액션 러닝을 적용한 임상수행평가 교육

• 영문명: Teaching Clinical Performance Examination Using Action Learning Techniques
• 발행기관: 한국의학교육학회
• 저자명: 박경혜(Kyung Hye Park) 김우정(Woo Jeong Kim)
• 간행물 정보: 『Korean Journal of Medical Education』제24권 제1호, 23~30쪽, 전체 8쪽
• 주제분류: 의약학 > 기타의약학
• 파일형태: PDF
• 발행일자: 2012.03.31

영문 초록

Purpose: Action learning is an educational method, whereby participants study their own actions and experiences to improve performance. We aimed to study the effects and share the experiences with action learning to teach clinical performance examination (CPX). Methods: Twenty-eight fourth-year medical students participated in this study in 2010. This course consisted of three mini-lectures, three CPX practice sessions, and an evaluation. Satisfaction and improved and deficient elements in the CPX practice session were investigated. Internal consistencies of peer evaluation and CPX scores were also investigated using Cronbach’s α. Results: Average satisfaction was 4.5 on a 5-point scale. Low Cronbach’s α was noted for the consistencies of peer evaluation and patient-physician interaction. The most common improved element was self-confidence, followed by accustoming themselves to conversation with the standard patient. Seven students stated that they were deficient in self-confidence; other deficiencies were sympathy expression, conversation, and physical examination. Conclusion: CPX education using action learning by peer evaluation, generating CPX cases by themselves, repeated practices, and feedback, effected self-active learning. However, the educator and educatee must invest much time and effort. Allotting specific, scheduled times for this type of education would be more effective.

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키워드

Medical education Teaching Clinical competence Medical students Educational measurement