의과대학 PBL 수업에서 의사소통불안 수준이 학생평가 결과와 수업만족도에 미치는 영향

채수진 대한의료커뮤니케이션학회 2015 의료커뮤니케이션 Vol.10 No.1

Purpose: The purpose of this study was to examine the effects of communication apprehension levels on students' assessment and satisfaction in Problem-Based Learning (PBL) in a medical school. Methods:The subjects of this study were 36 students at Ajou University School of Medicine in 2013. Tutor assessment, peer assessment, students' satisfaction and communication apprehension were used as study instruments. SPSS version 12.0 was used to analyze the data and statistics by correlation, t-test, and analysis of variance. Results:The tutor and peer assessments as well as students' satisfaction showed negative relationships with communication apprehension scores. There were statistically significant differences among tutor assessment, peer assessment, and satisfaction scores according to communication apprehension levels. Also, communication apprehension levels showed differences in students' satisfaction scores by gender and group. Conclusion:It was concluded that communication apprehension can be a factor in successful PBL as the level of communication apprehension had an influence on students' assessment and satisfaction regarding PBL in a medical school. Based on this study’s results, learning strategies to increase the effects of PBL can include PBL groups based on communication apprehension.

수업평가에 나타난 학생들의 일관적 응답 경향 분석

채수진,임기영 한국의학교육학회 2009 Korean journal of medical education Vol.21 No.3

Purpose: Most students choose the same option to questions in course evaluation surveys. Identical answers to each question render the results unreliable. The purpose of this study was to analyze the trend of medical student' consistent responses to course evaluations. Methods: The data of this study were the results of a course evaluation over 3 years (from 2006 to 2008) at the School of Medicine at A University. Results: The proportion of students who replied with the same answers to each question was below 20%. This result was consistent in freshmen, sophomores, and junior students. Using a 5-point Likert scale, more than 40% of the students gave 5 points consistently. Conclusion: We conclude that student' responses to evaluations do not have a significant impact on the reliability of course evaluations at Medical School at A University. These results differ significantly from those of previous research. Hence, future studies are required to analyze course evaluations in medical schools using diverse aspects.

의과대학생의 학습유형별 성향에 따른 문제바탕학습에 대한 효과인식

채수진 한국의학교육학회 2012 Korean journal of medical education Vol.24 No.4

Purpose: Although problem-based learning (PBL) has been popularized in many colleges, few studies have analyzed the relationship between individual differences and PBL. The purpose of this study was to analyze the relationship between learning style and the perception on the effects of PBL. Methods: Grasha-Riechmann Student Learning Style Scales was used to assess the learning styles of 38 students at Ajou University School of Medicine who were enrolled in a respiratory system course in 2011. The data were analyzed by regression analysis and Spearman correlation analysis. Results: By regression analysis, dependent (β=0.478) and avoidant styles (β=-0.815) influenced the learner's satisfaction with PBL. By Spearman correlation analysis, there was significant link between independent, dependent, and avoidant styles and the perception of the effect of PBL. Conclusion: There are few significant relationships between learning style and the perception of the effects of PBL. We must determine how to teach students with different learning styles and the factors that influence PBL.

국내 의과대학 강좌평가제 운영 실태 분석

채수진,임기영 한국의학교육학회 2007 Korean journal of medical education Vol.19 No.2

Purpose: Following the first in 1990, the use of course evaluations(CE) by medical schools across the Republic of Korea has grown steadily since 1997. The purpose of this study was to investigate these CE programs and to make general recommendations for further implementation. Methods: A questionnaire survey was conducted by mail. From June 20 to September 22, 2006, data was obtained from 38 of the 41(93%) medical schools in the country. Of those who responded, 27 schools also sent their CE forms as requested. Results: There was little difference among the 38 medical schools in the main body, methods, frequency, grades, systems of evaluation, and types of survey. Evaluation criteria such as instructor effectiveness, course management efficiency, and student satisfaction showed high frequency, whereas issues concerning learning objectives and workload were less common. In contrast, the stated purposes of employing CE varied from school to school. While 92% of the respondents regarded improvement to the quality of instruction as the goal of their programs, 32% indicated that CE results also factored in administrative decisions concerning promotion, tenure, and salary increases. Conclusion: In addition to embracing the expanding role and influence of CE in Korean medical education, schools must proactively enact measures to enhance further implementation. First, evaluation criteria should be better formulated to increase the consistency, reliability, and validity of CE results. Next, to promote efficiency, the scheduling and methodology of CE administration should carefully consider the medical curriculum. Finally, professional attitudes should be fostered to recognize the value of CE as a tool for raising educational standards overall.

