Evaluation of a basic-clinical integrated pharmacology case-based learning program from a student perspective using the CIPP model
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Purpose: This study aimed to systematically evaluate the effectiveness of case-based learning (CBL) within a basic-clinical integrated educational program using the Context, Input, Process, and Product (CIPP) evaluation model. Methods: The CBL program was integrated into the Pharmacology–Clinical Case Practice component of the pharmacology course, a mandatory course for first-year medical students. To evaluate the program, a CIPP model-based questionnaire was developed, assessing needs, goals, resources, educational management, and outcomes. To ensure the reliability and validity of the variables, factor analysis was performed, reducing an initial set of 28 items to 18 final observation variables distributed across four factors. The survey, designed to measure learner satisfaction, was administered to 37 students who participated in the Pharmacology–Clinical Case Practice course during the first semester of 2022. Results: Participants rated their satisfaction with the CBL program based on the CIPP model (on a 5-point scale), giving an average score of 4.17. This suggests that learners who followed the CBL program combining basic and clinical components generally found the program operationally effective with positive outcomes. Conclusion: The teaching model and evaluation model applied in this study can be utilized in various majors when operating CBL classes that link basic and clinical education in medical schools in the future.
Abstract
Purpose: This study aimed to systematically evaluate the effectiveness of case-based learning (CBL) within a basic-clinical integrated educational program using the Context, Input, Process, and Product (CIPP) evaluation model. Methods: The CBL program was integrated into the Pharmacology–Clinical Case Practice component of the pharmacology course, a mandatory course for first-year medical students. To evaluate the program, a CIPP model-based questionnaire was developed, assessing needs, goals, resources, educational management, and outcomes. To ensure the reliability and validity of the variables, factor analysis was performed, reducing an initial set of 28 items to 18 final observation variables distributed across four factors. The survey, designed to measure learner satisfaction, was administered to 37 students who participated in the Pharmacology–Clinical Case Practice course during the first semester of 2022. Results: Participants rated their satisfaction with the CBL program based on the CIPP model (on a 5-point scale), giving an average score of 4.17. This suggests that learners who followed the CBL program combining basic and clinical components generally found the program operationally effective with positive outcomes. Conclusion: The teaching model and evaluation model applied in this study can be utilized in various majors when operating CBL classes that link basic and clinical education in medical schools in the future.
참고문헌 (10)
- Ji YR, "Effects of case-based learning on task achievement and learning satisfaction in the university class", J Learn Cent Curric Instr, 14(9), pp.243~265 (2014)
- Kim, "Differences of problem solving ability, intrinsic motivation, and course satisfaction in nursing students with the application of case based learning", Korean J Educ Methodol Stud, 27(1), pp.21~37 (2015)
- Jo YJ, "Development of a case-based learning(CBL)instruction model using flipped learning in college classes", J Learn Cent Curric Instr, 22(2), pp.177~195 (2022)
- Woodman OL, "Teaching pharmacology to medical students in an integrated problem-based learning curriculum : an Australian perspective", Acta Pharmacol Sin, 25(9), pp.1195~1203 (2004)
- Eissa S, "Large-scale application of case-based learning for teaching medical biochemistry : a challenging experience with positive impacts", Innov Educ, 2(1), pp.1~ (2020)
- Lee SY, "Development of evaluation criteria for competency-based medical education curriculum in medical schools", J Learn Cent Curric Instr, 23(15), pp.727~755 (2023)
- Stufflebeam DL, "Evaluation theory, models & applications" (2007), Jossey-Bass
- Rooholamini A, "Program evaluation of an integrated basic science medical curriculum in Shiraz Medical School, using CIPP evaluation model", J Adv Med Educ Prof, 5(3), pp.148~154 (2017)
- Kim BH, "The evaluation of day care center in-service education program using the CIPP evaluation model", J Korea Acad Ind Coop Soc, 19(2), pp.270~278 (2018)
- Shin YJ, "Development of evaluation indicators for job capability strengthening program for vocational high school with application of CIPP evaluation model", J Vocat Educ Res, 37(3), pp.1~23 (2018)