의과대학 교원을 위한 교수개발 프로그램의 개발과 교육의 질 관리

천경희(Kyunghee Chun),박영순(Youngsoon Park) 한국교원교육학회 2020 한국교원교육연구 Vol.37 No.1

The purpose of this study is to develop and examine faculty development programs in medical school. To enhance the competency of medical professors, a total of 16 faculty development programs were developed. First of all, the subjects, contents, and types of programs were proposed based on expert consultations. Then, we surveyed 63 medical professors on the type, timing, and location of the programs. To evaluate the effectiveness of the programs, we evaluated the programs with such instruments as eight satisfaction items and five area-specific needs items. An average of 34.6(SD=7.23) medical professors participated in the programs. As a result, the satisfaction level was maintained above 4.0 out of 5.0. The results suggest the necessity and the importance of quality management in the faculty development program. Based on the results of the CIPP evaluation, we further suggest that systematic quality management and feedback can increase the effectiveness and efficiency of faculty development programs. 이 연구는 대전소재 K 의과대학 교원을 대상으로 2019학년도에 실시한 교수개발 프로그램의 개발 및 운영과정과 지속적 프로그램 개선 성과를 알아보기 위한 것이다. 의과대학 교원의 역량강화를 위하여 ADDIE 모형에 기반 한 16개 교수개발 프로그램이 개발되었으며, 총 14회의 프로그램 운영에 대한 개별 프로그램 평가와 CIPP 모형에 기반 한 전체 프로그램 평가가 이루어졌다. 먼저 전문가 협의에 기반 하여 프로그램 대상, 내용, 종류가 제안되었으며, 63명의 교원이 참여한 요구조사와 대학 현황에 기반 하여 프로그램의 종류, 시기, 장소 등이 결정되었다. 프로그램 만족도와 요구도를 지속적으로 알아보기 위하여 8개 유목의 만족도 설문과, 5개 영역별 요구 설문으로 구성된 개별 프로그램 평가가 매 회 실시되었다. 교육 프로그램 질 관리를 위한 연간 질 관리 계획이 수립되었으며, 교원의 참여도를 높이기 위한 개별 교수 참여도 피드백과 전체 교수 참여도 피드백, 홍보방법의 개선이 이루어졌다. 2019학년도에는 전체교수 대상 프로그램에 평균 34.6(SD=7.23)명의 교수가 참여하였으며, 보직 및 특임교수 대상 프로그램에는 17.0(SD=5.43)명이 참여하였다. 프로그램 만족도 관리를 통해 평균 4.0이상의 만족도를 유지하였다. 이러한 성과를 기반으로 교수개발 프로그램의 질 관리 필요성과 중요성을 확인하였으며, 2019학년도 프로그램에 대한 CIPP 평가에 기반 하여 차기 프로그램 개선방안과 효과성 향상을 위한 체계적인 질 관리와 환류 개선의 필요성을 제안한다.

한국형 임상실습 교육환경 평가척도 타당화

천경희,박영순,옥지원,Chun, Kyunghee,Park, Young Soon,Oak, Ji Won 연세대학교 의과대학 2021 의학교육논단 Vol.23 No.1

In light of the need for a tool to evaluate the clinical practice education environment as perceived by medical and nursing students, this study is was conducted to develop and validate the Korean version of the Undergraduate Clinical Education Environment Measure (K-UCEEM) as a measurement tool for managing the clinical practice education climate and quality of education. For validation, the UCEEM consisting of 25 items developed by Pia Strand in 2013 was adapted according to standard translation procedures. The K-UCEEM questionnaire was administered to 73 medical students and 135 nursing students who participated in clinical practice at one medical institution. Exploratory factor analysis and confirmatory factor analysis were conducted to confirm the validity of the instrument's structure. In order to determine referential validity, the relationships among stresses in clinical practice were examined, and differences in factor scores were compared by gender and college. It was confirmed that the scale of 24 items and five factors showed a moderate model fitness index. The reliability of the factors ranged from 0.786 to 0.867. In addition, all five factors were found to have negative correlations with the clinical practice stress sub-factor, and there were statistically significant differences by gender and college. Through this study, the validity and reliability of the K-UCEEM were verified. In the future, it is expected that further verification of the scale, as well as evaluation and improvement of the clinical practice education environment based on this scale, will occur.

의과대학 학업부적응 학생의 심리사회적 특성과 체계적 지원방안에 대한 탐색

박영순,천경희,이태희,Park, Young-Soon,Chun, Kyunghee,Lee, Tae Hee 연세대학교 의과대학 2022 의학교육논단 Vol.24 No.3

The purpose of this study was to explore the psychosocial characteristics of academically maladjusted students and the College's current status regarding academic maladjustment based on 4-year medical student cohort data collected from 2018 to 2021 and through interviews with 10 medical education experts using the integrated research method. This study included 223 students who consented to inclusion in the student cohort and participated in the emotional behavior test and college adaptability test of whom 65 students experienced academic maladjustment. Academically maladjusted students had significantly higher scores for social stress, anxiety, sense of inadequacy, attention, hyperactivity, and school maladjustment, and significantly lower scores for relationships with parents, interpersonal relationships, self-esteem, self-confidence, and self-strength. Academic and social integrity, emotional stability, university satisfaction, and university service satisfaction were all significantly lower in the academically maladjusted students than in the non-maladjusted group. The expert interviews indicated that academic maladjustment was mainly recognized as a personal problem, with causes such as lack of motivation and learning methods, vulnerability to stress, lack of social relationships and alienation, lack of support from the family, and insufficient resilience. Systematic support other than counseling for academically maladjusted students is required, and an early diagnosis and preventive intervention are important.

