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한국의학교육학회> Korean Journal of Medical Education> 원저 : 우리나라 의과대학 / 의학전문대학원의 인문사회의학 교과목 운영현황 및 학습내용 분석

KCI등재SCOUPUS

원저 : 우리나라 의과대학 / 의학전문대학원의 인문사회의학 교과목 운영현황 및 학습내용 분석

Study on the Medical Humanities and Social Sciences Curriculum in Korean Medical School: Current Teaching Status and Learning Subjects

안정희 ( Jung Hee An ) , 권복규 ( Ivo Kwon ) , 이순남 ( Soon Nam Lee ) , 한재진 ( Jae Jin Han ) , 정재은 ( Jae Eun Jeong )
  • : 한국의학교육학회
  • : Korean Journal of Medical Education 20권2호
  • : 연속간행물
  • : 2008년 06월
  • : 133-144(12pages)
피인용수 : 16건

(자료제공: 네이버학술정보)

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Purpose: We did this study to find out the current teaching status of the medical humanities and social sciences curriculum in Korean medical schools. Further, we discuss the tasks at hand to improve the curriculum in medical education. Methods: The curricula of 41 medical schools and the syllabi of 10 schools were examined. We analyzed the tables of course organization and contents of integrated medical humanities. After analysis of the contents, they were grouped into 6 categories of medical humanities and social sciences domain. Results: Our results are as follow: 1) there are 3 types of medical humanities and social sciences subject forms: inter-disciplinary (integrated, for example, PDS), multi-disciplinary (separated subject form), and mixed (integrated+separated); 2) most schools offer medical humanities and social sciences in a required class; 3) medical humanities and social sciences are taught through all school years and all 8 graduate medical schools offer a medical humanities and social sciences course from year 1; and 4) the average academic credits for medical humanities are 10 or 11. With respect to the curriculum content, there is some commonality in 10 schools: disease prevention, health improvement, medical ethics, medical regulation, professionalism, and community medicine. Differences were seen in content selection and organization. Conclusion: After brief reviews of the medical humanities and social science curriculums, we discovered that all Korean medical schools meet the need of medical humanities and social sciences education. However, curriculum implementation differed in various ways. We suggest the following tasks: 1) clarification of educational goals in order to develop a core curriculum of medical humanities and social sciences in Korea; 2) sharing experiences of developing a well-designed curriculum with other medical schools for effective teaching of this subject area.

ECN

ECN-0102-2014-500-001964056


UCI

I410-ECN-0102-2014-500-001964056

간행물정보

  • : 의약학분야  > 의학교육
  • : KCI 등재
  • : - / SCOPUS
  • : 계간
  • : 2005-727x
  • : 2005-7288
  • : 학술지
  • : 연속간행물
  • : 2003-2018
  • : 557


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1시론 : 통합의학교육과정의 표준화를 위하여

저자 : 김형규 ( Hyoung Kyu Kim )

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 20권 2호 발행 연도 : 2008 페이지 : pp. 95-97 (3 pages)

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2종설 : 환자-의사간 의사소통 기술 교육에 대한 고찰

저자 : 양은배 ( Eun Bae Yang )

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 20권 2호 발행 연도 : 2008 페이지 : pp. 99-107 (9 pages)

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The purpose of this study is to review communication skills education in medical education. This analysis looks at the reasons why communication skills education is difficult and how to design an effective curriculum for communication skills education. Problems in communication skills education are discussed, especially in relation to the complexity of the communication between patients and physicians, the changing of the communication model, and curriculum composition. Findings show that it is necessary to design a spiral curriculum for communication skills education, to harmonize theory and practice of communication, to encourage student participation, and to provide feedback to students. To educate communication skills, this paper concludes, professors in charge of communication skills education must seriously consider their teaching and evaluating methods and practice what they teach.

