Korean Medical Education Review最新文献_第10页

Reconsidering the Concept and Potential of Learning by Teaching 重新思考教中学习的概念和潜力

Korean Medical Education Review Pub Date : 2021-02-28 DOI: 10.17496/kmer.2021.23.1.3

Hyoseon Choi

{"title":"Reconsidering the Concept and Potential of Learning by Teaching","authors":"Hyoseon Choi","doi":"10.17496/kmer.2021.23.1.3","DOIUrl":"https://doi.org/10.17496/kmer.2021.23.1.3","url":null,"abstract":"Learning by teaching (LbT) has long been recognized as an important learning behavior that constructs meaning based on interactions between learners. This study aimed to explore the meaning of LbT as an important learning activity for future implementation in education. LbT is based on the cultural historical activity theory and sociocultural learning theory, as developed by scholars including Vygotsky. These frameworks value the construction of meaning based on language, and LbT is reported to be effective in constructing meaning. In addition, within the zone of proximal development posited by Vygotsky, learning through interaction between learners improves academic achievement, higher-order thinking, deep learning, and reflective learning. LbT also promotes students’ learning presence, and strengthens various competencies such as collaboration and communication skills. Interactive behavior between learners in the form of LbT has been explored as an approach to teaching and learning, with methods including peer learning, peer tutoring, peer teaching, peer mentoring, Lernen durch Lehren, and peer-assisted learning. LbT has also been applied as a learning method. In the future, LbT has boundless potential to improve learning through activities such as flipped learning or online learning based on interactions between learners.","PeriodicalId":200174,"journal":{"name":"Korean Medical Education Review","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127689307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Adapting an Integrated Program Evaluation for Promoting Competency‐Based Medical Education 适应综合项目评估促进以能力为本的医学教育

Korean Medical Education Review Pub Date : 2021-02-28 DOI: 10.17496/KMER.2021.23.1.56

Hyunjung Ju, Oh Minkyung, Jong-Tae Lee, B. Yoon

{"title":"Adapting an Integrated Program Evaluation for Promoting Competency‐Based Medical Education","authors":"Hyunjung Ju, Oh Minkyung, Jong-Tae Lee, B. Yoon","doi":"10.17496/KMER.2021.23.1.56","DOIUrl":"https://doi.org/10.17496/KMER.2021.23.1.56","url":null,"abstract":"Educational program evaluation can improve the quality of the curriculum, instructional methods, and resources and provide useful data for making educational decisions and policies. Developing and implementing a program evaluation system is essential in competency-based medical education. The purpose of this study was to explore and establish an educational program evaluation system adapting an integrated program evaluation model to promote competency-based medical education. First, an Educational Evaluation Committee was organized, consisting of faculty, staff members, and students. The committee established an integrated program evaluation model, combining Stufflebeam’s Context, Input, Process, and Product (CIPP) model of a process-oriented approach and Kirkpatrick’s four-level model of an outcome-oriented approach. Kirkpatrick’s model was applied to the product evaluation of the CIPP model. The committee then developed evaluation criteria, indicators, and data collection methods according to the components of the CIPP model and the four levels (reaction, learning, behavior, and results) of Kirkpatrick’s model, and collected and analyzed data. Finally, the committee reported the results of evaluation to a Medical Education Quality Improvement Committee, and the results were used to improve the curriculum and student selection. To enhance the quality of education, identifying educational deficiencies and developing various elements of education in a balanced way through educational evaluation will be needed. Furthermore, it will be necessary to listen to opinions of various stakeholders, work with all members involved in education, and communicate with decision-makers in the process of educational evaluation.","PeriodicalId":200174,"journal":{"name":"Korean Medical Education Review","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124859284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Competency and Curriculum of the Resident as Teacher: A Review and Suggestions 住院医师教师胜任力与课程设置:回顾与建议

Korean Medical Education Review Pub Date : 2021-02-28 DOI: 10.17496/kmer.2021.23.1.23

Janghee Park

{"title":"Competency and Curriculum of the Resident as Teacher: A Review and Suggestions","authors":"Janghee Park","doi":"10.17496/kmer.2021.23.1.23","DOIUrl":"https://doi.org/10.17496/kmer.2021.23.1.23","url":null,"abstract":"Residents serve as educators who teach patients, medical students, fellow residents, and other medical personnel while being trained as learners. The purpose of this study was to review the literature on the competencies, perceptions, and educational status of residents as teachers, and to suggest appropriate competencies and curricular components. A literature review was conducted and resident-related institutional homepages were searched. Many countries are developing the educational competencies of residents as teachers and implementing educational programs. Residents most often taught clinical knowledge and clinical skills to patients, medical students, fellow residents, and other medical professionals, and recognized the importance of education, the joy of teaching, and the role of teachers; however, the task of teaching was burdensome. Based on these findings, competencies and educational programs for the resident as teacher are proposed. The competencies consist of the five stages of ACCESS (active learner, clinical teacher, curriculum developer, educational scholar, social communicator, supervisor/leader), and specific teaching content, methods, and assessment methods are suggested to develop these competencies. Educating residents to develop their competencies as teachers is very important as a way to foster lifelong learning skills, help others, and assist in leadership roles.","PeriodicalId":200174,"journal":{"name":"Korean Medical Education Review","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133141919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Validation of the Korean Version of the Undergraduate Clinical Education Environment Measure 韩国版《临床本科教育环境措施》的验证

