의료인문학 수업의 플립 러닝 적용 사례 연구: 수업설계와 학습자 인식을 중심으로
A Case Study on Application of Flipped Learning in Medical Humanities: Focus on Instructional Design and learners' perspective
0
조회
0
다운로드
8
인용
0
참고문헌
키워드
초록
과학 기술의 발전은 온라인 학습과 오프라인 학습을 조합한 플립 러닝(flipped-learning)이라는 새로운 형태의 수업 방법을 가져 왔다. 플립 러닝은 오늘날 교육 분야에서 보편적으로 활용되는 혼합 학습의 한 형태이다. 의학 교육과정에서 의료 인문학의 중요성을 강조하고 있음에도 불구하고 교육의 목적을 실현하기 위한 효과적인 교수 및 학습 모형이 없었다. 이 연구는 의료 인문학 수업에 플립 러닝을 적용하기 위해 수업을 설계하고 학습자의 인식을 분석하였다. 수업은 설계-개발-실행-평가의 5 단계 분석으로 구성된 ADDIE 모델을 기반으로 설계하였고, 의료인문학 도입의 목적과 의료인이 가져야 할 역량을 고려하여 수업을 재구성하고 학습자와 학습 환경을 분석했다. 교수자는 강의 영상을 제작하여 수업 전과 후에 LMS를 사용할 수 있도록 하였으며, 수업 중에 학습자와 학습자, 학습자와 교수자의 상호 작용이 활발하게 이루어지도록 토론 수업을 실시하였다. 플립 러닝 의료 인문학 수업 결과는 다음과 같다. 첫째, 의학 인문 교육의 본질을 실현할 수 있다. 둘째, 의료인의 역량 강화에 기여한다. 셋째, 플립 러닝은 의학 인문학 교육의 새로운 교수 전략으로 활용할 수 있다. 이 연구의 결과는 향후 의료인문학 수업에서 플립 러닝의 설계와 운영을 위하여 실천 방안을 제공하고 현재 이루어지는 전통적 방식의 의료인문학 수업에서 새로운 교수법 도입의 방향성을 제시하는 데 기여할 것으로 기대된다.
Abstract
The advances in science technology brought about a new form of learning called flipped-learning: a combination of on-line and off-line learning. A flipped learning is a form of blended learning which has become quite popular, nowadays, in the field of education. Despite the emphasis on the importance of medical humanities in medical education program, there are no effective teaching and learning models to realize the purpose of medical humanities education. This study explores the possibility of flipped-learning to apply medical humanities classes. The class was designed based on the ADDIE model consisting of five stages, analysis - design - development - execution - evaluation. In order to do 'flipped-learning,' the instructor reconstructs the purpose of medical humanities education, instructional purpose and content, and analyzed learner. The contents of the medical humanities class were structured considering the purpose of the introduction to the medical humanities in the medical education program and the competencies that medical personnel should have in the developed health care environment. The instructor produces a video of the lecture and makes it possible to use LMS (Learning Management System) before and after classes, and conducts discussion activities so that learner-learner and learner-teacher interaction could actively occur during the class. The result of applying medical humanities lesson as flipped learning is as follows: First, it can realize the essence of medical humanities education. Second, it contributes to strengthening the competencies of health care provider. Third, flip learning can be used as a new teaching strategy for medical humanities education. The result of this study is expected to suggest new ways of introduction to teaching method in the traditional medical humanities class and contribute to the practice of designing and doing flipped learning of medical humanities class in the future.
