의학교육논단 (Korean Medical Education Review)

  • 제13권2호
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  • Pages.9-23
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  • 2011
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  • 2092-5603(pISSN)
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  • 2093-6370(eISSN)
연세대학교 의과대학 (Yonsei university college of medicine)
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의과대학 문제중심학습에서 튜터의 전문분야와 교수경험이 학습결과에 미치는 영향

The Impact of Tutors' Domain and Teaching Expertise on Medical Students' Learning Outcomes in a PBL Environment

  • 강명희 (이화여자대학교 사범대학 교육공학과) ;
  • 이수지 ;
  • 김민정 (이화여자대학교 사범대학 교육공학과) ;
  • 김민지 (이화여자대학교 사범대학 교육공학과)
  • Kang, MyungHee (Department of Educational Technology, Ewha Womans University College of Education) ;
  • Lee, SuJie (GE International Inc.) ;
  • Kim, MinJeong (Department of Educational Technology, Ewha Womans University College of Education) ;
  • Kim, MinJi (Department of Educational Technology, Ewha Womans University College of Education)
  • 투고 : 2011.11.17
  • 심사 : 2011.12.17
  • 발행 : 2011.12.30
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초록

This study aimed to investigate the effects of tutors' domain and teaching expertise on learning outcomes in a problem based learning (PBL) environment. Four tutors and 25 first-year medical students participated in this study. Tutors' domain expertise was classified by clinical or non-clinical which is basic medicine and teaching expertise by previous tutoring experiences or not. The results showed a statistically significant difference in achievement depending on the tutors' domain expertise. Students grouped with an experienced clinical tutor attained higher achievement scores than those with an experienced non-clinical tutor, while those with an inexperienced non-clinical tutor attained higher scores than those with both inexperienced clinical tutors and experienced non-clinical tutors. Students with clinical medicine tutors also showed higher satisfaction scores than those with non-clinical medicine tutors. In particular, students grouped with an experienced clinical tutor gained higher satisfaction scores than those with inexperienced non-clinical tutors, and among the inexperienced tutors, students tutored by a clinical tutor showed higher scores than those with a non-clinical tutor. Different intervention styles were also found depending on tutors' domain and teaching expertise. Experienced tutors gradually reduced the tutoring intervention, whereas the novice provided more as the semester proceeded. Moreover, experts with a clinical medicine degree preferred direct teaching, whereas, non-clinical tutors preferred facilitating. Also, experienced tutors in the clinical medicine facilitated critical awareness than the other tutors. These results show the importance of developing a program for novice tutors to improve PBL in medical education.

키워드

참고문헌

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피인용 문헌

  1. 간호학 교육에서의 문제중심학습에서 튜터의 내용전문성과 튜터경험에 따른 학습자 만족도 vol.18, pp.7, 2011, https://doi.org/10.5392/jkca.2018.18.07.551