해부학실습에서 동료평가 및 자기평가와 해부학 학업성취도의 관련성
Relationship of Peer- and Self Assessments in the Anatomy Laboratory and Academic Performance of Gross Anatomy
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초록
해부학실습과정은 소그룹 단위로 실습이 진행되면서 팀워크 조성, 성실성, 능동적 학습, 의사소통으로 효율적인 협동학습을 필요로 하며, 이는 전문직업성의 주요한 요소에 해당한다. 본 연구의 목적은 해부학실습 과정에서의전문직업성을 동료와 본인이 평가하여 학업성취도와의 상관관계를 확인하는 것이다. 2015년 부산대학교 의학전문대학원 1학년 학생의 ‘인체의 구조와 기능’ 과정에서 해부학실습에 참여한 108명의학생들 대상으로 설문지를 통한 동료평가와 자기평가를 실시하였다. 동료평가와 자기평가의 중앙값을 중심으로 상하로 나누어 높은 동료평가/높은 자기평가, 높은 동료평가/낮은 자기평가, 낮은 동료평가/높은 자기평가, 낮은 동료평가/ 낮은 자기평가 4개의 집단으로 분류하였다. 동료평가와 자기평가에 따른 4개 집단 중에서 높은 동료평가 집단이 낮은 동료평가 집단에 비해 학업성취도 중에서 과정시험 (F=3.24), 학점 (F=3.54), 예습시험 (F=3.94), 실기시험 (F=3.60) 성적에서 다른 집단과 유의한 차이를보였다. 학업성취도를 구성하는 성적변인 사이에는 전반적으로 높은 상관계수를 보였다. 그러나 성적변인 중에서 실습시험 성적은 다른 변인과의 상관관계에서 집단에 따라서 차이를 보였다. 실습시험과 다른 변인 사이의 상관관계가가장 높은 집단은 높은 동료평가/높은 자기평가 집단이었으며, 이어서 낮은 동료평가/ 낮은 자기평가 집단, 낮은 동료평가/높은 자기평가 집단이었으며 높은 동료평가/낮은 자기평가 집단이 상대적으로 낮은 상관관계를 보였다. 결론적으로 동료평가와 자기평가의 상대적 차이에 따른 집단을 대상으로 학업성취도에서의 유의한 차이를 확인하여 이러한 분류체계가 전문직업성의 작업습관에 대한 평가도구로 활용이 가능하며, 동료평가와 자기평가가 모두 높은 집단의 경우는 맥락적 학습에 보다 잘 적응하는 집단으로 생각되었다.
Abstract
Gross anatomy, with cadaver laboratory dissection, is in a unique position to preside over a rich number of activities such as the team work, integrity, active learning, communication in the small group-all aspects of professional conduct. The purposes of this study are to investigate the correlation of professionalism with academic performance and the characteristics of groups of students in the performance variables. First-year Pusan National University School of Medicine students (n=108) from the Class of 2015 taking the gross anatomy course were required to do the self- and peer assessment about the professional behaviors of each of the six members of their dissecting group. The students were classified into one of four subgroups based on their deviation from the self- and peer assessment medians, such as high peer/high self (HP/HS), high peer/low self (HP/LS), low peer/high self (LP/ HS), low peer/low self (LP/LS). There were significant higher scores in the high peer groups (HP/HS, HP/LS) in comparison with low peer groups (LP/HS, LP/LS) in the academic performance of end-of-term (F=3.24), credit (F=3.54), pre-Lab (F=3.94), practical examination (F=3.60) scores. Significant correlations among academic performance variables were observed generally. There were some differences in the correlation in the practical examination and other variables. The relatively high correlation between practical examination and other variables is HP/HS, followed by LP/LS, LP/HS and then HP/LS. In conclusion, peer- and self assessment subgroups showed a significant differences in the academic performance. This assignment would be available to evaluate work habits of professionalism in the gross anatomy laboratory. It is suggested that HP/HS group was more adaptable in the contextual leaning the gross anatomy course.
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