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RISS 인기검색어
- 검색키워드
- 저자 : Gruppen (검색결과 3 건)
- 무료
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Outcome-Based Medical Education: Implications, Opportunities, and Challenges
Larry Gruppen 한국의학교육학회 2012 Korean journal of medical education Vol.24 No.4
Outcome-based education (OBE) is a major reframing of how medical educators think about teaching, learning, and assessment. There are many alternative versions of OBE and the implications of this framework are not always well-understood. A review of the literature on OBE and an analysis of the educational implications suggest seven areas of contrast with traditional educational frameworks. Key contrasts center around how educational outcomes are defined, the emphasis of learning over teaching, the centrality of rigorous assessment, the need for flexibility and individualization in the curriculum, and shifting roles and responsibilities of teachers and learners. OBE has the potential for dramatic and even revolutionary changes in medical education. However, it carries with it significant challenges that include the expenses of additional assessment, uncertainty among students and faculty about their responsibilities, and complexities in planning and organizing the educational process. Instead, of whole-hearted adoption of the OBE model, most medical schools and residency programsare exploring OBE in small-scale “experiments” that will inform the field about the best ways to incorporate the critical features of OBE into medical education. Such experiments are invaluable for helping us better understand the promise and possibilities of OBE.
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Outcome-Based Medical Education: Implications, Opportunities, and Challenges
Larry D. Gruppen 한국의학교육학회 2012 Korean journal of medical education Vol.24 No.4
Outcome-based education (OBE) is a major reframing of how medical educators think about teaching, learning, and assessment. There are many alternative versions of OBE and the implications of this framework are not always well-understood. A review of the literature on OBE and an analysis of the educational implications suggest seven areas of contrast with traditional educational frameworks. Key contrasts center around how educational outcomes are defined, the emphasis of learning over teaching, the centrality of rigorous assessment, the need for flexibility and individualization in the curriculum, and shifting roles and responsibilities of teachers and learners. OBE has the potential for dramatic and even revolutionary changes in medical education. However, it carries with it significant challenges that include the expenses of additional assessment, uncertainty among students and faculty about their responsibilities, and complexities in planning and organizing the educational process. Instead, of whole-hearted adoption of the OBE model, most medical schools and residency programsare exploring OBE in small-scale “experiments” that will inform the field about the best ways to incorporate the critical features of OBE into medical education. Such experiments are invaluable for helping us better understand the promise and possibilities of OBE.
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Comparative study between an intensive small group teaching and a 1-year clinical practice on OSCE
김신재,우향옥,박민환,서지현,윤희상,박정제,전시영,화정석,Patricia Mullan,Larry D. Gruppen 고신대학교(의대) 고신대학교 의과대학 학술지 2018 고신대학교 의과대학 학술지 Vol.33 No.2
Objectives: Our school introduced a new curriculum based on faculty-directed, intensive, small-group teaching of clinical skills in the third-year medical students. To examine its effects, we compared the mean scores on an OSCE between the third- and fourth-year medical students. Methods: Third- and fourth-year students did rotations at the same five OSCE stations. They then completed a brief self-reporting questionnaire survey to examine the degree of satisfaction with new curriculum in the third-year students and clinical practice in the fourth-year students, as well as their perception of confidence and preparedness. We analyzed the OSCE data obtained from 158 students, 133 of whom also completed the questionnaire. Results: Mean OSCE scores on the breast examination and wet smear stations were significantly higher in the third-year group (P < 0.001). But mean OSCE scores of motor-sensory examination and lumbar puncture were significantly higher in the fourth-year group (P < 0.05). The mean OSCE scores had no significant correlation with satisfaction. In addition, the self-ratings of confidence had a high degree of correlation with satisfaction with new curriculum (r = 0.673) and clinical practice (r = 0.692). Furthermore, there was a moderate degree of correlation between satisfaction and preparedness in both groups (r = 0.403 and 0.449). Conclusions: There is no significant difference in the effect on the degree of clinical performance and confidence between an intensive-small group teaching and a 1-year clinical practice. If combined, intensive small group teaching and clinical practice would be useful to improve the degree of ability and confidence in medical students.
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