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한국의학교육학회> Korean Journal of Medical Education> 일개 의학전문대학원 교육과정 평가 결과 분석

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일개 의학전문대학원 교육과정 평가 결과 분석

Original Article : Analytical Case Study of Evaluation of Curriculum at a Medical School

안정희 ( Jung Hee An ) , 한재진 ( Jae Jin Han ) , 김나진 ( Na Jin Kim ) , 어은경 ( Eun Kyung Eo ) , 권복규 ( Ivo Kwon ) , 이순남 ( Soon Nam Lee )
  • : 한국의학교육학회
  • : Korean Journal of Medical Education 22권1호
  • : 연속간행물
  • : 2010년 03월
  • : 57-64(8pages)

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Purpose: This study aims at to make intermediate-term evaluations of a curriculum by investigating its development, operation and outcomes 2 years after its revision. Methods: A survey using 5-point-Lickert scale questionnaires was given to the group of directors who developed the curriculum, instructors who only used it in their classes, and a student group from the first and second grades. Focus group interviews were performed in the professor groups. Results: Curricular reform was evaluated as being systematic, democratic, and positive in general. Both groups answered questions positively about the relevance of the integrated curriculum and introduction of clinical medicine (ICM), graded as 3.4 (professor) and 3.5 (student). As for problem-based learning (PBL) and the patient-doctor-society (PDS), the professor group responded more positively than students. The ``web-based learning center`` was recognized positively by many more students (4.01) than professors (2.75). With regard to the education outcome, professors gave 3.3 points and students 3.5 to an item that asked ``whether students attained the learning goal or not?`` Professors, through interviews, showed their satisfaction with the attempt to reform the curriculum, but they pointed out that long-term evaluations should be performed. Conclusion: The interim evaluation of the revised curriculum, from its planning to its effects, affirmed by several suggestions to be successful in the long run through 1) enhancement of systematic participation and communication, 2) further integration, 3) steady evaluation, 4) greater effort on professional development, and 5) active interaction between professors and students.

ECN

ECN-0102-2014-500-001964925


UCI

I410-ECN-0102-2014-500-001964925

간행물정보

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


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1영국의 학사 후 의학교육과정의 도입 및 전개과정

저자 : 김지영 ( Ji Young Kim ) , John Rees

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 22권 1호 발행 연도 : 2010 페이지 : pp. 1-5 (5 pages)

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In the United Kingdom, 4?year graduate?only medical education programmes (Graduate Entry Programme, GEP) started in 2000, and are running in 16 medical schools with over 800 students annually. This study presents the grounds for introduction of the GEP, and explores its benefits in increasing the medical workforce and widening participation in medical education. An increase in medical student numbers was proposed to cope with the pressing shortage of British doctors and the growing demand for doctors, and the GEP was introduced as a flexible and cost?effective way to meet this demand. It has contributed to increasing the diversity of students in medical schools and widening access to students from more varied social and educational backgrounds. In the United Kingdom, the GEP was established as a supplementary means of providing medical education, and it is unlikely to totally replace traditional 5- or 6-year programmes.

2의예과 학생들의 인지양식과 학습양식의 관계

저자 : 안서원 ( So Won Ahn ) , 김미라 ( Mi Ra Kim ) , 안덕선 ( Duck Sun Ahn )

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 22권 1호 발행 연도 : 2010 페이지 : pp. 7-13 (7 pages)

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Purpose: We investigated the relationship between cognitive and learning style by comparing the Cognitive Styles Analysis (CSA) with the Index of Learning Styles (ILS). We assessed whether cognitive styles correlated with learning styles with regard to their corresponding dimensions. Methods: One hundred two second-year premedical students participated, and data from ninety-four students were analyzed. One student`s data file was lost during data collection, and six students were excluded because their correct response rates on the CSA were lower than 50%. Both scales were presented on a computer item by item, and the assessment was conducted in the computer lab as a group. For analysis, responses and reaction times were recorded. Results: Distributions of the styles were generated. We correlated the verbal-imagery dimension of the CSA with the visual-verbal dimension of the ILS and found no correlation. There was no correlation between the wholist-analytic dimension of the CSA with the sequential-global dimension of the ILS. Excluding intermediate students in the verbal-imagery dimension of the CSA, however, there appeared to be a marginally significant correlation between the verbal-imagery dimension of the CSA and the visual-verbal dimension of the ILS. Conclusion: In the visual (imagery)-verbal dimension, there was some correlation between cognitive and learning styles.

