다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기
의학교육논단 = Korean medical education review, v.17 no.3, 2015년, pp.110 - 121
윤보영 (인제대학교 의과대학 내과학교실) , 최익선 (조지아대학교 교육대학 교육공학과) , 김세진 (조지아대학교 교육대학 교육공학과) , 박효진 (조지아대학교 교육대학 교육공학과) , 주현정 (조지아대학교 교육대학 교육공학과) , 이병두 (인제대학교 의과대학 내과학교실) , 이종태 (인제대학교 의과대학 예방의학교실)
AI-Helper
Competency-based medical education (CBME) is an outcome-oriented curriculum model for medical education that organizes learning activities and assessment methods according to defined competencies as the learning outcomes of a given curriculum. CBME emerged to address the accountability of medical ed...
| 핵심어 | 질문 | 논문에서 추출한 답변 |
|---|---|---|
| 역량바탕교육이란 무엇인가? | 역량바탕교육이란 학습자들이 학습 종료 후 또는 졸업과 동시에 실제 현장에서 발휘해야 할 역량을 다각도에서 정의하고 그에 따라 교육목표, 내용, 방법 및 평가를 계획하는 교육과정 모델이다(Frank et al., 2010; Harden et al. | |
| 역량바탕의학교육의 평가는 어떻게 이루어지는가? | 그들은 소그룹학습, 팀바탕학습, 증례바탕학습, 문제바탕학습, 임상교육 등의 학습방법을 사용하여 역량바탕의학교육의 효과성을 증진하였다. 평가에 있어서는 피드백 위주의 형성평가를 강조하고, 지식평가를 넘어서 실질적인 수행능력을 평가하는 동료평가, 표준화 환자를 통한 객관구조화진료시험, 진료수행시험, 포토폴리오 평가, 다면평가 등을 도입함으로써 학생들의 능력향상을 꾀하고 있다. 또한 개개인의 준비도에 맞는 유연성 있는 맞춤형 교육과정 마련, 학교 간 컨소시험을 통한 다양한 선택 과목의 공유, 훈련된 교수자의 지속적인 양성 등 다양한 교육시스템 마련에 힘써왔다. | |
| 구체적인 진료수행 역량을 평가하는 방법으로는 무엇이 있나요? | 그 결과로 한국의 대다수 의과대학, 의학전문대학원에서는 장기계통통합교육과정이나 문제바탕교육과정 등을 이미 받아들이고 널리 활용하고 있다. 최근에는 역량바탕의학교육이 한국에 소개되기 시작하였고, 그 중요성이 강조되면서 구체적인 진료수행 역량을 평가할 수 있는 객관구조화진료시험(objective structured clinical examination)과 진료수행시험(clinical performance examination) 등을 평가방법으로 채택하였다. |
Ahn, D. S. (2014). Korean doctor's role. J Korean Med Assoc, 57(1), 3-7.
Ahn, D. S. (2015). Continuum of medical education for transformative learning in East Asian context. Paper presented at the 2015 Inje-Chiba International Symposium for Medical Education, Busan, Korea.
Albanese, M. A., Mejicano, G., Mullan, P., Kokotailo, P., & Gruppen, L. (2008). Defining characteristics of educational competencies. Med Educ, 42(3), 248-255.
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). New York, NY: McGraw-Hill.
Bloom, B. S. (1968). Learning for mastery. Eval Comm, 1(2), 1-12.
Carlson, T., Macdonald, D., Gorely, T., Hanrahan, S., & Burgess-Limerick, R. (2000). Implementing criterion-referenced assessment within a multidisciplinary university department. Higher Educ Res Develop, 19(1), 103-116.
Carraccio, C., Wolfsthal, S. D., Englander, R., Ferentz, K., & Martin, C. (2002). Shifting paradigms: From Flexner to competencies. Acad Med, 77(5), 361-367.
Clark, G. S. (2011). The challenges and impact of evolving competency-based medical education and practice. Am Acad Phys Med Rehabil, 3(11), 993-997.
Cooke, M., Irby, D., & O'Brien, B. (2010). Educating physicians: A call for reform of medical school and residency. San Francisco, CA: Jossey-Bass.
Dannefer, E. F., & Henson, L. C. (2007). The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine. Acad Med, 82(5), 493-502.
Dean of the Council for College of Medicine in Korea. (2004). Medical education report. Seoul: Dean of the Council for College of Medicine in Korea.
