[논문]문제기반학습 교육과정 개편에 따른 과정 만족도 및 학생평가 결과 비교 분석 연구

김세진; 김민정; 공섬김; 정호중

doi:10.17496/kmer.2022.24.2.128

문제기반학습 교육과정 개편에 따른 과정 만족도 및 학생평가 결과 비교 분석 연구
Comparative Analysis of Course Satisfaction and Student Assessment Results in Redesigned Problem-Based Learning 원문보기

의학교육논단 = Korean medical education review, v.24 no.2, 2022년, pp.128 - 140

김세진 (고신대학교 의과대학 의학교육학교실) , 김민정 (고신대학교 의과대학 의학교육학교실) , 공섬김 (고신대학교 의과대학 소아과학교실) , 정호중 (고신대학교 의과대학 재활의학교실)

Abstract ▼ AI-Helper

The purpose of this study was to redesign a problem-based learning (PBL) curriculum and compare the differences between the previous and redesigned PBL based on the results of course satisfaction and student assessments. The PBL was redesigned using curriculum design guidelines (including revisions of curriculum objectives, learning components, learning environments, and assessment methods) that were developed based on previous studies and evaluation results. A comparative study was employed using course satisfaction surveys from the previous and redesigned curricula, and a total of 45 students participated. We also compared student assessment results from concept mapping, learning issue reports, modified essay questions, and reflection journals. We identified four key findings. First, we explored the possibility that the redesigned PBL could be implemented by student facilitators without professors as tutors. Second, the redesigned PBL fostered group dynamics that facilitated developing communication skills and collaborative learning through small-group discussions. Third, the new learning elements added in the redesigned PBL made a meaningful contribution to enhancing students' clinical reasoning based on hypothetico-deductive reasoning. Fourth, concept maps in redesigned PBL contained more complex and various nodes and connections, and the levels of the nodes were more appropriate. The implications of this study can provide meaningful preliminary information for redesigning PBL curricula for medical students to develop their essential competencies through PBL.

주제어

표/그림 (11)

표 Table 1. Comparison of the previous and redesigned problem-based learning curricula
표 Table 2. Reliability and composition of survey items
표 Table 3. Design guidelines based on the identified difficulties and their solutions for PBL curriculum revision
표 Table 4. Components and schedules of the redesigned problem-based learning module
표 Table 5. Overall satisfaction scores of the PBL curriculum
표 Table 6. Satisfaction scores for the learning content of the previous module (n=45)
표 Table 8. Satisfaction scores for the tutor (professor) and student facilitator
표 Table 9. Satisfaction scores for evaluation methods
표 Table 7. Satisfaction scores for the learning content in the redesigned module (n=45)
표 Table 10. Satisfaction scores for each module for developing competencies
표 Table 11. Differences in assessment scores between the previous module and the redesigned module

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