The Application of Cognitive Teaching and Learning Strategies to Instruction in Medical Education

여상희 연세대학교 의과대학 2024 의학교육논단 Vol.26 No.-

This study aimed to explore how cognitive learning theory can be utilized in medical education by examining teaching strategies and providing practical applications. The main findings are as follows. First, there are seven teaching strategies and specific sample activities that instructors can use based on learning processes in medical schools. These strategies include promoting the perception of sensory stimuli, maintaining divided or selective attention, reducing the cognitive load, implementing encoding strategies, facilitating information retrieval, incorporating distributed learning for retention, and utilizing metacognitive strategies. Second, this study discusses nine instructional events to which cognitive learning strategies have been applied. These events encompass gaining attention, informing learners of goals, stimulating recall of prior learning, presenting new content, providing learning guidance, offering exercises and learning activities, giving feedback, assessing performance, and improving retention and transfer. Third, principles of curriculum design have been implemented from a cognitive perspective. Fourth, case studies of instruction employing cognitive teaching strategies are discussed. Cognitive learning theory has two implications: first, if instructors in medical schools apply the results of the study to design classes and curricula, they would be able to minimize learners’ cognitive load due to ineffective teaching strategies or curricula; second, cognitive teaching strategies that aim to elicit improvements in thinking skills could provide useful teaching strategies for medical education, which aims to train experts with high-level thinking processes. In this sense, cognitive learning theory can be effectively applied in current medical education.

인지주의 교수학습 전략과 의학교육에서의 적용

여상희 연세대학교 의과대학 2020 의학교육논단 Vol.22 No.2

The purpose of this study was to examine teaching strategies from cognitive learning theory applied to medical education and to present specific applications of the strategies and cases. The results of this study yielded (1) seven teaching strategies and specific sample activities that instructors can use based on learning processes in medical schools; (2) nine instructional events to which cognitive learning strategies were applied; (3) principles of curriculum design from a cognitive perspective; and (4) instruction cases employing cognitive teaching strategies. Cognitive learning theory has two implications: first, if instructors in medical schools apply the results of the study to design a class and curriculum, it would be possible for them to minimize cognitive loading of the learners that may stem from ineffective teaching strategies or curricula; second, cognitive teaching strategies that seek improvement in thinking skills could provide useful teaching strategies for medical education, which aims to develop experts with high-level thinking processes. In this sense, cognitive learning theory is not an out-of-date learning theory, but one that can be effectively applied in current medical education.

한국 근현대기 수용시설 전시 작업기

여상희 대한민국역사박물관 2019 현대사와 박물관 Vol.2 No.-

한국은 근대기 침략과 전쟁의 연속으로 많은 아픔을 지니고 있다. 여러 세대를 거치면서 기억이 흐려지고 현장은 변해가거나 사라진다. 그러므로 생존증언과 현장기록과 보존 등이 중요한 과제로 남아있다. 이처럼 작업은 경계에서 잊혀져가는 역사를 바탕으로 답사와 리서치가 작업의 근간이 된다. 일제강점기 독립투사들을 가두기 위해 세워진 대전감옥소에 대한 작업으로 두 차례 작품을 만들었다. 아픔과 충돌의 역사적 현장을 수많은 사회를 함축하고 있는 신문지를 물에 풀어 해체시켜 사라진 감옥소를 다시 세웠다. 또 다른 작업은 한국전쟁기 있었던 포로들의 이야기이다. 포로가 더 이상 그곳에 있지 않고 흔적들은 많이 사라졌지만 실존했던 역사와 공간들은 작업을 통해 다시 공유하고자 한다.

Development of Mission and Vision of College of Korean Medicine Using the Delphi Techniques and Big-Data Analysis

여상희,최성훈,채수진 대한한의학회 2021 대한한의학회지 Vol.42 No.4

Objectives: The purpose of this study is to introduce the procedures and methods for mission and vision development at a College of Korean Medicine (CKM), which established its mission and vision using Delphi techniques and big data analysis on various members and stakeholders. Methods: A total of 754 participated in the Delphi survey. A Delphi survey was conducted with professors, students, parents, and alumni stakeholders to establish Daegu Haany University CKM’s mission and vision. The data were analyzed through content analysis and big data analysis of keywords. Results: As a result of the study, the most important keywords to be included in the mission and vision were "professionalism" and "morality." Included in the mission were the concepts of "morality" and "professionalism," which were emphasized by the four groups. All surveyed stakeholders regarded "scientific," and "global" as important themes to be included in the vision. Conclusions: The present study confirmed that there were themes commonly prioritized by all stakeholders for college mission and vision, and a difference in demand for educational goals between professors and students was also affirmed. Therefore, institutions of higher learning should develop their mission and vision by appropriately reflecting the needs of the interest groups.

