문제바탕학습을 적용한 통합교육 수업에서 자기주도학습 능력에 따른 학업성취도 비교

채수진,신좌섭,이윤성 한국의학교육학회 2004 Korean journal of medical education Vol.16 No.3

Purpose : The purpose of this study was (1) to compare the relationship between the multiple choice test (MCT) and problem based learning (PBL) achievement, and (2) to determine whether self-directed learning readiness (SDLR) factors had an influence on PBL achievement by SDLR levels in a hybrid PBL course. Methods : The subjects were 2nd year students (N=113) in the Hematology PBL course in Seoul National University, College of Medicine. For the study analysis, data were collected on PBL, MCT and SDLR scores. The SDLRS instrument consisted of 32 items and 6 factors. The SPSSwin program was used to analyze the data and statistics such as correlation, F-test, and multiple regression analysis. Results : Firstly, the results showed a significant relationship between PBL and SDLR scores (r=.583; p<.05). Meanwhile, the relationships between MCT and PBL (r=.145), and between MCT and SDLR scores (r=-.067) were insignificant. Secondly, the PBL score by SDLR levels (high, middle, low) showed a statistically significant difference (F=15.98; p<.05). Thirdly, It was proved by multiple regression analysis that the SDLR factors and PBL score by SDLR levels were explained by the following three factors : love of learning (R2=18.8%; high level), self understanding (R2=17.2%; middle level), inquiry to learning (R2=19.0%; low level). Conclusion : The results of this study indicated that there was a significant correlation between PBL score and SDLR levels. It showed that the higher SDLR scores, the more successful in the independent situations such as PBL. Further study is needed so that suitable instructional methods for medical students can be conducted in integrated curriculum.

의과대학에서의 PBL 수업의 문제원인 분석 : 서울의대 사례를 중심으로

채수진 덕성여자대학교 열린교육연구소 2003 열린교육실행연구 Vol.- No.6

집단 내 동료평가 결과와 자기주도학습준비도와의 관계 분석: 리더십수업 사례

채수진,임기영 한국의학교육학회 2008 Korean journal of medical education Vol.20 No.4

Purpose: This study examined to examine the relationship between intragroup peer evaluation and Self-Directed Learning Readiness(SDLR) in a leadership class that used a project learning method. Moreover, it identified the specific components of the SDLR that predicted the peer evaluation results. Methods: The research subject pool comprised of 47 3rd year students. Each team was composed of 4~5 members, each of whom evaluated all other members on his or her team SDLR was measured by using SDLR-K-96. Results: SDLR and peer assessment scores had a positive relationship, confirming that SDLR was an important variable that could predict the peer evaluation scores. Among the SDLR factors, ‘openness to challenge' was shown to have the highest predictive power for the peer assessment. Conclusion: Medical schools should provide students with learning opportunities on leadership through diverse learning methods such as project learning. The ability to do self-directed learning in such a leadership course in medical education is important for successful team building.

수업평가에 대한 교수와 학생 인식 비교-일개 의과대학 사례-

채수진,임기영 한국의학교육학회 2008 Korean journal of medical education Vol.20 No.2

Purpose: The purpose of this study was to analyze the differences in perception between the students and faculty on course evaluation by the students and to pursue the improving of the course evaluation system. Methods: This study targeted 61 faculty and 88 students of the School of Medicine at A University. A questionnaire survey was administered. Results: Both the students and faculty members agreed with the need of a course evaluation system, but there were differences in perception between the two groups in terms of efficiency and factors affecting evaluation results. Conclusion: The department in charge of course evaluations of the school of medicine should review the differences in perception between students and faculty and use the reviewed content to improve the present course evaluation system.

학습성과중심교육과정에서의 교육과정 설계 탐색

채수진,Chae, Su-Jin 연세대학교 의과대학 2009 의학교육논단 Vol.11 No.1

Outcome based education, a competence based approach at the cutting edge of curriculum development, offers a powerful and appealing way of reforming and managing medical education. The emphasis is on the product that is to say what sort of doctor will be producted rather than on the educational process. In outcome based education, the outcomes are clearly and unambiguously specified such as Tyler's curriculum design. The design of outcome based curriculum plans in the opposite direction, starting with the good doctor and working backwards. Outcome based curriculum offers many advantages as a way of achieving this. It emphasises relevance in the curriculum and accountability and can provide a clear and unambiguous framework for curriculum planning which has an intuitive appeal. It encourages the faculty and student to share responsibility for learning and it can guide the assessment.

