효과적인 의학교육을 위한 교수방법 고찰: 플립러닝(Flipped Learning)을 중심으로

홍현미,정영은,Hong, Hyeonmi,Jung, Young-Eun 제주대학교 의과학연구소 2020 The Journal of Medicine and Life Science Vol.17 No.1

Recently, an advanced form of blended learning, which incorporates a teaching method that focuses on flipped learning is actively used in colleges. Flipped learning is for learners to pre-learn content through videos uploaded by instructors before class, and then participate in learner-centered learning activities such as discussions and team activities in the classroom. The purpose of this paper is to review where flipped learning is being used in medical schools, and to draw implications for effective and efficient use in medical schools. For this, the definition of flipped learning, how it evolved, educational usefulness of this method of learning, and application cases in medical schools were reviewed. Through the reviews of cases of flipped learning and its positive effects, it is suggested that medical schools consider more use of flipped learning in the classroom instructions, with sensitivity to the individual medical departments' needs, environment and professors' preferences.

의학교육에서의 에듀테크(EdTech)의 활용과 효과

홍현미,김영전,Hong, Hyeonmi,Kim, Youngjon 연세대학교 의과대학 2021 의학교육논단 Vol.23 No.3

Rapid developments in technology as part of the Fourth Industrial Revolution have created a demand for educational technology (EdTech) and a gradual transition from traditional teaching and learning to EdTech-assisted learning in medical education. EdTech is a portmanteau (blended word) combining the concepts of education and technology, and it refers to various attempts to solve education-related problems through information and communication technology. The aim of this study was to explore the use of key EdTech applications in medical education programs. A scoping review was conducted by searching three databases (PubMed, CINAHL, and Educational Sources) for articles published from 2000 to June 2021. Twenty-one studies were found that presented relevant descriptions of the effectiveness of EdTech in medical education programs. Studies on the application and effectiveness of EdTech were categorized as follows: (1) artificial intelligence with learner-adaptive evaluation and feedback, (2) augmented/virtual reality for improving learning participation and academic achievement through immersive learning, and (3) social media/social networking services with learner-directed knowledge generation, sharing, and dissemination in medical communities. Although this review reports the effectiveness of EdTech in various medical education programs, the number of studies and the validity of the identified research designs are insufficient to confirm the educational effects of EdTech. Future studies should utilize suitable research designs and examine the instructional objectives achievable by EdTech-based applications to strengthen the evidence base supporting the application of EdTech by medical educators and institutions.

학습장애의 진단 평가와 교육학적 개입

홍현미,Hong, Hyeonmi 제주대학교 의과학연구소 2022 The Journal of Medicine and Life Science Vol.19 No.1

Learning disabilities (LD), also known as learning disorders, refers to cases in which an individual experiences lower academic ability as compared to the normal range of intelligence, visual or hearing impairment, or an inability to peform learning. Children and adolescents with learning disabilities often have emotional or behavioral problems or co-existing conditions, including depression, anxiety disorders, difficulties with peer relationships, family conflicts, and low self-esteem. In most cases, attention deficit and hyperactivity disorder coexists. As learning disabilities have the characteristics of a difficult heterogeneous disease group that cannot be attributed to a single root cause, they are diagnosed based on an interdisciplinary approach through medicine and education, such as mental health medicine, education, psychology, special education, and neurology. In addition, for the accurate diagnosis and treatment of learning disabilities, the diagnosis, prescription, treatment, and educational intervention should be conducted in cooperation with doctors, teachers, and psychologists. The treatment of learning disabilities requires a multimodal approach, including medical and educational intervention. It is suggested that educational interventions such as the Individualized Education Plan (IEP) and the Response to Invention (RTI) should be implemented.

