Changes in the accreditation standards of medical schools by the Korean Institute of Medical Education and Evaluation from 2000 to 2019

유효현,김민경,윤유상,이근미,이종훈,홍승재,허정식,박원균 한국보건의료인국가시험원 2020 보건의료교육평가 Vol.17 No.-

This review presents information on changes in the accreditation standards of medical schools in Korea by the Korean Institute of Medical Education and Evaluation (KIMEE) from 2000 to 2019. Specifically, the following aspects are explained: the development process,setting principles and directions, evaluation items, characteristics of the standards, and validity testing over the course of 4 cycles. Thefirst cycle of accreditation (2000–2005) focused on ensuring the minimum requirements for the educational environment. The evaluation criteria emphasized the core elements of medical education, including facilities and human resources. The second cycle of accreditation (2007–2010) emphasized universities’ commitment to social accountability and the pursuit of excellence in medical education. It raised the importance of qualitative standards for judging the content and quality of education. In the post-second accreditation cycle(2012–2018) which means third accreditation cycle, accreditation criteria were developed to standardize the educational environmentand programs and to be used for curriculum development in order to continually improve the quality of basic medical education. Mostrecently, the ASK 2019 (Accreditation Standards of KIMEE 2019) accreditation cycle focused on qualitative evaluations in accordancewith the World Federation of Medical Education’s accreditation criteria to reach the international level of basic medical education,which emphasizes the need for a student-centered curriculum, communication with society, and evaluation through a comprehensivebasic medical education course. The KIMEE has developed a basic medical education evaluation and accreditation system in a step-bystep manner, as outlined above. Understanding previous processes will be helpful for the future development of accreditation criteriafor medical schools in Korea.

의학전문대학원생의 의료커뮤니케이션 교육 프로그램 개발 및 교육 효과

유효현,김정수 한국의학교육학회 2014 Korean journal of medical education Vol.26 No.3

Purpose: The purpose of the study is to develop education programs for improving medical school students’ medical communicationability, and to provide basic information to help develop and operate medical communication education programs by analyzing theeducation programs and students satisfaction from the education effects. Methods: The method was to survey 116 sophomores in C medical school in 2014 in order to research students’ demands forthe medical communication education, level differences of communication between before and after of the education, and students’satisfaction from the education program. Analysis of frequency, paired samples t-test, descriptive statistic analysis were used forthe research. Results: There were not only many students who did not get general communication educations before admission, but also manystudents who said they need medical communication education. On the whole, students’ abilities of communication were improved. Building relationship, information gathering, sharing information, understanding one’s perspectives factors was improved meaningfullyin the statistics. However opening relationship, reach agreement, and providing closure were not improved meaningfully in the statistics. On the whole, the students were satisfied from the education programs. Conclusion: To develop education programs for medical communication ability, we need to construct the objectives of educationand contents by researching students’ demands and level of learning in communication area. Moreover we have to design curriculumto maintain the education effects consistently.

학생과 전공의 간의 진료수행 자기효능감 차이

유효현,박귀화 한국의학교육학회 2015 Korean journal of medical education Vol.27 No.3

Purpose: The purpose of this study was to compare the differences in self-efficacy in clinical performance (SECP) between medical students and residents. Methods: A total of 267 medical students and 110 residents participated in a survey on SECP with regard to seven factors: knowledge acquisition and application, clinical reasoning, clinical skills, communication with patients, relationships with other health professionals, medical ethics, and self-development. The data were examined by multivariate analysis of variance. Results: Residents had higher scores for clinical skills than students (F[1, 372]=8.919, p<0.01), whereas students scored significantly higher for communication with patients (F[1, 372]=26.779, p<0.001), relationships with other health professionals (F[1, 372]=12.807, p<0.001), medical ethics (F[1, 372]=40.136, p<0.001), and self-development (F[1, 372]=32.380, p<0.001). There were no differences between genders or specialties of residents. Conclusion: There are differences in SECP between students and residents. These results can guide the design of self-efficacy improvement programs.

