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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.

      • KCI등재

        인제대학교 의과대학 의예과 교육과정 개발과 편성 사례

        윤유상,윤보영,정도운,이종태,주현정,Yoon,,Yoo,Sang,Yoon,,Bo,Young,Jung,,Do-Un,Lee,,Jong-Tae,Ju,,Hyunjung 연세대학교 의과대학 2017 의학교육논단 Vol.19 No.3

        One important purpose of premedical education is to help students attain core competencies during the two-year premedical program. Since premedical curriculum is the foundation of medical education, it is necessary to develop the premedical curriculum in accordance with the overarching curriculum of a medical school. Inje University's College of Medicine (IUCM) has attempted to integrate competency-based medical education into the premedical education curriculum. The revised premedical curriculum aims to develop students' intrinsic competencies during premedical years. In an effort to do so, IUCM defined competencies for premedical education, analyzed and designed premedical courses according to the defined competencies, and suggested learner-centered instructional methods. As a result of implementing the revised premedical curriculum, students have reported both positive experiences and difficulties. Based on the results, it will be necessary to continuously improve the premedical curriculum as well as develop appropriate methods for evaluating student achievement of the defined competencies.

      • KCI등재

        의과대학 학생의 온라인 수업에 대한 인식 및 학습행동에 관한 질적 연구

        강예지,김도환,Kang,,Yeji,Kim,,Do-Hwan 연세대학교 의과대학 2021 의학교육논단 Vol.23 No.1

        Since the emergence of coronavirus disease 2019 (COVID-19), medical schools have experienced a sudden, full-scale transition to online classes. As the COVID-19 pandemic continues, it is important to evaluate current educational programs and to assess their implications. This study explored perceptions of online classes and learning behavior among medical students. Twenty preclinical medical students were interviewed in focus groups for 2 months. They generally expressed positive perceptions about online classes, and in particular, positively assessed the ability to lead their individual lifestyles and study in comfortable environments with fewer time and space constraints. Students thought that the online environment provided a fair chance of facilitating positive interactions with the professor and considered communication with the professor to be an important factor only when it was related to the class content or directly helped with their grades and careers. Students also had negative views, such as feeling uncertain when they could not see their peers' learning progress and assess themselves in comparison and feeling social isolation. Learning behaviors have also changed, as students explored their learning styles and adapted to the changed learning environment. Students expanded their learning by using online functions. However, students sometimes abused the online class format by "just playing" the lecture while not paying attention and relying on other students' lecture transcripts to study. The results of this study are hoped to provide a useful foundation for future research on online class-based teaching and learning.

      • KCI등재
      • KCI등재

        서울대학교 의과대학 의예과 교육과정 개발과 편성 사례

        윤현배,이승희,황진영,Yoon,,Hyun,Bae,Lee,,Seung-Hee,Hwang,,Jinyoung 연세대학교 의과대학 2017 의학교육논단 Vol.19 No.3

        The main points of issue with the former premedical curriculum of Seoul National University College of Medicine (SNUCM) were the absence of educational objectives, decline in student motivation caused by uniform education, students' lack of a sense of belonging, and lack of humanistic education. In accordance with these issues, there were five aspects considered for the improvement of the premedical curriculum: reform based on the newly established educational objectives that corresponds with the 6-year medical school curriculum as a whole, expansion of elective courses and the development of personalized curriculum for the improvement of students' learning motives, expansion of social sciences and humanities curriculum for the development of students' capabilities as good doctors, active participation of medical professors in premedical education, and expansion of informal education and the student support program. According to the assessment done after the implementation of the reformed curriculum, premedical students were gratified with its establishment and management of multifarious liberal arts and major subjects. In preparation of the more rigorous entrance quota of the premedical school at SNUCM, there is ongoing reform of required major subjects and establishment of new subjects in the premedical curriculum in pursuit of unity with the 6-year medical curriculum. Moreover, there is ongoing development of an e-portfolio system for the association of premedical and medical education, integration of formal and informal curriculum, and reinforcement of student observation and formative evaluation. Further discussion on the assessment and betterment of premedical curriculum is needed.

