‘환자·의사·사회' 교육과정 도입 전후 학생들의 인식 조사
Student Cognition before and after Introduction of a ‘Patient·Doctor·Society’ Course
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Purpose: The purpose of this study is to evaluate cognitive changes in medical students before and after introduction of a ‘Patient-Doctor-Society’ course into the curriculum of a medical school. Methods: Self-questionnaires that evalutated medical student congnition in the areas of medical humanities and sociology were answered by graduates-to-be who had experienced a new or previously implemented curriculum. The questionnaires included 28 questions using seven Likert scales. Student t-test was used to compare the scores between students who were educated using the new or old curriculum. Results: In 405 medical students, 349(86%) answered the questionnaires. For nine(32%) questions, students who partook of the new curriculum had higher scores than those in the older curriculum, and in 19(68%) questions, there was no statistically significant difference. The questions that revealed differences between the groups were related to professionalism, care, personal and social communication, and ethics. Conclusion: Introduction of the ‘Patient-Doctor-Society’ course into the curriculum of a medical school was associated with cognitives change in medical students with regard to medical humanities and sociology.
Abstract
Purpose: The purpose of this study is to evaluate cognitive changes in medical students before and after introduction of a ‘Patient-Doctor-Society’ course into the curriculum of a medical school. Methods: Self-questionnaires that evalutated medical student congnition in the areas of medical humanities and sociology were answered by graduates-to-be who had experienced a new or previously implemented curriculum. The questionnaires included 28 questions using seven Likert scales. Student t-test was used to compare the scores between students who were educated using the new or old curriculum. Results: In 405 medical students, 349(86%) answered the questionnaires. For nine(32%) questions, students who partook of the new curriculum had higher scores than those in the older curriculum, and in 19(68%) questions, there was no statistically significant difference. The questions that revealed differences between the groups were related to professionalism, care, personal and social communication, and ethics. Conclusion: Introduction of the ‘Patient-Doctor-Society’ course into the curriculum of a medical school was associated with cognitives change in medical students with regard to medical humanities and sociology.
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