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노혜린,Roh, HyeRin 연세대학교 의과대학 2010 의학교육논단 Vol.12 No.2
This study is aimed to reflect non-cognitive traits that should be assessed in admissions interviews for medical school applicants, with the goal being to increase the reliability of the admissions interview. The admissions interview is valued for its ability to assess noncognitive and nonteachable attributes of good doctors, especially which cannot be evaluated with other admission assessment tools. Various characteristics of applicants including age, gender, exam scores, and nonverbal communication were found to have influenced the interview results. Bias from interviewers was a significant factor in the results of the interview. A Structured interview in multiple stations such as the Multiple Mini-Interview showed the highest reliability and validity. To make the interview fair, no information about the applicants was provided to the interviewers and interviewers were recruited from different backgrounds. There have been few research papers on admission interviews in Korea. Active research on the qualities of good doctors and effective and reliable admission interview methods should be encouraged. A strategy should be developed to overcome the philosophical obstacles that medical school professors want to admit academically excellent applicants.
노혜린,Roh, HyeRin 연세대학교 의과대학 2021 의학교육논단 Vol.23 No.1
This review of the literature explored the experiences and effects of peer-assisted learning in basic medical education. Peer-assisted learning is most commonly utilized to teach clinical skills (including technical skills) and medical knowledge (76.4%). It has also been used, albeit less frequently, to facilitate small-group discussions including problem-based learning, to promote students' personal and professional development, to provide mentoring for career development and adaptation to school, to give tutoring to at-risk students, and to implement work-based learning in clinical settings. Near-peer learning is a common type. The use of active learning techniques and digital technology has been increasingly reported. Students' leadership had frequently been described. Student tutor training, programs for teaching skills, institutional support, and assessments have been conducted for effective peer-assisted learning. There is considerable positive evidence that peer-assisted learning is effective in teaching simple clinical skills and medical knowledge for tutees. However, its effects on complex skills and knowledge, small-group discussions, personal and professional development, peer mentoring, and work-based learning have rarely been studied. Additionally, little evidence exists regarding whether peer-assisted learning is effective for student tutors. Further research is needed to develop peer-assisted learning programs and to investigate their learning effects on student tutors, small-group discussion facilitation, personal and professional development, peer mentoring, and peer-led work-based learning in the clinical setting in South Korea. Formal programs and system advancement for a student-led learning culture is needed for effective peer-assisted learning.
노혜린,Roh, HyeRin 연세대학교 의과대학 2016 의학교육논단 Vol.18 No.3
The aim of this study is to provide the background of developing guides to clinical performance and basic clinical skills and to introduce how to teach and learn using the guide. The students' performance problems presented in an objective clinical skills examination were disease-centered tertiary hospital clinical care, incomplete performance, doing by rote, and an exam-oriented learning attitude. The problems were caused by a tertiary hospital-based educational environment as well as schools and faculty who are unfamiliar with the concept of patient-centered care. The purpose of the guide to clinical performance and basic clinical skills is to overcome these problems and address the causes. The guides show a clinical presentation approach to primary care; clinical care integrated with knowledge, skills, and attitude; a schematic approach; and a patient-centered attitude. To achieve these goals, a strategy to change the educational culture is important. Curricular reform, faculty development, and improving educational facilities and environments are suggested.
인제대학교 의과대학의 성과바탕교육과정 개발실례 및 결과 소개
이종태,이병두,노혜린,Lee, Jong-Tae,Rhee, Byoung Doo,Roh, Hye Rin 연세대학교 의과대학 2013 의학교육논단 Vol.15 No.1
This paper focuses on the outcome-based curriculum of Inje University College of Medicine to describe our curriculum development process and results. Starting in 2006, we have revised the curriculum based on the competency-based clinical presentation curriculum. We stated clearly the learning outcomes from the social needs and educational goal of our university. We defined 8 exit outcomes and specified phase outcomes, course outcomes, lesson outcomes, and outcome objectives. By 2012, we identified 128 clinical presentations and 149 basic scientific concepts. Various evaluation and assessment methods and teaching-learning strategies were assigned to each outcome. Problem-based learning, standardized patient practice, and learning portfolios are the main strategies of our curriculum. We have performed a progress test to assess the level of achievement of students' outcomes. We have also collected feedback from students and faculty members about the curriculum, including every lesson, course, and the overall curriculum. To maintain this change of the curriculum, we reorganized the curriculum committee, educational faculty and teams, and administrative support system. To fine tune this curriculum, we have held three 3-day workshops on curriculum development and weekly meetings. We believe this is just the beginning of developing the curriculum of Inje University. Further upgrades will be necessary to continue to improve medical education.
Modified Delphi 법을 이용한 의료 커뮤니케이션 교재 범위 설정
김대현 ( Dae Hyen Kim ),노혜린 ( Hey Rin Roh ),신좌섭 ( Jwa Seop Shin ),박훈기 ( Hoon Ki Park ),박일환 ( Eal Whan Park ),성낙진 ( Nak Jin Sung ),임인석 ( Inseok Lim ),이건호 ( Geon Ho Lee ) 대한의료커뮤니케이션학회 2011 의료커뮤니케이션 Vol.6 No.1
To determine the contents and range of the textbook of communication in healthcare, using Modified Delphi method, experts committee group was launched by Korean Association of Medical College and Korean Academy on Communication in Healthcare. Basic contents was composed after review of 4 international guidelines (SEGUE, Kalamazoo Consensus, Calgary-Cambridge Guides, Macy guide) and 2 domestic guidelines. The basic contents was revised according to professors who is in charge of medical communication in 41 Korean medical schools. 15 chapters (4 introduction chapters, 2 practice process chapters, 9 challenging situations chapters) was decided by 4 committee group meetings and 2 review questionnaires. Revision and update need to be done according to the medico-social consensus. And more specific guideline need to be formulated by many healthcare personnel.