      • KCI등재

        영남대학교 의과대학 의예과 교육과정 개발과 편성 사례

        김성용,Kim,,Seong,Yong 연세대학교 의과대학 2017 의학교육논단 Vol.19 No.3

        After Yeungnam University's College of Medicine was established in 1979, the curriculum for a preclinical medical education course was developed and implemented. Several modifications have since been made to the curriculum which was driven by changes in national policies and in the medical education environment. In recent years, it has become necessary to complement the weaknesses or shortcomings in the curriculum that were discovered during the basic medical education assessment process of the medical college. Since 2009, Yeungnam University has run two medical courses: a 6-year college of medicine course and a 4-year medical school course. However, as a result of changes in national policy, Yeungnam University decided to offer only the 6-year college of medicine course with an entirely new curriculum which will be implemented in 2017. The new curriculum for the preclinical medical education course consists of 36 credits of cultural essentials courses, 44 credits of major required courses, and 2 credits of major elective courses. The curriculum development requires the support of the university and/or college, the ensured independence of the curriculum development organization, and the cooperation and attention of fellow professors. Continuous efforts are needed to check, evaluate, and improve the curriculum.

      • KCI등재

        가상시나리오를 활용한 의과대학 학사편입학 지원자의 윤리적 의사결정능력

        김도환,김은정,황진영,신좌섭,이승희,Kim,,Do-Hwan,Kim,,Eun,Jeong,Hwang,,Jinyoung,Shin,,Jwa-Seop,Lee,,Seunghee 연세대학교 의과대학 2016 의학교육논단 Vol.18 No.2

        Assessment tools for non-academic qualities such as ethics frequently employ hypothetical scenarios to lay out a contextual framework underlying the corresponding criteria of assessment. Due to the context-specific nature of the assessment criteria, details of the scenarios become very important in obtaining accurate results. This study aims to explore how medical school applicants differ in ethical decision making depending on the types of ethical dilemma scenarios, and how they correlate with academic achievements after admission. In 2014, all 82 applicants invited for an admission interview for a graduate-entry program were asked to complete a questionnaire comprised of 13 hypothetical scenarios. There were three domains (unethical business decisions, unethical academic decisions, and sexual quid pro quos) and participants were made to choose between the profitable-but-unethical choice or the unprofitable-but-ethical choice, using a four-point Likert-type scale. On average, tendencies toward unethical decisions were lowest for sexual favors ($1.34{\pm}0.46$), and highest for gaining academic advantages ($2.22{\pm}0.56$). Unethical decisions for academic advantages and sexual benefits showed significant correlation respectively with the female gender and those who graduated from overseas universities. In addition, the propensity for choosing unethical academic decisions was significantly correlated with high academic achievements in medical school (r=0.396). Not only does this study demonstrate that different levels of ethical decision making depend on the scenarios, but also those differences may be a determinant factor in subsequent academic performances in medical school. In conclusion, given the possible influence of the details of the hypothetical scenarios to the applicant's responses, careful consideration must be given during their development.

      • KCI등재

        의과대학 선택교육과정의 운영절차와 만족도 평가

        김도환,최영휴,한상윤,신좌섭,이승희,Kim,,Do-Hwan,Choi,,Young-Hyu,Han,,Sang,Yun,Shin,,Jwa-Seop,Lee,,Seunghee 연세대학교 의과대학 2017 의학교육논단 Vol.19 No.2

        The necessity of embracing selective courses in medical curriculum is increasing due to the expansion of medical knowledge and changes in the health care environment. In contrast to the abundant evidence regarding elective or selective courses during the clinical phase, articles focusing on the preclinical period are relatively scarce. This study aims to explore the development, implementation, and evaluation of newly-adopted selective courses in the first-year medical curriculum in a medical school which recently underwent a major curricular revision. First of all, the Curriculum Committee established goals and operating principles of the courses, and then the committee encouraged all participating professors to attend a related faculty development workshop after finalizing the list of courses. A survey was conducted at the end of each course for evaluation. Of the 36 courses opened in 2016, the overall satisfaction of students was $4.98{\pm}1.06$ (out of 6) and showed a strong correlation with students' previous expectations, reasoning- and participation-oriented teaching, and outcome of the courses including increased motivation. In the open-ended responses, students and professors described not only intended outcomes such as acquisition of medical knowledge and increased interest in new topics, but also unintended outcomes including positive impression for selective courses and even high satisfaction and rewarding experiences, especially from the teachers' perspective. Although long-term outcomes remain to be seen, the results of this study show the feasibility and impact of selective courses and will contribute to effective implementation in other medical schools.

      • KCI등재
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