의과대학에서의 PBL 수업의 문제원인 분석 : 서울의대 사례를 중심으로

채수진 덕성여자대학교 열린교육연구소 2003 열린교육실행연구 Vol.- No.6

학습성과중심교육과정에서의 교육과정 설계 탐색

채수진,Chae, Su-Jin 연세대학교 의과대학 2009 의학교육논단 Vol.11 No.1

Outcome based education, a competence based approach at the cutting edge of curriculum development, offers a powerful and appealing way of reforming and managing medical education. The emphasis is on the product that is to say what sort of doctor will be producted rather than on the educational process. In outcome based education, the outcomes are clearly and unambiguously specified such as Tyler's curriculum design. The design of outcome based curriculum plans in the opposite direction, starting with the good doctor and working backwards. Outcome based curriculum offers many advantages as a way of achieving this. It emphasises relevance in the curriculum and accountability and can provide a clear and unambiguous framework for curriculum planning which has an intuitive appeal. It encourages the faculty and student to share responsibility for learning and it can guide the assessment.

수업평가에 대한 교수와 학생 인식 비교-일개 의과대학 사례-

채수진,임기영 한국의학교육학회 2008 Korean journal of medical education Vol.20 No.2

Purpose: The purpose of this study was to analyze the differences in perception between the students and faculty on course evaluation by the students and to pursue the improving of the course evaluation system. Methods: This study targeted 61 faculty and 88 students of the School of Medicine at A University. A questionnaire survey was administered. Results: Both the students and faculty members agreed with the need of a course evaluation system, but there were differences in perception between the two groups in terms of efficiency and factors affecting evaluation results. Conclusion: The department in charge of course evaluations of the school of medicine should review the differences in perception between students and faculty and use the reviewed content to improve the present course evaluation system.

집단 내 동료평가 결과와 자기주도학습준비도와의 관계 분석: 리더십수업 사례

채수진,임기영 한국의학교육학회 2008 Korean journal of medical education Vol.20 No.4

Purpose: This study examined to examine the relationship between intragroup peer evaluation and Self-Directed Learning Readiness(SDLR) in a leadership class that used a project learning method. Moreover, it identified the specific components of the SDLR that predicted the peer evaluation results. Methods: The research subject pool comprised of 47 3rd year students. Each team was composed of 4~5 members, each of whom evaluated all other members on his or her team SDLR was measured by using SDLR-K-96. Results: SDLR and peer assessment scores had a positive relationship, confirming that SDLR was an important variable that could predict the peer evaluation scores. Among the SDLR factors, ‘openness to challenge' was shown to have the highest predictive power for the peer assessment. Conclusion: Medical schools should provide students with learning opportunities on leadership through diverse learning methods such as project learning. The ability to do self-directed learning in such a leadership course in medical education is important for successful team building.

성인남자의 요산농도에 따른 혈액 지표 및 영양소 적정섭취비와 관련성 -국민건강영양조사(2016∼2019년)자료를 이용하여-

채수진,이금선,김선희,류혜숙,윤미은 대한영양사협회 2022 대한영양사협회 학술지 Vol.28 No.3

This study evaluated the correlation between serum uric acid level and the nutrients adequacy ratio (NAR)using data from the Korea National Health and Nutrition Examination Survey (KNHANES) 2016∼2019. This is a cross-sectional study in which 6,579 Korean male adults were divided into quartiles according to their uric acid levels. All analyses were performed with adjusted age. Uric acid decreased as the age increased from the age group 19∼29 years to 30∼49 years and then to 50∼64 years. Interquartile results of serum uric acid levels showed that increases in the serum uric acid levels were associated with decreases in LDL-cholesterol (P<0.01), triglycerides (P<0.001), body weight (P<0.001), waist circumference (P<0.001), body mass index (P<0.001), systolic blood pressure (SBP) (P<0.001), diastolic blood pressure (DBP) (P<0.001). However, uric acid levels decreased with an increase in HDL cholesterol (P<0.001). The analysis of the NARs according to the quartiles of serum uric acid levels in men showed that an increase in serum uric acid levels was associated with a decrease in the NAR levels of dietary fiber (P<0.001), calcium (P<0.001), and folic acid (P<0.001).

아주대학교 의과대학 환자/의사/사회 과정을 통한 의학전문직업성 교육 경험

채수진,신윤미,함기현,임기영,Chae, Su Jin,Shin, Yun Mi,Hahm, Ki Hyun,Lim, Ki Young 연세대학교 의과대학 2012 의학교육논단 Vol.14 No.1

The purpose of this study was to observe how Ajou University School of Medicine runs its curriculum to cultivate professionalism. The paper also proposes a plan for the next step for the school. The Patient-Doctor-Society (PDS) course, begun in 2009, can be summarized by three characteristics. First, the PDS course is an integrated curriculum that is not a one-time program for a specific grade, but a continuous program open for all medical students. Second, the PDS course is designed following the philosophy and educational goals of the institution, and the curriculum assures maximum autonomy. Third, the PDS course is 'whole person education' that provides knowledge and teaches skills and an attitude. By analyzing the pros and cons of the program through annual evaluation, leaders of the program at Ajou will continue to consider what to teach and how to do so.