3이동전화조사 시스템(Mobile Phone Survey System)을 활용한 실시간 수업평가에 대한 의과대학생들의 인식

저자 : 조아라 ( A Ra Cho ) , 이수정 ( Soo Jung Lee ) , 윤상헌 ( Sang Heon Yoon ) , 유남진 ( Nam Jin Yoo ) , 김선 ( Sun Kim ) , 박주현 ( Joo Hyun Park )

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 22권 1호 발행 연도 : 2010 페이지 : pp. 15-21 (7 pages)

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Purpose: The aim of this study is to investigate the advantage of real-time class evaluation over course evaluation in integrated courses and to explore the usefulness and availability of a mobile phone survey system as a real-time class evaluation tool. Methods: In six integrated courses at the preclinical second year both course and class evaluations were performed. Class evaluations were carried out 206 times right after every class by a mobile phone survey system that depended on mobile phones to send information. A survey was performed to identify students` perception on real-time class evaluation and the mobile phone survey system. Results: The course evaluation score was found to have greater than 95% confidence interval of class evaluations at 5 of 6 courses. Class evaluations yielded more information on educational content and teaching strategy than course evaluations. A higher score was given in class evaluation regarding effectiveness on improving quality of education (3.77 vs. 2.15) and sincerity during evaluation (3.87 vs. 2.49). Of the three major evaluation tools, such as paper, web and mobile phone, majority of students preferred mobile phones especially in terms of accessibility (89%), familiarity (75.3%), and time (74%). Conclusion: In integrated courses, real-time class evaluations could yield more information and better sincerity than course evaluations. Real-time class evaluations could be successfully performed through a mobile phone survey system compared with that of paper- or web-based methods.

4문제바탕학습의 실시기간이 의학전문대학원 학생들의 학습동기와 자기주도학습 준비도에 미치는 영향

저자 : 윤소정 ( So Jung Yune ) , 임선주 ( Sun Ju Im ) , 이선희 ( Sun Hee Lee ) , 백선용 ( Sun Yong Baek ) , 이상엽 ( Sang Yeoup Lee )

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 22권 1호 발행 연도 : 2010 페이지 : pp. 23-31 (9 pages)

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Purpose: Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students. Methods: The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA. Results: PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness. Conclusion: Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.

5신입 전공의를 대상으로 한 의료커뮤니케이션 워크숍의 교육 효과성 인식과 학습경험 분석

저자 : 정종원 ( Jong Won Jung ) , 이영미 ( Young Mee Lee ) , 김병수 ( Byung Soo Kim ) , 안덕선 ( Duck Sun Ahn )

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 22권 1호 발행 연도 : 2010 페이지 : pp. 33-45 (13 pages)

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Purpose: This study aims to explore the perceived effectiveness, benefits, and learning experiences of interns with regard to their participation in a communication skills workshop program, which can have implications for the development and implementation of future communication skills training. Methods: One hundred twenty one interns and 12 senior residents and fellows participated in the workshop program as learners and tutors. The participating interns encountered three difficult communication situations, represented by trained standardized patients. During each encounter, each participant had an individual encounter, group discussion, and feedback on his performance. A self-assessment survey, composed of five itemized questions and seven open-ended questions, was administered after the workshop. A mixed methods approach was used to analyze the quantitative and qualitative data. Results: The participants had positive perceptions of the implementation and effects of the workshop, and they responded higher than 4.0 to all itemized questions on their perception of the effectiveness and benefits of the workshop. The analysis of open-ended questions demonstrated specific learning experiences of the participants, such as the hardship of solving ill-structured communication problems and reflection on their current knowledge, skills, attitudes, and practice as physicians. The participants reported that the workshop provided opportunities of improving diverse communication skills and problem-solving skills and identifying further learning needs. Conclusion: The results suggest that communication skills training for interns facilitates their reflection and development of communication skills, as well as their competency of situated problem solving. Consequently, communication skills development should be regarded as an important subject of continuing medical education. Several implications of this study can contribute to the design and development of communication skills-related programs.

6의학교육에서의 효과적인 팀 바탕학습 운영 방안 및 기대효과

저자 : 조아라 ( A Ra Cho ) , 한상익 ( Sang Ick Han ) , 윤상헌 ( Sang Heon Yoon ) , 박주현 ( Joo Hyun Park ) , 유남진 ( Nam Jin Yoo ) , 김선 ( Sun Kim )

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 22권 1호 발행 연도 : 2010 페이지 : pp. 47-55 (9 pages)