Korean Medical Education Review Pub Date : 2021-02-28 DOI: 10.17496/kmer.2021.23.1.37

K. Chun, Y. Park, J. Oak

{"title":"Validation of the Korean Version of the Undergraduate Clinical Education Environment Measure","authors":"K. Chun, Y. Park, J. Oak","doi":"10.17496/kmer.2021.23.1.37","DOIUrl":"https://doi.org/10.17496/kmer.2021.23.1.37","url":null,"abstract":"In light of the need for a tool to evaluate the clinical practice education environment as perceived by medical and nursing students, this study is was conducted to develop and validate the Korean version of the Undergraduate Clinical Education Environment Measure (K-UCEEM) as a measurement tool for managing the clinical practice education climate and quality of education. For validation, the UCEEM consisting of 25 items developed by Pia Strand in 2013 was adapted according to standard translation procedures. The K-UCEEM questionnaire was administered to 73 medical students and 135 nursing students who participated in clinical practice at one medical institution. Exploratory factor analysis and confirmatory factor analysis were conducted to confirm the validity of the instrument’s structure. In order to determine referential validity, the relationships among stresses in clinical practice were examined, and differences in factor scores were compared by gender and college. It was confirmed that the scale of 24 items and five factors showed a moderate model fitness index. The reliability of the factors ranged from 0.786 to 0.867. In addition, all five factors were found to have negative correlations with the clinical practice stress sub-factor, and there were statistically significant differences by gender and college. Through this study, the validity and reliability of the K-UCEEM were verified. In the future, it is expected that further verification of the scale, as well as evaluation and improvement of the clinical practice education environment based on this scale, will occur.","PeriodicalId":200174,"journal":{"name":"Korean Medical Education Review","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123180137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A Qualitative Study on the Perceptions and Learning Behavior of Medical Students in Online Classes 医学生网络课堂认知与学习行为的质性研究

Korean Medical Education Review Pub Date : 2021-02-28 DOI: 10.17496/KMER.2021.23.1.46

Kang Yeji, Do-Hwan Kim

{"title":"A Qualitative Study on the Perceptions and Learning Behavior of Medical Students in Online Classes","authors":"Kang Yeji, Do-Hwan Kim","doi":"10.17496/KMER.2021.23.1.46","DOIUrl":"https://doi.org/10.17496/KMER.2021.23.1.46","url":null,"abstract":"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.","PeriodicalId":200174,"journal":{"name":"Korean Medical Education Review","volume":"362 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115957659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Deep Medicine 深医学

Korean Medical Education Review Pub Date : 2021-02-28 DOI: 10.17496/kmer.2021.23.1.68

I. R. Lee

引用次数: 13

Hospice and Palliative Care Education for Medical Students in Korea 韩国医学生的临终关怀和姑息治疗教育

Korean Medical Education Review Pub Date : 2020-10-31 DOI: 10.17496/KMER.2020.22.3.146

D. Y. Kim, Lee，Soon Nam

{"title":"Hospice and Palliative Care Education for Medical Students in Korea","authors":"D. Y. Kim, Lee，Soon Nam","doi":"10.17496/KMER.2020.22.3.146","DOIUrl":"https://doi.org/10.17496/KMER.2020.22.3.146","url":null,"abstract":"Hospice and palliative care (HPC) education is an essential component of undergraduate medical education. Since February 4th, 2018, withholding and withdrawing life-sustaining treatment at the end of life (EOL) has been permitted in Korea as put forth by law, the “Act on Hospice and Palliative Care and Decisions on Life-Sustaining Treatment for Patients at the End of Life.” Therefore, Korean medical schools have faced a challenge in providing comprehensive HPC education in order to better prepare medical students to be competent physicians in fulfilling their role in caring for patients at the EOL. There have been considerable variations in the evolution and organization of HPC education across Korean medical schools for the past 20 years. In 2016, all medical schools taught HPC curriculum as a separate course or integrated courses, with the most frequently taught topics including: delivering bad news, pain management, and the concept of palliative medicine. However, the content, time allocation, learning format, and clinical skills practice training of HPC education have been insufficient, inconsistent, and diverse. For this reason, we propose a HPC curriculum containing seven domains with 60 learning objectives in a course duration of over 20 hours based on the Palliative Education Assessment Tool (PEAT) as standard HPC curriculum. Furthermore, we recommend development of a national curriculum for HPC/EOL care education to be organized by the HPC board and managed under the accreditation criteria of the Korea Institute of Medical Education and Evaluation.","PeriodicalId":200174,"journal":{"name":"Korean Medical Education Review","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131123602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Being with Dying: Cultivating Compassion and Fearlessness in the Presence of Death 与死亡同在:在死亡面前培养同情和无畏

