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가톨릭대학교 의과대학 의예과 교육과정 개발 및 편성 사례
유동미,강화선,Yoo, Dong-Mi,Kang, Wha Sun 연세대학교 의과대학 2017 의학교육논단 Vol.19 No.3
Premed education in the college of medicine at the Catholic University of Korea aims to promote student creativity and excellence in accordance with the mission of the college: to have a sense of calling, leadership, and competency. The Catholic Medical College premed curriculum includes 75 credits which are composed of 65 credits for required courses and 10 credits for elective courses. It consists of courses in basic science, medical science, liberal arts and humanities (premedical OMNIBUS). It also involves community programs in 'Vision and Mission,' 'Leadership Training,' and 'Academic Conference.' In addition, students are allowed self-directed choice of their courses and learning for one quarter.
의예과 교육과정의 자기주도 봉사체험 프로그램 개발 및 운영 경험을 통해 본 교육 컨설팅 사례 연구
유동미,강화선,성기헌,김평만,이인석 한국경영컨설팅학회 2020 경영컨설팅연구 Vol.20 No.3
The purpose of this study is to explore the educational outcomes and education consulting of a self-directed service learning program, the Good Work Project, for premedical students. The Good Work Project includes team activities as follows. First, all students build a team and develop a service learning subject for themselves. Second, they study a service learning subject for more than 10 hours during the summer vacation. Eventually, the participants share their experiences and achievements with each other. After the program, a survey was conducted to assess the program and to identify and analyze student attitudes about and satisfaction with the program. Questionnaires consisting of 25 (5-point Likert-type) items were developed, including questions about service experiences and orientation, learning outcomes and learning experiences, team activity and teamwork, and acknowledgement of the overall process of the program. We grouped 74 students into 18 teams and identified a number of service learning themes. Students were generally satisfied with the Good Work Project overall (M=4.00). Particularly high awareness was shown for three items: the value of community service, service should be sustained, and community service is a great thing, and a wonderful way to create positive change within the society. The Good Work Project helps enhance self-directed learning and reflection among students recognize by tasking them with designing service learning program for themselves. The service learning is an important teaching and learning tool in the area of the medical humanities. 의과대학 의예과 교육과정의 주 목적 중 하나는 예비 의사로서 학생들이 갖추어야 하는 바람직한 인성 함양이며, 특히 봉사활동은 이러한 인문사회의학 교육과정의 목표와 내용을 가장 효과적으로 전달할 수 있는 방법 중 하나다. 한편, 의학은 학문 분야의 특성상 끊임없이 새로운 정보와 기술이 개발되어 빠르게 적용됨에 따라 의사는 자신의 전문성을 유지하기 위해 자기주도학습능력을 바탕으로 평생학습을 할 수 있어야 한다. 이러한 배경에서 가톨릭 의과대학은 의예과 학생을 대상으로 가톨릭 정신을 바탕으로 한 자기주도적 봉사활동인 'Good Work Project' 프로그램을 개발, 적용하였으며, 본 연구는 인성교육과 자기주도적 학습 교육의 일환으로 개발된 의과대학 봉사활동 프로그램의 교육적 가능성과 교육 컨설팅의 사례로서 시사점을 탐색하는 것을 목적으로 한다. 가톨릭대학교 의과대학은 자기주도 봉사체험 프로그램인 'Good Work Project'를 개발하여 2015학년도 의예과 1학년을 대상으로 시행하였다. 또한 'Good Work Project' 프로그램에 대한 학생들의 만족도와 인식을 확인하기 위한 설문지(25개 문항, 5점 척도)를 개발하여 조사하였다. 자기주도 봉사체험 실습 프로그램 'Good Work Project'는 스스로 ‘Good Work Project’의 목표를 기획하고 이를 시행함으로써 함께 살아가는 존재로서 사회적 책임의 의미를 반추해 보고, 사회적 약자들에 대한 특별한 관심과 배려가 왜 필요한지를 깨닫는 것을 교육목표로 한다. 프로그램 시행 결과, 총 74명의 학생이 18개 조로 나뉘어 ‘Save The Nature’, ‘학교 시설 미화활동’, ‘아낌없이 포기하는 Vegetarian’, ‘구호동물 입양센터 봉사활동’ 등 다양한 주제와 형태의 봉사활동을 직접 기획하고 시행하였다. 프로그램을 시행 후 학생들의 인식을 조사한 결과, 전체적으로 평균 3.42에서 4.30사이의 만족도 결과를 보였다. 특히, ‘Good Work Project’의 과정을 통해 성취감을 느꼈고(M=4.07), 이 과정이 타인과 협력하는 능력을 키워주는데 도움이 되었다(M=4.07)의 응답이 다른 문항에 비해 높은 편이었다. 실제 현장에서 질병, 장애, 가난 등의 이유로 고통 받고 있는 사회적 취약계층을 직접 만나 봉사하는 경험은 다양한 사람들을 이해할 수 있는 기회이며, 환자에 대한 연민과 공감의 마음을 갖춘 의료인을 양성하기 위한 의과대학 인문사회학 교육과정의 교육목표를 달성하는데 효과적인 방법이다. 이 연구는 교육컨설팅의 구체적 활용과 방향성 제시 측면에서는 부족하다는 한계가 있으나, 의학 교육의 프로그램과 교육의 현상을 교육컨설팅 관점에서 탐색해 본 예시를 제시한다는 점에서 의미가 있다.
