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Korean J Med Educ > Volume 21(3); 2009 > Article
Korean Journal of Medical Education 2009;21(3): 243-257. doi: https://doi.org/10.3946/kjme.2009.21.3.243
의료윤리 토론식 수업에 대한 학생들의 만족도 및 성취도
조희경1, 신좌섭2
1건국의학전문대학원 가정의학과교실
2서울대학교 의과대학 의학교육실, 의학교육연수원
Student Satisfaction and Self-Assessment after Small Group Discussion in a Medical Ethics Education Program
Hee-Kyung Joh1, Jwa-Seop Shin2
1Department of Family Medicine, School of Medicine, Konkuk University, Seoul, Korea.
2Office of Medical Education, Teacher Training Center for Health Personnel, Seoul National University College of Medicine, Seoul, Korea.
Corresponding Author: Jwa-Seop Shin, Tel: 02-740-8175, Fax: 02-740-8072, Email: hismed1@snu.ac.kr
Received: June 17, 2009;  Accepted: July 24, 2009.
PURPOSE: Small group discussions are useful tools in medical ethics education. We aimed to assess student satisfaction with specific components of a small group discussion and to evaluate student self-assessment of the objectives of education. METHODS: A structured questionnaire was developed after a literature review and a focus group interview. Components of the small group discussion were categorized by discussion case (self, other), individual activities (self-study, making materials, presentation experience), and group activities (preclass/in-class/postclass/plenary discussion, instructor's comments). The items for student self-assessment were: "To specify ethical issue in actual practice", "To get new knowledge", "To consider doctor's entity", "Empathy to others", "To get multidimensional viewpoint", "Viewpoint change", "To deliver my thought clearly", and "Ability to confront the medical ethics dilemma in the future". After the survey, an in-depth interview was performed to determine the reason behind the students' answers. RESULTS: A total of 121 students responded, for whom overall satisfaction and self-assessment were high. Students reported greater satisfaction with self-case, presentation experience, in-class discussion, and instructor's comments but less satisfaction with self-study before class and postclass discussion. Student self-assessment was highest in the ability to specify an ethical issue and lowest for viewpoint change and self-confidence. After multivariate analysis, higher student self-assessment was associated with greater satisfaction with the small group discussion. CONCLUSION: To improve the quality of medical ethics education, close investigation and monitoring of each component of the small group discussion and student achievement are essential, as is continuous feedback.
Keywords: Medical ethics;Student satisfaction;Self-assessment;Small group discussion
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