불완전 동기 환경에 강인한 OFDMA 채널 추정기법

채수진,김은주,김낙명,Chae Soo-Jin,Kim Eun-Ju,Kim Nak-Myeong 한국통신학회 2005 韓國通信學會論文誌 Vol.30 No.8A

We propose a robust channel estimation method against imperfect synchronization in orthogonal frequency division multiple access (OFDMA) downlink systems. We address time and frequency synchronization, and the channel estimation at the same time, and try to minimize the error propagation from the time and frequency synchronization steps into the chailnel estimation. The simulation results show that the proposed channel estimation method outperforms the conventional algorithms by about 3dB, and circumvents the problem of mismatch among the synchronization tasks. OFDMA 하향링크 시스템에서 시간, 주파수 동기 오프셋이 존재하는 환경에 강인한 채널추정 기법을 제안한다. 본 논문에서는 시간 동기, 주파수 동기, 및 채널추정을 동시에 수행하는 방법을 제안함으로써, 시간 및 주파수 동기화 과정에서 생기는 에러가 채널 추정 과정에 주는 영향을 최소화하였다. 시뮬레이션 결과 제안된 채널추정 기법은 time windowing과 time advancement를 통해서 inter-carrier interference (ICI)와 inter-symbol interference(ISI)를 제거하고 동기화 과정간의 조화를 이룸으로써 기존의 채널추정 기법들에 비해 약 3dB 성능이 향상되었다.

Can disclosure of scoring rubric for basic clinical skills improve objective structured clinical examination?

채수진,Miran Kim,Ki Hong Chang 한국의학교육학회 2016 Korean journal of medical education Vol.28 No.2

Purpose: To determine whether disclosure of scoring rubric for objective basic clinical skills can improve the scores on the objective structured clinical examination (OSCE) in medical students. Methods: Clinical performance score results of one university medical students (study group, n=345) were compared to those of another university (control group, n=1,847). Both groups took identical OSCE exam. OSCE rubric was not revealed to the study group until they were in the last 2 years of medical school. Results: There was no significant difference between before and after disclosure of rubric. However, history taking and physical examination scores of the study group were lower than those of the control group before the disclosure of rubric. After disclosure of rubric, the scores were either unchanged or slightly increased in the control group. Trend analysis of scores demonstrated that history taking and physical examination scores after the disclosure were significantly increased in the study group for 2 years. Conclusion: This study revealed that disclosure of basic clinical skills rubric to medical students could enhance their clinical performance, particularly in history taking and physical examination scores.

의과대학 PBL 수업에서 의사소통불안 수준이 학생평가 결과와 수업만족도에 미치는 영향

채수진 대한의료커뮤니케이션학회 2015 의료커뮤니케이션 Vol.10 No.1

Purpose: The purpose of this study was to examine the effects of communication apprehension levels on students' assessment and satisfaction in Problem-Based Learning (PBL) in a medical school. Methods:The subjects of this study were 36 students at Ajou University School of Medicine in 2013. Tutor assessment, peer assessment, students' satisfaction and communication apprehension were used as study instruments. SPSS version 12.0 was used to analyze the data and statistics by correlation, t-test, and analysis of variance. Results:The tutor and peer assessments as well as students' satisfaction showed negative relationships with communication apprehension scores. There were statistically significant differences among tutor assessment, peer assessment, and satisfaction scores according to communication apprehension levels. Also, communication apprehension levels showed differences in students' satisfaction scores by gender and group. Conclusion:It was concluded that communication apprehension can be a factor in successful PBL as the level of communication apprehension had an influence on students' assessment and satisfaction regarding PBL in a medical school. Based on this study’s results, learning strategies to increase the effects of PBL can include PBL groups based on communication apprehension.

문제중심학습 수업에서 수행평가 적용 사례 : 서울의대 중심으로

채수진 한국열린교육학회 2001 열린교육연구 Vol.9 No.2

아주대학교 의과대학 환자/의사/사회 과정을 통한 의학전문직업성 교육 경험

채수진,신윤미,함기현,임기영,Chae, Su Jin,Shin, Yun Mi,Hahm, Ki Hyun,Lim, Ki Young 연세대학교 의과대학 2012 의학교육논단 Vol.14 No.1

The purpose of this study was to observe how Ajou University School of Medicine runs its curriculum to cultivate professionalism. The paper also proposes a plan for the next step for the school. The Patient-Doctor-Society (PDS) course, begun in 2009, can be summarized by three characteristics. First, the PDS course is an integrated curriculum that is not a one-time program for a specific grade, but a continuous program open for all medical students. Second, the PDS course is designed following the philosophy and educational goals of the institution, and the curriculum assures maximum autonomy. Third, the PDS course is 'whole person education' that provides knowledge and teaches skills and an attitude. By analyzing the pros and cons of the program through annual evaluation, leaders of the program at Ajou will continue to consider what to teach and how to do so.