의예과 학생들의 리더십 교육 후 자기리더십과 자기효능감의 변화
유동미,강화선,Yoo, Dong-Mi,Kang, Wha Sun 연세대학교 의과대학 2016 의학교육논단 Vol.18 No.2
The purpose of this study was to elucidate to what extent the goals of the leadership training program implemented in a medical college were achieved. Study subjects consisted of 74 first-year premedical students at the College of Medicine of The Catholic University of Korea. All participants completed two questionnaires: an 18-item self-leadership questionnaire asking self-expectation, rehearsal, goal setting, self-rewards, self-judgment and constructive thinking, and a 28-item self-efficacy questionnaire asking preference toward difficult work, efficacy of self-control, and confidence before and after the leadership training program. Students also competed a program satisfaction survey after the program. The collected data were analyzed with a paired t-test, descriptive statistics by IBM SPSS ver. 20.0 (IBM Co., Armonk, NY, USA). Students' overall satisfaction with the program scored 4.06 out of 5. The scores of self-leadership and self-efficacy increased after the leadership training program except for 'confidence' in self-efficacy. The results indicate that an intensive leadership program in a short period of time could help to enhance social competencies such as communication skills, empathy, self-reflection, and teamwork of premedical students.
Evaluation of a portfolio-based course on self-development for pre-medical students in Korea
유동미,조아라,김선 한국보건의료인국가시험원 2019 보건의료교육평가 Vol.16 No.-
Purpose: We have developed and operated a portfolio-based course aimed at strengthening pre-medical students’ capabilities forself-management and self-improvement. In order to determine the effectiveness of the course and to establish future operational strategies, we evaluated the course and the students’ learning experience. Methods: The subjects of this study were 97 students of a pre-medical course “Self-development and portfolio I” in 2019. Their learning experience was evaluated through the professor’s assessment of portfolios they had submitted, and the program was evaluated basedon the responses of 68 students who completed a survey. The survey questionnaire included 32 items. Descriptive statistics were reported for quantitative data, including the mean and standard deviation. Opinions collected from the open-ended question weregrouped into categories. Results: The evaluation of students’ portfolios showed that only 6.2% of the students’ portfolios were well-organized, with specificgoals, strategies, processes, and self-reflections, while most lacked the basic components of a portfolio (46.4%) or contained insufficientcontent (47.4%). Students’ responses to the survey showed that regular portfolio personality assessments (72.1%), team (64.7%), andindividual (60.3%) activities were felt to be more appropriate as educational methods for this course, rather than lectures. Turning tothe portfolio creation experience, the forms and components of the portfolios (68.2%) and the materials provided (62.2%) were felt tobe appropriate. However, students felt that individual autonomy needed to be reflected more (66.7%) and that this course interferedwith other studies (42.5%). Conclusion: The findings of this study suggest that standardized samples, guidelines, and sufficient time for autonomous portfolio creation should be provided. In addition, education on portfolio utilization should be conducted in small groups in the future.
통합교육과정에서 녹화된 강의 동영상을 활용한 동료평가분석 연구
유동미,윤현배,이승희 한국의학교육학회 2015 Korean journal of medical education Vol.27 No.1
Purpose: The purpose of this study is to evaluate the effect of the peer review in an integrated curriculum and to guide furtherimprovements of curriculum. Methods: In 2012, Seoul National University College of Medicine implemented a peer review system for 11 courses in an integratedcurriculum. For each lecture, two reviewers conducted the rating using a 10-item questionnaire on a 4-point scale. We analyzedthe correlation between total scores and each item and the inter-rater reliability between the two reviewers by Pearson correlation. Further, the link between peer review scores and the student lecture evaluation was analyzed. Results: The mean total score for the checklist rating was 31.3 (out of 40.0), and the mean score for each item ranged from 2.65to 3.35 (out of 4.00). The correlation coefficient between the total score and each item was high, ranging from 0.656 to 0.849,except for three items. The mean of difference scores between reviewers was 5.03, and the correlation coefficient was significantlyhigh, which ranged from 0.968 to 0.999. The peer reviews scores and student lecture evaluations generally correlated, but therewere some outlying exceptions; the correlation coefficient was 0.105 and 0.093. Conclusion: Peer review is a useful method for improving the quality of lectures in an integrated curriculum by monitoring theobjectives, contents, and methods of the lectures and providing feedback to the professors.
