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일개 대학 임상치위생학 교과목에서의 팀 기반 학습 효과 평가에 관한 사례연구
최용금 ( Yongkeum Choi ),신선정 ( Sunjung Shin ),유상희 ( Sanghee Yoo ) 대한예방치과·구강보건학회 2019 大韓口腔保健學會誌 Vol.43 No.1
Objectives: The purpose of this study was to evaluate the effectiveness of team-based learning (TBL) method in clinical dental hygiene subjects to improve the competence of learners. Methods: Clinical dental hygiene and practiceⅡ was implemented and evaluated by utilizing a team-based learning module. Communication skills, self-directed learning ability, and learning attitude were measured over the course of the module. Results: Communication competence improved from 147.17 points before education to 152.74 points after education (P=0.001). Moreover, self-directed learning competence improved from 135.91 points before education to 143.97 points after education (P<0.001). Conclusions: Team-based learning (TBL) method was found effective in clinical dental education course for clinical skill-building and improving the dental hygiene process competence of dental hygiene students.
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치과위생사의 조직 커뮤니케이션 만족이 직무만족, 조직몰입, 이직의도에 미치는 영향: 대인관계 스트레스 매개효과를 중심으로
박영남 ( Youngnam Park ),최용금 ( Yongkeum Choi ),류다영 ( Dayoung Ryu ) 한국치위생학회 2015 한국치위생학회지 Vol.15 No.5
Objectives: The purpose of the study was to investigate the influence of organizational communication satisfaction on the job satisfaction, organizational commitment, and turnover intention in the dental hygienists. Methods: A self-reported questionnaire was completed by 227 dental hygienists in Chungnam. The questionnaire consisted of 4 questions of general characteristics of the subjects, 8 questions of interpersonal stress, 12 questions of organizational communication satisfaction, 5 questions of job satisfaction, 5 questions of organizational commitment, and 5 questions of turnover intention. The four variables were measured by Likert 7 point scale. Data were analyzed using SPSS version 18.0 for frequency analysis, t test, one way ANOVA, Pearson’s correlation coefficient, and stepwise regression analysis. Sobel test was used to verify the mediating effects. Results: The interpersonal stress was proportional to turnover intention and inversely proportional to the organizational communication satisfaction, job satisfaction, and organizational commitment(p<0.01). The organizational communication satisfaction was proportional to the job satisfaction and organizational commitment, and inversely proportional to turnover intention(p<0.01). The interpersonal stress had a meditating effect between organizational communication satisfaction, and job satisfaction. It also gave the mediating effect between organizational communication satisfaction and organizational commitment. Conclusions: The effective organization management system can enhance the job satisfaction, organizational commitment, and turnover intention reduction in the dental hygienists.
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대학에서 교과목 인증제도 적용에 대한 교수자 인식 분석
김혜경(Kim Hyekyung),임근옥(Lim Kunok),최용금(Choi Yongkeum) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.2
최근 4차 산업혁명과 교육혁신을 위하여 미래인재의 특성과 더불어 역량기반교육방법에 대한 관심이 대두되고 있다. 본 연구는 대학 차원에서 역량기반 교육혁신의 일환으로 교수법 질 관리 제도를 구축하고 있는 S대학교 사례를 중심으로 교수자들의 인식을 분석하고자 하였다. 본 연구는 S대학교에서 2016년~2018년에 교과목 인증제 참여한 경험에 대한 교수자들의 인식을 조사하여, 대학차원의 교과목 인증제도의 효과성을 탐색하고자 하였다. 교수자의 인식은 교과목 인증제 참여동기, 참여 만족도와 효과성을 중심으로 분석하였고, 주요 결과는 다음과 같다. 첫째, 교과목 인증제도의 참여동기는 교원직급별, 재직경력에 따라 그 차이는 통계적으로 유의하지 않았으나, 인증유보 경험유무에 따른 참여동기는 통계적으로 유의한 것으로 나타났다. 참여동기는 교원직급, 재직경력이 많을수록 수업의 질 향상을 위해 참여하는 반면, 교원직급, 재직경력이 적을수록 ‘학교정책 협조하기 위해’ 참여하는 것으로 나타났다. 둘째, 교과목 인증제에 대한 만족도는 교원직급이 높을수록, 참여횟수가 많을수록, 인증유보 경험이 없을수록 높게 나타났다. 셋째, 교과목 인증제에 대한 효과성은 교과목 인증유형을 문제해결형 교수법만 적용했을 때보다 문제해결형 교수법과 함께 역량기반평가방법을 적용했을 때 효과적이라고 인식하는 것으로 나타났다(t=2.744, p<0.5). 본 연구는 대학교육 혁신을 위해서는 워크숍 등의 일회성 교수법 지원프로그램에서 벗어나 교수법의 적용과정과 성과를 체계적으로 지원하여 교수역량을 강화할 수 있는 교수법 질 관리 제도로 변화할 필요가 있음을 시사하였다. The purpose of this study is to analyze the case of institutionalization of pedagogical quality management at the university level when the importance of competency-based education is emerging for the 4th industrial revolution and educational innovation. This study examined the perceptions of teachers who participated in the course accreditation system applied by S University in 2016-2018, and explored the effectiveness of the course accreditation system at the university level. The instructor s perception of the course accreditation system was analyzed based on the motivation for participation and the effectiveness of the course accreditation system. The main results are as follows. First, the teachers’ motivation to participate in the course accreditation system was the highest in order to improve the quality of the class (48.8%). Teachers with fewer working years and lower positions showed higher goals to cooperate with school policy, and teachers with more years of service and higher positions had higher goals for improving quality of their classes. Second, the teachers’ satisfaction with the course accreditation system was higher as the teacher position was higher, the number of times of participation, and no experience of accreditation failure. Third, the application type of the course accreditation system showed higher satisfaction when the competency-based evaluation method was applied than when the problem-solving teaching method was applied only (t = 2.744, p <0.5). This study suggests that it is necessary to systematically apply the teaching quality improvement system in order to innovate university education, away from the event-based teaching support programs such as workshops.
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