홀로그램 표준화 환자 수업매체

홍현미,Hong, Hyeonmi 연세대학교 의과대학 2022 의학교육논단 Vol.24 No.3

학교폭력 가상현실 체험이 예비교사들의 인권감수성과 교사효능감에 미치는 효과

홍현미(Hong, Hyeonmi),장선영(Jang, Seonyoung) 한국교원교육학회 2022 한국교원교육연구 Vol.39 No.1

본 연구의 목적은 현실적인 경험을 제공하는 데 활용 가능한 가상현실 체험을 통해 예비교사들에게 학교폭력 체험을 제공하고 예비교사들의 인권감수성과 교사효능감에 미치는 효과를 분석하는 데 있다. 본 연구의 목적을 달성하기 위하여 다음과 같은 연구 절차를 거쳤다. 첫째, 학교폭력 가상현실 체험을 위해 사전에 개발된 콘텐츠 8개를 선정하였다. 둘째, 연구 참여에 동의한 예비교사 45명에게 2주간 학교폭력 가상현실을 체험하게 하였다. 학교폭력 가상현실 체험 사전과 사후에 예비교사들을 대상으로 교사효능감과 인권감수성 검사를 실시하였다. 셋째, 학교폭력 가상현실 체험 후 예비교사들을 대상으로 인터뷰를 실시하였다. 연구결과는 다음과 같다. 첫째, 예비교사들의 인권감수성을 검증한 결과 사전보다 인권감수성 전체 및 인권감수성 하위요인인 상황지각, 결과지각, 책임지각 모두 유의미하게 증가하였다. 인터뷰 내용 분석 결과 예비교사들의 인권감수성이 향상하였음을 확인되었다. 둘째, 예비교사들의 교사효능감 전체 및 하위요인인 수업전략, 교실운영, 수업참여 요인이 유의미한 수준에서 증가하였다. 인터뷰 내용 분석 결과 교사효능감 및 수업전략, 수업참여에 대한 교수효능감이 향상되었음을 확인할 수 있었으나, 교실 운영에 대한 교사효능감에 대한 언급은 없었다. 마지막으로 연구 결과를 기반으로 본 연구의 논의점과 추후 연구 과제를 제안하였다. The purpose of this study is to analyze the effect of virtual reality experience of school violence on pre-service teachers human rights sensitivity and teacher efficacy. The research procedure to achieve the purpose of this study is as follows. First, 8 pre-developed contents were selected for the virtual reality experience of school violence. Second, 45 pre-service teachers who consented to this study were allowed to experience virtual reality of school violence for 2 weeks. Before and after the virtual reality experience of school violence, they were asked to complete a questionnaire on Teacher efficacy and human rights sensitivity. Third, after experiencing the virtual reality of school violence, interviews were conducted with pre-service teachers. The research results are as follows. First, as a result of examining the human rights sensitivity of pre-service teachers, the human rights susceptibility and the three sub-factors of human rights susceptibility which are ‘situation perception’, ‘result perception’, and ‘responsibility perception’, all increased significantly. As a result of the interview content analysis, it was confirmed that the human rights sensitivity of pre-service teachers was improved. First, there were significant effects on the ‘human rights sensitivity’ and the three sub-factors of human rights sensitivity which are situation perception ability’, ‘result perception ability’, and ‘responsibility perception ability’. It was confirmed that the human rights sensitivity of the pre-service teachers was improved in the interview. Second, there were significant effects on the ‘teacher efficacy’ and the three sub-factors of teacher efficacy which are instructional strategies’, ‘classroom management’, and ‘student engagement’. As a result of the analysis of the interview contents, it was confirmed that the ‘teacher s efficacy’, ‘instructional strategies’, and ‘student engagement’ were improved. However, there was no mention of ‘classroom management’. Based on the findings of this study, discussion and further research were suggested.

현직 초등교사의 메타버스 사용의도에 영향을 미치는 요인 : 기술수용모델을 중심으로

홍현미(Hyeonmi Hong) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.8

목적 본 연구는 코로나로 인한 비대면 교육환경의 학습 과정에서 매우 중요한 상호작용을 촉진할 수 있는 메타버스를 수업에 도입함과 관련하여 현직 초등교사들의 메타버스 사용의도를 분석하고자 하였다. 방법 이를 위하여 선행연구에서 타당도와 신뢰도가 검증된 문항을 이용하여 J지역 34개 초등학교에 재직 중인 교사를 대상으로 자기기입식 설문조사를 실시하였고, 146명의 자료를 기술수용모델에 기반하여 구조방정식으로 분석하였다. 결과 독립변수로 설정한 메타버스 교육역량의 세 요인 중, 메타버스 교수효능감은 인지된 유용성과 용이성을 매개로 메타버스 사용의도에 긍정적인 영향을 미쳤다. 메타버스 사용의도에는 인지된 유용성이 더 큰 영향을 미치는 것으로 나타났다. 결론 현직 초등교사들의 메타버스 사용의도를 향상시키기 위해서는 메타버스를 활용한 수업을 적용하기 편리할 뿐 아니라 효율적이라는 인식도 필요하지만, 초등교사 자신의 메타버스 교수효능감을 향상시키는 것이 중요하다. Objectives This study aimed to analyze the intention among in-service elementary school teachers to use the metaverse in relation to an introduction of the metaverse that offers online-based interactions. Methods A self-report questionnaire was conducted using valid and reliable items that were verified through previous studies that targeted in-service elementary school teachers across 34 schools in the J region. The data of 146 teachers was analyzed by a structural equation based on the technology acceptance model. Results Among the three factors of metaverse educational competency set as independent variables, metaverse teaching efficacy had a positive effect on metaverse use intention through perceived usefulness and ease of use. It was found that perceived usefulness had a greatest effect on the intention to use the metaverse. Conclusions This study demonstrates that in order to increase the intention of in-service elementary school teachers to use the metaverse, it is necessary to recognize that the application of classes incorporating the metaverse is both convenient and efficient. Not only that, it is important to improve the teaching efficacy of the metaverse class for in-service elementary school teachers.