동물실험 교육과정에서 윤리교육 강화의 필요성에 관한 연구
유동미,모효정 한국의료윤리학회 2014 한국의료윤리학회지 Vol.17 No.3
The biggest debate in the field of animal ethics revolves around animal experimentation. Various discussions surround experiments on animal subjects, and considerations of the animal’s scope or the animal subject’s treatment method, experimental method etc. differ for each individual situation. The majority of those against the use of animal subjects in laboratories are cleared of anthropocentrism in order to fundamentally evaluate the justification of animal experimentation and demand efforts in improving experimental methods and processes while minimizing the animal subject’s sacrifice and suffering. In laboratory, animal experiments are different from regular experiments because they involve the treatment of animal life. Because this context may create ethical conflicts, the researchers who implement experiments on animals must receive the appropriate training so that they can recognize this distinctiveness. However, if we examine the current training under animal experimentation, even university curriculums have barely developed this type of training and, what is worse, the part of the government that regulates animal experimentation provides little training in animal ethics. To counter balance negative awareness about animal experimentation, we must increase the utility of such experiments and diffuse awareness of animal welfare. We must strengthen training in animal ethics to create a peaceful coexistence between nature and humankind. 동물윤리에서 가장 큰 논쟁을 불러일으키는 영역은 동물실험이다. 다양한 분야에서 인간의 건강과 안전을 위해 동물실험이 실시되고 있지만 동물실험의 효용성에 대해서는 끊임없이 의문이 제기되고 있으며, 이는 동물실험에 관한 찬반 논쟁으로 이어지고 있다. 동물실험을 반대하는 대다수의 사람들도 인간중심주의에서 벗어나 동물실험의 정당성을 근본적으로 평가하고, 실험동물의 희생과 고통을 최소화하기 위해 실험 절차와 방법이 개선되어야 한다고 주장한다. 일반적인 실험실에서의 연구와 달리 동물실험에서는 동물의 생명이 취급된다는 점에서 윤리적 갈등이 야기될 수 있기 때문에, 동물실험을 실시하는 연구자들은 동물실험의 특수성을 고려한 교육을 받아야 한다. 그러나 동물실험에 관한 교육 현황을 살펴보면, 대학의 교과과정에서도 동물윤리에 관한 교육이 거의 이루어지지 않고 있으며, 심지어 동물실험에 관한 규제를 담당하고 있는 정부당국의 교육과정에서도 동물윤리는 교육 시수가 적게 배정되어 있었다. 동물실험에 대한 부정적 인식을 상쇄하고, 동물실험의 효용성을 높이면서 더 나아가 동물보호에 관한 사회적 인식을 확산시키고, 자연과 상생하는 인간사회가 되기 위하여 동물실험 교육과정에서의 윤리교육이 더욱 강화되어야 할 것이다.
유동미,조아라,김선 한국보건의료인국가시험원 2019 보건의료교육평가 Vol.16 No.-
PurposeThis study was conducted to identify suggestions for improving the effectiveness and promoting the success of the current problem-based learning (PBL) program at the Catholic University of Korea College of Medicine through a professor and student awareness survey. MethodsA survey was carried out by sending out mobile Naver Form survey pages via text messages 3 times in December 2018, to 44 medical students and 74 professors. In addition, relevant official documents from the school administration were reviewed. The collected data were analyzed to identify the achievement of educational goals, overall satisfaction with, and operational suitability of the PBL program. ResultsThe overall satisfaction scores for the PBL program were neutral (students, 3.27±0.95 vs. professors, 3.58±1.07; P=0.118). Regarding the achievement of educational goals, the integration of basic and clinical medicine and encouragement of learning motivation were ranked lowest. Many respondents expressed negative opinions about the modules (students, 25.0%; professors, 39.2%) and tutors (students, 54.5%; professors, 24.3%). The students and professors agreed that the offering timing of the program in medical school and the length of each phase were suitable, while opinions expressed in greater detail pointed to issues such as the classes being held too close to exams and their alignment with regular course units. ConclusionIssues with modules and tutors were the most pressing. Detailed and appropriate modules should be developed on the basis of advice from professors with experience in PBL tutoring. Inconsistencies in tutoring should be reduced by standardization and retraining.
