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Korean J Med Educ > Volume 21(4); 2009 > Article
Korean Journal of Medical Education 2009;21(4): 385-391. doi: https://doi.org/10.3946/kjme.2009.21.4.385
임상실습교육에의 문제바탕학습 적용
김경지1, 기창원2
1성균관대학교 의과대학 BK21 의과학전문인력양성사업단
2성균관대학교 의과대학 안과학교실
Integrating Problem-Based Learning into Clinical Clerkship: A Pilot Study
Kyong-Jee Kim1, Chagnwon Kee2
1Office of Medical Education, Sungkyunkwan University School of Medicine, Seoul, Korea.
2Department of Ophthalmology, Sungkyunkwan University School of Medicine, Seoul, Korea.
Corresponding Author: Chagnwon Kee, Tel: 02-3410-3564, Fax: 02-3410-0074, Email: ckee@skku.edu
Received: August 3, 2009;  Accepted: October 19, 2009.
ABSTRACT
PURPOSE: This study aims to evaluate the effectiveness of a new teaching segment, named "problem-based clinical teaching," for the clinical clerkship in the undergraduate medical curriculum. METHODS: Students were given a problem weekly on a case that they had seen during their rotation. The problem was provided by the instructor from a case that had already been diagnosed but came up with an additional problem that called for further investigation by the attending physician. The task for the students was to conduct the investigation and discuss the problem with the attending physician. A survey was conducted of a class of 3rd year medical students (n=43) who completed clerkships in internal medicine to measure the level of student engagement in the problem-based clinical teaching segment and the students' overall perceptions of this new teaching method. RESULTS: Students generally agreed with the statements that they were actively engaged in the learning during the problem-based clinical teaching session. The students also perceived that this teaching session helped them acquire a deeper understanding of the knowledge and that it enhanced their problem solving skills and motivation. CONCLUSION: Problem-based clinical teaching is a useful educational method to apply problem-based learning in clinical clerkship settings.
Keywords: Clinical competence;Clinical clerkship;Problem-based learning;Educational models;Undergraduate medical education
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