성과중심교육과정 개발절차에 대한 고찰

안재희,양은배,Ahn, Jae Hee,Yang, Eunbae B. 연세대학교 의과대학 2013 의학교육논단 Vol.15 No.1

An outcome-based curriculum is perceived to be one alternative educational approach in medical education. Nonetheless, it is difficult for curriculum developers to convert from traditional curriculum to an outcome-based curriculum because research documenting its development process is rare. Therefore, this study aims to introduce the development process and method of outcome-based curriculum. For the purpose of this study, we used diverse data analyses, such as an existing literature search, development model analysis, and case analysis. We identified five phases from the analysis. First, the curriculum developers analyze the physician's job or a high performer in a medical situation. Second, curriculum developers extract outcomes and competencies through developing a curriculum, affinity diagraming, and critical incident interviews. Third, curriculum developers determine the proficiency levels of each outcome and competency evaluation methods. Fourth, curriculum developers conduct curriculum mapping with outcomes and competencies. Fifth, curriculum developers develop an educational system. Also, it is important to develop an assessment system for the curriculum implementation in the process of developing the outcome-based curriculum. An outcome-based curriculum influences all the people concerned with education in a medical school including the professors, students, and administrative staff members. Therefore, curriculum developers should consider not only performance assessment tools for the students but also assessment indicators for checking curriculum implementation and managing curriculum quality.

한국 의학교육에서 성과기반교육에 대한 고찰

박혜진,김유라 인문사회 21 2020 인문사회 21 Vol.11 No.4

역량기반교육은 단순한 지식 습득을 넘어 다양한 학문분야의 연계와 통합을 통해 새로운 지식과 가치의 창출할 수 있는 역량을 기르는 것을 목적으로 한다. 이러한 사회적・교육적 흐름 속에서 역량기반교육과 함께 성과기반교육이 출현하였다. 이에 본 연구는 문헌분석을 통해 역량기반교육의 개념과 의학교육에서 성과기반교육을 고찰하고 성과기반 교육 창시자인 Spady의 연구를 검토하여 의과대학 교육의 방향을 고찰하였다. 그 결과 의학교육에서 성과와 역량은 유사한 용어로 사용되나 Spady는 역량기반 교육의 하나로 성과기반교육으로 정의하였고, 역량기반교육 보다 성과기반교육에서 더 많은 원리, 철학, 지향점이 있음을 확인하였다. 또한 Spady의 성과기반교육의 변천을 분석하였다. 본 연구는 성과기반교육을 교육 실제에 적용하는데 기술적인 도움을 주는데 한계가 있지만, 이를 통한 교육적 개선과 실제 교육과정 적용에 교육적 함의를 제공할 수 있을 것으로 기대한다. The competence based education aims to develop new knowledge and values ​​through the connection and integration of various academic fields, beyond simple knowledge acquisition. In this social and educational flow, outcome based education emerges along with competence based education. Through literature analysis, this study studied the concept of competence based education and outcome-based education in medical education, and examined the research of Spady, the founder of outcome based education, to examine the direction of medical school education. As a result, in medical education, outcome and competency are used in similar terms, but Spady was defined as outcome based education as one of competence based education. We also analyzed the transition of Spady’s outcome based education. Although this study has limitations in providing technical assistance in applying outcome based education to educational practice, it is expected that this will provide educational implications for educational improvement and practical curriculum application.

An analysis of verbs used in the course outcomes of outcome-based integrated courses at a medical school based on the taxonomy of educational objectives

Sanghee Yeo 한국의학교육학회 2019 Korean journal of medical education Vol.31 No.3

Purpose: The purposes of this study were to analyze the course outcomes of integrated courses of a medical school that introduced an outcome-based curriculum and to suggest ways to improve techniques in the description of outcomes. Methods: In order to investigate the course outcomes of 39 courses in the first and second grades at Kyungpook National University School of Medicine in Korea, verbs for the course outcome were classified according to Bloom’s taxonomy and frequency analysis was completed. The appropriateness of use of verbs in description of the outcomes was also analyzed. Results: The total number of course outcomes for both grades was 497. The number of course outcomes per credit ranged from a minimum of 0.9 to a maximum of 22.0. Most of the course outcomes were classified as the comprehension domain according to Bloom’s taxonomy. The most frequently used verb was “explain,” accounting for 61.0% (n=303) of the entire course outcome verbs. Some verbs in the outcomes, however, were unmeasurable. Conclusion: The major findings of this study include the followings. First, the number of course outcomes varied according to courses. Second, several course outcomes included unmeasurable verbs. Finally, most of the verbs used to describe course outcome belonged to the two lower levels of Bloom’s taxonomy—knowledge and comprehension. In order to improve the description of course outcomes, this study suggests that it is necessary to adjust the number of course outcomes, applicate overt behavior verbs, and elevate the level of course outcomes from the lower memorizing level to the higher application level.