Development and validation of a portfolio assessment system for medical schools in Korea
유동미,조아라,김선 한국보건의료인국가시험원 2020 보건의료교육평가 Vol.17 No.-
Purpose: Consistent evaluation procedures based on objective and rational standards are essential for the sustainability of portfolio-based education, which has been widely introduced in medical education. We aimed to develop and implement a portfolio assessment system, and to assess its validity and reliability. Methods: We developed a portfolio assessment system from March 2019 to August 2019 and confirmed its content validity through expert assessment by an expert group comprising 2 medical education specialists, 2 professors involved in education at medical school, and a professor of basic medical science. Six trained assessors conducted 2 rounds of evaluation of 7 randomly selected portfolios for the “Self-Development and Portfolio II” course from January 2020 to July 2020. These data are used inter-rater reliability was evaluated using intra-class correlation coefficients (ICCs) in September 2020. Results: The portfolio assessment system is based on the following process; assessor selection, training, analytical/comprehensive evaluation, and consensus. Appropriately trained assessors evaluated portfolios based on specific assessment criteria and a rubric for assigning points. In the analysis of inter-rater reliability, the first round of evaluation grades was submitted, and all assessment areas except “goal-setting” showed a high ICC of 0.81 or higher. After the first round of assessment, we attempted to standardize objective assessment procedures. As a result, all components of the assessments showed close correlations, with ICCs of 0.81 or higher. Conclusion: We confirmed that when assessors with an appropriate training conduct portfolio assessment based on specified standards through a systematic procedure, the results are reliable.
유동미,한재진 한국의학교육학회 2013 Korean journal of medical education Vol.25 No.2
Purpose: This study examined the use of the Tucker linear equating method in producing an individual student’s score in 3 groups with bridging stations over 3 consecutive days of the clinical performance examination (CPX) and compared the differences in scoring patterns by bridging number. Methods: Data were drawn from 88 examinees from 3 different CPX groups―DAY1, DAY2, and DAY3―each of which comprised of 6 stations. Each group had 3 common stations, and each group had 2 or 3 stations that differed from other groups. DAY1 and DAY3 were equated to DAY2. Equated mean scores and standard deviations were compared with the originals. DAY1 and DAY3 were equated again, and the differences in scores (equated score-raw score) were compared between the 3 sets of equated scores. Results: By equating to DAY2, DAY1 decreased in mean score from 58.188 to 56.549 and in standard deviation from 4.991 to 5.046, and DAY3 fell in mean score from 58.351 to 58.057 and in standard deviation from 5.546 to 5.856, which demonstrates that the scores of examinees in DAY1 and DAY2 were accentuated after use of the equation. The patterns in score differences between the equated sets to DAY1, DAY2, and DAY3 yielded information on the soundness of the equating results from individual and overall comparisons. Conclusion: To generate equated scores between 3 groups on 3 consecutive days of the CPX, we applied the Tucker linear equating method. We also present a method of equating reciprocal days to the anchoring day as much as bridging stations.
유동미,한재진,어은경,Yoo, Dong-Mi,Han, Jae-Jin,Eo, Eun-Kyung 연세대학교 의과대학 2014 의학교육논단 Vol.16 No.1
The purposes of this study were to identify and analyze students' attitudes and satisfaction to the portfolio process and assessment for the Introduction to Clinical Medicine course at Ewha Womans University School of Medicine in Seoul, Korea. The subjects consisted of 64 medical school students. Questionnaires consisting of 20 5-point Likert-type items were developed, including three question domains: 1) orientation, 2) portfolios in general, 3) individualized feedback. The mean and median were found and frequency analysis was performed to identify the common characteristics of the participants. A major finding was that 54.7% of the respondents felt that the self-reflection involved in building the portfolio was a valuable learning experience. Plus, the majority of respondents perceived that the individualized feedback had a positive tone and its contents were specific, practical, and constructive. The students perceived that building and writing portfolios heightened their understanding of exit learning outcomes and enhanced their reflective thinking and self-directed learning skills. Meanwhile, some students perceived that there was too much paperwork in the portfolio process and that the process was time consuming. Furthermore, 32.8% of the respondents said that they had difficulty establishing their learning strategies by themselves and self-directing their learning during the portfolio process. In conclusion, it is expected that building a portfolio can help students not only to enhance their ability to accumulate and use their personal learning resources but also to develop the professional qualities required by doctors, such as self-directed learning, self-reflection, lifelong learning, team work, organizational skills, time management and prioritization, and professional thinking and behavior.