임상병리학과 학생의 해부학 실습 교육에 대한 설문연구
Survey Study on Practical Anatomy Education for Clinical Pathology Students
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초록
임상병리사는 진단·생리 검사 및 해부·병리적 검사를 수행하는 의료기사 중 한 종류로, 이를 양성하는 임상병리학과에서는 인체의 구조와 기능에 대한 이해를 위해 해부학 실습 교육이 필수적이다. 그러나 현재 이뤄지고 있는 교육은 단순 암기를 요하는 이론 위주의 수업이므로 보다 질 높은 교육을 위해서 시신을 이용한 해부학 실습 교육이 필요하다. 본 연구는 임상병리학과의 해부학 실습 교육의 필요성을 알리고 교육의 체계화에 기여하고자 조사되었다. K대학에서 진행된 해부학 실습 견학에 참석한 한 대학의 임상병리학과 학생 69명을 대상으로 해부학 실습 교육의 효과, 적절한 교육 방법 및 시간, 정규 교육과정 편입 필요성 등을 조사하였다. 설문은 단일응답식 13문항과 다중응답식 2문항, 자유기술식 2문항으로 구성되었다. 결과에 따르면 69명(100.0%)의 학생 모두 해부학 실습에 대해 흥미를 느꼈으며, 정규 교육과정에 포함되어야 한다고 대답한 학생은 65/69명(94.2%)이었다. 실습의 교육 방법으로는 시신을 이용하는 것이 유용하다고 응답한 학생이 61/69명(88.4%)이었으며, 효과적인 실습 교육 시기는 2학년(37/69명, 53.6%), 사전 교육 시간과 실습 시간은 각각 60분(23/69명, 33.3%)과 2~3시간(32/69명, 46.4%)이 적절하다고 응답하였다. 집중적으로 관찰하고 싶은 계통과 부위는 각각 소화계통(17.2%)과 머리 부위(17.6%)로 나타났다. 본 연구를 통해 해부학 실습에 대한 요구도와 필요성을 알 수 있었으며, 임상병리과 학생들의 해부학 학습효과를 상승시킬 수 있는 실습 방법을 연구하여 해부학 교육의 질을 개선하는 것이 필요하다.
Abstract
A clinical laboratory scientist is a type of medical technician who performs diagnostic and physiological tests and anatomical and pathological tests. In the department of clinical laboratory science where they are trained, practical education in anatomy is essential for understanding the structure and function of the human body. However, the current educational approach consists of theory-oriented classes that rely on simple memorization, highlighting the necessity for practical anatomy education utilizing cadavers to achieve higher-quality learning. This study investigates the necessity of anatomy practical education in department of clinical laboratory science and aims to contribute to its systematic constitution. A survey was conducted with 69 students from a department of clinical laboratory science at a university who participated in an anatomy practical program at K University in Daegu. The survey aimed to investigate the effectiveness of anatomy practical education, appropriate teaching methods and time, and the necessity of its integration into the standard curriculum. The survey consisted of 13 multiple-choice questions, 2 multiple-response questions, and 2 open-response questions. According to the results, all 69 students expressed interest in anatomy practical, with 94.2% stating that it should be included in the regular curriculum. 88.4% of students responded that utilizing cadavers is beneficial as an educational method. The most preferred timing for effective practical education was the second year (53.6%), with 60 minutes (33.3%) identified as the appropriate duration for pre-education, and 2~3 hours (46.4%) for practical sessions. The systems and areas students expressed a desire to observe more closely were the digestive system (17.2%) and the head region (17.6%), respectively. Through this study, the demand and necessity for practical anatomy education were identified, and it is necessary to improve the quality of anatomy practice education by researching practical methods that can enhance the effectiveness of anatomy education for clinical laboratory science students.
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