의과대학 및 의학전문대학원 임상실습 수업평가 현황 분석
Analysis on Teaching Evaluation of Clinical Clerkship at Korean Medical Schools
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Purpose: The purpose of this study was to investigate the teaching evaluation of clinical clerkship at Korean medical schools, and to suggest a desirable improvement for the clinical teaching evaluation in the future. Methods: A questionnaire survey was conducted with a total of 9 multiple-choice questions and 1 essay-type question. The multiple-choice questions were analyzed by the frequency analysis using SPSS 17.0, and the essay-type question was coded by the content analysis. Results: Survey results were as follows: First, clinical teaching evaluations via online (51.35%) were implemented once a year (94.59%) in most medical schools. Second, the self-made questionnaires by medical school (64.86%) rather than borrowing or adaptation (35.14%) were being used more often as teaching evaluation tool. Third, 37.84% medical schools used the specific form by class type, whereas 62.16% medical schools took the general form regardless of class type. Finally, evaluation tool (n=8), lack of concern and attention to teaching evaluation (n=4), formalities of evaluation (n=4), etc. were exposed as problems of clinical teaching evaluation. With regard to evaluation items, the development of specific questions was required. Conclusion: Teaching evaluation can be used as effective educational tools to improve the clinical clerkship program. To this end,clinical teaching evaluation tools reflecting the characteristics of clinical practice need to be developed.
Abstract
Purpose: The purpose of this study was to investigate the teaching evaluation of clinical clerkship at Korean medical schools, and to suggest a desirable improvement for the clinical teaching evaluation in the future. Methods: A questionnaire survey was conducted with a total of 9 multiple-choice questions and 1 essay-type question. The multiple-choice questions were analyzed by the frequency analysis using SPSS 17.0, and the essay-type question was coded by the content analysis. Results: Survey results were as follows: First, clinical teaching evaluations via online (51.35%) were implemented once a year (94.59%) in most medical schools. Second, the self-made questionnaires by medical school (64.86%) rather than borrowing or adaptation (35.14%) were being used more often as teaching evaluation tool. Third, 37.84% medical schools used the specific form by class type, whereas 62.16% medical schools took the general form regardless of class type. Finally, evaluation tool (n=8), lack of concern and attention to teaching evaluation (n=4), formalities of evaluation (n=4), etc. were exposed as problems of clinical teaching evaluation. With regard to evaluation items, the development of specific questions was required. Conclusion: Teaching evaluation can be used as effective educational tools to improve the clinical clerkship program. To this end,clinical teaching evaluation tools reflecting the characteristics of clinical practice need to be developed.
참고문헌 (16)
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