| 의과대학과 의학전문대학원 학생들의 학습양식 비교 |
| 정은경1, 오선아2, 윤태영3, 이상진4, 우영종1, 이정애1, 백영홍1 |
1전남대학교 의과대학 의학교육학교실
2전남대학교 의생명인력사업단
3경희대학교 의학전문대학원 의학교육학교실
4충북대학교 의학전문대학원 의학교육학교실 |
| Comparison of Learning Styles between Medical College Students and Professional Graduate Medical School Students |
| Eun-Kyung Chung1, Sun-A Oh2, Tai-Young Yoon3, Sang-Jin Lee4, Young Jong Woo1, Jung Ae Rhee1, Yung Hong Baik1 |
1Department of Medical Education, Chonnam National University Medical School, Gwangju, Korea.
2The Brain Korea 21 Project, Center for Biomedical Resourcesat Chonnam National University, Gwangju, Korea.
3Department of Medical Education, Kyung Hee University School of Medicine, Seoul, Korea.
4Department of Medical Education, Chungbuk National University Medical School, Cheongju, Korea. |
Corresponding Author:
Eun-Kyung Chung, Tel: 062-220-4178, Fax: 062-220-3653, Email: ekcmedu@chonnam.ac.kr
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Received: March 9, 2009; Accepted: May 9, 2009. |
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| ABSTRACT |
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PURPOSE: The Professional Graduate Medical School (PGMS) was established in 2003 in South Korea to train doctors that had better humanities and various educational backgrounds. By comparing the learning styles between students of the Medical College (MC) and PGMS, we investigated the characteristics of these students.
METHODS: The Kolb Learning Style Inventory (LSI) is used to determine learning preferences. It is composed of 12 statements on concrete experience, reflective observation, abstract conceptualization, and active experimentation. Six hundred nine students from all years of the 2 medical schools completed the Kolb LSI between June 1st and June 30th, 2008 (response rate: 91.4%).
RESULTS: MC students preferred Kolb's 'assimilator (56.3%)' and 'diverger (25.6%)', and PGMS students preferred Kolb's 'assimilator (61.2%)' and 'converger (19.3%)'. PGMS students showed a higher preference for abstract conceptualization compared with MC students (adjusted Odds Ratio=2.191; 95% Confidence Interval=1.115~4.306).
CONCLUSION: This study showed that the learning styles of PGMS and MC students differed. We can use this result not only in developing curricula and teaching strategies, but also in providing support to students. |
| Keywords:
Personality;Learning;Medical student;Medical Schools |
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