의학교육 평가도구로서의 유비쿼터스바탕검사의 유용성
Usefulness of ubiquitous-based testing for evaluations in medical education
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참고문헌
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초록
Purpose: The purpose of this study was to evaluate the suitability (convenience, objectiveness, and satisfaction) of ubiquitous-basedtesting (UBT) as a medical education evaluation tool. Methods: UBT was administered using a smart pad in our medical school in May 2012. A questionnaire was given twice. Thepre-UBT questionnaire examined possession of a tablet computer, skillfulness of smart devices, the convenience of UBT, and theusefulness of a medical educational assessment tool. The post-UBT questionnaire evaluated the satisfaction, convenience, andpreference of UBT and the usefulness of a medical educational assessment tool, as in the pre-UBT test. The survey was measuredon a 4-point scale: 1 is “strongly disagree” and 4 is “strongly agree.”Results: One hundred three students (male, 55.3%) participated in the UBT. The mean age was 29.2±2.4 years. In the pre-UBTquestionnaire analysis, students responded affirmatively to the items about the skillfulness of smart devices, clinical skill assessment,and achievement of educational objectives. The responses to the items on the convenience and satisfaction with the UBT werepositive in the post-UBT. The factors that affected the post-UBT questionnaire were as follows: knowledge assessment (p=0.041)and achievement of educational objectives (p=0.015) were significant, based on gender, and satisfaction with the UBT (p=0.002)was significant, based on possession of a tablet computer. The relationship between the ranks of this UBT and the average ranksof the three previous semesters was statistically significant (p<0.001). Conclusion: Convenience, objectiveness, knowledge assessment, and composition and completion were useful items in the UBT.
Abstract
Purpose: The purpose of this study was to evaluate the suitability (convenience, objectiveness, and satisfaction) of ubiquitous-basedtesting (UBT) as a medical education evaluation tool. Methods: UBT was administered using a smart pad in our medical school in May 2012. A questionnaire was given twice. Thepre-UBT questionnaire examined possession of a tablet computer, skillfulness of smart devices, the convenience of UBT, and theusefulness of a medical educational assessment tool. The post-UBT questionnaire evaluated the satisfaction, convenience, andpreference of UBT and the usefulness of a medical educational assessment tool, as in the pre-UBT test. The survey was measuredon a 4-point scale: 1 is “strongly disagree” and 4 is “strongly agree.”Results: One hundred three students (male, 55.3%) participated in the UBT. The mean age was 29.2±2.4 years. In the pre-UBTquestionnaire analysis, students responded affirmatively to the items about the skillfulness of smart devices, clinical skill assessment,and achievement of educational objectives. The responses to the items on the convenience and satisfaction with the UBT werepositive in the post-UBT. The factors that affected the post-UBT questionnaire were as follows: knowledge assessment (p=0.041)and achievement of educational objectives (p=0.015) were significant, based on gender, and satisfaction with the UBT (p=0.002)was significant, based on possession of a tablet computer. The relationship between the ranks of this UBT and the average ranksof the three previous semesters was statistically significant (p<0.001). Conclusion: Convenience, objectiveness, knowledge assessment, and composition and completion were useful items in the UBT.
참고문헌 (10)
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