의과대학 강의실의 좌석 선호도와 학업성취도 관계 분석

유효현,박지해,김정수,김형태,김영전,김동찬 한국의학교육학회 2012 Korean journal of medical education Vol.24 No.2

Purpose: This study aimed to explore the relationship between students' seating preferences and academic achievement in medical school. Methods: The subjects of this study were 109 second-year students in C medical school. The pattern of seat selection of 109 students was surveyed by participant observation for 48 days, and a questionnaire was administered to determine the factors that were considered by students. Using SPSS version 12.0, we analyzed the factors that students considered with regard to seat selection and seat preference and the frequency of seat movements between areas. We performed one-way ANOVA to analyze the differences in academic achievement between students who moved seats versus those who did not. Results: The most common reasons for seat selection were to focus better on the lecture (60 students), to focus better on lecture, and to feel familiar with the same seat (60 students). Students' preferred seats were in rows A4, A7, A5, and A3 (in descending order), which are primarily the central sections, and columns B15, B1, B14, B19 (in descending order), which are primarily both ends of the division. The difference in academic achievement between students who moved seats and those who did not was not significant (p>0.05). Among students who did not move seats, the difference in academic achievement between 9 seating areas was not significant in 6 subjects (p>0.05). Conclusion: The results of this study suggest that we should reconsider a professor's general perception regarding academic achievement according to seat location.

의과대학생의 VARK 학습양식과 성별, 학년, 학업성취도간의 차이분석

유효현,김영전 한국콘텐츠학회 2019 한국콘텐츠학회논문지 Vol.19 No.11

Learning styles are the methods of gathering, processing, interpreting, organizing the information. VARK learnig inventory is instructional preference classified according to their visual(V), aural(A), read-write(R), and/or kinesthetic(K) sensory modality preferences(SMP). Learner-centered learning is emphasized, but there are few studies on VARK learning styles in Korean medical school. The purposes of this study were to assess the student' SMPs and compare those with gender, status, and academic achievement. The subjects of study were 394 students at C Medical School and Graduate School of Medicine. For the study style test, 16 questions were used in Korean version of VARK test paper© 7.0 developed by Fleming provided on the VARK website. Academic achievement was converted into a standardized score(t score). Frequency analysis, cross analysis, and variance analysis(t-test, ANOVA) were conducted to identify learning style disposition and differences between groups. The uni-modal type was 87(22.1%) and the multimodal was 307(77.9%). Regardless of gender, quasi-modal VARK was the most preferred. There was no significant difference in learning styles by gender. The first grade in medicine was the lowest in uni-modal type(8.8%) and the highest in quasi-modal VARK type(47.8%), while the fourth grade was the highest in uni-modal type(30.7%) and the lowest in quasi-modal VARK type(19.8%) and tri-modal type(19.8%). There was no difference in academic achievement by all learning types(F=1.09, p=0.37). The knowledge about students' learning styles is helpful for instructors to apply more learner-centered teaching strategies in medical education. 학습양식은 정보를 습득하고 처리하며 해석하고 조직화하는 도구를 의미한다. VARK(Visual Auditory Read Kinesthetic, VARK) 학습양식은 사용하는 감각양식에 따라 시각, 청각, 읽기/쓰기, 운동감각으로 구분된다. 국내 의과대학에서는 학습자 중심의 학습이 강조되지만 학습자의 VARK 학습양식에 대한 연구는 거의 없다. 본 연구에서는 국내 의과대학 학생을 대상으로 VARK 학습양식을 조사하여 각 학습유형과 성별, 학업성취 수준이 어떤 관계를 가지고 있는지 파악하고자 하였다. 본 연구의 대상은 전북지역 C의과대학・의학전문대학원에 재학 중인 394명의 학생이다. 학습양식검사는 VARK 웹 사이트에서 제공하는 Fleming이 개발한 VARK 검사지© 7.0 한국어버전, 총 16문항이다. 학업성취도는 표준화점수(t점수)로 변환하여 사용하였으며 학습유형에 대한 빈도분석과 집단별 비교를 위한 교차분석 및 분산분석(t-test, ANOVA)을 실시하였다. 연구결과 학습선호 양식은 단일형이 87명(22.1%), 다중형이 307명(77.9%)이다. 남학생과 여학생 모두 4개 연합형인 VARK를 가장 선호하였다. 성별에 따른 전체 학습양식의 유의미한 차이는 없었다. 의학과 1학년은 단일형이 가장 낮고(8.8%), VARK 유형이 가장 높은 반면(47.8%), 의학과 4학년은 단일형이 가장 높고(30.7%), VARK 4개 연합유형(19.8%)과 3개 연합유형(19.8%)이 가장 낮았다. 모든 학습유형에서 학업성취도 차이는 확인되지 않았다(F=1.09, p=0.37). 의과대학 학생의 학습양식의 선호 결과는 추후 학습자 중심의 다양한 교수전략을 적용하는 기초 자료로서 의미가 있다.

