의예과 학생을 대상으로 한 팀워크 향상 프로그램의 효과
The effectiveness of a teamwork improvement program for premedical students
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Background: The purpose of this study is to conduct a teamwork program for pre-medical students using a table-top simulation game called Friday Night at the ER®, and to investigate the effect. Methods: This is a one group pretest-posttest design study 34 students. The tools were understanding of interpersonal relationships (11 questions), problem-solving initiative (8 questions), and system thinking (20 questions) were used. Satisfaction with the program was investigated, and a self-reflection essay was written. For the analysis, paired t-test, frequency analysis, and content analysis were used. Results: After participating in the program, interpersonal understanding, proactivity in problem-solving, and systems thinking all significantly improved (p<.001), and the effect size of the program was also above medium (Cohen’s d= 0.580∼1.019). As a result of analyzing the contents of the self-reflection journal, it was classified into 7 themes and 3 categories; Teamwork competency, systems thinking skills, interpersonal skills. Students were generally satisfied with the program. Conclusion: The simulation game-based teamwork program was effective in improving students’ teamwork. These results can be used as basic data for medical schools designing such programs.
Abstract
Background: The purpose of this study is to conduct a teamwork program for pre-medical students using a table-top simulation game called Friday Night at the ER®, and to investigate the effect. Methods: This is a one group pretest-posttest design study 34 students. The tools were understanding of interpersonal relationships (11 questions), problem-solving initiative (8 questions), and system thinking (20 questions) were used. Satisfaction with the program was investigated, and a self-reflection essay was written. For the analysis, paired t-test, frequency analysis, and content analysis were used. Results: After participating in the program, interpersonal understanding, proactivity in problem-solving, and systems thinking all significantly improved (p<.001), and the effect size of the program was also above medium (Cohen’s d= 0.580∼1.019). As a result of analyzing the contents of the self-reflection journal, it was classified into 7 themes and 3 categories; Teamwork competency, systems thinking skills, interpersonal skills. Students were generally satisfied with the program. Conclusion: The simulation game-based teamwork program was effective in improving students’ teamwork. These results can be used as basic data for medical schools designing such programs.
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