치위생과학회지 (Journal of dental hygiene science)

  • 제18권2호
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  • Pages.113-123
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  • 2018
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  • 1598-4478(pISSN)
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  • 2233-7679(eISSN)
한국치위생과학회 (The Korean Society of Dental Hygiene Science)
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포커스 그룹을 이용한 치과위생사 커뮤니케이션 교육에 관한 질적연구

Qualitative Research on Communication Education of Dental Hygienist by Focus Group Interview

  • 최진선 (강릉원주대학교 치과대학 예방치학교실, 구강과학연구소) ;
  • 마득상 (강릉원주대학교 치과대학 예방치학교실, 구강과학연구소) ;
  • 정세환 (강릉원주대학교 치과대학 예방치학교실, 구강과학연구소) ;
  • 박덕영 (강릉원주대학교 치과대학 예방치학교실, 구강과학연구소)
  • Choi, Jin-Sun (Department of Preventive and Public Health Dentistry, College of Dentistry and Research Institute of Oral Science, Gangneung-Wonju National University) ;
  • Ma, Deuk-Sang (Department of Preventive and Public Health Dentistry, College of Dentistry and Research Institute of Oral Science, Gangneung-Wonju National University) ;
  • Jung, Se-Hwan (Department of Preventive and Public Health Dentistry, College of Dentistry and Research Institute of Oral Science, Gangneung-Wonju National University) ;
  • Park, Deok-Young (Department of Preventive and Public Health Dentistry, College of Dentistry and Research Institute of Oral Science, Gangneung-Wonju National University)
  • 투고 : 2018.01.29
  • 심사 : 2018.04.02
  • 발행 : 2018.04.30
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초록

본 연구는 치과위생사에게 요구되는 커뮤니케이션 교육에 관한 임상가와 교육자의 견해를 확인하기 위해 치과의사, 치과위생사, 교수의 초점집단면접을 진행하였고, 각 초점집단의 견해를 해석하고 개념화하여 분석한 결과, '커뮤니케이션 교육시기와 방법', '교과목 표준화와 교육환경', '커뮤니케이션 역량 평가', '커뮤니케이션 교과목에 대한 인식'이라는 4개의 핵심범주와 '교육시기', '교육방법', '임상현장실습', '표준화된 교과목의 부재', '교수역량 향상', '평가방법', '국가고시 도입', '교수와 학생의 태도'라는 8개의 하위범주를 확인하였고 다음과 같은 결론을 얻었다. 임상가 및 교육자 초점집단은 공통적으로 인문사회학적 소양은 대학교육이 선행되어야 한다고 진술하였다. 다만, 치과위생사 초점집단은 임상현장에서의 시행착오적 학습도 효과적인 교육이라고 강조하였다. 교수 초점집단은 대학졸업 이후에도 커뮤니케이션 교육의 연속성을 위해 보수교육이 제공되어야 한다고 강조하였다. 임상가 및 교육자 초점집단은 공통적으로 치과 의료기관에서 발생할 수 있는 환자 불만사례를 적용한 역할극을 요구하였다. 교수 초점집단은 교과목 학습목표와 실습모듈 표준화를 요구하였고, 교육 환경 인프라가 구축되어야 한다고 하였다. 더불어, 커뮤니케이션 교과목 담당 교수의 역량을 강화하기 위한 커뮤니케이션 교과목 연구회가 필요하다고 하였다. 본 연구를 통해 치과위생사의 커뮤니케이션 역량 계발을 위하여 임상현장의 요구에 부응하는 교육개발이 필요함을 확인하였고, 치과위생사 커뮤니케이션 역량강화를 위한 교육의 바람직한 방향을 제안할 수 있는 자료로 활용될 수 있을 것으로 생각된다.

The purpose of this study to review clinicians and educators on required communication education factors of dental hygienists using qualitative research by focus group interview. The participants were dentists, dental hygienists and professors. A questionnaire was developed on communication education to collect data. The collated data derived concepts related to communication education. After transferring the data, were analyzed by open coding and axial coding using computer-aided qualitative data analysis software. Focus group emphasized that higher education on communication should be preceded before they are put into the clinical field. However, the dental hygienist emphasized experiential education in the clinical field, the professor emphasized additional education for continuity of communication education even after graduation. Besides, focus group emphasized role play, and the professor required that the standardization of the dental communication training courses objectives and role play modules and the education environment infrastructure should be established to implement communication education efficiently. The categories of communication education stated in the focus group were time and method for the dental communication training courses, dental communication training courses standardization and educational environment, of evaluation of communication competency, of perception of the dental communication training courses. This study identified the communication education development to conform with the needs of the clinical field strengthen and cultivate communication competency dental hygienists based on factors of communication education emphasized in focus groups.

키워드

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