학생에 의한 OSCE 모듈 개발 활동의 교육적 효과

다국어 초록 (Multilingual Abstract)

Purpose: Objective Structured Clinical Examination (OSCE) has been used for clinical skill evaluation. This study was done investigate whether there are positive impact educational effects if nursing students are invited to develop OSCE modules. Method: The participants were 63 second-year students in one nursing college. Students were divided into 3 groups; the OSCE module development group (Exp1), traditional study group (Exp2), and control group (Cnt). Students were allocated according to clinical skill test scores to make the 3 groups equal. Exp1 developed OSCE modules, and Exp2 studied using traditional methods. Clinical skill tests and surveys were done to measure self-directed readiness, problem-solving ability, and self-efficacy before and after experimental treatments. Results: Clinical skill test scores increased significantly in all three groups, but Exp1 and Exp2 showed a higher clinical skill test score increment than Cnt. Self-directed readiness scores increased significantly in Exp1, but not in Exp2 and Cnt. Problem-solving ability scores increased significantly in Exp1 compared to Cont. Conclusion: Development of OSCE modules has positive educational effects for participating students in terms of clinical skill tests, self-directed readiness, and problem-solving ability.

목차 (Table of Contents)

• 서론
• 연구 방법
• 연구 결과
• 논의
• 결론 및 제언
• References

참고문헌 (Reference)

1 박훈기, "객관구조화진료시험(OSCE; Objective Structured Clinical Examination)의 임상적 활용" 한국의학교육학회 16 (16): 13-24, 2004

2 Sherer, M, "The self-efficacy scale: Construction and validation" 51 (51): 663-671, 1982

3 Hong, Y. P, "The self-directed learning readiness of specialized high school students and its related variables. Unpublished master's thesis" Seoul National University 2002

4 Hong, H. Y, "The relationship of perfectionism, self- efficacy and depressio. Unpublished doctoral dissertation" Ewha Womans University 1995

5 Whitman, N. A, "The physician as teacher (2nd Ed)" Whitman Associates. 1997

6 Ahn,D.S, "The medical council of Canada qualifying examination partII" 9 (9): 65-71, 1997

7 Heppner, P. P, "The development and implication of a personal problem-solving inventory" 29 (29): 66-75, 1982

8 Miller,G.E, "The assessment of clinical skills/ competence/performance" 65 (65): S63-S67, 1990

9 Bandura,A, "Social foundation of thought and action: A social cognitive theory" Prentice-hall 1986

10 Windrim, R, "Perceived educational benefits of objective structured clinical examination (OSCE) development and implementation by resident learners" 26 (26): 815-818, 2004

11 Kelly,C.M, "Investing in the future of nursing education:A cry for action.Nurs Educ" 23 (23): 24-29, 2002

12 Guglielmino,L.M, "Development of the self-directed learning readiness scale. Unpublished doctoral dissertation" University of Georgia 1977

13 Kang,I.A, "Constructivism" Moonumsa 2003

14 Darzi, A, "Assessment of surgical competence" 10 (10): ii64-ii69, 2001

15 Donnelly, M. B, "Assessment of residents interpersonal skills by faculty proctors and standardized patients: A psychometric analysis" 75 (75): s93-s95, 2000

16 Nicol, M, "Assessment of clinical skill: a new approach to an old problem" 18 (18): 601-609, 1998

17 Harden, R. M, "Assessment of clinical competence using objective structured clinical examination" 22 (22): 447-451, 1975

18 Reznick, R. K, "An objective structured clinical examination for the licentiate of the medical council of Canada: from research to reality" 68 (68): S4-S6, 1993

19 Jeon,S.G, "A study on the effectiveness of social skills training program for rehabilitation of the schizophrenic patients. Unpublished doctoral dissertation" Soogsil University 1995

20 Chris, P, "A new perspective on competencies for self-directed learning" 41 (41): 25-31, 2002