3원저 : 의학 전문직업성의 기초자질 함양을 위한 교육과정 평가 및 구성

저자 : 방재범 ( Jae Beum Bang ) , 이광윤 ( Kwang Youn Lee ) , 이충기 ( Choong Ki Lee ) , 이동협 ( Dong Hyup Lee ) , 이영환 ( Young Hwan Lee ) , 김재룡 ( Jae Ryong Kim ) , 강복수 ( Pock Soo Kang )

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 20권 2호 발행 연도 : 2008 페이지 : pp. 109-121 (13 pages)

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Purpose: Today, the social requirement of medicine emphasizes the importance of medical professionalism. This forces medical educators to introduce new contents and methods into the curriculum. This study aims to offer ideas for developing the curriculum through clarifying priorities on the basic qualities of medical professionalism and evaluating the current curriculums in medical schools in South Korea. Methods: In April 2005, 46 respondents majoring in basic medical sciences, clinical medicine, and medical humanities/social sciences completed a structured questionnaire. The questionnaire consisted of 3 categories related to: 1) the basic qualities of medical professionalism/general education courses, 2) the process of developing the qualities of humanities and social sciences in medical education, and 3) the appropriate allocation of credits for each subject to premedical and medical courses. The analysis consisted of frequency, chi-square, and multiple responses using Korean Ed, SPSS 14.0 for Windows. Results: The most important basic quality is basic medical knowledge. The credits for the general education are sufficient but it`s contribution is lacking (44.44%). The most lacking element in the general education courses is socio-cultural comprehension (45.65%). The knowledge of humanities and social sciences is very important in developing the basic qualities (56.52%). The important learning experiences related to these is the introspection into human beings (32.16%). Credits for medical humanities classes in premedical and medical course are noticeably insufficient (45.65, 54.35%, respectively). The appropriate program of informal curriculum for fostering the qualities is meeting with various medical specialists (44.44%, 47.83%, respectively). There is almost no difference among the major groups under (p<.05.) Conclusion: To assist medical students to be equipped with the basic qualities of medical professionalism, the realm of medical humanities should be made mandatory; and the general education courses need to be reformed, especially in the premedical curriculum. In particular, continuous cooperation between faculties in medicine, liberal arts, and/or social sciences need to exist with the conglomeration of these into fewer medical humanities majors in Korea.

4원저 : 자기주도학습을 도입한 임상실습에서 의과대학생이 설정한 학습목표, 방법 및 의견과 자기평가 점수의 분석

저자 : 허정원 ( Jung Won Huh ) , 한재진 ( Jae Jin Han ) , 임현정 ( Hyun Jung Im )

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 20권 2호 발행 연도 : 2008 페이지 : pp. 123-132 (10 pages)

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Purpose: The purpose of this study was to investigate the goals, methods and opinions of medical students on self-directed learning (SDL) and to compare the self-assessments with faculty-evaluations. Methods: The study group included 90 medical students doing their clerkship in the department of Laboratory Medicine, Mokdong Hospital, Ewha Womans University, School of Medicine, Seoul, Korea, from August 2005 to October 2006. Students were asked to review cases, formulate learning goals, implement appropriate learning strategies and present learning outcomes. Students` opinions on SDL were collected. Their self-assessments were compared with the faculty evaluation scores using the same checklist. Three groups were defined according to the faculty scores: scores >12, high; scores 10~12, middle; scores <9, low. Results: SDL was helpful in increasing confidence in students` own learning abilities and in raising interest in the patient-doctor relationship. Some students had difficulty formulating learning goals on their own. The mean of the self-assessments was significantly higher than that of faculty mean (11.8±2.1 vs. 10.9±2.3, p=.005). Rater agreement by items was approximately 30%. There was significant interaction between raters and group. Among the 'high' group, 55% under-rated their scores to middle or low levels, whereas 66% of the 'low' group rated themselves higher to high or middle levels. Spearman`s correlation coefficient between faculty`s and student`s scores was r=.219 (p=.038) and 4.4% of the faculty evaluations was predicted by the self-assessment scores. Conclusion: These results suggest that SDL is an effective learning tool during clerkship. Since students` scores did not correlate with those of the faculty`s, students need to develop appropriate self-assessment skills.

