의과대학생은 어떠한 수업 피드백을 받고 싶어 하는가?
What kind of feedback do medical students want?
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Purpose: Feedback in medical education is as important as developing the curriculum and choosing the right method of instruction. This study measured three overarching areas: student satisfaction rates with academic feedback, the type and helpfulness of thefeedback, and the types of feedback that students want. Methods: In December 2013, 166 students answered a student survey that consisted of 26 items. The survey asked questionson their experiences with the overall feedback that was given the previous semester, the satisfaction rate, the type of feedbackthat was received, the helpfulness of the feedback, and the types of feedback that were desired after examinations and learningtasks. Results: Overall, 35% of the students were satisfied with the feedback that they received in the previous semester. Students wantedmore systematic (61.4%) and timely feedback (30.1%). The types of feedback that were most desired were “written comment feedbackfrom the teacher” (51.8%) for learning tasks and “item difficulty, percentile ranks feedback” for examinations (62.0%). Conclusion: Students found the current feedback to be helpful, but the lack of feedback that students desired indicates that wemust provide more systematic feedback in a more timely manner.
Abstract
Purpose: Feedback in medical education is as important as developing the curriculum and choosing the right method of instruction. This study measured three overarching areas: student satisfaction rates with academic feedback, the type and helpfulness of thefeedback, and the types of feedback that students want. Methods: In December 2013, 166 students answered a student survey that consisted of 26 items. The survey asked questionson their experiences with the overall feedback that was given the previous semester, the satisfaction rate, the type of feedbackthat was received, the helpfulness of the feedback, and the types of feedback that were desired after examinations and learningtasks. Results: Overall, 35% of the students were satisfied with the feedback that they received in the previous semester. Students wantedmore systematic (61.4%) and timely feedback (30.1%). The types of feedback that were most desired were “written comment feedbackfrom the teacher” (51.8%) for learning tasks and “item difficulty, percentile ranks feedback” for examinations (62.0%). Conclusion: Students found the current feedback to be helpful, but the lack of feedback that students desired indicates that wemust provide more systematic feedback in a more timely manner.
참고문헌 (9)
- 나백주, "의과대학 교수들이 필요로 하는 교수개발 프로그램은 무엇인가?", Korean Journal of Medical Education, 26(2), pp.137~141 (2014), 한국의학교육학회[DOI]
- Chowdhury RR, "Learning to give feedback in medical education", Obstet Gynaecol, 6, pp.243~247 (2004)
- Lang HR, "Models, strategies, and methods:for effective teaching" (2006), Allyn & Bacon
- Thomas JD, "Giving feedback", J Palliat Med, 14, pp.233~239 (2011)
- 임은정, "의학교육에서 수업의 전문성 향상을 위한 ‘좋은 수업’의 요건 탐색", Korean Journal of Medical Education, 22(2), pp.101~111 (2010), 한국의학교육학회
- Archer JC., "State of the science in health professional education : effective feedback", Med Educ, 44, pp.101~108 (2010)
- 안재희, "의과대학 학생들의 학습성과를 강화하는 발전적 피드백 전략", Korean Journal of Medical Education, 23(1), pp.61~62 (2011), 한국의학교육학회
- Bienstock JL, "Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee. To the point: medical education reviews--providing feedback", Am J Obstet Gynecol, 196, pp.508~513 (2007)
- Watling C., "Cognition, culture, and credibility: deconstructing feedback in medical education", Perspect Med Educ, 3, pp.124~128 (2014)