참고문헌 (35)
- Anderson, L. W., "A taxonomy for learning, teaching, and assessing; A revision of Bloom's taxonomy of educational objectives" (2001), Assison Wesley Longman, Inc
- Bae, S., "The effect and strategies of flipped learning in nursing education: A systematic review", Health &Nursing, 30(2) (2018)
- Baker, J. W., "The classroom flip:Becoming the guide by the side", CCCU Annual Technology Conference (2000), Azusa Pacific University
- Bauer-Ramazani, C., "Flipped learning in TESOL : Definitions, approaches, and implementation", TESOL Journal, 7(2), pp.429~437 (2016)
- Flip your classroom: Reach every student in every class every day, "Bergmann, J.", International Society for Technology in Education, ~ (2012)
- Flipped learning: Gateway to student engagement, "Bergmann, J.", International Society for Technology in Education, ~ (2014)
- Bleakley, A., "Medical humanities and medical education: How the medical humanities can shape better doctors" (2015), Routledge
- Chen, F., "A systematic review of the effectiveness of flipped classrooms in medical education", Medical Education, 51(6), pp.585~597 (2017)
- Chiang, F. K., "Modified flipped classroom instructional model in"learning sciences"course for graduate students", The Asia-Pacific Education Researcher, 26(1-2), pp.1~10 (2017)
- Enfield, J., "Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN", Tech Trends, 5(6), pp.14~27 (2013)
- 정한, "Analysis of satisfaction and academic achievement of medical students in a flipped class", Korean Journal of Medical Education, 30(2), pp.101~107 (2018), 한국의학교육학회[DOI]
- Hsieh, J. S. C., "Using the flipped classroom to enhance EFL learning", Computer Assisted Language Learning, 30(1-2), pp.1~21 (2017)
- Hung, H. -T., "Flipping the classroom for English language learners to foster active learning", Computer Assisted Language Learning, 28(1), pp.81~96 (2015)
- 황임경, "의료인문학교육에서 질병체험서사의 활용 방안", Korean Journal of Medical Education, 25(2), pp.81~88 (2013), 한국의학교육학회[DOI]
- Jensen, L., "Improvements from a flipped classroom may simply be the fruits of active learning", CBE—Life Sciences Education, 14(1), pp.1~12 (2015)
- 전은영, "대학 전공 수업에서의 ‘플립러닝’ 적용 사례 연구: 학습 동기와 수업 만족도를 중심으로", 학습자중심교과교육연구, 17(21), pp.1~21 (2017), 학습자중심교과교육학회[DOI]
- Jeon, W., "Medical humanities and the future of medical education" (2003), Yonsei University Press
- 강남희, "Flipping a Korean University EFL Classroom With Teacher-Crafted YouTube Videos", 영상영어교육, 16(3), pp.109~134 (2015), 영상영어교육학회[DOI]
- 강신익, "비판적 의료인문학과 거꾸로 의학교육", 의철학연구, 25, pp.87~119 (2018), 한국의철학회
- 김종국, "플립 러닝 연구경향 분석", 학습자중심교과교육연구, 18(15), pp.113~130 (2018), 학습자중심교과교육학회[DOI]
- Kim, M. K., "The experience of three flipped classrooms in an urban university : An exploration of design principles", Internet and Higher Education, 22, pp.37~50 (2014)
- Minsun Kim, "The relationship between non-cognitive student attributes and academic achievements in a flipped learning classroom of a pre-dental science course", Korean Journal of Medical Education, 30(4), pp.339~346 (2018), 한국의학교육학회[DOI]
- Kirvan, R., "Flipping analgebra classroom : Analyzing, modeling, and solving systems of linear equations", Computers in the Schools, 32, pp.201~223 (2015)
- Kurt, G., "Implementing the flipped classroom in teacher education : Evidence from Turkey", Educational Technology &Society, 20(1), pp.211~221 (2017)
- 권상옥, "의료 인문학의 개념과 의학 교육에서의 역할", Korean Journal of Medical Education, 17(3), pp.217~224 (2005), 한국의학교육학회
- 이영제, "플립 러닝 기반 국어문법론 교수법 사례 연구", Journal of korean Culture, 48, pp.37~74 (2020), 한국언어문화학술확산연구소[DOI]
- 임지영, "공학교육에서 교수 으뜸원리를 적용한 플립러닝 모델 및 교수전략에 관한 연구", 공학교육연구, 22(1), pp.39~47 (2019), 한국공학교육학회[DOI]
- Nwosisi, C., "A study of the flipped classroom and its effectiveness in flipping thirty percent of the course content", International Journal of Information and Education Technology, 6(5), pp.348~351 (2016)
- 박에스더, "플립러닝에 대한 메타 연구: 성공적 적용요건과 향후 연구방향", 한국데이터정보과학회지, 27(1), pp.169~178 (2016), 한국데이터정보과학회[DOI]
- 박경혜, "Experiences of medical teachers in flipped learning for medical students: a phenomenological study", Korean Journal of Medical Education, 30(2), pp.91~100 (2018), 한국의학교육학회[DOI]
- Pellegrino, E. D., "The humanities in medical education: Entering the postevangelical era", Theoretical Medicine and Bioethics, 5(3), pp.253~266 (1984)
- Richey, R. C., "The instructional design knowledge base: Theory, research, and practice" (2012), Hakjisa
- Sangho Sohn, "The flipped classroom model for an undergraduate epidemiology course", Korean Journal of Medical Education, 31(2), pp.103~113 (2019), 한국의학교육학회[DOI]
- 송주연, "교직 과목 수업에서의 플립러닝 적용 사례 연구", 학습자중심교과교육연구, 16(11), pp.851~877 (2016), 학습자중심교과교육학회[DOI]
- Wald, H., "Medical humanities in medical education and practice", Medical Teacher, 23, pp.1~5 (2018)