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Korean J Med Educ > Volume 18(2); 2006 > Article
Korean Journal of Medical Education 2006;18(2): 203-216. doi: https://doi.org/10.3946/kjme.2006.18.2.203
실습을 중심으로 한 과정 기술 교육 프로그램의 효과
노혜린1, 조준휘2, 김정현3, 조준식4, 원준연5, 우상욱1, 조성준6
1강원대학교 의과대학 외과학교실
2강원대학교 의과대학 응급의학교실
3강원대학교 의과대학 비뇨기과학교실
4강원대학교 의과대학 산부인과학교실
5강원대학교 의과대학 이비인후과학교실
6강원대학교 의과대학 흉부외과학교실
Effect of Practice based Program for Procedural Skills
Hye Rin Roh1, Jun Hwi Cho2, Jeong Hyun Kim3, Jun-Sik Cho4, Jun Yeon Won5, Sang Uk Woo1, Sung Joon Cho6
1Department of Surgery, Kangwon National University College of Medicine, Korea.
2Department of Emergency Medicine, Kangwon National University College of Medicine, Korea.
3Department of Urology, Kangwon National University College of Medicine, Korea.
4Department of Obstetrics and Gynecology, Kangwon National University College of Medicine, Korea.
5Department of Otolaryngology, Kangwon National University College of Medicine, Korea.
6Department of Thoracic & Cardiovascular Surgery, Kangwon National University College of Medicine, Korea.
Corresponding Author: Hye Rin Roh, Tel: 033)258-2306, Fax: 033)255-8809, Email: hyerinr@kangwon.ac.kr
ABSTRACT
PURPOSE: To evaluate the educational effectiveness of practice-based program for procedural skills at Kangwon National University College of Medicine. METHODS: In 2005, we conducted the training program composed of 19 procedural skills for third-year medical students during their first semester clerkship. The 14-week training used simulation models and was held for 3 hours per week, one hour for didactic session and 2 hours for practical exercise. A lecture was given only for wound dressing. OSCE, consisting of four 5-minute stations, was administered to analyze the students' achievement. 53 third-year students were given a survey following skills training and OSCE. RESULTS: Most students reported that the practice-based program was interesting and helpful in learning procedural skills. Students preferred practice to didactic medium. Students were satisfied with the faculty's instruction, but suggested that the training should be providedprior to clerkship. OSCE had an overall reliability coefficient (Cronbach's alpha) of 0.78. The mean score in the dressing case was lower than those in other cases. CONCLUSION: The practice-based program for procedural skills was effective in motivating students' learning as well as improving theirtechnical skills. Self-directed exercises and appropriate feedback are more effective training tools than lectures.
Keywords: Clinical skills education;Procedural skills;Technical skills;Clinical competency;OSCE
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