COVID-19 상황에서 교수-학생 상호작용증진을 위한 웹 공유문서를 활용한 온라인 소그룹 수업 경험 분석

여상희 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.19

Objectives Despite the prolonged COVID-19 pandemic, lecture-oriented classes were conducted online without major problems. However, there were doubts on whether it will be possible to conduct small group classes online as efficiently as face-to-face classes. This study evaluated the satisfaction levels of online small group classes and the strategy of using Google to encourage class participation and interactions between instructors-students and among students. Methods This study focused on two small group classes: one class from A Medical School, with 75 students in the premedical course in medical school, the other from B Medical School with 17 respondents among 25 students of medical school. The class from A school was about enhancing motivation, and was conducted for three hours online by dividing the students into groups. The class from B school was on developing patient education programs. The class sessions were five weeks long, and were conducted online by dividing the students into groups. Student satisfaction with their class was evaluated with an 11-item online survey. Results It was found that 50%~60% of the students answered that the online small group classes were just as effective and smoothly conducted as face-to-face classes. The result of accessing the shared documents showed that approximately 85%, 83% of the students from A Medical School were satisfied respectively, whereas approximately 53%, 65% of the students from B Medical School were satisfied respectively. When asked about the students’ preferences on online group activities and face-to-face group activities, approximately 30% of the students from A school and approximately 59% of the students from B school preferred face-to-face classes. Conclusions Students responded that using online shared documents instead of using paper to record their discussions in group activities as they did in face-to-face group activities was a convenient and efficient way to share ideas. 목적 코로나-19 상황이 장기화함에 따라 강의식 수업은 비대면으로 큰 문제없이 진행되었으나 소그룹 수업은 온라인으로 원활히진행될 수 있을지 의문이었다. 이 연구는 온라인으로 소그룹 수업을 실행하고, 온라인 수업 중에 교수-학생 상호작용을 증진시키기위하여 웹 공유문서를 활용한 경험을 분석하고자 한다. 방법 이 연구는 A 의과대학 의예과 1학년 70명과 B 의과대학 의학과 3학년 25명을 대상으로 하였다. A 의과대학은 동기향상을주제로 3시간 동안 온라인으로 소그룹 수업을 진행하였고, B 의과대학은 환자교육프로그램을 개발하는 내용으로 5주 동안 온라인으로 소그룹 수업을 진행하였다. 수업만족도 설문은 자체개발한 11문항의 설문지로 온라인으로 시행하였다. 결과 온라인 소그룹 수업과 웹 공유문서 활용에 대한 학생만족도 분석결과, 50~60%의 학생들은 온라인 소그룹 수업이 대면수업에서와 같이 차이없이 원활히 진행되었다고 평가하였다. 웹 공유문서에 대한 접근 용이성과 편리성을 평가한 결과, A 대학에서는 각약 85%, 83%의 학생이 만족하였고, B대학에서는 각 약 53%, 65%의 학생이 만족하였다. 수업방식에 대하여, A 대학은 약 30% 학생이, B대학은 약 59%의 학생이 온라인 소그룹 수업을 선호하였다. 결론 결론적으로, 학생들은 큰 문제없이 온라인 소그룹 수업을 수행할 수 있었고, 대면 소그룹 활동에서 토의내용을 기록하는 전지를 대신하여 웹 공유문서를 활용하여 편리하고, 효율적으로 의견을 교환할 수 있었다. 웹 공유문서는 교수-학생, 학생-학생 간에상호작용을 높이는 유용하게 활용되었다.

