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허예라(Yera Hur),김 선(Sun Kim) 한국의학교육학회 2002 Korean journal of medical education Vol.14 No.2
Purpose: Problem-Based Learning is an effective teaching and learning method enabling the students to achieve problem solving skills, use information effectively, carry productive intelligence, think creatively, learn teamwork and responsibility. Also, students take the initiative of the class and by learning the method of self-directed learning, it will eventually lead to life time education. The purpose of this study was to develop effective teaching and learning strategy of Problem-Based Learning. Methods: The study is a case study using investigative method and questionnaires, class observation check list, and teachers evaluation sheets of the students. The subject of this study was 83 students and 19 tutors of Yonsei University College of Medicine. Results: The characteristics of positive module in Problem-Based Learning are; students show good teamwork during the class, students are motivated and find interest in the subject, the data and materials given to the students is very useful in solving the problem. Most important element of Problem-Based Learning interaction is the number of questions asked by the students and the difficulty of the modules has no relation to the interaction of tutors and students. Students heavily rely on using textbooks during their self-regulated learning. And the elements greatly effecting the learning environment are physical environment and the use of humor in class. Conclusion: Tutors and students should use the teaching strategy (‘C-O-I-Q’) and the learning strategy (‘M-R-I-Q’) to facilitate the interaction of tutors and students, activate students discussion and foster class climate.
우리나라 의과대학 입학생이 갖추어야 할 의학 전문직업성의 요소
허예라(Yera Hur) 한국의학교육학회 2006 Korean journal of medical education Vol.18 No.3
Purpose: The primary concern of this study was to identify the core elements of medical professionalism [in] medical school applicants. Methods: 250 medical school professors were chosen to participate in a Delphi study and 250 medical students were asked to complete questionnaires. 106 responses from the Delphi survey and 230 completed questionnaires were finally used for analysis. The Delphi survey was repeated four times and from this result, the medical students questionnaires were made. The questionnaire for pre-medical students included 27 medical professionalism statements. Results: Responses from the Delphi survey and questionnaires revealed the following: 1) of the 27 medical professionalism elements examined, the most important core element was thought to be ‘life-long learning skills , 2) the level of professionalism in Korean medical students was mostly assessed to be below 3.0 mean score by the professors, and 3) there were significant differences between the professors and the premedical students assessments of the level of medical professionalism inpremedical students. Premedical students tended to rate themselves higher than the professors. Conclusion: Medical professionalism includes the areas of professional knowledge, skills, and attitude and their designated domains and elements. These areas should be considered when selecting people into medical schools.
김 선(Sun Kim),허예라(Yera Hur) 한국의학교육학회 2004 Korean journal of medical education Vol.16 No.3
Purpose: Class climate is defined as the general attitude of instructors and students in class. Analysing the instructor s behavior helps build a desirable class climate and improves academic achievement and class instruction. Methods: The checklist using a five-point scale and consisting of 28 pairs of contrary adjectives was divided into four categories of creativeness, activeness, precision, and mildness. Two different classes taught by one instructor were studied. There were five supervisors for this study and a simple statistical analysis was done. Results: For the undergraduate class, the observers assessments showed the lowest overall point in activeness and the highest in mildness. In general, points given by the instructor were higher than the supervisor s and the student s. Conclusion: The instructor s perception of the class was more positive than the observers and the students . This means that all tested categories need to be improved. One way of dealing with this problem for the instructor is to set up a meeting with the supervisor and design a class climate improvement plan.
김선(Sun Kim),김주현(Joo-Hyun Kim),허예라(Yera Hur) 한국의학교육학회 2005 Korean journal of medical education Vol.17 No.2
Purpose: This study set its goals on determining 1) medical students personality types, 2) the correlation between medical students personality types and their satisfaction in medical school, 3) the correlation between medical students personality types and class achievements, 4) the correlation between medical students satisfaction in medical school and class achievements and 5) a proposition for using the results to benefit medical education. Methods: The study used the Korean version of Myers-Briggs Type Indicator (MBTI) GS form. This inventory was admisistered to the medical students during their orientation at the beginning of the first year of medical school. A total of 245 first year students in the years 2002 and 2003 completed the inventory. The study used the windows version of SPSS 11.0 statistics program. Results: The noticeable majority of medical students were introverted (68.2%) - Sensing (68.6%) - Thinking (71.4%) - Judgers (60.0%). Comparing personality types with satisfaction in medical school and satisfaction in medical school with class achievements showed no significant correlation. There was, however, a significant difference seen in comparing personality types with students achievements. Judging-type students showed higher class achievements (3.2) than perceptive-type (2.7), and SJ types showed higher class achievements (3.3) than SP types (2.6). Conclusion: The results of this study were consistent with previous studies done using Korean college students as subjects. And as the ISTJ type is appropriate for jobs related to medical care, the majority of medical students seem to have found their adequate career path. Implications for teaching and learning strategies, and for using the results of MBTI in medical students career planning are discussed.