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Korean J Med Educ > Volume 22(4); 2010 > Article
Korean Journal of Medical Education 2010;22(4): 283-289. doi: https://doi.org/10.3946/kjme.2010.22.4.283
표준화 환자 교수자에 의한 유방진찰법 수업
박주현1,2, 손지영1, 김 선1, 이성아2, 이수정1,3
1가톨릭대학교 의과대학 의학교육학과
2START 의학시뮬레이션센터
3가톨릭대학교 의과대학 정신과학교실
Breast Examination Instruction by a Standardized Patient Instructor
Joo Hyun Park1,2, Ji Young Son1, Sun Kim1, Sung A Lee2, Soo Jung Lee1,3
1Department of Medical Education, The Catholic University of Korea College of Medicine, Seoul, Korea.
2START Medical Simulation Center, The Catholic University of Korea College of Medicine, Seoul, Korea.
3Department of Psychiatry, The Catholic University of Korea College of Medicine, Seoul, Korea.
Received: September 6, 2010;   Revised: October 2, 2010;  Accepted: October 6, 2010.
PURPOSE: The purpose of this research was to identify the effectiveness of a standardized patient (SP) instructor. The study was performed to compare the effects of two types of instruction on breast examination skills by an SP instructor and a professor. METHODS: Fifty-four medical students in the third year and 4 SPs participated in the study. In a pretest, each student was judged by the SP individually in performing a breast examination and completed a questionnaire about perception. Next, students were randomly assigned to 2 experimental groups (small-group instruction by an SP instructor or professor). A posttest of performance and perception was administered using the same procedures as in the pretest. To identify the effectiveness of the SP instructor, differences in student scores between the groups were analyzed by t-test. RESULTS: In the posttest of student performance on the breast examination, there was no significant difference between the groups (p=0.270). With regard to student perception, scores on self-confidence in the breast examination were significantly different (p=0.026) between the groups, of which students who received instruction from the professor showed a higher level. Additionally, there was a significant effect on students' perceived reliability of instruction by the SP instructor (p=0.011), and students who were instructed by the SP demonstrated higher reliability compared with professor-taught students. CONCLUSION: Instruction by an SP instructor has the same effectiveness as instruction by a professor. SP instructors have very powerful effects on student performance and perception.
Keywords: Patient simulation;Teaching;Physical examination
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