의과대학생의 정서지능, 자아탄력성, 대처효능감과 학업스트레스 간의 관계

유효현,박귀화 한국의학교육학회 2015 Korean journal of medical education Vol.27 No.3

Purpose: The purpose of this study was to identify the causal relationship between emotional intelligence, ego-resilience, coping efficacy, and academic stress. Methods: Participants were 424 medical students from four medical schools in Korea. We examined their emotional intelligence, ego-resilience, coping efficacy, and academic stress using a t-test, an analysis of variance, correlational analysis, and path analysis. Results: First- and second-year students scored higher on academic stress than did those from third- and fourth-year students. Further, coping efficacy mediated the relationships between emotional intelligence, ego-resilience, and academic stress. Academic stress was directly influenced by coping efficacy, and indirectly by emotional intelligence and ego-resilience. This showed that coping efficacy play an important role in academic stress. Conclusion: Our findings may help medical schools design educational programs to improve coping efficacy in students, and to reduce their academic stress.

의과대학 교수의 소진에 대한 이해

유효현,김형태 연세대학교 의과대학 2023 의학교육논단 Vol.25 No.1

The purpose of this study was to promote an enhanced understanding of burnout among medical school professors by reviewing the literature on burnout in domestic and international medical professors, and to seek measures to prevent burnout. To this end, the general concept of burnout and the physical, cognitive, psychological, social, and behavioral symptoms that result from burnout were explained. In addition, the causes and results of high burnout among medical school professors were summarized in terms of demographic characteristics and the duties of educators, researchers, and physicians, and measures to prevent burnout in medical school professors were divided into individual and organizational levels. In order to prevent burnout among medical school professors, sensitive interest in themselves and self-reflection are required at the personal level. At the organizational level, it is necessary to regularly monitor burnout among medical school professors, improve systems, encourage participation in the policy-making process, and develop customized education programs. At the social level, it is necessary to recognize that burnout of medical school professors is a social problem, for which further research is needed. Therefore, in order for medical school professors not to burn out, there must be appropriate interactions among the individuals, organizations, and society, and the consistent attention should be paid to this issue.

의학전문대학원생을 대상으로 한 진로설계프로그램 효과분석

유효현,박귀화,김성용,임선주,Yoo, Hyo Hyun,Park, Kwi Hwa,Kim, Seong Yong,Im, Sun Ju 연세대학교 의과대학 2015 의학교육논단 Vol.17 No.3

The purpose of this study was to develop a career planning program for medical students and to examine its effectiveness with regard to career choice motivation and career maturity. A total of 89 medical students participated in the study. Forty-four were in the experimental group and 45 were in the control group. The collected data were analyzed with the t-test, analysis of covariance, descriptive statistics, and analysis of frequency by PASW SPSS ver. 18.0 (SPSS Inc.). A career planning program was developed using the ADDIE (analysis, design, development, implementation, and evaluation) model. The contents of self-understanding and career exploration were included in this program. The program was conducted as a seminar with preferred major professors. There was a significant difference in the intrinsic motivation score between the control and experimental groups (p<0.05). The score of the experimental group (M=4.59) was higher than that of the control group (M=4.40). Significant differences in decisiveness (p<0.01) and realistic choice (p<0.05), the sub-factors of the career maturity test, were found between the control and experimental groups. The score of decisiveness of the experimental group (M=2.94) was higher than that of the control group (M=2.79). The score of realistic choice in the experimental group (M=3.17) was lower than that in the control group (M=3.37). Most medical students were satisfied with the career planning program. It is hoped that these results provide useful information for designing career guidance programs for students in medical schools.