Korean Medical Education Review Pub Date : 2020-10-31 DOI: 10.17496/KMER.2020.22.3.207

J. Huh

引用次数: 0

A Critical Review of Medical Humanities Education Curriculum Development Based on Kern’s Curriculum Development Model 基于Kern课程开发模式的医学人文教育课程开发述评

Korean Medical Education Review Pub Date : 2020-10-31 DOI: 10.17496/kmer.2020.22.3.173

I. R. Lee, S. An

{"title":"A Critical Review of Medical Humanities Education Curriculum Development Based on Kern’s Curriculum Development Model","authors":"I. R. Lee, S. An","doi":"10.17496/kmer.2020.22.3.173","DOIUrl":"https://doi.org/10.17496/kmer.2020.22.3.173","url":null,"abstract":"Medical humanities education (MHE) is as essential as basic medical sciences and clinical medicine education. Despite the importance of MHE, MHE curriculum development (CD) has proven to be challenging. This critical review examines the MHE CD at one medical school. The critical review methodology was developed based on Kern’s six step CD model to systematically examine the CD of “Doctoring and Medical Humanities (DMH)” at the Yonsei University College of Medicine. Five review questions were developed related to (1) necessity, (2) direction and purpose, (3) design, (4) operation, and (5) evaluation of CD based on Kern’s model. The review showed that the process of DMH CD mapped to components of Kerns model. The DMH curriculum content selected was closely related to medical practice and aimed to combine the acquisition of understanding and skills by designing a student-participatory curriculum based on clinical cases. Assessment methods that emphasized students’ reflections were actively introduced in the evaluation section. Since the regular committee for DMH continued the work of the special ad hoc committees for DMH CD, the CD was effectively completed. However, the planning and evaluation functions and responsibilities of the DMH committee need to be strengthened. Despite the apparent limitations, the fact that students showed a high satisfaction rate and preferred small group discussions based on clinical cases has significant implications in the instructional design of MHE, where changes in self-awareness and attitude are more important than the acquisition of information. It is necessary to systematically review and study students’ reflection results produced by the changed assessment methods and to develop assessment indicators for MHE that reflect the achievements of the MHE competencies of students.","PeriodicalId":200174,"journal":{"name":"Korean Medical Education Review","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128808824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implementing Medical Education Continuous Quality Improvement Using Design‐Based Research 利用基于设计的研究实施医学教育的持续质量改进

Korean Medical Education Review Pub Date : 2020-10-31 DOI: 10.17496/kmer.2020.22.3.189

Aehwa Lee, P. H. Jin, Soon-gu Kim, Jin Young Kim, Y. Kang, Se Youp Lee, W. Baek

{"title":"Implementing Medical Education Continuous Quality Improvement Using Design‐Based Research","authors":"Aehwa Lee, P. H. Jin, Soon-gu Kim, Jin Young Kim, Y. Kang, Se Youp Lee, W. Baek","doi":"10.17496/kmer.2020.22.3.189","DOIUrl":"https://doi.org/10.17496/kmer.2020.22.3.189","url":null,"abstract":"The goal of this study is to present efficient measures to improve the quality of medical education through using a developed and applied continuous quality improvement (CQI) model suitable for medical education. To achieve this purpose, we developed a theoretical CQI model through a review of the literature according to the design-based research method. Through repetitive productive cyclical processes and professional reviews, we finally deduced an appropriate CQI model for medical education. The most important results of this study are as follows: First, the CQI model for medical education is defined as a quality management system with a cyclical course of planning, implementation, evaluation, and improvement of medical education. Second, the CQI model for medical education is composed of quality management activities of educational design, work, and evaluation. In addition, each activity has the implementation strategies of planning, doing, checking, and improving based on the PDCA model (Plan-Do-Check-Act model). Third, the CQI model for medical school education is composed of committees related to medical education doing improvement activities, as well as planning, implementing and evaluating it with CQI. As a result, we can improve teaching by using the CQI model for medical education. It is more meaningful because this gives us organized and practical measures of quality management and improvement in medical education as well as in the educational process.","PeriodicalId":200174,"journal":{"name":"Korean Medical Education Review","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115662158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0