지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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An outcome-based curriculum is perceived to be one alternative educational approach in medical education.
Nonetheless, it is difficult for curriculum developers to convert from traditional curriculum to an outcome-based curriculum because research documenting its development process is rare. Therefore, this study aims to introduce the development process and method of outcome-based curriculum. For the purpose of this study, we used diverse data analyses, such as an existing literature search, development model analysis, and case analysis.
We identified five phases from the analysis. First, the curriculum developers analyze the physician’s job or a high performer in a medical situation. Second, curriculum developers extract outcomes and competencies through developing a curriculum, affinity diagraming, and critical incident interviews. Third, curriculum developers determine the proficiency levels of each outcome and competency evaluation methods. Fourth, curriculum developers conduct curriculum mapping with outcomes and competencies. Fifth, curriculum developers develop an educational system. Also, it is important to develop an assessment system for the curriculum implementation in the process of developing the outcome-based curriculum. An outcome-based curriculum influences all the people concerned with education in a medical school including the professors, students, and administrative staff members. Therefore, curriculum developers should consider not only performance assessment tools for the students but also assessment indicators for checking curriculum implementation and managing curriculum quality.
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참고문헌 (30)
참고문헌 신청
Association of American Medical Colleges / 1998 / Report II contemporary issues in medicine: medical informatics and population health
Ben-David, M. F. / 1999 / AMEE guide no. 14: outcome-based education: part 3-assessment in outcome-based education / Med Teach 21 (1) : 23 ~ 25
Briscoe, J. P. / 1999 / Grooming and picking leaders using competency frameworks: do they work? an alternative approach and new guidelines for practice / Organ Dyn 28 (2) : 3
Choi, W. / 2002 / Development cases of a course structure in corporate training program : a comparison between DACUM and CBC / J Educ Technol 18 (2) : 91 ~ 121
Cumming, A. D. / / The Tuning Project (medicine): learning outcomes/competences for undergraduate medical education in Europe
Ben-David, M. F. / 1999 / AMEE guide no. 14: outcome-based education: part 3-assessment in outcome-based education / Med Teach 21 (1) : 23 ~ 25
Briscoe, J. P. / 1999 / Grooming and picking leaders using competency frameworks: do they work? an alternative approach and new guidelines for practice / Organ Dyn 28 (2) : 3
Choi, W. / 2002 / Development cases of a course structure in corporate training program : a comparison between DACUM and CBC / J Educ Technol 18 (2) : 91 ~ 121
Cumming, A. D. / / The Tuning Project (medicine): learning outcomes/competences for undergraduate medical education in Europe
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