Multiple Mini-Interview와 기본의학교육 4년간 학업성취도와의 연관성

• 영문명: Can the multiple mini-interview predict academic achievement in medical school?
• 발행기관: 한국의학교육학회
• 저자명: 김자경(Ja Kyoung Kim) 강석훈(Seok Hoon Kang) 이희제(Hee Jae Lee) 양정희(JeongHee Yang)
• 간행물 정보: 『Korean Journal of Medical Education』제26권 제3호, 223~229쪽, 전체 7쪽
• 주제분류: 의약학 > 기타의약학
• 파일형태: PDF
• 발행일자: 2014.09.30

영문 초록

Purpose: The purpose of this study was to determine whether the multiple mini-interview (MMI) predicts academic achievement for subjects in a medical school curriculum. Methods: Of 49 students who were admitted in 2008, 46 students finished the entire medical education curriculum within 4 years. We calculated the Pearson correlation coefficients between the total MMI score of the 46 graduates and their academic achievements in all subjects of the curriculum. Results: The correlation coefficients between total MMI score and academic achievement in Medical Interview and History Taking, Problem-Based Learning, Doctoring I, and Clinical Practice of Surgery ranged from 0.4 to 0.7, indicating that they were moderately related. The values between total MMI score and achievement in Research Overview, Technical and Procedural Skills, Clinical Performance Examinations 1 and 3, Clinical Practice of Laboratory Medicine and Psychiatry, Neurology, and Orthopedics ranged from 0.2 to 0.4, which meant that they were weakly related. Conclusion: MMI score can predict medical student’ academic achievement in subjects in the medical humanities and clinical practice.

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키워드

Multiple mini-interview Academic achievement Medical schools