성과중심교육 측면에서 우리나라 의과대학 학생평가의 현실과 과제
Current and Future Challenges of Student Assessment in Medical Education from an Outcome-based Education Perspective
2
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
Most medical colleges in Korea have been shifting from traditional education to outcome-based education, which is the general trend in medical education. The purpose of this study was to make some suggestions in light of the reality and challenges of student assessment in medical education from the perspective of outcome-based education. First, those who are responsible for student assessment should be diversified to include faculty, residents, students, and evaluation committee members. They need separate roles in educational evaluation, so evaluation competencies are required for them. Second, various methods for evaluation and score interpretation can be used for effective evaluation. We can adopt diagnostic, formative, and summative evaluation functionally, and the norm-referenced, criterion-referenced, growth-referenced, and ability-referenced evaluation based on criteria for score interpretation. Finally, various evaluation domains and test forms can be administered together in the common lectures in the medical school. We can test not only knowledge but also skills and attitudes, with diverse test forms such as supply and performance types.
Abstract
Most medical colleges in Korea have been shifting from traditional education to outcome-based education, which is the general trend in medical education. The purpose of this study was to make some suggestions in light of the reality and challenges of student assessment in medical education from the perspective of outcome-based education. First, those who are responsible for student assessment should be diversified to include faculty, residents, students, and evaluation committee members. They need separate roles in educational evaluation, so evaluation competencies are required for them. Second, various methods for evaluation and score interpretation can be used for effective evaluation. We can adopt diagnostic, formative, and summative evaluation functionally, and the norm-referenced, criterion-referenced, growth-referenced, and ability-referenced evaluation based on criteria for score interpretation. Finally, various evaluation domains and test forms can be administered together in the common lectures in the medical school. We can test not only knowledge but also skills and attitudes, with diverse test forms such as supply and performance types.
참고문헌 (23)
- "ACGME Common Program Requirement" (2013)[URL]
- 안재희, "성과중심교육과정 개발절차에 대한 고찰", 의학교육논단, 15(1), pp.9~18 (2013), 연세대학교 의과대학
- Amin, Z., "Basics in medical education" (2006), World Scientific Publishing
- Association of American Medical Colleges, "Learning objectives for medical student education: guideline for medical schools", Association of American Medical Colleges, ~ (1998)
- Graduate medical education core curriculum: core curriculum working group report, "Association of American Medical Colleges", Association of American Medical Colleges, ~ (2000)
- Elizondo-Montemayor, L. L., "How we assess students using an holistic standardized assessment system", Med Teach, 26(5), pp.400~402 (2004)
- Friedman, B. M., "Principles of assessment, In A practical guide for medical teachers", pp.282~292 (2005), Churchill Livingstone
- "Tomorrow’s doctor" (2009)[URL]
- 한재진, "외국 의과대학에서의 성과중심교육과정 개발", 의학교육논단, 15(1), pp.19~24 (2013), 연세대학교 의과대학
- Harden, R. M., "Outcome-based education : the future is today", Med Teach, 29(7), pp.625~629 (2007)
- Huxham, M., "Oral versus written assessments : a test of student performance and attitudes", Assess Eval High Educ, 37(1), pp.125~136 (2012)
- 임선주, "성과중심교육에서 학생평가", 의학교육논단, 15(1), pp.25~30 (2013), 연세대학교 의과대학
- Kim, S. W., "Educational evaluation" (2009), Hakjisa
- "Korean educational longitudinal study" (2013)[URL]
- "Criterion-referenced evaluation" (2013)[URL]
- "National level test" (2013)[URL]
- Korean Institute of Medical Education and Evaluation, "The guideline of outcome-based system in medical educational curriculum", Korean Institute of Medical Education and Evaluation, ~ (2012)
- Mann, K. V., "Twelve tips for preparing residents as teachers", Med Teach, 29(4), pp.301~306 (2007)
- McAleer, S., "Choosing assessment instruments, In A practical guide for medical teachers", pp.302~310 (2005), Churchill Livingstone
- Morrison, E. H., "Resident doctors’ understanding of their roles as clinical teachers", Med Educ, 39(2), pp.137~144 (2005)
- National Health Personnel Licensing Examination Board, "Competency Based Assessment for Health Professions", the 21st celebration symposium (2013), National Health Personnel Licensing Examination Board
- "Korean youth panel" (2013)[URL]
- Sung, T. J., "Educational evaluation" (2009), Hakjisa