교육의 목적

여상희 한국의학교육학회 2013 Korean journal of medical education Vol.25 No.1

중학교 정보 교과서 프로그래밍 과제가 제공하는 학생의 학습기회 탐색

여상희,김구연,김동식 한국교육정보미디어학회 2023 교육정보미디어연구 Vol.29 No.1

The purpose of this study is to investigate opportunity-to-learn of programming tasks in computer science textbooks in the middle-school level. We collected 5 computer science textbooks and analyzed programming tasks. The findings from the data analysis suggest as follows: a) the programming tasks seem to strongly emphasize procedural execution in which students are encouraged to manipulate a programming language, and so-called ‘real-life’ situations are neither authentic nor meaningless, which do not help students develop computational thinking skills; and b) although the textbooks explicitly label STEAM, which means integration of different subjects, the programming tasks do not suffice for the label. In conclusion, opportunities-to-learn with which the programming tasks provide students are limited in experiencing meaningless or inauthentic situations and executing programming in a procedural way, leading to uncooperative support for development of students’ computational thinking. 이 연구에서는 2015년 개정 교육과정에 따른 중학교 정보 교과서 프로그래밍 과제가 학생들의 컴퓨팅 사고(Computational Thinking) 능력 개발을 위해 어떠한 학습기회를 제공하는지 조사하였다. 정보 교과서를 수집하여 교과서에서 제시하는 프로그래밍 과제를 분석한 결과는 다음과 같다. 첫째, 프로그래밍 과제에서 학생들이 상황 파악, 정보 수집, 구조화, 구체화로 진행되는 모든 과정을 경험하도록 유도하기보다는 제시된 상황을 프로그래밍 언어로 나타내는 절차적인 부분만이 강조되며, 실생활을 표방하지만, Computational Thinking 능력 개발을 돕는 유의미한 상황으로는 보기 어려웠다. 둘째, 다른 교과와의 융합이라는 이름으로 제공되는 과제들은 다른 교과의 소재만을 제시하는 것에 그치고 그 교과 지식을 활용하지 않는 것으로 나타났다. 정보 교과서가 제공하는 학습기회는 학생이 프로그래밍 언어를 기능적으로 숙달하며, 조직화나 실제적인 문제해결 상황이 아닌 무의미한 실생활상황 등에 한정되는 것으로 나타났다. 중학교 정보 교과서의 프로그래밍 과제를 통해서 학생들이 Computational Thinking 능력을 기르도록 지원하지는 못하는 것으로 보인다.

일개 의과대학 의학과 학생의 학습양식

여상희,이경우,장봉현,강이철,강덕식,곽연식,김보완,이유철,이종명,조희중,정제명 한국의학교육학회 2006 Korean journal of medical education Vol.18 No.1

=Learning Styles in Medical SchoolSang Hee Yeo, MA(ed), Kyung Woo Lee1, MD, Bong Hyun Chang, MD, Echeol Kang, PhD, Duk Sik Kang, MD, Yun Sik Kwak, PhD, Bo Wan Kim, MD, Yoo Chul Lee, MD, Jong Myung Lee, MD, Hee Jung Cho, MD, Jae Myung Chung, MD

Students’ self-assessment of achievement of terminal competency and 4-year trend of student evaluation on outcome-based education

여상희,장봉현 한국의학교육학회 2019 Korean journal of medical education Vol.31 No.1

Purpose: This study was designed to allow a student at School of Medicine, Kyungpook National University (KNUSOM) to self-assess how well they had achieved competency and to analyze the differences and trends of the scores by year. Furthermore, students are asked to evaluate the need for curriculum improvement by competency, the tendency of the score is analyzed by year, and the results are reflected in the improvement of the curriculum. Methods: We conducted a questionnaire survey for fourth-year students of KNUSOM who took medical education classes from 2015 to 2018. Questionnaire items were evaluated on the basis of their current achievement of 30 subordinate competencies of competency and the degree of necessity with respect to revising the curriculum. One-way analysis of variance was performed for the yearly difference analysis. Results: The students’ scores on the graduation competency were 2.03 to 4.06. In the yearly difference analysis, there was no significant difference in the average of 30 total competencies, but 16 of the sub-competencies showed significant year-to-year differences. The scores for the 30 graduation competencies were different for each year, but the competencies showing high scores and low scores were found to be similar each year. Conclusion: We found that the achievement level of the students was approximately 60% to 70%. We were able to confirm the contents of the education that the students continuously demand. The curriculum trend graphs for each year showed that the students‘ scores improved when the curriculum was being revised. We found that it is necessary to accept the students’ self-evaluation reliable as the students indicated that the contents of the curriculum should be added to the areas where the contents were lacking in the present curriculum.

Implementation of problem-based learning in medical education in Korea

여상희,장봉현 한국의학교육학회 2017 Korean journal of medical education Vol.29 No.4

Purpose: This study aims to identify how problem-based learning (PBL) has been implemented in Korean medical education, and how it is evaluated by each medical school. Methods: For this study, a total of 40 medical schools in Korea were surveyed via e-mail. The survey tool was a questionnaire consisting of 22 questions which was developed independently by the researchers. Results: Of the 40 medical schools, 35 schools were implementing PBL programs in their medical curriculum, while five were found not currently to be running the program. A large number of the schools which introduced PBL (30 schools, 85.7%) used a hybrid PBL model. In over 70% of the medical schools surveyed, professors evaluated the effects of PBL as positive. Most medical schools (85.7%) stated they would maintain or expand their use of PBL. However, the lack of understanding and skeptical attitude of the faculty on PBL, the lack of self-study time and passive attitude of students, insufficiency of good PBL cases, and the perfunctory PBL introduction for school accreditation interfere with the successful PBL. Conclusion: PBL has been incorporated in Korean medical curriculum as hybrid PBL type. It is analyzed that intensive tutor training and good PBL case development are necessary for the success and effective operation of PBL.