의과대학 임상교원의 교육자로서의 역할인식이 직무열의와 직무소진에 미치는 영향

이영환(Young Hwan Lee),박영순(Young Soon Park),천경희(Kyunghee Chun) 한국교원교육학회 2021 한국교원교육연구 Vol.38 No.1

본 연구는 의과대학 임상교원이 지각하는 역할인식과 업무과부하, 직무열의, 직무소진을 알아보고, 교육자로서의 역할인식이 임상의로서의 역할인식과 직무열의 및 직무소진 간의 관계에 어떤 영향을 미치는지 알아보기 위한 것이다. 총 143명의 임상교원을 대상으로 설문을 실시하였으며, 내과계 78명, 외과계 42명, 기타임상의학계 23명의 교원이 참여하였다. 임상교원은 임상의 50.84%, 교육자 29.43%, 연구자 23.26%의 순으로 역할을 인식하는 것으로 나타났다. 교육자의 역할을 연구자 역할보다 높게 지각하는 교원이 53.80%였으며, 연구자 역할을 교육자보다 높게 지각하는 교원이 24.50%, 그리고 동일하다고 보고한 교원은 21.70%였다. 근무연한이 17년 미만인 집단들에 비하여 17년 이상인 집단의 업무과부하가 유의하게 낮았으며, 직무소진의 하위요인인 고갈 요인도 유의하게 낮은 것으로 나타났다. 반면에 교육자로서의 역할인식에 따라 직무과부하에 차이가 있었으며, 고갈도 유의하게 낮게 지각하는 것으로 나타났다. 임상의로서의 역할인식과 직무열의, 직무소진과의 관계에서 교육자로서의 역할인식이 완전매개 요인인 것으로 나타났다. 특히 교육자로서의 역할인식이 추가되었을 때 임상교원의 역할인식과 직무소진에 대한 설명력이 6.0에서 14.5%로 증가하고 직무열의에 대한 설명력이 9.2%에서 18.8%로 증가하였다. 결론적으로 의과대학 임상교원의 교육자로서의 역할인식을 제고하고 임상교원이 경험하는 직무소진과 직무열의를 보다 적극적으로 탐색하는 지속적 노력이 필요하며, 임상교원을 위한 심리사회적 지원 등을 제공할 수 있는 조직적 지원과 중재 노력 또한 제안하는 바이다. The purpose of this study is to investigate the role awareness and work overload, work engagement, and burnout perceived by clinical faculty, and to find out how role awareness as a medical teacher affects the relationship between role awareness as a clinician, work engagement, and burnout A total of 143 clinical faculty members were surveyed, and 78 internal medicine faculty, 42 surgical faculty members, and 23 other clinical faculty members participated. Clinical faculty were found to recognize roles in the order of 50.84% of clinicians, 29.43% of medical teachers, and 23.26% of researchers. 53.80% of faculties perceived the role of medical teacher higher than that of a researcher, 24.50% of faculties perceived the role of researcher higher than that of medical teacher, and 21.70% reported the same. Compared to the group with less than 17 years of the working period, the group with more than 17 years was significantly lower in work overload and exhaustion. On the other hand, there was a difference in job overload according to role awareness as a medical teacher, and it was found that exhaustion was perceived significantly lower. In the relationship between role awareness as a clinician, work engagement, and burnout, role awareness as a medical teacher was a completely mediating factor. In particular, when role awareness as a medical teacher was added, the explanatory power increased from 6.0% to 14.5%, and from 9.2% to 18.8%. In conclusion, there is a need for continuous efforts to raise role awareness as clinical teachers and explore job exhaustion and work engagement experienced by clinical teachers. It also proposed systematic support and intervention efforts that can provide psycho-social support for clinical teachers.

‘의사와 리더십’ 교육과정 개발 및 평가

이상숙(Sangsook Lee),서민호(Minho Seo),김준식(Joonsik Kim),김재룡(Jaeryong Kim),박우현(Woo-Hyun Park),천경희(Kyunghee Chun),박영순(Youngsoon Park) 한국의학교육학회 2007 Korean journal of medical education Vol.19 No.4

Purpose: Recently, researchers at medical schools have shown increasing interest in developing a curriculum for medical humanities and improving ‘humanity’ in existing curriculums. This study introduces the process of developing the ‘doctor & leadership’curriculum at K University from 2002. The results of the three-year implementation were analyzed. The effectivenessof the curriculum development is discussed. Methods: The curriculum development followed the ADDIE model. A sixteen-week curriculum with three subjects was developed. The main methods of instruction were self-regulation learning and collaboration learning. The instruction method was a blended learning approach composed of both on-line and off-line instructions. Students were assessed through a portfolio assessment. ‘Leadership self-assessment’ and ‘satisfaction index of the overall curriculum were measured. Results: The results on pre- and post- leadership self-assessment shows that leadership increased significantly after the learning process. Of the 4 sub-factors of the satisfaction index, the satisfaction indices on the blended learning, professor-student interaction, and instruction design had the greatest influence on the total satisfaction index (p<.001) Conclusion: Our outcome indicates that the ‘doctor & leadership curriculum is significantly effective. And generally, to increase the satisfaction index of courses, collaboration learning based on team projects and blended learning, as well as, professor-student interaction are helpful in encouraging the application of skills.