the Instructor, Including Textbooks and Reference Materials 2 (0.17) 8 (0.67) 2 (0.17) 0 (0) 0 (0)
Utilization of Various Teaching Methods by the Instructor 2 (0.17) 6 (0.5) 3 (0.25) 1 (0.08) 2 (0.17)
Utilization of Various Teaching Media by the Instructor 1 (0.08) 5 (0.42) 5 (0.42) 1 (0.08) 0 (0)
Effectiveness of Communication with the Instructor Outside of Class Hours 1 (0.08) 6 (0.5) 5 (0.42) 0 (0) 0 (0)
*

Likert 5-point Scale, 5=Very High, 4=High, 3=Neutral, 2=Low, 1=Very Low

Table 5

Students’ Satisfaction Regarding Elective Courses on the 2nd Survey

Satisfaction 5* 4* 3* 2* 1*
Satisfaction with Elective Courses 1 (0.08) 5 (0.42) 4 (0.33) 1 (0.08) 1 (0.08)
Clarity of Elective Course Learning Objectives 1 (0.08) 6 (0.5) 5 (0.42) 0 (0) 0 (0)
Clarity of Elective Course Assessment Criteria 1 (0.08) 5 (0.42) 3 (0.25) 3 (0.25) 0 (0)
Adequacy of Learning Materials Provided by the Instructor 1 (0.08) 6 (0.5) 4 (0.33) 1 (0.08) 0 (0)
Utilization of Various Teaching Methods by the Instructor 1 (0.08) 5 (0.42) 5 (0.42) 1 (0.08) 0 (0)
Utilization of Various Teaching Media by the Instructor 1 (0.08) 6 (0.5) 5 (0.42) 0 (0) 0 (0)
Reasons for Dissatisfaction n proportion
Course Registration Issues 2 0.29
None 1 0.14
Lack of Improvement Despite Feedback 1 0.14
Significant Disparities Between Courses 2 0.29
Physical Exhaustion 1 0.14
*

Likert 5-point Scale, 5=Very High, 4=High, 3=Neutral, 2=Low, 1=Very Low

Table 6

Students’ Demands Regarding Elective Courses

Students’ Demands Responses on the 1st Survey Responses (1st) Responses (2nd)
N Proportion N Proportion
Primary Consideration in Designing Elective Course Curriculum and Course Offerings Academic Value 3 0.25 3 0.25
Practical Value 2 0.17 2 0.17
Diverse Experiences 5 0.42 3 0.25
Relevance to Career Path 0 0.00 2 0.17
Relevance to Major 1 0.08 1 0.08
Practical Help for Employment 1 0.08 1 0.08
Aspects that Need Improvement in Elective Courses(Multiple Responses Allowed) Reducing Disparities Among Elective Courses 3 0.27 2 0.12
Incorporating Student Preferences (Student Demand) 1 0.09 1 0.06
Practical Content (Engagement/Interest) 1 0.09 1 0.06
Unclear Grading Criteria 1 0.09 1 0.06
Course Syllabus 1 0.09 2 0.12
Diverse Course Offerings 1 0.09 - -
Usefulness 1 0.09 - -
Course Registration 1 0.09 - -
Elective Courses Accessible to Multiple Year Levels 1 0.09 - -
Difficulty Level - - 1 0.06
Exam-Centered Approach - - 1 0.06
More Clinical-Related Courses - - 2 0.17
Avoidance of Presentation and Assignment-Heavy Classes - - 1 0.06
Insufficient Teaching Ability - - 1 0.06
Classroom Size - - 1 0.06
Pre-Class Preparation - - 1 0.06
Lack of Learning Materials - - 1 0.06
None - - 1 0.06
Suggestions or Areas for Improvement in Elective Course Registration None - - 1 0.10
Small Class Size for Each Course - - 1 0.10
Course Syllabus - - 1 0.10
Standardization and Fairness - - 1 0.10
Usefulness - - 2 0.20
Flexible Schedule - - 1 0.10
Variety of Courses - - 1 0.10
Less Academic Burden (Exams, Assignments) - - 1 0.10
Presence or Absence of Exams - - 1 0.10
Areas for Improvement in the Syllabus for Better Reference Very high - - 0 0.00
High - - 5 0.42
Neutral - - 7 0.58
Low - - 0 0.00
Very low - - 0 0.00