의학전문대학원 논문 작성 교육과정 운영 경험
Implementation of the Medical Research Curriculum in Graduate Medical School
2
조회
0
다운로드
10
인용
0
참고문헌
키워드
초록
Purpose: The purpose of this study was to analyze the effect of the medical research curriculum on the students’ satisfaction and the research self-efficacy. Methods: The curriculum was implemented to 79 graduate medical school students who entered in 2007 and 2008. This curriculum is implemented through 3 years consisting of 5 different sub-courses: Research design, Research ethics, Medical statistics, Writing medical paper, and Presentation. The effect of this program was measured with 2 self-administered surveys to students: the course satisfaction survey and the self-efficacy inventories. The Research Self-Efficacy Scale consisted of 18 items from 4 categories:Research design, Research ethics, Data analysis, and Result presentation. The descriptive statistics, paired t-test, and analysis of covariance (ANCOVA) were implemented. Results: The average point of satisfaction of the course was 2.74 out of 4, which told us that students generally satisfied with the course. The frequencies of tutoring for research course were 2 or 3 times on average and each session of tutorial lasted 1.5to 2 hours. The research self-efficacy in three categories (Research design, Research ethics, and Result presentation) increased significantly (p<0.1). The self-efficacy of the male students was higher than females’ one. The self-efficacy was not significantly different by the experience of research paper writing at undergraduate level. Conclusion: The curriculum showed positive results in cultivating research self-efficacy of students. There is a need for improvement of the class of Statistical analysis as students reported that it was difficult.
Abstract
Purpose: The purpose of this study was to analyze the effect of the medical research curriculum on the students’ satisfaction and the research self-efficacy. Methods: The curriculum was implemented to 79 graduate medical school students who entered in 2007 and 2008. This curriculum is implemented through 3 years consisting of 5 different sub-courses: Research design, Research ethics, Medical statistics, Writing medical paper, and Presentation. The effect of this program was measured with 2 self-administered surveys to students: the course satisfaction survey and the self-efficacy inventories. The Research Self-Efficacy Scale consisted of 18 items from 4 categories:Research design, Research ethics, Data analysis, and Result presentation. The descriptive statistics, paired t-test, and analysis of covariance (ANCOVA) were implemented. Results: The average point of satisfaction of the course was 2.74 out of 4, which told us that students generally satisfied with the course. The frequencies of tutoring for research course were 2 or 3 times on average and each session of tutorial lasted 1.5to 2 hours. The research self-efficacy in three categories (Research design, Research ethics, and Result presentation) increased significantly (p<0.1). The self-efficacy of the male students was higher than females’ one. The self-efficacy was not significantly different by the experience of research paper writing at undergraduate level. Conclusion: The curriculum showed positive results in cultivating research self-efficacy of students. There is a need for improvement of the class of Statistical analysis as students reported that it was difficult.
참고문헌 (18)
- Houlden RL, "Medical students' perceptions of an undergraduate research elective", Med Teach, 26, pp.659~661 (2004)
- 채수진, "의학교육 학습성과에 대한 의과대학 졸업생의 중요도 및 교육요구도 인식 조사", 한국의학교육, 22(2), pp.113~120 (2010), 한국의학교육학회
- Bjork RE, "Writing courses in American medical schools", J Med Educ, 58, pp.112~116 (1983)
- Edwards R, "Use of a journal club and letter-writing exercise to teach critical appraisal to medical undergraduates", Med Educ, 35, pp.691~694 (2001)
- Solomon SS, "Impact of medical student research in the development of physician-scientists", J Investig Med, 51, pp.149~156 (2003)
- Sackett DL, "Richardson WS. Evidence based medicine: what it is and what it isn't", BMJ, 312, pp.71~72 (1996)
- Yanoff KL, "Types of medical writing and teaching of writing in U.S", medical schools. J Med Educ, 63, pp.30~37 (1988)
- 김이진, "한국 대학생들의 영어 기술 논문 작성 능력 향상을 위한 고찰", 공학교육연구, 10(3), pp.64~78 (2007), 한국공학교육학회
- 채한, "한의과대학 학부생을 대상으로 한 영문 의학논문 교육의 효과 고찰", 대한한의학회지, 28(1), pp.94~104 (2007), 대한한의학회
- Lee SY, "The experience of brief survey for teaching journal writing by medical students in a clinical curriculum of family medicine", Korean J Med Educ, 14, pp.51~59 (2002)
- Multon KD, "Relation of selfefficacy beliefs to academic outcomes: a meta-analytic investigation", J Couns Psychol, 38, pp.30~38 (1991)
- Bakken LL, "Gender differences among physician-scientists in self-assessed abilities to perform clinical research", Acad Med, 78, pp.1281~1286 (2003)
- Mullikin EA, "Assessing research self-efficacy in physician-scientists: the clinical research appraisal inventory", J Career Assess, 15, pp.367~387 (2007)
- Forester M, "Factor structures of three measures of research self-efficacy", J Career Assess, 12, pp.3~16 (2004)
- Bakken LL, "Effects of an educational intervention on female biomedical scientists' research self-efficacy", Adv Health Sci Educ Theory Pract, 15, pp.167~183 (2010)
- Bandura A, "Self-efficacy: the exercise of control" (1997), WH Freeman
- Bieschke KJ, "utility of the research self-efficacy scale", J Career Assess, 4, pp.59~75 (1996)
- Gelso CJ, "Research training environment, attitudes toward research, and research self-efficacy: the revised research training environment scale", Couns Psychol, 24, pp.304~322 (1996)