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허예라,조아라,김선 한국의학교육학회 2013 Korean journal of medical education Vol.25 No.4
Team-based learning (TBL) is an active learning approach. In recent years, medical educators have been increasingly using TBL in their classes. We reviewed the concepts of TBL and discuss examples of international cases. Two types of TBL are administered:classic TBL and adapted TBL. Combining TBL and problem-based learning (PBL) might be a useful strategy for medical schools. TBL is an attainable and efficient educational approach in preparing large classes with regard to PBL. TBL improves student performance, team communication skills, leadership skills, problem solving skills, and cognitive conceptual structures and increases student engagement and satisfaction. This study suggests recommendations for administering TBL effectively in medical education.
우리에게는 어떠한 멘토링이 필요한가? 의과대학생을 위한 멘토링 프로그램의 연구동향 고찰
허예라,김선,이금호 한국의학교육학회 2013 Korean journal of medical education Vol.25 No.1
Nearly every medical school in Korea has a student advisory program, regardless of its form or method, but it is plagued by efficiency. To examine efficient means of delivering student advisory programs, we chose 'mentoring' as one solution and reviewed the concepts of a mentor and mentoring, the qualities and roles of a mentor, and examples of national and international cases of mentoring. The concept of mentoring is diverse, but it connotes and stresses aspects, such as individual guidance, tutoring, life coaching,and role modeling. We conclude that the quality of many student advisory programs can be elevated by providing holistic and systematic guidance that meets the demands of the mentees; giving individual, continuous, and intimate coaching; and guiding a balanced academic and social life and career, which will develop good doctors who can provide a holistic health care.
허예라,조아라 한국의학교육학회 2014 Korean journal of medical education Vol.26 No.1
Purpose: The purpose of this study was to examine the relationship between ego-states and communication skills in medicalstudents. Methods: A total of 109 medical school students participated in this study, which used the communication skills self-test papersand the Egogram checklist. The data were analyzed by frequency analysis, and Pearson correlation analysis. Results: Ego-state was related to communication skills. In particular, adapted child ego-state was negatively associated with eachsphere of communication skills. Conclusion: Our results suggested that ego-state types should be considered in developing a communication skills educationprogram for medical students.
허예라,조아라,김선 한국의학교육학회 2014 Korean journal of medical education Vol.26 No.3
Purpose: Empathy is an important trait of a physician and a key element in the physician-patient relationship. This study evaluatedthe ability to express empathy in medical students. Methods: Medical student empathy was measured by the modified Pencil-and-Paper Empathy Rating Test of Winefield andChur-Hansen. The subjects comprised 110 medical students. The data were analyzed by descriptive analysis and t-test using SPSSversion 21.0 (IBM Corp.). Results: Empathy rating test scores were low-level in medical students (mean, 12.59). There were no differences in the level ofability to express empathy between genders (t=-1.714, p=0.089). Conclusion: Our results suggest that practical training in expressing empathy should be included in medical education and thatan empathy training program must be focused on changes in behavior.
허예라,조아라,김선 한국의학교육학회 2013 Korean journal of medical education Vol.25 No.4
Purpose: Medical students’ personality types and interpersonal needs must be considered. The purpose of this study was to examine the characteristics of personality types and interpersonal needs. Methods: A total of 171 students in Konyang University College of Medicine were examined using the Myers-Briggs Type Indicator (MBTI) and Fundamental Interpersonal Relations Orientation–Behavior (FIRO-B). The data were analyzed by frequency analysis, t-test,and one-sample proportion test. Results: The proportion of the 4 pairs of MBTI dimensions were Extroversion (E)-Introversion (I) (53.2% vs. 46.8%), Sensing (S)-Intuition (N) (63.2% vs. 36.8%), Thinking (T)-Feeling (F) (59.7% vs. 40.4%), and Judging (J)-Perceiving (P) (56.1% vs. 43.9%). The predominant personality types were ISTJ (16.4%), ESTJ (14.0%), and ESFJ (10.5%). The level of interpersonal needs were medium rage that was inclusion (mean=8.1), control (mean=8.8), affection (mean=8.1), expressed behavior (mean=12.1), wanted behavior (mean=12.9), and overall interpersonal needs (mean=25.0). Of the basic social needs, males and females differed significantly with regard to control needs (p=0.028). Conclusion: Educational programs that take into account personality types and characteristics of interpersonal needs are crucial in providing effective medical education. Our results suggest that the characteristics of personality types and interpersonal needs should be considered in developing an interpersonal relations improvement program for medical students.
허예라,이성호,김선 한국의학교육학회 2008 Korean journal of medical education Vol.20 No.1
Purpose: Medical professionalism has become a very popular theme in medical education since 2000. Despite the high interest, not alot of variety of studies have been done. In particular, it is very difficult to find a study focusing on the professionalism level of medical students; and none exists in Korea. The purpose of this study is to examine the level of medical professionalism in medical students and the differences between the academic years. Methods: Of the 41 medical schools in Korea, eight were sampled randomly. From these, 2,590 medical students were finally chosen for the survey. Independent t-test and one-way Anova were used to analyse the differences between the academic years. Results: The level of medical professionalism (medical knowledge, skills and attitude) of premedical students and medical students all appeared to be below average or average. For premedical students, differences were seen in ‘professional knowledge’ but still at a below average level. By graduation, medical students showed an overall increase in all three domains of medical professionalism, especially in ‘professional attitude’. Their scores, however, did not reach more than average. Conclusion: There are specific areas of weaknesses in medical professionalism in students; and as their level of professionalism was not satisfactory even by the time of graduation, medical educators need to reconsider the present medical professionalism curriculum and investigate ways to improve the level of medical professionalism in medical students.