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      효과적인 임상실습을 위한 교육병원의 역할 = The Role of the Teaching Hospital in the Effective Clerkship

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      https://www.riss.kr/link?id=A101705386

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      다국어 초록 (Multilingual Abstract)

      A teaching hospital is a place where both patient care and learning occur together. To identify the role of the teaching hospital in an effective clerkship, we first determined the features of workplace learning and the factors that affect learning in the workplace, and then we proposed a role for the teaching hospital in the clinical clerkship. Features of learning in a clerkship include learning in context, and learning from patients, supervising doctors, others in the team, and colleagues. During the clerkship, medical students learn in three-way learner-patient-teacher relationships, and students' participation in the tasks of patient care is crucial for learning. Factors that influence learning in the workplace are associated with tasks, context, and learner. Tying the three factors together, we proposed a role for the teaching hospital in the three categories: involvement in the tasks of patient care, engagement in the medical team, and engagement in the learning environment and system. Supervising doctors and team members in a teaching hospital support students' deep participation in patient care, while improving the learning environment through organizational guidelines and systems. Gathering both qualitative and quantitative data for the evaluation of a teaching hospital is important.
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      A teaching hospital is a place where both patient care and learning occur together. To identify the role of the teaching hospital in an effective clerkship, we first determined the features of workplace learning and the factors that affect learning in...

      A teaching hospital is a place where both patient care and learning occur together. To identify the role of the teaching hospital in an effective clerkship, we first determined the features of workplace learning and the factors that affect learning in the workplace, and then we proposed a role for the teaching hospital in the clinical clerkship. Features of learning in a clerkship include learning in context, and learning from patients, supervising doctors, others in the team, and colleagues. During the clerkship, medical students learn in three-way learner-patient-teacher relationships, and students' participation in the tasks of patient care is crucial for learning. Factors that influence learning in the workplace are associated with tasks, context, and learner. Tying the three factors together, we proposed a role for the teaching hospital in the three categories: involvement in the tasks of patient care, engagement in the medical team, and engagement in the learning environment and system. Supervising doctors and team members in a teaching hospital support students' deep participation in patient care, while improving the learning environment through organizational guidelines and systems. Gathering both qualitative and quantitative data for the evaluation of a teaching hospital is important.

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      참고문헌 (Reference)

      1 Ashley, P., "‘They’ve all got to learn’: Medical students’ learning from patients in ambulatory (outpatient and general practice) consultations" 31 (31): e24-e31, 2009

      2 Stockhausen, L. J., "The patient as experience broker in clinical learning" 9 (9): 184-189, 2009

      3 Bleakley, A., "Students learning from patients : Let’s get real in medical education" 13 (13): 89-107, 2008

      4 Im, S. J., "Strategies for effective teaching in clinical clerkship" 32 (32): 51-58, 2012

      5 Post, R. E., "Residents-asteachers curricula: A critical review" 84 (84): 374-380, 2009

      6 O’Brien, B., "Perceptions and attributions of third-year student struggles in clerkships: Do students and clerkship directors agree?" 82 (82): 970-978, 2007

      7 Mol, S. S., "Patients’ views on student participation in general practice consultations: A comprehensive review" 33 (33): e397-e400, 2011

      8 Eraut, M., "Non-formal learning and tacit knowledge in professional work" 70 (70): 113-136, 2000

      9 Dornan, T., "Medical education : theory and practice" Elsevier 2011

      10 Hammick, M., "Learning in interprofessional teams : AMEE guide no 38" 31 (31): 1-12, 2009

      1 Ashley, P., "‘They’ve all got to learn’: Medical students’ learning from patients in ambulatory (outpatient and general practice) consultations" 31 (31): e24-e31, 2009

      2 Stockhausen, L. J., "The patient as experience broker in clinical learning" 9 (9): 184-189, 2009

      3 Bleakley, A., "Students learning from patients : Let’s get real in medical education" 13 (13): 89-107, 2008

      4 Im, S. J., "Strategies for effective teaching in clinical clerkship" 32 (32): 51-58, 2012

      5 Post, R. E., "Residents-asteachers curricula: A critical review" 84 (84): 374-380, 2009

      6 O’Brien, B., "Perceptions and attributions of third-year student struggles in clerkships: Do students and clerkship directors agree?" 82 (82): 970-978, 2007

      7 Mol, S. S., "Patients’ views on student participation in general practice consultations: A comprehensive review" 33 (33): e397-e400, 2011

      8 Eraut, M., "Non-formal learning and tacit knowledge in professional work" 70 (70): 113-136, 2000

      9 Dornan, T., "Medical education : theory and practice" Elsevier 2011

      10 Hammick, M., "Learning in interprofessional teams : AMEE guide no 38" 31 (31): 1-12, 2009

      11 Sheehan, D., "Interns’ participation and learning in clinical environments in a New Zealand hospital" 80 (80): 302-308, 2005

      12 Eraut, M., "Informal learning in the workplace" 26 (26): 247-273, 2004

      13 Slotnick, H. B., "How doctors learn : Physicians’ self-directed learning episodes" 74 (74): 1106-1117, 1999

      14 Dornan, T., "Experiencebased learning : A model linking the processes and outcomes of medical students’ workplace learning" 41 (41): 84-91, 2007

      15 Lee, Y. M., "Evaluating clinical teaching in medicine" 14 (14): 293-300, 2002

      16 Hammick, M., "A best evidence systematic review of interprofessional education : BEME guide no. 9" 29 (29): 735-751, 2007

      17 Rees, C. E., ""User involvement is a sine qua non, almost, in medical education" : Learning with rather than just about health and social care service users" 12 (12): 359-390, 2007

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      학술지 이력

      학술지 이력
      연월일 이력구분 이력상세 등재구분
      2027 평가예정 재인증평가 신청대상 (재인증)
      2021-01-01 평가 등재학술지 유지 (재인증) KCI등재
      2018-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2015-01-01 평가 등재학술지 선정 (계속평가) KCI등재
      2014-04-08 학회명변경 한글명 : 연세대학교 의과대학 의학교육학과 -> 연세대학교 의과대학
      영문명 : Yonsei University College of Medicine, Dept. of Medical Education -> Yonsei University College of Medicine
      KCI등재후보
      2014-01-09 학술지명변경 외국어명 : 미등록 -> Korean Medical Education Review KCI등재후보
      2013-01-01 평가 등재후보 1차 FAIL (등재후보1차) KCI등재후보
      2012-01-01 평가 등재후보학술지 유지 (기타) KCI등재후보
      2010-01-01 평가 등재후보학술지 선정 (신규평가) KCI등재후보
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      학술지 인용정보

      학술지 인용정보
      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 0.29 0.29 0.26
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      0.34 0.32 0.595 0.22
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