교수자의 학습과 교수에 대한 개념(COLT) 척도의 한국판 타당화 연구

홍현미(Hyeonmi Hong),김경지(Kyong-Jee Kim),강영준(Youngjoon Kang) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.21

목적 본 연구에서는 의학교육 개선에 중요한 영향을 미치며 인구집단의 건강에 긍정적인 효과를 기대할 수 있는 의과대학 교수자의 학습과 교수 개념을 측정하기 위해 개발된 COLT 척도의 한국어판인 K-COLT에 대한 신뢰도와 타당도를 검증하였다. 방법 이를 위하여 제주대학교 의과대학, 동국대학교 의과대학, 전북대학교 의과대학 등 3개 의과대학에 소속된 교수자 154명을 대상으로 K-COLT를 이용한 자기기입식 조사를 실시하였다. 수집한 자료를 바탕으로 탐색적 요인분석, 확인적 요인분석, 신뢰도 분석을 실시하였다. 결과 K-COLT 척도는 3개 요인으로 구분되었으며, 원척도와는 다른 문항으로 구성되었다. 3개 요인은 각각 능동적 학습자 중심, 전문성 실천의 교수자, 상호 작용 학습환경으로 명명되었다. 결론 K-COLT 척도는 높은 신뢰도와 타당도를 가진 국내의 실정에 사용 가능한 척도임이 검증되었다. 원척도와 요인 구성의 차이가 나타난 것은 동서양의 문화와 사회적 상황의 차이에서 기인한 것으로 보이며, K-COLT 척도가 보다 한국의 의과대학 교수자의 학습과 교수에 대한 개념을 적절하게 반영하는 것으로 판단된다. 국내 학습과 교수에 대한 개념을 측정한 결과를 토대로 의과대학의 교수 개발에 적용할 수 있을 것이다. Objectives This study aimed to validate the Korean version of the COLT (K-COLT), an instrument for measuring medical faculty conceptions of learning and teaching. Methods The COLT scale was translated to Korean by the authors, and the questionnaires were administered to faculty members at 3 medical schools, 154 professors from three medical universities, Jeju National University Medical University, Dongguk University Medical University, and Chonbuk National University Medical University. To analyze the validity of the K-COLT, exploratory and confirmatory factor analysis were conducted. Cronbach’s α was analyzed to evaluate reliability. Results A total of 154 questionnaires were returned (approximately 51% response rate). The exploratory factor analysis identified three factors: (a) Learner Centeredness, (b) Professional Practice, and (c) Interactive Learning Environment. These three factors accounted for 54.868% of the variance. Cronbach’s alphas were 0.807, 0.744, and 0.736. Confirmatory factor analysis resulted in three factors, and CFI = 0.921, TLI = 0.9, RMSEA = 0.068, which demonstrated satisfactory goodness-of-fit indices. Reliability estimates of the three subscales were also satisfactory (Cronbach’s α = .74 - .81). Conclusions This study shows K- COLT appears to be a construct valid tool for measuring medical teachers’ conceptions of learning and teaching. The K- COLT can be a promising tool to improve faculty development in Korean medical schools

학교 따돌림 피해 경험이 청소년의 우울 증상에 미치는 영향 : 회복탄력성의 조절 효과를 중심으로

배정은,홍현미,김경민,정영은,김문두,윤보현,Bae, Jungeun,Hong, Hyeonmi,Kim, Kyung-Min,Jung, Young-Eun,Kim, Moon-Doo,Yoon, Bo-Hyun 대한불안의학회 2020 대한불안의학회지 Vol.16 No.1

Objective : The purpose of this study was to examine the effects of bullying victimization on depressive symptoms in adolescents, and to determine how depression depends on resilience. Methods : A total of 4,160 students were recruited, from middle and high schools in Goheung, Yeosu, and the Jangheung area of Jeollanam-do Province. All participants completed self-report questionnaires, that included demographic variables, the Beck Depression inventory (BDI) the School Bullying Self-Rating Questionnaire (SBSRQ), and the Resilience Test (RT). Results : Prevalence of depression was 30.3%. A total of 220 (5.3%) students were evaluated likely to be bullied and 45 (1.1%) students were evaluated very likely to be bullied. Depressive symptoms positively correlated with bullying victimization. Depressive symptoms and resilience, bullying victimization and resilience negatively correlated. Results from regression analyses indicated that, while controlling for a range of demographic variables, resilience moderated the association between bullying victimization and depressive symptoms. Conclusion : Based on the results, professionals must consider resilience for treatment to reduce depression in adolescents of bullying victimization.