Frank, J. R., Snell, L. S., Cate, O. T., Holmboe, E. S., Carraccio, C., Swing S.R., ... Harris, K. A. (2010). Competency-based medical education: Theory to practice. Med Teach, 32(8), 638-645.
Harden, R. M., Crosby, J. R., & Davis, M. H. (1999). AMEE Guide No. 14: Outcome-based education: Part 1 - An introduction to outcomebased education. Med Teach, 21(1), 7-14.
Harris, P., Snell, L., Talbot, M., & Harden, R. M. (2010). Competency-based medical education: Implications for undergraduate programs. Med Teach, 32(8), 646-650.
Hodge, S. (2007). The origins of competency-based training. Aust J Adult Learn, 47(2), 179-209.
Holmboe, E. S., Sherbino, J., Long, D. M., Swing, S. R., & Frank, J. R. (2010). The role of assessment in competency-based medical education. Med Teach, 32(8), 676-682.
Inje University College of Medicine. (2013). Curriculum brochure of College of Medicine. Busan: Inje University College of Medicine.
Ito, S. (2013, March). Implementing authentic assessment of clinical clerkship students in outcome-based education. Paper presented at the 2013 Inje-Chiba International symposium for Medical Education, Busan, Korea.
Kerdijk, W., Snoek, J. W., van Hell, E. A., & Cohen-Schotanus, J. (2013). The effect of implementing undergraduate competency-based medical education on students' knowledge acquisition, clinical performance and perceived preparedness for practice: A comparative study. BMC Med Educ, 13(76), 1-9.
Kim, K., & Kee, C. (2010). Reform of medical education in Korea. Med Teach, 32(2), 113-117.
Korean Academy of Medical Sciences. (1999 & 2000). Learning objectives of college of medicine. Retrieved from http://www.kams.or.kr/pds/study/index.php
Lurie, S. J. (2010). History and practice of competency-based assessment. Med Educ, 46(1), 49-57.
Mager, R. F. (1984). Preparing instructional objectives (2nd ed.). Belmont, CA: David S. Lake.
Magnusson, K., & Osborne, J. (1990). The rise of competency-based education: A deconstructionist analysis. J Educ Thought, 24(1), 5-13.
McGaghie, W. C., Miller, G. E., Sajid, A. W., & Telder, T. V. (1978). Competency-based curriculum development in medical education. Geneva: World Health Organization. Retrieved from http://whqlibdoc.who.int/php/WHO_PHP_68.pdf
Mookherjee, S., Chang, A., Boscardin, C. K., & Hauer, K. E. (2013). How to develop a competency-based examination blueprint for longitudinal standardized patient clinical skills assessments. Med Teach, 35(11), 883-890.
Morcke, A. M., Dornan, T., & Eika, B. (2013). Outcome (competency) based education: An exploration of its origins, theoretical basis, and empirical evidence. Adv Health Sci Educ, 18(4), 851-863.
Murdoch-Eaton, D., Ellershaw, J., Garden, A., Newble, D., Perry, M., Robinson, L., ... Whittle, S. (2004). Student-selected components in the undergraduate medical curriculum: A multi-institutional consensus on purpose. Med Teach, 26(1), 33-38.
Myhre, D. L., Woloschuk, W., Jackson, W., & McLaughlin, K. (2014). Academic performance of longitudinal integrated clerkship versus rotation-based clerkship students: A matched-cohort study. Acad Med, 89(2), 292-295.
Nieweg, M. R. (2004). Case study: Innovative assessment and curriculum redesign. Asses Eval Higher Educ, 29(2), 203-214.
Schunk, D. H. (2010). Learning theories: An educational perspective (6th ed.). Boston, MA: Pearson.
Self-evaluation Research Committee at Inje University College of Medicine. (2014). A self-evaluation report on CBME in Inje University College of Medicine (Unpublished confidential report). Busan: Inje University College of Medicine.
Shin, J. S., Lee, Y. S., Park, W. B., Baik, N. J., Hwang, Y. I., Yoo, K. S., ... Lee, B. D. (2008). Development of educational curriculum in medical school. Seoul: Seoul National University College of Medicine.
Shumway, J. M., & Harden, R. M. (2003). Association for Medical Education in Europe. AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician. Med Teach, 25(6), 569-584.
Ten Cate, O., & Billett, S. (2014). Competency-based medical education: Origins, perspectives and potentialities. Med Educ, 48(3), 325-332.
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
오픈액세스 학술지에 출판된 논문
Copyright KISTI. All Rights Reserved.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.