논증강화교육이 의학과 학생의 문제바탕학습 경험에 미치는 영향

주현정,Ju, Hyunjung 연세대학교 의과대학 2017 의학교육논단 Vol.19 No.2

When participating in problem-based learning (PBL), it is important for medical students to generate claims and provide justifications for their claims in small group discussions. This study aimed to investigate the effect of argumentation instruction on medical student learning experiences with PBL. A total of one hundred first-year preclinical students from Inje University College of Medicine, who had attended argumentation instruction, participated in this study. All of the participants completed a 5-point Likert scale questionnaire regarding their learning experiences with PBL, before and after the argumentation instruction. The questionnaire comprised 22 items with eight subcategories: argumentation activity, reflection, integration of basic and clinical science, identification of lack of knowledge, logical thinking, self-directed study, communication, and attitude toward discussion. The collected data were analyzed through a paired-sample t-test. The results of this study found that the argumentation instruction promoted the preclinical students' experiences with argumentation activities, reflection, an integration of basic and clinical science, the identification of their lack of knowledge, logical thinking, and self-directed study, and it increased positive attitudes toward group discussion. The findings suggest argumentation instruction can enhance medical student group discussions and help students achieve the objectives of PBL, including acquisition of basic and clinical science knowledge and development of clinical reasoning and self-directed learning abilities, which can highlight the meaningful learning experiences students have with PBL.

역량바탕의학교육을 촉진하기 위한 교육평가: 통합평가모형 적용

주현정,오민경,이종태,윤보영,Ju, Hyunjung,Oh, Minkyung,Lee, Jong-Tae,Yoon, Bo Young 연세대학교 의과대학 2021 의학교육논단 Vol.23 No.1

Educational program evaluation can improve the quality of the curriculum, instructional methods, and resources and provide useful data for making educational decisions and policies. Developing and implementing a program evaluation system is essential in competency-based medical education. The purpose of this study was to explore and establish an educational program evaluation system adapting an integrated program evaluation model to promote competency-based medical education. First, an Educational Evaluation Committee was organized, consisting of faculty, staff members, and students. The committee established an integrated program evaluation model, combining Stufflebeam's Context, Input, Process, and Product (CIPP) model of a process-oriented approach and Kirkpatrick's four-level model of an outcome-oriented approach. Kirkpatrick's model was applied to the product evaluation of the CIPP model. The committee then developed evaluation criteria, indicators, and data collection methods according to the components of the CIPP model and the four levels (reaction, learning, behavior, and results) of Kirkpatrick's model, and collected and analyzed data. Finally, the committee reported the results of evaluation to a Medical Education Quality Improvement Committee, and the results were used to improve the curriculum and student selection. To enhance the quality of education, identifying educational deficiencies and developing various elements of education in a balanced way through educational evaluation will be needed. Furthermore, it will be necessary to listen to opinions of various stakeholders, work with all members involved in education, and communicate with decision-makers in the process of educational evaluation.

텍스트 마이닝을 통한 코로나19 발생 이후 대학에서 비대면 교육 관련 연구 동향 분석

주현정(Hyunjung Ju),박효진(Hyojin Park) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.6

목적 본 연구는 텍스트 마이닝 기법을 활용하여 코로나19 발생 이후 대학에서의 비대면 교육 관련 연구의 동향을 파악하고자 하였다. 방법 2020년부터 2021년 8월까지 출간된 국내 학술 논문 중 총 195편의 국문 초록의 내용을 텍스트 마이닝 기법을 적용하여 단어 빈도 분석과 토픽 모델링을 통해 분석하였다. 결과 단어 빈도 분석 결과, ‘수업’, ‘학습자’, ‘분석’, ‘학습’, ‘교수자’ 등의 단어가 높은 빈도로 나타났다. 잠재 디리클레 할당 모형 기반의 토픽 모델링을 수행한 결과, 교수학습법, 학습자 경험, 상호작용, 수업설계, 실재감, 자기효능감과 동기, 피드백 시스템, 디지털 학습콘텐츠, 자기주도학습, 스트레스 등 10개의 토픽이 도출되었다. 결론 본 연구는 코로나19 발생 이후 대학의 비대면 교육 관련 연구 동향과 특징을 규명함으로써 향후 대학의 비대면 교육의 방향성에 대한 이해를 높이는 데 활용할 수 있을 것으로 기대한다. Objectives This study aimed to analyze research trends of non-face-to-face education in higher education during COVID-19 pandemic using text mining techniques. Methods A total of 195 research articles published in Korea from 2020 to August 2021 were collected, then Korean abstracts were analyzed through term frequency and topic modeling adopting text mining techniques. Results The term-frequency analysis revealed that keywords such as class, learners, analysis, learning, instructors, etc. were prominent ones. The topic modeling based on latent dirichlet allocation (LDA) generated ten topics: instructional methods, learner experiences, interaction, instructional design, presence, self-efficacy and motivation, feedback system, digital learning contents, self-directed learning, and stress. Conclusions The results of this study have a significant implication on understanding the direction of non-face-to-face education at universities in the future.

