팀바탕학습을 응용한 보충수업 운영경험
Is remediation program using team-based learning effective for at-risk medical students?
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Purpose: Although remediation and reassessment of at-risk students are essential functions of medical education, there are noguidelines on how best to remediate such students. In this study, we described and examined the effectiveness of a remediationprogram that was delivered as team-based learning (TBL) sessions. Methods: After a written examination, 15 of 145 fourth-year students were found to require remediation, and assigned to teamsof four to five students. Clinical topics related to items of the Korean Medical License Examination were taught in the remediationperiod of 3 weeks, and all students took reexamination. Changes in test scores were analyzed, and student feedback was documented. Results: Students who participated in the remediation program had significantly better total scores on re-examination (remediationgroup 225.8 to 263.0 vs. control group 290.8 to 304.0, p<0.05). Most students found that the remediation program was instructiveand helped them prepare for the examination. Moreover, students gained confidence, and all of them passed the graduation examination. Conclusion: TBL is an effective method of remediating at-risk students. Further research with regard to the successful designand implementation of a remediation program for at-risk students is needed.
Abstract
Purpose: Although remediation and reassessment of at-risk students are essential functions of medical education, there are noguidelines on how best to remediate such students. In this study, we described and examined the effectiveness of a remediationprogram that was delivered as team-based learning (TBL) sessions. Methods: After a written examination, 15 of 145 fourth-year students were found to require remediation, and assigned to teamsof four to five students. Clinical topics related to items of the Korean Medical License Examination were taught in the remediationperiod of 3 weeks, and all students took reexamination. Changes in test scores were analyzed, and student feedback was documented. Results: Students who participated in the remediation program had significantly better total scores on re-examination (remediationgroup 225.8 to 263.0 vs. control group 290.8 to 304.0, p<0.05). Most students found that the remediation program was instructiveand helped them prepare for the examination. Moreover, students gained confidence, and all of them passed the graduation examination. Conclusion: TBL is an effective method of remediating at-risk students. Further research with regard to the successful designand implementation of a remediation program for at-risk students is needed.
참고문헌 (12)
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