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백상호,Baik, Sang-Ho 연세대학교 의과대학 2013 의학교육논단 Vol.15 No.3
Since the establishment of the national medical licensing examination board in 1992, the medical licensing examination system has changed enormously and this has had a number of impacts on examination services. All those reforms were aimed at improving the relevance and reliability of the test. Several attempts of the testing system have appeared in the new examination service, and which have also brought about the changes in the medical school curriculum such as introducing integrated courses instead of traditional subjects, using test scores as a reference to the post-graduation selection test. Some examples of changes in the examination system are as follows: 1) choosing three integrated test subjects and outlines of their reference content instead of 15 academic subjects, 2) adjusting the ratio of multiple choice question items to focus more on the problem solving level, 3) introduction of 'one-best answer' single set and 'extended matching type items, 4) item construction based on real clinical cases and real clinical materials. Recently, a clinical skill test system has been introduced to measure examinees' basic clinical skills competencies. Despite continuing efforts, the examination system still has many issues remaining to be solved. These problems include the differential weighting of test items, appropriate threshold for passing, and practicality of pre-testing to stabilize the passing rate and avoid the hazards of newness and undesirably difficult test items.
백상호(Sang Ho Baik),박찬웅(Chan Woong Park),조만희(Man Hee Cho),채규태(Gue Tae Chae) 한국의학교육학회 1991 Korean journal of medical education Vol.3 No.2
The purpose of this study was to investigate the perceptions of teachers to the learning objectives (specific behavioral objectives, SBO) of their own specialty subjects at real educational situation and also to examine how and when teachers use the SBO. A questionnaire was constructed through a series of discussion at the task force meetings. Opinions from the members were gathered and a list of 21 items of question was generated and finally rephrased each question item to make 20 closed-type and 1 open-type questionnaire. The questionnaires were administered to all the faculties who have been engaged in teaching a subject of basic medical sciences. Although the response rate of the questionnaire was 43%, fairly even distribution of rank proportion of responded faculties were analyzed that could give strong convince of acceptable level of the results. The analysis showed that most of the faculties have fairly high perceptions to the necessity of SBO in teaching situations, while only 25% of thorn administered the SBO to their students. About 33% of the responded faculties construct SBO individually, and 25% have joined to a group work in their own department. A booklet, Specific Behavioral Objectives in Basic Medical Sciences , has been well known and 85% of them used the booklet as a reference to make their own SBO. 65% of the faculties keep the booklets and the remaining groups answered that they don t have it although some of them have been seen it before.