의과대학 학생과 졸업생 수행능력 평가를 위한 코호트 구축 설계

오민경,주현정,윤보영,이종태,Oh, Minkyung,Ju, Hyunjung,Yoon, Bo Young,Lee, Jong-Tae 연세대학교 의과대학 2022 의학교육논단 Vol.24 No.3

Evaluating the effectiveness of educational programs involves measuring learning processes as well as outcomes. It is essential to study cohorts of students and graduates to evaluate the long-term effects of educational programs with data generated both during education and after graduation. The purpose of this study was to establish cohorts of students and graduates to evaluate their performance, thereby providing a basis for evaluating the social accountability of medical education. In this study, student and graduate cohorts were built for both students currently enrolled and graduates at Inje University College of Medicine (IUCM). A model involving the process of cohort establishment and an evaluation indicator framework was developed. In the process of cohort establishment, the following steps were conducted: defining the goals and objectives of the student and graduate cohorts, organizing a cohort committee, developing regulations, registering cohorts, acquiring consent, and building a database. A framework of evaluation indicators according to the graduate roles of IUCM was developed by adapting Kirkpatrick's evaluation model. Next, items to be collected in student and graduate cohorts were selected, and the current status of existing data was analyzed. Moreover, a preliminary analysis was conducted, including analyses of the evaluation indicators and graduates' performance. This study suggests that it is necessary to include additional evaluation indicators considering students' learning environment and well-being in student cohorts and to develop strategies or methods for graduates to continue participating in data collection for a long-term study.

한국에서 역량바탕의학교육의 성공적인 실행을 위한 제언

윤보영,최익선,김세진,박효진,주현정,이병두,이종태,Yoon, Bo Young,Choi, Ikseon,Kim, Sejin,Park, Hyojin,Ju, Hyunjung,Rhee, Byoung Doo,Lee, Jong-Tae 연세대학교 의과대학 2015 의학교육논단 Vol.17 No.3

Competency-based medical education (CBME) is an outcome-oriented curriculum model for medical education that organizes learning activities and assessment methods according to defined competencies as the learning outcomes of a given curriculum. CBME emerged to address the accountability of medical education in response to growing concerns about the patient safety in North America in the 1970s, and the number of medical schools adopting CBME has dramatically increased since 1990. In Korea, CBME has been under consideration as an alternative curriculum model to reform medical education since 2006. The purpose of this paper is three-fold: (1) to review the literature on CBME to identify the challenges and benefits reported in North America, (2) to summarize the process and experiences of planning and implementing CBME at Inje University College of Medicine, and finally (3) to provide recommendations for Korean medical schools to be better prepared for the successful adoption of CBME. In conclusion, one of the key factors for successful CBME implementation in Korea is how well an individual school can modify the current curriculum and rearrange the existing resources in a way that will enhance students' competencies while maximizing the strengths of the school's existing curriculum.

강의식 대형강좌 학습자의 학습동기 유형 및 특징 분석

박효진(Hyojin Park),주현정(Hyunjung Ju) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.22