국가직무능력표준(NCS) 기반 교육과정에 대한 학생들의 이해도가 수업만족도, 교육성과 및 취업가능성에 미치는 영향

임대규,오원정 한국상업교육학회 2019 상업교육연구 Vol.33 No.6

The purpose of this study is to investigate the effect of students’ understanding of NCS-based curriculum on class satisfaction, educational outcomes, and employability. For this purpose, a questionnaire survey was conducted among students who took classes in taxation and accounting courses using the NCS-based curriculum. The understanding of NCS-based curriculum is divided into understanding of components, understanding of competence units, understanding of learning modules. And we analyzed empirically the effect of NCS-based curriculum on class satisfaction, educational outcomes and employability. As a result of the empirical analysis, the comprehension (components, competence units, learning modules) of NSC-based curriculum has a significant positive effect on class satisfaction, educational outcomes and employability. In addition, as a result of analyzing the mediating effect of class satisfaction and educational performance on employability, only the understanding of competence units among the NSC-based curriculum had a significant effect on employability. The results of this study show that students' understanding of NSC-based curriculum has a direct impact on class satisfaction and educational outcomes, but it dosen’t have a direct impact on employability.

An analysis of verbs used in the course outcomes of outcome-based integrated courses at a medical school based on the taxonomy of educational objectives

여상희 한국의학교육학회 2019 Korean journal of medical education Vol.31 No.3

Purpose: The purposes of this study were to analyze the course outcomes of integrated courses of a medical school that introduced an outcome-based curriculum and to suggest ways to improve techniques in the description of outcomes. Methods: In order to investigate the course outcomes of 39 courses in the first and second grades at Kyungpook National University School of Medicine in Korea, verbs for the course outcome were classified according to Bloom’s taxonomy and frequency analysis was completed. The appropriateness of use of verbs in description of the outcomes was also analyzed. Results: The total number of course outcomes for both grades was 497. The number of course outcomes per credit ranged from a minimum of 0.9 to a maximum of 22.0. Most of the course outcomes were classified as the comprehension domain according to Bloom’s taxonomy. The most frequently used verb was “explain,” accounting for 61.0% (n=303) of the entire course outcome verbs. Some verbs in the outcomes, however, were unmeasurable. Conclusion: The major findings of this study include the followings. First, the number of course outcomes varied according to courses. Second, several course outcomes included unmeasurable verbs. Finally, most of the verbs used to describe course outcome belonged to the two lower levels of Bloom’s taxonomy—knowledge and comprehension. In order to improve the description of course outcomes, this study suggests that it is necessary to adjust the number of course outcomes, applicate overt behavior verbs, and elevate the level of course outcomes from the lower memorizing level to the higher application level.

한국에서 역량바탕의학교육의 성공적인 실행을 위한 제언

윤보영,최익선,김세진,박효진,주현정,이병두,이종태,Yoon, Bo Young,Choi, Ikseon,Kim, Sejin,Park, Hyojin,Ju, Hyunjung,Rhee, Byoung Doo,Lee, Jong-Tae 연세대학교 의과대학 2015 의학교육논단 Vol.17 No.3

Competency-based medical education (CBME) is an outcome-oriented curriculum model for medical education that organizes learning activities and assessment methods according to defined competencies as the learning outcomes of a given curriculum. CBME emerged to address the accountability of medical education in response to growing concerns about the patient safety in North America in the 1970s, and the number of medical schools adopting CBME has dramatically increased since 1990. In Korea, CBME has been under consideration as an alternative curriculum model to reform medical education since 2006. The purpose of this paper is three-fold: (1) to review the literature on CBME to identify the challenges and benefits reported in North America, (2) to summarize the process and experiences of planning and implementing CBME at Inje University College of Medicine, and finally (3) to provide recommendations for Korean medical schools to be better prepared for the successful adoption of CBME. In conclusion, one of the key factors for successful CBME implementation in Korea is how well an individual school can modify the current curriculum and rearrange the existing resources in a way that will enhance students' competencies while maximizing the strengths of the school's existing curriculum.