우울 및 불안장애 환자에서 리질리언스와 감사 성향의 관련성

민정아,이원희,정영은,홍현미,채정호,Min, Jung-Ah,Lee, Won Hee,Jung, Young-Eun,Hong, Hyeonmi,Chae, Jeong-Ho 대한불안의학회 2022 대한불안의학회지 Vol.18 No.1

Objective : The levels of resilience and gratitude were examined in psychiatric patients with depression and/or anxiety disorders and compared to those of the general population. In addition, we analyzed the associations of positive affect, negative affect, depressive and anxiety symptoms, and gratitude on resilience in this patient population. Methods : The participants included a general population sample (n=155) and psychiatric outpatients with depression and/or anxiety disorders (n=108). All participants completed self-report questionnaires, which included demographic variables, the Connor-Davidson Resilience Scale (CD-RISC), the Gratitude Questionnaire-Six-Item Form (GQ-6), the Positive Affect Negative Affect Scale (PANAS), and the Hospital Anxiety and Depression Scale (HADS). Results : The CD-RISC and GQ-6 scores of patients with depression and/or anxiety disorders were significantly lower than those of the general population. In the patient population, hierarchical regression analysis showed that gratitude was significantly associated with resilience while controlling for a range of demographic and clinical variables. Conclusion : Patients with depression and/or anxiety disorder generally had lower resilience and gratitude. Moreover, our findings showed that gratitude could influence the levels of resilience in patients with depression and/or anxiety disorders.

포토보이스를 활용한 지역사회기반 지체장애인 환경교육 프로그램 연구

김민호(KIM, Min Ho),홍현미(HONG, Hyeonmi) 한국평생교육학회 2019 평생교육학연구 Vol.25 No.2

「환경교육법」제정(2008년)과 「평생교육법」개정(2016년) 이후 환경교육과 장애인 교육에 대한 관심은 많아졌지만, 장애인 환경교육에 대한 실천적, 이론적 관심은 매우 부족하다. 연구진은 최근 환경위기가 고조되고 있는 제주 지역에서 지체장애인, 장애인 교육자와 활동가, 교육공학 전문가 등의 검토 과정을 거친 뒤, 제주의 자연환경을 소재로 ‘포토보이스를 활용한 지체장애인 환경교육 프로그램’을 개발했다. 포토보이스는 본래 참여적 실천 연구방법의 하나이나, 사람들은 포토보이스 활동에 참여하며 자신과 세상의 삶을 성찰하고 사회변화를 꾀하는 등 의식화 교육의 성과를 보일 수 있다. 9명의 지체 장애인을 모집하여 ‘지체장애인에게 자연은 00이다.’ ‘지체장애 인이 자연과 함께 살아가는 것을 방해하는 것은 00이다.’ ‘지체장애인이 자연과 함께 살아가는 것을 돕는 것은 00이다.’라는 주제를 가지고 김영갑 갤러리 방문 및 촬영, 텃밭가꾸기 활동 및 촬영, 그리고 상호토론과 전시회 등을 실시했다. 일련의 프로그램을 시범 운영한 결과, 지체 장애인은 자연환경의 가치를 새롭게 인식했고, 자연과의 관계에서 자신의 삶을 성찰했을 뿐 아니라, 장애인과 비장애인 동행의 중요성, 장애인 환경교육의 과제와 대안 등을 탐색했다. 이후 사진 전시 회를 통해 자신의 목소리를 정책 당국에 전달하는 성과를 보였다. 끝으로 연구진은 이 프로그램의 강점과 개선점 분석을 통해 포토보이스 활용 지체장애인 환경교육의 이론적 의의와 실천적 시사점을 도출할 수 있었다. There have been few theoretical and practical interests in environmental education for physically challenged individuals even though the 「Environmental Education Act」 was established in 2008 and the 「Lifelong Education Act」 was revised in 2016. We developed an environmental education program using photovoice for physically challenged individuals based on the natural environment of Jeju Island. Photovoice is an educational method as well as a participatory action research, involving photograph, talking with peers and exhibiting activities. We recruited 9 physically challenged individuals and gave them a workbook with three questions, namely: (1) what nature means to them, (2) what prevents them from living with nature, and (3) what helps them live with nature. We proceeded to bring them to Kim Young-Gap Gallery and a home garden where they planted some vegetables, while letting them take some pictures in both places. We also facilitated to discuss the above three questions using photos taken at the gallery tour and garden activities. An exhibition of the results of their discussion with their photos was displayed. As results of implementing the program, we were able to help them recognize the value of the natural environment, understand the relationship between nature and themselves as well as between them and non-disabled people. They were also able to express their views on environmental education policies. In conclusion, we discussed the theoretical and practical implications of the environmental education program using photovoice for physically challenged individuals.