5원저 : 우리나라 의과대학 / 의학전문대학원의 인문사회의학 교과목 운영현황 및 학습내용 분석

저자 : 안정희 ( Jung Hee An ) , 권복규 ( Ivo Kwon ) , 이순남 ( Soon Nam Lee ) , 한재진 ( Jae Jin Han ) , 정재은 ( Jae Eun Jeong )

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 20권 2호 발행 연도 : 2008 페이지 : pp. 133-144 (12 pages)

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Purpose: We did this study to find out the current teaching status of the medical humanities and social sciences curriculum in Korean medical schools. Further, we discuss the tasks at hand to improve the curriculum in medical education. Methods: The curricula of 41 medical schools and the syllabi of 10 schools were examined. We analyzed the tables of course organization and contents of integrated medical humanities. After analysis of the contents, they were grouped into 6 categories of medical humanities and social sciences domain. Results: Our results are as follow: 1) there are 3 types of medical humanities and social sciences subject forms: inter-disciplinary (integrated, for example, PDS), multi-disciplinary (separated subject form), and mixed (integrated+separated); 2) most schools offer medical humanities and social sciences in a required class; 3) medical humanities and social sciences are taught through all school years and all 8 graduate medical schools offer a medical humanities and social sciences course from year 1; and 4) the average academic credits for medical humanities are 10 or 11. With respect to the curriculum content, there is some commonality in 10 schools: disease prevention, health improvement, medical ethics, medical regulation, professionalism, and community medicine. Differences were seen in content selection and organization. Conclusion: After brief reviews of the medical humanities and social science curriculums, we discovered that all Korean medical schools meet the need of medical humanities and social sciences education. However, curriculum implementation differed in various ways. We suggest the following tasks: 1) clarification of educational goals in order to develop a core curriculum of medical humanities and social sciences in Korea; 2) sharing experiences of developing a well-designed curriculum with other medical schools for effective teaching of this subject area.

6원저 : Computer-Based Test (CBT) 개발 및 CBT에 대한 학생들의 인식

저자 : 임은정 ( Eun Jung Im ) , 이원기 ( Won Kee Lee ) , 이유철 ( Yoo Chul Lee ) , 최병호 ( Byung Ho Choe ) , 정성광 ( Sung Kwang Chung ) , 이택후 ( Taek Hoo Lee ) , 조훈 ( Hune Cho ) , 손진호 ( Jin Ho Sohn ) , 원동일 ( Dong Il Won ) , 공현희 ( Hyun Hee Kong ) , 장봉현 ( Bong Hyun Chang ) , 이종

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 20권 2호 발행 연도 : 2008 페이지 : pp. 145-154 (10 pages)

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Purpose: The purpose of this study is to understand student recognition of CBT as well as its strengths and weaknesses, and to explore the improvement methodologies for the effective development and implementation of CBT. Methods: A questionnaire survey was conducted twice (before and after implementation of CBT) with a total of 17 multiple-choice and 2 essay-type questions. The multiple-choice questions were analyzed by frequency analysis and the essay-type questions were coded by content analysis. Results: The results are as follows. First, the overall satisfaction with CBT was shown to be high. Second, students listed the merits of CBT as follows: simple correction of answers (before: 89.4%; after: 80.8%), presentation of realistic materials (before: 72.9%; after: 84.7%), prompt feedback on grades (before: 60.3%; after: 71.1%), shortened exam time and effective time scheduling (before: 86.5%; after: 66.4%), accurate estimation of abilities (before: 70.2%; after: 36.6%), and assistance in academic improvement (before: 70.9%; after: 22.1%). Drawbacks of CBT were: inconvenience of review (before: 70.9%; after: 22.1%), inconvenient screen organizations (before: 0%; after: 48.1%), possibility of cheating (before: 73.9%; after: 31.8%), and equality issue of test (before: 47.3%; after: 17.3%). Conclusion: Assessment paradigms are currently shifting from summative evaluation to formative evaluation, from one-off assessment to continuous assessment, and from output assessment to process assessment. Therefore, CBT must be expanded to move from result-oriented summative evaluation to formative evaluation continuously monitoring the student learning process.