의과대학생의 직업 가치에 대한 인식

유효현 사단법인 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.2

The purpose of this study was to analyze what Physician values are perceived by medical students. The subject was 572 medical students in May and June 2017, questions on Physician Values in Practice Scale (PVIPS), doctor as an occupation, and as to whether they would re-enter medical university if they were given the option again, were researched. The research results showed that medical students recognized their physician values in the following order: ‘management’, ‘prestige’, ‘lifestyle’, ‘service’, and ‘scholarly pursuits’. Even under the circumstance in which there is no issue of livelihood maintenance, the study identified that the number of those who would again opt for an occupation as a doctor(79.9%) if they were given an option to choose was higher than that of those who responded otherwise(20.1%). Those who opted again to become a doctor as their occupation placed more emphasis on ‘lifestyle’ than those who did not. Furthermore, it was observed that the more the value on ‘autonomy’ and ‘lifestyle’ is, the higher is the probability of the students re-opting to become doctors. If they were given a choice to select their field of study at a university again, the number of those who would re-enter a medical school turned out(91.6%) to be higher than those who would not(8.4%). It was also noted that the students who wished to re-enter medical university placed more value on ‘autonomy’ and less value on ‘service’ than those who would not. The implications elicited from the research results are that students’ awareness of their physician values should take precedence for career orientation, training, and education for specialty career paths, and that it would be necessary to provide students with educational programs to equip them with physician values and work ethics as a doctor. 본 연구목적은 의과대학생을 대상으로 의사라는 직업가치를 무엇으로 인식하고 있는지를 분석하는 것이다. 2017년 5~6월에 의과대학생 572명을 연구대상으로 Physician Values in Practice Scale (PVIPS) 과 의사직, 의과대학 재선택 여부에 대한 질문을 추가하여 조사하였다. 연구결과, 의과대학생은 관리, 명성, 생활양식, 봉사, 학문추구 순서대로 직업가치를 인식하는 것으로 나타났다. 미래의 생계유지에 아무런 문제가 없는 상황에서도 의사직을 다시 선택하겠다는 학생(79.9%)이 선택하지 않겠다는 학생(20.1%)보다 높게 나타났다. 의사직을 다시 선택하겠다는 학생들은 다시 선택하지 않겠다는 학생보다 ‘생활양식’에 더 높은 직업가치를 두고, ‘자율성’과 ‘생활양식’에 더 높은 가치를 둘수록 의사직을 다시 선택할 확률이 높아지는 것으로 나타났다. 다시 대학을 선택할 수 있다면 의과대학에 다시 진학하겠다는 학생(91.6%)이 그렇지 않겠다(8.4%)는 학생보다 높게 나타났다. 의과대학에 다시 진학하겠다는 학생들은 다시 진학하지 않겠다는 학생보다 ‘봉사’ 가치는 낮고, ‘자율성’ 가치를 더 추구하는 것으로 나타났다. 연구결과를 통해 진로지도와 진로교육, 전문직업성 교육을 위해서는 학생들의 직업가치인식 먼저 분석해야 하고, 학생들에게 의사로서의 직업가치와 직무윤리를 갖출 수 있는 교육프로그램을 제공하는 것이 필요하다는 시사점을 도출하였다.

건강증진사업인력의 개인적 특성, 자아존중감, 스트레스대처양식과 직무만족도 간의 관계

유효현,임준,박귀화 한국보건사회학회 2015 보건과 사회과학 Vol.0 No.39

The purpose of this study was to find out the way of promoting job satisfaction by identifying the relationships among individual characteristics, self-esteem, stress-coping styles and job satisfaction of staffs in charge of health promotion programs. The participants included 213 staffs in charge of health promotion programs who worked at public health center in Incheon city. Data were collected from December 2 to 6, 2013 using a structure self-report questionnaire. The results of this study were as follows: The mean score for self-esteem was 2.97(±.35). For stress-coping styles and job satisfaction’s mean score were 3.02(±.34) and 3.13(±.36). Significant positive correlation between self-esteem, stress-coping styles and job satisfaction. Age, amotivation, self-esteem and problem-focused coping styles of stress-coping styles were significant predictor and accounted for 43.8% of the variance in job satisfaction. Therefore this study provides basic data to promote job competencies by finding out the way of improving job satisfaction. Furthermore, this study provides information that is needed to develop various customized education program for staff in health promotion programs by considering characteristics of staffs. 본 연구목적은 건강증진사업인력들의 개인적 특성과 자아존중감, 스트레스대처양식, 직무만족도의상호관련성과 직무만족도에 영향을 미치는 요인들을 분석함으로써 직무만족도를 높일 수 있는 방안을모색하고자 하는 것이다. 인천지역 보건소에 종사하는 건강증진사업인력 여성 213명을 대상으로 개인적 특성, 자아존중감, 스트레스대처양식, 직무만족도를 조사하였다. 연구결과, 자아존중감은 평균 2.97(±.35), 스트레스대처양식은 평균 3.02(±.34)이며, 직무만족도는 평균 3.13(±.36)이었다. 자아존중감과 스트레스대처양식과 직무만족도는 정적 상관관계가 있는것으로 나타났다. 개인적 특성 중 연령과 무동기가 직무만족도를 11.9% 설명해 주었으며, 자아존중감과 스트레스대처양식 중 문제 중심적 대처양식이 추가되어 43.8%를 설명해 주는 것으로 나타났다. 따라서 본 연구는 직무만족도를 높일 수 있는 방안을 모색하여 업무역량을 향상시키기 위한 기초자료를 제공해주고, 건강증진사업인력의 특성 등을 고려한 다양한 맞춤형 교육프로그램 개발의 필요성과개발에 필요한 정보를 제공하는데 의의가 있다.