Evaluation of critical thinking course for premedical students using literature and film
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
Purpose: Premedical education is one stage in which various educational approaches are used to promote critical thinking. Given that critical thinking ability could be regarded as one of the intended outcomes of social science and humanities education, this study explored the effectiveness of a course to promote critical thinking in a premedical curriculum using both literature and film. Methods: Fifty-one 2nd year premedical students enrolled in a ‘Critical Thinking for Premeds’ course. Students were required to read or watch a selected material, submit group discussion agendas, attend five group discussion sessions, and write critical essays. Five tutors facilitated the group discussions, observed and assessed the students’ performance and critical essay. Students’ critical thinking disposition and opinion on assigned reading materials were examined before and after the course. A program evaluation survey was conducted to investigate the students’ reaction after the course. Results: On average, students appreciated 78.6% of the total assigned materials. The students indicated that group discussions and the narrative comments of facilitators contributed the most to develop critical thinking. After the course, the students’ tendency preferring cheaper price books, as well as medicine-related books decreased significantly. Students who had critical essay scores greater than or equal to the median demonstrated a significant improvement in critical thinking disposition scores. Conclusion: The course was well-accepted by premedical students and had several positive outcomes. A more effective use of the course could be anticipated with a clearer explanation of the purpose, the consideration of previous reading experience, and use of complementary learning activities.
Abstract
Purpose: Premedical education is one stage in which various educational approaches are used to promote critical thinking. Given that critical thinking ability could be regarded as one of the intended outcomes of social science and humanities education, this study explored the effectiveness of a course to promote critical thinking in a premedical curriculum using both literature and film. Methods: Fifty-one 2nd year premedical students enrolled in a ‘Critical Thinking for Premeds’ course. Students were required to read or watch a selected material, submit group discussion agendas, attend five group discussion sessions, and write critical essays. Five tutors facilitated the group discussions, observed and assessed the students’ performance and critical essay. Students’ critical thinking disposition and opinion on assigned reading materials were examined before and after the course. A program evaluation survey was conducted to investigate the students’ reaction after the course. Results: On average, students appreciated 78.6% of the total assigned materials. The students indicated that group discussions and the narrative comments of facilitators contributed the most to develop critical thinking. After the course, the students’ tendency preferring cheaper price books, as well as medicine-related books decreased significantly. Students who had critical essay scores greater than or equal to the median demonstrated a significant improvement in critical thinking disposition scores. Conclusion: The course was well-accepted by premedical students and had several positive outcomes. A more effective use of the course could be anticipated with a clearer explanation of the purpose, the consideration of previous reading experience, and use of complementary learning activities.
참고문헌 (29)
- Krupat E, "Thinking critically about critical thinking:ability, disposition or both?", Med Educ, 45(6), pp.625~635 (2011)
- "Basic medical education WFME global standards for quality improvement:the 2015 revision" (2015)[URL]
- "Announcement for introduction of accreditation standards of KIMEE 2019" (2018)[URL]
- Nara N, "The current medical education system in the world", J Med Dent Sci, 58(2), pp.79~83 (2011)
- "The core competencies for entering medical students" (2018)[URL]
- Gross JP, "Perspective: after a century of criticizing premedical education, are we missing the point?", Acad Med, 83(5), pp.516~520 (2008)
- "Promoting a culture for reading" (2017)[URL]
- "The long, steady decline of literary reading" (2016)[URL]
- DiLullo C, "Demystifying the Millennial student : a reassessment in measures of character and engagement in professional education", Anat Sci Educ, 4(4), pp.214~226 (2011)
- Lee YM, "How can literature contribute to medical education?", Korean J Med Educ, 15(2), pp.83~90 (2003)
- H. Russell Searight, "The Use of Feature Film to Teach Medical Ethics: Overview and Assessment", International Journal of Modern Education Forum, 3(1), pp.1~ (2014), Science and Engineering Publishing Company[DOI]
- Huyler F, "The woman in the mirror : humanities in medicine", Acad Med, 88(7), pp.918~920 (2013)
- Sharples JM, "Critical thinking in healthcare and education", BMJ, 357, pp.j2234~ (2017)
- Jacobson L, "A literature and medicine special study module run by academics in general practice : two evaluations and the lessons learnt", Med Humanit, 30(2), pp.98~100 (2004)
- Se Won Hwang, "Analysis of medical student’s book reports on Cronin’s The Citadel: would young doctors give up ideals for prestige and wealth?", Korean Journal of Medical Education, 28(2), pp.231~235 (2016), 한국의학교육학회
- Darbyshire D, "A systematic review and thematic analysis of cinema in medical education", Med Humanit, 38(1), pp.28~33 (2012)
- Cook DA, "Twelve tips for evaluating educational programs", Med Teach, 32(4), pp.296~301 (2010)
- 신현숙, "Validation of Yoon's Critical Thinking Disposition Instrument", Asian Nursing Research, 9(4), pp.342~348 (2015), 한국간호과학회
- Hojat M, "Personality assessments and outcomes in medical education and the practice of medicine: AMEE guide no. 79", Med Teach, 35(7), pp.1267~e1301 (2013)
- Stegers-Jager KM, "Lessons learned from 15 years of non-grades-based selection for medical school", Med Educ, 52(1), pp.86~95 (2018)
- Kusurkar RA, "Motivation as an independent and a dependent variable in medical education: a review of the literature", Med Teach, 33(5), pp.e242~e262 (2011)
- Sargeant J, "The processes and dimensions of informed self-assessment : a conceptual model", Acad Med, 85(7), pp.1212~1220 (2010)
- Kuper A, "Literature and medicine: a problem of assessment", Acad Med, 81(10 Suppl), pp.S128~S137 (2006)
- Cook DA, "When assessment data are words : validity evidence for qualitative educational assessments", Acad Med, 91(10), pp.1359~1369 (2016)
- Tweed RG, "Learning considered within a cultural context : Confucian and Socratic approaches", Am Psychol, 57(2), pp.89~99 (2002)
- Teo A, "The current state of medical education in Japan : a system under reform", Med Educ, 41(3), pp.302~308 (2007)
- Steinert Y, "The “problem” learner: whose problem is it? AMEE guide no. 76", Med Teach, 35(4), pp.e1035~e1045 (2013)
- Mann KV, "Theoretical perspectives in medical education : past experience and future possibilities", Med Educ, 45(1), pp.60~68 (2011)
- 천경희, "Improvement of debate competence: an outcome of an introductory course for medical humanities", Korean Journal of Medical Education, 28(1), pp.87~93 (2016), 한국의학교육학회