7단신 : 윤리적 딜레마 상황에서의 임상수행평가 시행 경험

저자 : 송서영 ( Seo Young Song ) , 노혜린 ( Hye Rin Roh )

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 20권 2호 발행 연도 : 2008 페이지 : pp. 155-162 (8 pages)

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Purpose: Ethics objective structured clinical examination (OSCE) scenarios was developed and were applied to medical students to see whether it would be suitable for assessing the students` ethical behaviors. Methods: The data for this study were gathered from the end-of-clerkship patient-doctor-society OSCE, involving third-year medical students along the academic year of 2006. 54 students who participated in the ethics OSCE, which consisted of three stations, responded. Nine standardized patients (SPs) participated in the evaluation. The SPs were trained for 4 hours to conduct the medical interview and for 2 hours for evaluating students` performance using the checklist for each station. Results: The consistency (Cronbach`s alpha) of the SPs was 0.796. Mean score was 57.33. There was no difference among circuits and gender. Conclusion: We found that the ethics OSCE was adequate for evaluating students` performances.

8단신 : 수업평가에 대한 교수와 학생 인식 비교 -일개 의과대학 사례-

저자 : 채수진 ( Su Jin Chae ) , 임기영 ( Ki Young Lim )

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 20권 2호 발행 연도 : 2008 페이지 : pp. 163-167 (5 pages)

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Purpose: The purpose of this study was to analyze the differences in perception between the students and faculty on course evaluation by the students and to pursue the improving of the course evaluation system. Methods: This study targeted 61 faculty and 88 students of the School of Medicine at A University. A questionnaire survey was administered. Results: Both the students and faculty members agreed with the need of a course evaluation system, but there were differences in perception between the two groups in terms of efficiency and factors affecting evaluation results. Conclusion: The department in charge of course evaluations of the school of medicine should review the differences in perception between students and faculty and use the reviewed content to improve the present course evaluation system.

1
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KCI등재 SCOUPUS

Korean Journal of Medical Education
30권 2호 ~ 30권 2호

KCI등재 SCOUPUS

Korean Journal of Medical Education
30권 1호 ~ 30권 1호

KCI등재 SCOUPUS

Korean Journal of Medical Education
29권 4호 ~ 29권 4호

KCI등재 SCOUPUS

Korean Journal of Medical Education
29권 3호 ~ 29권 3호

KCI등재 SCOUPUS

Korean Journal of Medical Education
29권 2호 ~ 29권 2호

KCI등재 SCOUPUS

Korean Journal of Medical Education
29권 1호 ~ 29권 1호

KCI등재 SCOUPUS

Korean Journal of Medical Education
28권 4호 ~ 28권 4호

KCI등재 SCOUPUS

Korean Journal of Medical Education
28권 3호 ~ 28권 3호

KCI등재 SCOUPUS

Korean Journal of Medical Education
28권 2호 ~ 28권 2호

KCI등재 SCOUPUS

Korean Journal of Medical Education
28권 1호 ~ 28권 1호

KCI등재 SCOUPUS

Korean Journal of Medical Education
27권 4호 ~ 27권 4호

KCI등재 SCOUPUS

Korean Journal of Medical Education
27권 3호 ~ 27권 3호

KCI등재 SCOUPUS

Korean Journal of Medical Education
27권 2호 ~ 27권 2호

KCI등재 SCOUPUS

Korean Journal of Medical Education
27권 1호 ~ 27권 1호

KCI등재 SCOUPUS

Korean Journal of Medical Education
26권 4호 ~ 26권 4호

KCI등재 SCOUPUS

Korean Journal of Medical Education
26권 3호 ~ 26권 3호

KCI등재 SCOUPUS

Korean Journal of Medical Education
26권 2호 ~ 26권 2호

KCI등재 SCOUPUS

Korean Journal of Medical Education
26권 1호 ~ 26권 1호

KCI등재 SCOUPUS

Korean Journal of Medical Education
25권 4호 ~ 25권 4호

KCI등재 SCOUPUS

Korean Journal of Medical Education
25권 3호 ~ 25권 3호
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