Changing Educational Landscape from Traditional to Outcomes-based Education in South Korea

Simpao, Kristine Joy Santiago 사단법인 미래융합기술연구학회 2021 아시아태평양융합연구교류논문지 Vol.7 No.6

This research aimed to identify the role of OBE in changing the educational landscape through examining the correlation of Outcomes-based Education to student grade, teacher’s performance, student knowledge, teacher’s extent of experience, and practice of OBE. This study analyzes the role of OBE teaching method in educational change in South Korea as a baseline to develop an education framework as a guide of the department in its readiness for the paradigm-shift to outcomes-based systems model of higher education. The respondents utilized controlled achievement tests, structured questionnaires, student and professor’s performance grades, and interview guides in accumulating qualitative and quantitative data from the respondents. The finding denotes that outcomes-based education correlates with student grade, teacher’s performance, student knowledge of OBE, teachers’ extent of OBE expertise, and teaching method. This result implies that outcomes-based education learning, and assessment approaches are effective mechanisms in improving the student’s educational experiences and, at the same time, a useful tool for enhancing South Korea’s educational system in modern times. This research implies that the OBE system can assists educators in designing a curriculum to give students the knowledge and skills they need to demonstrate the learning outcomes. The recommends the development and adaptation of an outcome-based framework towards designing research and development-oriented OBE curriculum for the International Commerce Department of Keimyung University.

성과바탕 교육과정 개편방향 설정을 위한 기초연구

유효현 한국의학교육학회 2014 Korean journal of medical education Vol.26 No.4

Purpose: The purpose of this study is to provide basic information that can be used to guide alterations in an outcome-basedcurriculum by analyzing the current curriculum. Methods: A survey was administered to 103 juniors, 90 seniors, and 97 professors in Chonbuk National University Medical Schoolon the importance of subgraduate and graduate outcomes, the appropriate curriculum to graduate, operational satisfaction, andself-judged achievement. Results: There were significantly meaningful gaps in the importance of graduate and subgraduate outcomes. However, studentsconsidered other competencies, except for medical research, more important. The survey data on the appropriate curriculum forgraduation and on the operational satisfaction with the curriculum show that overall reorganization of the curriculum is needed. Students felt that they achieved 50 to 60 of 100 with regard to graduate outcomes. Further, students recognize that there are nodifferences in achievement level between genders. But, they believe that seniors achieve more than juniors. Conclusion: A multilateral basic analysis can be useful to guide the improvement of an outcome-based curriculum to help graduatesacquire the ability to provide basic medical treatment.

기존 교육과정에서의 성과바탕 의학교육 이론 적용

홍영선,한재진,김정아,최희정,윤주천,정혜경,김한수 이화여자대학교 의과학연구소 2017 EMJ (Ewha medical journal) Vol.40 No.1

Objectives: This paper aims to describe an outcome-based curriculum development process at a medical school that has difficulty in advancement from the higher stage outcomes to the individual lesson outcomes, and to propose a way to implement it practically. Methods: We reviewed the objectives, strategies and previous products of the school’s taskforce activities and suggested the principle of bidirectional approaches of outcome based curriculum development. Results: The developing strategy identified such as firstly, the evaluation of present curriculum and then, the review of the outcomes developed previously with considering the nation-wide environmental change in medical education. Then, we selected one example course which was focused the resources of the school to, and finally the product of the example course was propagated to the other courses with central monitoring. Conclusion: Bidirectional model of ‘Top-down’ plus ‘Bottom-up’ approaches could be an efficient way to develop the outcome-based curriculum in a medical school, which has difficulties to advance the developing process due to various reasons including limited resources.

Students’ self-assessment of achievement of terminal competency and 4-year trend of student evaluation on outcome-based education

여상희,장봉현 한국의학교육학회 2019 Korean journal of medical education Vol.31 No.1

Purpose: This study was designed to allow a student at School of Medicine, Kyungpook National University (KNUSOM) to self-assess how well they had achieved competency and to analyze the differences and trends of the scores by year. Furthermore, students are asked to evaluate the need for curriculum improvement by competency, the tendency of the score is analyzed by year, and the results are reflected in the improvement of the curriculum. Methods: We conducted a questionnaire survey for fourth-year students of KNUSOM who took medical education classes from 2015 to 2018. Questionnaire items were evaluated on the basis of their current achievement of 30 subordinate competencies of competency and the degree of necessity with respect to revising the curriculum. One-way analysis of variance was performed for the yearly difference analysis. Results: The students’ scores on the graduation competency were 2.03 to 4.06. In the yearly difference analysis, there was no significant difference in the average of 30 total competencies, but 16 of the sub-competencies showed significant year-to-year differences. The scores for the 30 graduation competencies were different for each year, but the competencies showing high scores and low scores were found to be similar each year. Conclusion: We found that the achievement level of the students was approximately 60% to 70%. We were able to confirm the contents of the education that the students continuously demand. The curriculum trend graphs for each year showed that the students‘ scores improved when the curriculum was being revised. We found that it is necessary to accept the students’ self-evaluation reliable as the students indicated that the contents of the curriculum should be added to the areas where the contents were lacking in the present curriculum.