Definition of character for medical education based on expert opinions in Korea
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Purpose: This follow-up study focused on 3 overarching questions: what keywords can be extracted from experts’ definitions of character?; what is the operational definition of character for medical students?; and what possible solutions can be suggested to address theissues of character education that were identified in the previous study?Methods: Sixty-three medical education experts recruited through expert sampling and 19 non-medical education experts recruitedthrough snowball sampling answered a questionnaire that addressed the 3 major questions of the study. The responses were analyzedfor descriptive statistics with supplementary keyword extraction tools, including the Cortical and Monkey keyword extractors. Results: A total of 93 definitional statements were counted, and 138 keyword terms were extracted. The top 5 keyword terms mentioned by the medical education experts were “patient”, “empathy”, “qualities”, “attitude”, and “ability”. These keyword terms were quitedifferent from those mentioned by the non-medical education experts. Based on the extracted keywords, an operational definition ofcharacter education by the medical education expert group was presented as follows: the basic qualities and ability to empathize withpatients affected by illness based on respect for patients and others. Various methods were proposed to solve the issue of character education, and many of them pointed to curriculum development, such as improvements in teaching and learning methods and evaluationmethods, including role modeling. Conclusion: A clear statement of the concept of character education is the start to resolve issues of character education. Character education improvements will be possible at the institutional level according to the above results.
Abstract
Purpose: This follow-up study focused on 3 overarching questions: what keywords can be extracted from experts’ definitions of character?; what is the operational definition of character for medical students?; and what possible solutions can be suggested to address theissues of character education that were identified in the previous study?Methods: Sixty-three medical education experts recruited through expert sampling and 19 non-medical education experts recruitedthrough snowball sampling answered a questionnaire that addressed the 3 major questions of the study. The responses were analyzedfor descriptive statistics with supplementary keyword extraction tools, including the Cortical and Monkey keyword extractors. Results: A total of 93 definitional statements were counted, and 138 keyword terms were extracted. The top 5 keyword terms mentioned by the medical education experts were “patient”, “empathy”, “qualities”, “attitude”, and “ability”. These keyword terms were quitedifferent from those mentioned by the non-medical education experts. Based on the extracted keywords, an operational definition ofcharacter education by the medical education expert group was presented as follows: the basic qualities and ability to empathize withpatients affected by illness based on respect for patients and others. Various methods were proposed to solve the issue of character education, and many of them pointed to curriculum development, such as improvements in teaching and learning methods and evaluationmethods, including role modeling. Conclusion: A clear statement of the concept of character education is the start to resolve issues of character education. Character education improvements will be possible at the institutional level according to the above results.
참고문헌 (17)
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