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.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2018.1
- 수록면
- 295 - 308 (14page)
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초록· 키워드
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Purpose: Although medical curricula are now better structured for integration of biomedical sciences and clinical training, most teaching and learning activities still follow the older teacher-centric discipline-specific formats. A newer pedagogical approach, known as Collaborative Learning Cases (CLCs), was adopted in the medical school to facilitate integration and collaborative learning. Before incorporating CLCs into the curriculum of year 1 students, two pilot runs using the action research method was carried out to improve the design of CLCs. Methods: We employed the four-phase Kemmis and McTaggart‘s action research spiral in two cycles to improve the design of CLCs. A class of 300 first-year medical students (for both cycles), 11 tutors (first cycle), and 16 tutors (second cycle) were involved in this research. Data was collected using the 5-points Likert scale survey, open-ended questionnaire, and observation. Results: From the data collected, we learned that more effort was required to train the tutors to understand the principles of CLCs and their role in the CLCs sessions. Although action research enables the faculty to improve the design of CLCs, finding the right technology tools to support collaboration and enhance learning during the CLCs remains a challenge. Conclusion: The two cycles of action research was effective in helping us design a better learning environment during the CLCs by clarifying tutors’ roles, improving group and time management, and meaningful use of technology.
목차
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참고문헌 (19)
참고문헌 신청
Zou L / 2011 / Medical students’preferences in radiology education a comparison between the Socratic and didactic methods utilizing PowerPoint features in radiology education / Acad Radiol 18(2):253~256
Barrow M / 2010 / Strategies for planning and designing medical curricula and clinical teaching / South East Asian J Med Educ 4(1):2~8
Gwee MC / 2009 / Problem-based learning: a strategic learning system design for the education of healthcare professionals in the 21st century / Kaohsiung J Med Sci 25(5):231~239
Kirschner PA / 2006 / Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching / Educ Psychol 41(2):75~86
Kershner R / 2010 / Can the interactive whiteboard support young children’s collaborative communication and thinking in classroom science activities? / Int J Comput Support Collab Learn 5(4):359~383
Barrow M / 2010 / Strategies for planning and designing medical curricula and clinical teaching / South East Asian J Med Educ 4(1):2~8
Gwee MC / 2009 / Problem-based learning: a strategic learning system design for the education of healthcare professionals in the 21st century / Kaohsiung J Med Sci 25(5):231~239
Kirschner PA / 2006 / Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching / Educ Psychol 41(2):75~86
Kershner R / 2010 / Can the interactive whiteboard support young children’s collaborative communication and thinking in classroom science activities? / Int J Comput Support Collab Learn 5(4):359~383
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