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      자기주도학습을 도입한 임상실습에서 의과대학생이 설정한 학습목표, 방법 및 의견과 자기평가 점수의 분석 = Medical Students' Goals, Methods and Opinions on Self-directed Learning

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      https://www.riss.kr/link?id=A103845695

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      Purpose: The purpose of this study was to investigate the goals, methods and opinions of medical students on self-directed learning(SDL) and to compare the self-assessments with faculty-evaluations. Methods: The study group included 90 medical studen...

      Purpose: The purpose of this study was to investigate the goals, methods and opinions of medical students on self-directed learning(SDL) and to compare the self-assessments with faculty-evaluations.
      Methods: The study group included 90 medical students doing their clerkship in the department of Laboratory Medicine, Mokdong Hospital, Ewha Womans University, School of Medicine, Seoul, Korea, from August 2005 to October 2006. Students were asked to review cases, formulate learning goals, implement appropriate learning strategies and present learning outcomes. Students' opinions on SDL were collected. Their self-assessments were compared with the faculty evaluation scores using the same checklist. Three groups were defined according to the faculty scores: scores >12, high; scores 10~12, middle; scores <9, low.
      Results: SDL was helpful in increasing confidence in students’ own learning abilities and in raising interest in the patient-doctor relationship. Some students had difficulty formulating learning goals on their own. The mean of the self-assessments was significantly higher than that of faculty mean(11.8±2.1 vs. 10.9±2.3, p=.005). Rater agreement by items was approximately 30%. There was significant interaction between raters and group. Among the ‘high’ group, 55% under-rated their scores to middle or low levels, whereas 66% of the ‘low’ group rated themselves higher to high or middle levels. Spearman's correlation coefficient between faculty’s and student's scores was r=.219(p=.038) and 4.4% of the faculty evaluations was predicted by the self-assessment scores.
      Conclusion: These results suggest that SDL is an effective learning tool during clerkship. Since students' scores did not correlate with those of the faculty’s, students need to develop appropriate self-assessment skills.

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      참고문헌 (Reference)

      1 Kruger, J., "Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self- assessments" 77 (77): 1121-1134, 1999

      2 Mattheos, N., "The interactive examination: assessing students' self-assessment ability" 38 (38): 378-389, 2004

      3 Pierre, R.B., "Student self-assessment in a paediatric objective structured clinical examination" 54 (54): 144-148, 2005

      4 Levett-Jones, T.L., "Self-directed learning: implications and limitations for undergraduate nursing education" 25 (25): 363-368, 2005

      5 Abraham, R.R., "Self-directed learning" 29 (29): 135-136, 2005

      6 Mandel, L.S., "Self-assessment of resident surgical skills: is it feasible?" 193 (193): 1817-1822, 2005

      7 Rudy, D.W., "Self-and peer assessment in a first-year communication and interviewing course" 24 (24): 436-445, 2001

      8 Chaves, J.F., "Self, peer, and tutor assessments of MSN competencies using the PBL-evaluator" 45 (45): 25-31, 2006

      9 Knowles, M., "Self directed learning: a guide for learners and teachers" Association Press 1975

      10 Hiramanek, N., "Self directed learning and continuing medical education" 34 (34): 879-880, 2005

      1 Kruger, J., "Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self- assessments" 77 (77): 1121-1134, 1999

      2 Mattheos, N., "The interactive examination: assessing students' self-assessment ability" 38 (38): 378-389, 2004

      3 Pierre, R.B., "Student self-assessment in a paediatric objective structured clinical examination" 54 (54): 144-148, 2005

      4 Levett-Jones, T.L., "Self-directed learning: implications and limitations for undergraduate nursing education" 25 (25): 363-368, 2005

      5 Abraham, R.R., "Self-directed learning" 29 (29): 135-136, 2005

      6 Mandel, L.S., "Self-assessment of resident surgical skills: is it feasible?" 193 (193): 1817-1822, 2005

      7 Rudy, D.W., "Self-and peer assessment in a first-year communication and interviewing course" 24 (24): 436-445, 2001

      8 Chaves, J.F., "Self, peer, and tutor assessments of MSN competencies using the PBL-evaluator" 45 (45): 25-31, 2006

      9 Knowles, M., "Self directed learning: a guide for learners and teachers" Association Press 1975

      10 Hiramanek, N., "Self directed learning and continuing medical education" 34 (34): 879-880, 2005

      11 Das, M., "Self and tutor evaluations in problem- based learning tutorials: is there a relationship?" 32 (32): 411-418, 1998

      12 Violato, C., "Self and peer assessment of pediatricians, psychiatrists and medicine specialists: implications for self-directed learning" 11 (11): 235-244, 2006

      13 Dolmans, D.H., "Problem-based learning: future challenges for educational practice and research" 39 (39): 732-741, 2005

      14 Sullivan, M.E., "Peer and self assessment during problem-based tutorials" 177 (177): 266-269, 1999

      15 Langendyk, V., "Not knowing that they do not know: self-assessment accuracy of third-year medical students" 40 (40): 173-179, 2006

      16 Weiss, P.M., "How do medical student self-assessments compare with their final clerkship grades?" 27 (27): 445-449, 2005

      17 Minter, R.M., "Gender differences in the self-assessment of surgical residents" 189 (189): 647-650, 2005

      18 Kim, J.Y., "Does tutor evaluation in the PBL course assess different aspects of learning from what written examination assesses?" 17 (17): 37-47, 2005

      19 Ainoda, N., "Definitions and goals of “self-directed learning” in contemporary medical education literature" 34 (34): 515-519, 2005

      20 Lind, D.S., "Competency-based student self-assessment on a surgery rotation" 105 (105): 31-34, 2002

      21 Chae, S.J., "Comparison of the academic achievement by self- directed learning readiness levels in a hybrid problem based learning course" 16 (16): 281-288, 2004

      22 Bryan, R.E., "Assessing professionalism in early medical education: experience with peer evaluation and self-evaluation in the gross anatomy course" 34 (34): 486-491, 2005

      23 Davis, D.A., "Accuracy of physician self-assessment compared with observed measures of competence: a systematic review" 296 (296): 1094-1102, 2006

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      학술지 이력

      학술지 이력
      연월일 이력구분 이력상세 등재구분
      2022 평가예정 계속평가 신청대상 (등재유지)
      2017-01-01 평가 우수등재학술지 선정 (계속평가)
      2013-07-22 학술지명변경 한글명 : 한국의학교육 -> Korean Journal of Medical Education
      외국어명 : korean journal of medical education -> 미등록
      KCI등재
      2013-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2010-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2007-01-01 평가 등재학술지 선정 (등재후보2차) KCI등재
      2006-01-01 평가 등재후보 1차 PASS (등재후보1차) KCI등재후보
      2004-01-01 평가 등재후보학술지 선정 (신규평가) KCI등재후보
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      학술지 인용정보

      학술지 인용정보
      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 1.02 1.02 0.76
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      0.82 0.76 1.204 0.08
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