목적 본 연구에서는 강의식 대형강좌 수강생의 학습동기 유형을 확인하고, 학습동기 유형에 따라 학습전략과 능동학업지연에서 차이가 있는지 분석하였다. 방법 국내 A 대학교 강의식 대형강좌를 수강 중인 296명을 대상으로 학습동기에 따른 군집분석을 실시하였다. 이후, 도출된 학습동기 군집 유형에 따른 학습전략과 능동학업지연 행동의 차이를 검증하기 위하여 일원분산분석(ANOVA) 및 다변량분산분석(MANOVA)을 실시하였다. 결과 첫째, 학습동기 유형에 따른 학습전략 차이에서는 내적동기화형(내적동기화가 외적동기화보다 더 높고, 과제가치, 신념통제, 자기효능감이 높으며, 시험불안은 낮음) 군집이 다른 두 군집(외적동기화형-외적동기화가 내적동기화보다 더 높고, 과제가치, 신념통제가 평균 정도이며 자기효능감은 상대적으로 낮지만 시험불안은 높음; 동기침체형-학습동기 모든 요인이 평균보다 낮음)에 비해 전반적으로 학습전략을 더 많이 사용하는 것으로 나타났다. 그리고 외적동기화형 군집과 동기침체형 군집 간에는 대체로 유의한 차이가 발견되지 않았다. 둘째, 학습동기 유형에 따른 능동학업지연 차이에서는 동기침체형이 외적동기화형에 비해 시간압박을 더 선호하는 것으로 나타났고, 마감능력의 경우 내적동기화형이 동기침체형에 비해 유의미하게 높은 것으로 나타났다. 결론 본 연구 결과는 강의식 대형강좌 수강생의 학습동기 유형과 특성을 확인하고, 학습동기가 낮은 학습자들을 위한 학습전략 강화 및 학업지연행동 관련 프로그램이 필요할 것을 시사한다. Objectives This study aimed to investigate types of learning motivation of students in a large-scale lecture and the differences in learning strategies and active academic procrastination according to the types. Methods Based on the data of 296 college students enrolled in a large-scale general education class, cluster analysis using the sub-scales of learning motivation was conducted, then the differences in learning strategies and active academic procrastination were analyzed among the sub-groups by using ANOVA and MANOVA. Results The cluster analysis resulted in three clusters: (1) Cluster 1 with higher intrinsic goal orientation than extrinsic goal orientation, high task value, control of learning belief, and self-efficacy, and low test anxiety, (2) Cluster 2 with higher extrinsic goal orientation than intrinsic goal orientation, average task value and control of learning belief, low self-efficacy, and high test anxiety, and (3) Cluster 3 with below average motivation. As results of analyses, Cluster 1 showed significantly higher scores on sub-scales of learning strategies-cognitive (rehearsal, elaboration, organization, and critical thinking), resource management (time management and effort regulation), and metacognitive strategies—than Cluster 2 and Cluster 3. Regarding active academic procrastination, Cluster 3 showed significantly higher scores on preference for time pressure than Cluster 2. Additionally, Cluster 1 showed significantly higher scores on ability to meet deadline than Cluster 3. Conclusions The results of this study suggest that appropriate programs or counseling related to learning strategies and active academic procrastination will be needed for learners with low learning motivation.

인제대학교 의과대학 의예과 교육과정 개발과 편성 사례

윤유상,윤보영,정도운,이종태,주현정,Yoon, Yoo Sang,Yoon, Bo Young,Jung, Do-Un,Lee, Jong-Tae,Ju, Hyunjung 연세대학교 의과대학 2017 의학교육논단 Vol.19 No.3

One important purpose of premedical education is to help students attain core competencies during the two-year premedical program. Since premedical curriculum is the foundation of medical education, it is necessary to develop the premedical curriculum in accordance with the overarching curriculum of a medical school. Inje University's College of Medicine (IUCM) has attempted to integrate competency-based medical education into the premedical education curriculum. The revised premedical curriculum aims to develop students' intrinsic competencies during premedical years. In an effort to do so, IUCM defined competencies for premedical education, analyzed and designed premedical courses according to the defined competencies, and suggested learner-centered instructional methods. As a result of implementing the revised premedical curriculum, students have reported both positive experiences and difficulties. Based on the results, it will be necessary to continuously improve the premedical curriculum as well as develop appropriate methods for evaluating student achievement of the defined competencies.

대학생의 비대면 교육 경험에 대한 수업 에세이 분석

박효진(Hyojin Park),주현정(Hyunjung Ju) 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.2

