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Korean J Med Educ > Volume 22(4); 2010 > Article
Korean Journal of Medical Education 2010;22(4): 275-281. doi: https://doi.org/10.3946/kjme.2010.22.4.275
치의학전문대학원에서 실시한 문제중심 프로페셔널리즘 교육의 효과
지영아1, 김민강2, 이재일3
1서울대학교 치의학전문대학원 치의학교육개발센터
2시드니대학 교육사회복지학부
3서울대학교 치의학전문대학원 병리학교실
Impacts of Problem-Based Professionalism Course in Dental Education
Young A Ji1, Min Kang Kim2, Jae il Lee3
1Center for Educational Development in Dentistry, Seoul National University School of Dentistry, Seoul, Korea.
2Faculty of Educational and Social Work, University of Sydney, Sydney, Australia.
3Department of Pathology, Seoul National University School of Dentistry, Seoul, Korea.
Corresponding Author: Young A Ji, Tel: +82.2.740.8789, Fax: +82.2.3672.8157, Email: edudent@snu.ac.kr
Received: October 6, 2010;   Revised: November 3, 2010;  Accepted: November 8, 2010.
PURPOSE: This study explores the effects of a professionalism course based on problem-based learning (PBL) for 2nd year dental students on professional role concept and on ethical reasoning. It also investigates students' attitudes toward professionalism development program. METHODS: The experimental group (n=36) participated in the 5-week professionalism course, which uses PBL approach while the control group (n=89) did not receive the professionalism instruction during the same period. The professionalism development program was implemented via discussions among students in small-group tutorial. Four professors, who served as group facilitators participated in faculty seminars before every tutorial. After each tutorial, students had to write essays on the cases they discussed in their groups. Both groups completed Professional Role Orientation Inventory and Defining Issue Test (KDIT) prior to and post intervention period. The experimental group also responded to questionnaires about the value of professionalism program. RESULTS: Analysis of covariance indicated that the experimental group's responsibility score significantly improved (F=32.552, p<0.001) while their perception of agency decreased (F=29.510, p<0.001). The program had little influence on ethical reasoning measured by DIT. Twenty-eight students (78%) responded that they learned the value of other opinions. Seventy percent of the students responded that the course is worthwhile or very worthwhile. CONCLUSION: The result reveals that students' professional role concept is associated with the learning experience in professionalism program based on PBL. Opportunities to think of professionalism in clinical situations improved students' sense of responsibility as dentist.
Keywords: Professional competence;Problem-based learning;Dental ethics;Dental education
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