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The Effectiveness of an Instructor's Intervention Using Questioning Strategy in Physiology Class
안덕선,황은영,양은배 연세대학교 의과대학 2011 의학교육논단 Vol.13 No.1
This study was done to analyze students’ learning and its lasting effect by teaching strategy involving questioning. This study was performed with 68 students who were enrolled in a physiology class of the Yonsei University College of Medicine in Seoul, Korea, in 2003. The students were randomly divided into 2 groups. One group was taught in a way where students asked questions and the instructor answered the questions. For the other group of students, the instructor asked questions, and the students answered the questions. We performed a pre-test before the study begins and post-tests immediately,3 weeks, and 6 weeks after the study. The results were analyzed by using analysis of covariance and repeated measures analysis of variance. A higher learning effect was observed in a group where questions were asked by students compared with the other group. The post-test results showed no significant difference in the lasting effect of learning according to the teaching strategy. Students’ learning significantly improved when students asked questions and the instructor answered the questions compared with the strategy of the instructor asking questions and students answering to the questions.
안덕선 대한의사협회 2013 대한의사협회지 Vol.56 No.5
The abolishment of the internship training program in Korea has become a hot issue in Korea. The internship has traditionally been a general competency build-up process to becoming a practicing doctor. However, despite its relatively long history, there is still no oversight or guidelines for the educational program itself. It is operated individually department-by-department on a rotation basis with no central supervision or clear goals and objectives. Very often,interns are abused as sources of simple cheap labor, performing not only medical duties but also menial administrative tasks as required by each department, without proper educational activity or training. This significant lack of system and structure is a chronic grievance among those who experience it, yet perhaps due to its short duration, is something that is endured and then forgotten. Medical students, however, have largely opposed the abolition, citing the loss of the opportunity for anthropologic exploration of various clinical departments and the chance to build networks to pursue specialty training in the fields of their choice. The key issue at hand is then whether the current problematic student clerkship training can be improved enough to replace the internship program. To do so would require overcoming the fragmented nature of the clinical education culture, which is still quite clannish in nature and based on family values. Whether these cultural barriers can be broken to develop a clerkship training curriculum sufficient to achieve general competency before specialty training is the determining factor for the fate of the internship program.
안덕선 한국수사학회 2005 수사학 Vol.0 No.2
It is very important for every physicians to have effective communication skill competency. It is a essential competency for improving quality of caring patients. So, It has been increased communication skill educational programs in medical education all around the world. Up to now, most medical students have been taught biomedical-centered knowledge in the uniform education and have become passive learners. So, they often deal with patients as disabled machines. Eventually, That makes doctors-patients relations distorted and doctors have been criticized by their unkind and arrogant manner. On the base of the problem, I did meta analysis of literature about the necessity, areas, methods, model, and effectiveness of communication skill educational programs. I suggest the systematic communication skill educational program and new methods such as role play, participative observation, simulation, and OSCE should be developed in medical schools of Korea.
안덕선 연세대학교 의과대학 2022 의학교육논단 Vol.24 No.1
Needs for public healthcare have recently increased. This paper proposes education topics for competency development in public healthcare in line with the needs of the times. In Korea, various lifelong education providers have already provided public health-related education. For example, the Research Institute for Health Policy (RIHP) under the Korean Medical Association provided an “executive course for physicians’ public health care competencies” in 2019 and 2020. At the end of the course, the RIHP published a comprehensive report, entitled “Curricular development and evaluation for doctors’ public healthcare competencies.” This article is based on a summary of that report. To develop a curriculum for public healthcare, the RIHP adopted the following methodologies for a needs analysis; reviewing already-existing education subjects, evaluating end-of-course reports, and conducting in-depth focused group interviews and questionnaire surveys with doctors at public healthcare-related institutions. The results from the needs analysis can be categorized into two domains of education topics for public healthcare. The first domain includes education subjects related to the theory and practice of public healthcare, as follows: a general overview, community or population health, organizational administration, planning and evaluation, budget and finance, responses to disasters such as infectious diseases, health policy, and the legal system. The second domain contained education topics related to general professional competencies: leadership, communication, cooperation, teamwork, and professionalism. In conclusion, the curricular content for public healthcare will be an appropriate combination of competencies specific to public healthcare and core competencies for health professionals.