의학전문대학원 교육과정 변화와 학업성취도의 관련성 비교 - 기초의학종합평가 해부학 교과목을 중심으로 -
The Relationship between Academic Achievements and Curricular Changes on Anatomy Based on Basic Medical Education Examination
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의학교육은 의무적인 교육 시간을 줄이고 자기주도적 학습을 증대시키는 방향으로 변화하고 있다. 지방 국립대 의학전문대학원 교육과정 개편이 해부학 교육에 미치는 영향을 기초의학종합평가를 포함한 학업성취도를 중심으로 조사하였다. 2012학년도부터 적용된 교육과정 개편의 효과를 검증하기 위하여 2011학년도와 2012학년도 입학생을 대상으로교내 평가 및 각 2회의 기초의학종합평가 결과를 비교하였다. 각 학업성취도를 입학연도에 따른 집단 간 분석, 학년진급에 따른 학년 간 분석, 해부학 세부 영역과의 상관관계로 나누어 분석하였다. 각 입학연도별 2년간의 추적조사 결과 교육과정 개편 후 학업성취도는 학년 진급에 따라 낮아지는 것으로 나타났다. 2011학년도 입학생과 비교할 때, 2012학년도 입학생의 학업성취도는 유의하게 감소하였다 (p<0.01). 각 학년도의 교내 평가 평균 성적은 비슷하였지만 2011학년도 입학생은 2차 기초의학종합평가, 2012학년도 입학생은 1차 기초의학종합평가의 학업성취도가 유의하게 높았다 (p<0.05). 2011학년도 입학생의 경우 교내 평가와 1차 및 2차 기초의학종합평가 사이의 연관성을 발견할 수 없었으나, 2012학년도 입학생의 경우 교내 평가 간 (p<0.01) 및 기초의학종합평가 간 (p<0.05) 상관관계가 발견되었다. 해부학의 경우 교육과정 개편 이후 학년 진급과 학업성취도 간의 연관성이 떨어지는 것을 확인하였다. 따라서 교육과정 개선과 유지를 위해서는 학업성취도를 바탕으로 한 근거가 있어야 하며, 이를 위해 교수자는 평가에 대한 관심을 기울여야 할 것으로 생각한다.
Abstract
We attempted to investigate the effects of curricular change on a basic medical science, anatomy, based on academic achievements including Basic Medical Education Examination (BMEE). We performed an analysis between the academic years of 2011 and 2012. Independent-samples t-test for the academic achievements, paired-samples t-test for the promotion, and correlation analysis for the related subcategory of the anatomy based on the results of BMEE, which was done with SPSS 22.0. In this follow-up study for two academic years, the academic achievements decreased as the students went to the next grade under the changed curriculum of anatomy. The academic achievements decreased as the students went to the next grade in the academic year 2012 while it increased in 2011 (p<0.01). Although averages of school evaluations were similar between the academic years, the academic achievements were different from each other: it was higher in first BMEE for 2012, and in second BMEE for 2011 (p<0.05). Although the correlation was not found among school evaluations, first and second BMEE of 2011, the associations were seen both between school evaluations (p<0.01) and each BMEE (p<0.05), respectively, in 2012. These results suggested that professors of medical school should continue to lead the direction of the curriculum improvement and management depending on the academic achievement, and also to monitor all the processes, maintaining a quality of the assessment system although it might be difficult to be representative or generalize for all medial schools.
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