목적 본 연구는 텍스트 마이닝 기법을 활용하여 코로나19 사태를 맞은 지 2년째가 되는 2022년, 대학생이 경험한 비대면 교육에 대한 인식을 심도 있게 탐구하고자 하였다. 방법 2022학년도 1학기에 A 대학교 35명을 대상으로 비대면 교육 경험에 대한 에세이를 수집하고, 비대면 교육에 대한 대학생의 경험을 분석하기 위하여 단어빈도분석을 수행하였다. 그리고 잠재 디리클레 할당 모형 기반의 토픽 모델링을 통하여 비대면 교육 경험을 주제별로 분석하였다. 결과 단어 빈도 분석 결과, 사회, 참여, 활용, 학교, 방식 등의 단어가 높은 빈도로 나타났다. 잠재 디리클레 할당 모형 기반의 토픽 모델링을 수행한 결과, 실재감, 안전함, 학습권, 커뮤니케이션, 테크놀로지 한계, 시공간 유연성, 학습격차, 소속감과 대학생활적응 등 8개의 토픽이 도출되었고, 비대면 교육에 대해 대학생의 인식은 긍정-부정으로 차이가 있음을 발견할 수 있었다. 구체적으로, 비대면 교육 환경에서의 안전함, 다양한 커뮤니케이션 도구, 시공간 유연성으로 인해 긍정적인 학습을 경험한 학생이 있는 반면, 낮아진 실재감, 학습권, 비효율적인 커뮤니케이션, 테크놀로지 한계점으로 인한 비안정적인 수업운영, 학습격차, 낮아진 소속감으로 인한 대학생활적응의 어려움 역시 도출되었다. 결론 본 연구는 대학생의 비대면 교육 경험에 대한 인식과 이해를 넓히고, 효과적인 비대면 교수학습 설계 및 개발, 운영에 필요한 시사점을 제공할 수 있을 것이다. Objectives The purpose of this study was to explore the perceptions of college students about non-face-to-face education by using text mining techniques. Methods A total of 35 essays on college students’ experiences with non-face-to-face education were collected and analyzed using term frequency and latent Dirichlet allocation (LDA)-based topic modeling. Results The result of the term-frequency analysis revealed that keywords, such as society, participation, utilization, school, and method, were prominent ones. The LDA-based topic modeling generated eight topics: presence, safety, the right to learn, communication, technological limitation, space-time flexibility, learning gap, and sense of belonging and adaptation to college life. Conclusions The results of this study can help broaden the perceptions of college students’ experiences with non-face-to-face education and provide implications for enhancing the quality of non-face-to-face education.

완벽주의, 자기효능감, 학업지연, 대학생활적응 간의 구조적 관계 규명

윤미현(Meehyun Yoon),박효진(Hyojin Park),주현정(Hyunjung Ju) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.13

목적 본 연구에서는 대학생의 완벽주의와 자기효능감, 학업지연, 대학생활적응 간의 구조적 관계를 살펴보고, 완벽주의와 자기효능감이 학업지연과 대학생활적응에 미치는 영향력을 검증하였다. 방법 이를 위해 국내 A대학의 교양과목 수강생 296명을 대상으로 완벽주의, 자기효능감, 학업지연, 대학생활적응 간의 인과관계를 분석하기 위해 구조방정식 모형을 활용하였으며, 유의수준 .05에서 통계적 유의성을 검증하였다. 결과 첫째, 대학생의 완벽주의와 자기효능감은 학업지연에 유의한 영향을 미치며, 자기효능감은 완벽주의와 학업지연 간 관계를 매개하는 것으로 나타났다. 둘째, 완벽주의는 대학생활적응에 유의한 영향을 미치는 것으로 나타났다. 셋째, 자기효능감은 대학생활적응에 유의한 영향을 미치지 않으며, 완벽주의와 대학생활적응 간 관계도 매개하지 않는 것으로 나타났다. 결론 본 연구 결과는 대학생의 학업지연 예방과 대학생활적응을 지원하기 위해 학습자의 완벽주의에 대한 심리적⋅환경적 지원 전략을 고려해야 함을 시사한다. Objectives This study aimed to examine a structural relationship between undergraduates’ perfectionism, self-efficacy, academic procrastination, and adaptation to college life. We assessed students’ perfectionism, self-efficacy, academic procrastination, and adaption to college life using the questionnaires on 296 students of liberal arts course. Methods We adapted structural equation model and analyzed a research model at a significant level of .05. Results The results showed that first, college students’ perfectionism and self-efficacy have a significant effect on their academic procrastination. Self-efficacy was found to mediate the relation between student’s perfectionism and academic procrastination. Second, perfectionism was found to have a significant effect on the adaptation to college life. Third, the result showed that self-efficacy did not have a significant effect on adaptation to college life nor mediate the relationship between perfectionism and adaptation to college life. Conclusions The present study’s findings implied the importance of psychological and environmental support strategies for college students should be consider to support students’ academic and dynamics in college life.