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Korean J Med Educ > Volume 22(2); 2010 > Article
Korean Journal of Medical Education 2010;22(2): 101-111. doi: https://doi.org/10.3946/kjme.2010.22.2.101
의학교육에서 수업의 전문성 향상을 위한 ‘좋은 수업’의 요건 탐색
임은정1, 이유철2, 장봉현1, 정성광3
1경북대학교 의학전문대학원 의학교육학교실
2경북대학교 의학전문대학원 미생물학교실
3경북대학교 의학전문대학원 비뇨기과학교실
Investigation of the Requirements of 'Good Teaching' to Improve Teaching Professionalism in Medical Education
Eun-Jung Im1, Yoo-Chul Lee2, Bong-Hyun Chang1, Sung-Kwang Chung3
1Department of Medical Education, Kyungpook National University School of Medicine, Daegu, Korea
2Department of Microbiology, Kyungpook National University School of Medicine, Daegu, Korea.
3Department of Urology, Kyungpook National University School of Medicine, Daegu, Korea.
Corresponding Author: Eun-Jung Im, Tel: 053-420-4904, Fax: 053-423-1369, Email: eunjim@knu.ac.kr, yclee@knu.ac.kr
Yoo-Chul Lee, Tel: 053-420-4904, Fax: 053-423-1369, Email: eunjim@knu.ac.kr, yclee@knu.ac.kr
Received: November 14, 2009;   Revised: January 21, 2010;  Accepted: April 29, 2010.
PURPOSE: The purpose of this study is to survey the awareness of faculty (F) and students (S) on 'good teaching' and to analyze an example of good lesson, finally to identify the requirements of 'good teaching' in medical education. METHODS: Quantitative and qualitative methods were applied simultaneously. First, survey using a questionnaire was analyzed by frequency analysis and verified using chi-square-test, Mann-Whitney test. Second, the case of good teaching and qualitative data were analyzed by 'priori codes coding' and 'open coding'. RESULTS: The results of survey are as follows: Both faculty and students regarded lessons that taught important content easy to understand (F: 50%; S: 69.1%); Lessons that allow students make sure important information (F: 48.6%; S: 51.4%); Lessons that prepare and plan considering the student's level and interest (F: m=3.78; S: m=3.76) were good lessons. Faculty wanted lessons that improve student's academic achievement (35.7%), while students choose lessons that deliver curriculum effectively using appropriate teaching method (47.1%). According to the results of case analysis, it turned out that characteristics of good teaching were as follows: Thorough plan and preparation of content, various teaching methods and materials, encouragement of intellectual inquiry and curiosity, active interaction between faculty and students, clear feedback and reasonable evaluation. CONCLUSION: Requirements of good teaching are open to faculty at school of medicine and are to be utilized as guidelines to monitor and improve their instruction.
Keywords: Teaching;Professional competence;Medical education
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