의과대학 교수와 학생이 인식한 학습성과에 대한 교육수준과 도달수준의 차이

• Published in: Korean journal of medical education Vol. 26; no. 2; pp. 125 - 136
• Main Authors: 박귀화(Kwi Hwa Park), 김선(Sun Kim), 이정애(Jung Ae Rhee), 허예라(Yera Hur), 이영환(Young Hwan Lee), 박주현(Joo Hyun Park)
• Format: Journal Article
• Language: Korean
• Published: 한국의학교육학회 30.06.2014
• Subjects: 기타의약학; Clinical competence; Medical knowledge; Learning outcome; Medical communication; Medical ethics
• ISSN: 2005-727X; 2005-7288
• DOI: 10.3946/kjme.2014.26.2.125

Purpose: The purpose of this study was to compare the perception of learning outcomes between faculty and students in medicalschools. Methods: A total of 1,766 medical students and 436 faculty members participated in the survey. They responded to the perceptionof four learning outcomes: medical knowledge and problem solving, clinical skills, medical ethics, and clinical communication. Theparticipants responded to the education and achievement levels of the learning outcomes. Results: In all four learning outcomes, the student's perception of education level differed by educational system, and the studentsin mixed systems had the highest scores. Students differed significantly in achievement level of medical ethics between genders, whereinmale students perceived their achievement level to be higher than females. Students perceived their achievement level to be lowerthan the education level. The students' clinical skills were the highest in the education and achievement levels. The faculty perceivedthe education level to be higher than the student's achievement level. In particular, the faculty's perception of education level of medicalknowledge and problem solving was the highest, whereas the students' achievement level of it was lower. The faculty assessed theeducation level to be higher than students. The students showed higher perception of achievement level than faculty. Conclusion: There were perceptual differences in learning outcomes between students and faculty. The results of this study areexpected to be used to design outcome-based learning methods. KCI Citation Count: 4