Fig 1.
Rapid Prototyping Instructional System Design (RPISD) model applied to program development.
Fig 2.
Group practice structure showing peer role-play and OSCE-based acupuncture training.
Students are divided into groups with assigned roles: observers (who evaluate performance using checklists), patients (who provide feedback on communication and comfort), and physicians (indicated as ‘doctor’ in the figure, who practice acupuncture point location and needling techniques). This role rotation system allows all students to experience different perspectives while developing clinical competencies in a safe learning environment.
Fig 3.
Overall structure of the training program and research process.
The one-year acupuncture training program (3 hours/week, 15 weeks/semester, 2 semesters) follows a systematic approach with pre-class online learning, structured in-class activities, and post-class portfolio submission. Each class session includes three phases: introduction (preparation and meditation), development (teacher demonstration followed by peer role-play practice), and finish (peer OSCE assessment and wrap-up). Communication skills were assessed using the Korean Self-Efficacy questionnaire before and after the program, with practical examinations conducted at semester end. Student reactions and feedback were collected through surveys and interviews to evaluate program effectiveness.
Table 1.
Survey results on satisfaction and instructional components.
Table 2.
Pre-post scores on the Korean version of self-efficacy questionnaire for communication skills.
Table 3.
Pre-post changes in practical examination scores after implementation of the training program.
Table 4.
Themes from student interviews.
Fig 4.
Integration of quantitative and qualitative findings by learning objectives.