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Purpose: The aim of this study was to analyze the results of quantitative and qualitative student evaluations of team-based learning (TBL) and student achievement evaluations during TBL. Methods: Questionnaires that evaluated medical student perception and self-assessment of the TBL experience included 38 questions on the TBL process. Also, we used scores from the TBL session to investigate student academic achievement. Results: Our results showed that the more proper the educational environments were, the more focused students were on team learning. According to the distribution period for preliminary assignments, there was a difference in self-directed learning. In addition, team members had the opportunity to learn new knowledge by interacting with each other, and when they had the experience of feedback, they understood the instruction topics through team learning better. With regard to peer evaluation, the students who recognized the importance of assessment studied more sincerely and honestly. By experiencing the TBL process, every team showed a high significance in the group readiness assurance test score compared with the individual readiness assurance test score, and student satisfaction with the TBL and expectation levels about capacity strengthening increased as well. Conclusion: TBL is an effective teaching and learning method and has positive impacts on student academic achievement. A study on student academic achievement and perception of TBL is expected to provide medical educators with suggestions on planning teaching strategies for effective TBL administration.

7일개 의학전문대학원 교육과정 평가 결과 분석

저자 : 안정희 ( Jung Hee An ) , 한재진 ( Jae Jin Han ) , 김나진 ( Na Jin Kim ) , 어은경 ( Eun Kyung Eo ) , 권복규 ( Ivo Kwon ) , 이순남 ( Soon Nam Lee )

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 22권 1호 발행 연도 : 2010 페이지 : pp. 57-64 (8 pages)

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Purpose: This study aims at to make intermediate-term evaluations of a curriculum by investigating its development, operation and outcomes 2 years after its revision. Methods: A survey using 5-point-Lickert scale questionnaires was given to the group of directors who developed the curriculum, instructors who only used it in their classes, and a student group from the first and second grades. Focus group interviews were performed in the professor groups. Results: Curricular reform was evaluated as being systematic, democratic, and positive in general. Both groups answered questions positively about the relevance of the integrated curriculum and introduction of clinical medicine (ICM), graded as 3.4 (professor) and 3.5 (student). As for problem-based learning (PBL) and the patient-doctor-society (PDS), the professor group responded more positively than students. The ``web-based learning center`` was recognized positively by many more students (4.01) than professors (2.75). With regard to the education outcome, professors gave 3.3 points and students 3.5 to an item that asked ``whether students attained the learning goal or not?`` Professors, through interviews, showed their satisfaction with the attempt to reform the curriculum, but they pointed out that long-term evaluations should be performed. Conclusion: The interim evaluation of the revised curriculum, from its planning to its effects, affirmed by several suggestions to be successful in the long run through 1) enhancement of systematic participation and communication, 2) further integration, 3) steady evaluation, 4) greater effort on professional development, and 5) active interaction between professors and students.

8Original Article : Are Medical Students Satisfied with Their Medical Professionalism Education?

저자 : Yera Hur , Ji Ha Kim , Chang Jin Choi

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 22권 1호 발행 연도 : 2010 페이지 : pp. 65-70 (6 pages)

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Purpose: This study aims to examine the satisfaction of undergraduate medical students with their medical professionalism education. Methods: Two hundred and one premedical students and 1,287 medical students (from year 1 to 4) participated in a five-point Likert scale survey. There were 27 items in the premedical students` survey and 31 items in the medical students` questionnaire. Statistical analysis including one-way ANOVA was performed. Results: Among the 27 items concerning premedical professionalism education, only six topics scored "average" level. In the survey of medical students only nine items out of 31 were rated "average" which did not reach the satisfactory level. Nine items from the medical students` survey showed significant positive improvements in satisfaction as the academic year increased; however, the changes were not large enough for any of the topics to receive a satisfactory score. Conclusion: Overall students were dissatisfied with their professionalism education. The reasons for these results and possible approaches for improving students` satisfaction should be considered in future research.

9Teaching Tips : Simple Check List for Making Test Item

저자 : Sun Huh

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 22권 1호 발행 연도 : 2010 페이지 : pp. 71-71 (1 pages)

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10Book Review : If You Can Love, You Will See. When You Can See, It Will Not Be the Same as Before

저자 : 이국형 ( Kook Hyung Lee )

발행기관 : 한국의학교육학회 간행물 : Korean Journal of Medical Education 22권 1호 발행 연도 : 2010 페이지 : pp. 73-74 (2 pages)

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KCI등재 SCOUPUS

Korean Journal of Medical Education
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KCI등재 SCOUPUS

Korean Journal of Medical Education
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Korean Journal of Medical Education
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KCI등재 SCOUPUS

Korean Journal of Medical Education
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KCI등재 SCOUPUS

Korean Journal of Medical Education
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Korean Journal of Medical Education
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KCI등재 SCOUPUS

Korean Journal of Medical Education
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KCI등재 SCOUPUS

Korean Journal of Medical Education
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KCI등재 SCOUPUS

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