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Student Involvement in SDG Projects: Seven Years of Yonsei University’s Social Engagement Fund (2018–2025)

Wed, 01 Oct 2025 00:00:00 GMT

Title: Student Involvement in SDG Projects: Seven Years of Yonsei University’s Social Engagement Fund (2018–2025) Authors: 안신기 Abstract: Background The Institute for Global Engagement & Empowerment (IGEE) at Yonsei University established the Social Engagement Fund (SEF) in 2018 to align with institutional commitments to the UN Sustainable Development Goals (SDGs). This study examines how IGEE's student-led projects as part of Yonsei University's SEF program have expanded SDG coverage over the past seven years and identifies factors contributing to improved integration across multiple goals. Methods We analyzed all 49 SEF projects implemented between 2018 and 2025, coding each project for SDG alignment and tracking coverage patterns over time. Annual SDG engagement was measured using two indicators: (1) the total number of SDGs addressed per year and (2) the average number of SDGs addressed per project. Results The number of SEF projects increased steadily from 5 in 2018 to 12 in 2025, reflecting growing student participation and institutional support. Over the same period, annual SDG coverage expanded from 9 total SDG mentions in 2018 to 59 in 2025, demonstrating a marked diversification of focus areas. The average number of SDGs addressed per project rose from 1.8 in the early years (2018–2021) to 4.9 in 2025, peaking at 8.3 in 2022. Early projects primarily centered on institutional and educational goals such as SDG 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure), while later years showed stronger engagement with SDG 10 (Reduced Inequalities), SDG 11 (Sustainable Cities and Communities), and SDG 13 (Climate Action). Some goals—including SDG 6 (Clean Water and Sanitation) and SDG 14 (Life Below Water)—remained relatively underrepresented. Conclusions Student engagement initiatives like SEF can significantly broaden and deepen SDG coverage through structured mentorship, interdisciplinary collaboration, and targeted project funding. By enabling applied, student-driven practice, IGEE’s SEF model demonstrates how universities can translate institutional SDG commitments into measurable and expanding impact across a wide range of sustainability goals.

의료윤리교육의 질적 성장을 위한 방향 모색: 통합과 실천을중심으로

Mon, 01 Sep 2025 00:00:00 GMT

Title: 의료윤리교육의 질적 성장을 위한 방향 모색: 통합과 실천을중심으로 Authors: 정한나 Abstract: Despite significant quantitative growth in medical ethics education in Korea over the past 25 years,concerns remain regarding its qualitative impact. Prior research has identified structural limitations,fragmented curricula, and vague educational objectives in ethics programs across Korean healthprofessions education. Building on these findings, this article calls for a shift toward verticallyintegrated, practice-oriented ethics education that embeds ethical reflection within clinical contexts. It reframes learning goals to prioritize practical ethical competence, emphasizing situationalawareness, decision-making, and professional identity formation. It also presents instructionalstrategies—such as simulation, narrative writing, and clinically integrated ethics seminars—thatenhance experiential learning and critical reflection. Finally, it underscores the need for institutionalsupport, faculty collaboration, and aligned assessment systems to sustain meaningful reform. Bybridging the gap between classroom ethics and clinical realities, this approach aims to cultivatereflective practitioners capable of ethical judgment in complex healthcare settings.

Perceptions of preparedness for doctor roles and the medical profession in Korean graduating medical students: A 13-year trend analysis

Fri, 01 Aug 2025 00:00:00 GMT

Title: Perceptions of preparedness for doctor roles and the medical profession in Korean graduating medical students: A 13-year trend analysis Authors: Ha, Hyorim; Kim, Hae Won Abstract: IntroductionSustainability of a medical workforce that meets the society's evolving healthcare needs relies on how well medical schools prepare students for the psychological and professional demands of practice. It is crucial to understand medical graduates' perceptions of their readiness for doctor roles and the medical profession, along with factors influencing these perceptions. However, research in this area is limited, and few studies examined how these perceptions develop over time, restricting our understanding of their impact on students' attitudes toward patient care and career decisions. This study addresses this gap by examining graduating Korean medical students' preparedness for various doctor roles, alongside their views on medicine and the medical profession, over a 13-year period.MethodsData from 1,430 graduating medical students from 2009 to 2021 were analyzed on their preparedness for different doctor roles and their perceptions of medicine and the profession. We conducted independent sample t-tests to examine the differences by gender and entry type and Kendall's tau correlation to analyze the trends in participants' responses across time.ResultsGraduating medical students perceived themselves as most prepared for the communicator role and least prepared for the community leader role. Over time, this preparedness for different roles increased. Meanwhile, graduating medical students highly agreed that doctors are less respected than in the past and least agreed that success depends on their hard work. Across 13 years, they perceived a decline in social respect for doctors and difficulties in maintaining work-life balance and considered the significance of primary healthcare low.ConclusionGraduating medical students' preparedness for different doctor roles varied, and their perceptions of the profession have somewhat deteriorated over the past 13 years. These findings call for medical schools to enhance education and better prepare medical graduates with adequate knowledge, skills, and attitudes who can meet society's healthcare needs.

Longitudinal relationships between Korean medical students' academic performance in medical knowledge and clinical performance examinations: a retrospective longitudinal study

Sun, 01 Jun 2025 00:00:00 GMT

Title: Longitudinal relationships between Korean medical students' academic performance in medical knowledge and clinical performance examinations: a retrospective longitudinal study Authors: Kang, Yu Lim; Kim, Hae Won Abstract: Purpose: This study investigated the longitudinal relationships between performance on 3 examinations assessing medical knowledge and clinical skills among Korean medical students in the clinical phase. This study addressed the stability of each examination score and the interrelationships among examinations over time. Methods: A retrospective longitudinal study was conducted at Yonsei University College of Medicine in Korea with a cohort of 112 medical students over 2 years. The students were in their third year in 2022 and progressed to the fourth year in 2023. We obtained comprehensive clinical science examination (CCSE) and progress test (PT) scores 3 times (T1-T3), and clinical performance examination (CPX) scores twice (T1 and T2). Autoregressive cross-lagged models were fitted to analyze their relationships. Results: For each of the 3 examinations, the score at 1 time point predicted the subsequent score. Regarding cross-lagged effects, the CCSE at T1 predicted PT at T2 (beta=0.472, P<0.001) and CCSE at T2 predicted PT at T3 (beta=0.527, P<0.001). The CPX at T1 predicted the CCSE at T2 (beta=0.163, P=0.006), and the CPX at T2 predicted the CCSE at T3 (beta=0.154, P=0.006). The PT at T1 predicted the CPX at T2 (beta=0.273, P=0.006). Conclusion: The study identified each examination's stability and the complexity of the longitudinal relationships between them. These findings may help predict medical students' performance on subsequent examinations, potentially informing the provision of necessary student support.