Browse > Article
http://dx.doi.org/10.14406/acu.2022.023

Development of Teaching and Learning Manual for Competency-Based Practice for Meridian & Acupuncture Points Class  

Eunbyul, Cho (KM Science Research Division, Korea Institute of Oriental Medicine)
Jiseong, Hong (Center for International Cooperation & Education on Korean Medicine, Wonkwang University)
Yeonkyeong, Nam (Department of Meridian & Acupoint, College of Korean Medicine, Wonkwang University)
Haegue, Shin (Department of Neuropsychiatry, Chungju Hospital of Korean Medicine, Semyung University)
Jae-Hyo, Kim (Department of Meridian & Acupoint, College of Korean Medicine, Wonkwang University)
Publication Information
Korean Journal of Acupuncture / v.39, no.4, 2022 , pp. 184-190 More about this Journal
Abstract
Objectives : In our previous study, we developed the prototype of a lesson plan for meridian and acupuncture clinical skills education by applying the rapid prototyping to instructional systems design. The present study aimed to develop a teaching-learning manual, including the lesson plans, practice notes, and instructions for devices. We also aimed to present a guideline on how to use the manual in class. Methods : The manual and materials for teachers and learners were developed based on the solutions and the prototype derived from our previous study. Practical classes on meridian and acupuncture points consist of four major subjects, and the lesson plan and practice note were designed according to each topic. Results : Flipped learning, George's five-step method, peer role-play, and peer-led objective structured clinical examination (OSCE) were applied as main methodologies in the meridian and acupuncture points practical class. The teaching-learning manual, including practice notes, detailed lesson plan, OSCE checklist, and instruction manual for devices, was developed to be utilized at each stage of the learning activity. Conclusions : The application of the teaching-learning manual is expected to provide effective clinical skills education, strengthen learners' communication skills, establish professional identity, assess learners' performance, and provide immediate feedback. The educational effect of the manual for the existing class should be identified, and its feasibility should be verified by implementing it on another group. This manual could be helpful in designing classes for other subjects of Korean medicine, especially for clinical skills education.
Keywords
competency; meridian and acupuncture points class; rapid-prototyping ISD model; teaching and learning manual;
Citations & Related Records
Times Cited By KSCI : 6  (Citation Analysis)
연도 인용수 순위
1 So KH. An investigation on new approaches to curriculum design for the knowledge-based society. The Journal of Curriculum Studies. 2006 ; 24(3) : 39-59.
2 So KH. Curricular-historical base and its liberal nature of competence-based education. The Journal of Curriculum Studies. 2009 ; 27(1) : 1-20.
3 Lim C, Han HJ, Hong J, Kang Y. 2016 Competency Modeling for Doctor of Korean Medicine & Application Plans. JKM. 2016 ; 37(1) : 101-13. https://doi.org/10.13048/jkm.16010   DOI
4 Han SY, Lee SH, Chae H. Developing a best practice framework for clinical competency education in the traditional East-Asian medicine curriculum. BMC Med Educ. 2022 ; 22(1) : 352. https://doi.org/10.1186/s12909-022-03398-4   DOI
5 Cho E, Kim JH, Hong J. Application of the rapid prototyping instructional systems design in meridianology laboratory. Korean J Acupunct. 2022 ; 39(3) : 71-83. https://doi.org/10.14406/acu.2022.012   DOI
6 Lim C, Yeon E. Development of corporate training programs and instructional systems design. Paju : Kyoyookbook; 2015 : 18-26, 147, 151.
7 Lim C, Song Y, Hong S, Park C. A study on the application and improvement of the Rapid Prototyping to Instructional Systems Design (RPISD) model. Journal of Educational Technology. 2020 ; 36(3) : 589-617. https://doi.org/10.17232/KSET.36.3.589   DOI
8 Cambridge University Press 2022. Cambridge Dictionary. 2022 [cited 2022 Oct 31] ; Available from: URL:https://dictionary.cambridge.org/dictionary/english/operations-manual
9 Korean Acupuncture and Moxibustion Society Textbook Compilation Committee. Clinical practice guidelines of acupuncture medicine. Seoul : Hanmi Medical Publishing Co. 2020 : 31-2, 39-43.
10 Yoo DM, Cho AR, Kim S. Development and validation of a portfolio assessment system for medical schools in Korea. J Educ Eval Health Prof. 2020 ; 17 : 39. https://doi.org/10.3352/jeehp.2020.17.39   DOI
11 Kim SH. Exploring theoretical aspects of effective lesson planning. The Journal of Elementary Education. 2011 ; 24(3) : 97-115.
12 Park S, Lim C, Lee J, Choi JI, Cho YH. Education technology and class. 6th ed. Paju : Kyoyookbook. 2021 : 314-7.
13 Cho E, Jeon H, Kwon OS, Hong J, Lee J, Jung E, et al. Training future Korean medicine doctors to perform bee venom acupuncture and obtain informed consent using an objective structured clinical examination. JKM. 2022 ; 43(1) : 6-17. https://doi.org/10.13048/jkm.22002   DOI
14 George JH, Doto FX. A simple five-step method for teaching clinical skills. Family medicine-Kansas city-. 2001 ; 33(8) : 577-8.
15 Burgess A, van Diggele C, Roberts C, Mellis C. Tips for teaching procedural skills. BMC Med Educ. 2020 ; 20(Suppl 2) : 458. https://doi.org/10.1186/s12909-020-02284-1   DOI
16 Miller GE. The assessment of clinical skills/competence/performance. Academic Medicine. 65(9) : S63-7.   DOI
17 Amin Z, Seng CY, Eng KH. Practical guide to medical student assessment. Seoul : Koonja Publish Co. 2012 : 20-1.
18 Shin J, Go Y, Song C, Cho E, Leem J. Presentation on research trends and suggestion for further research and education on objective structured clinical examination and clinical performance examination in Korean medicine education: Scoping review. spkom. 2022 ; 26(2) : 87-112. https://doi.org/10.25153/SPKOM.2022.26.2.008   DOI
19 Institute of Korean Medicine Education & Evaluation. The manual of 2nd cycle Korean medicine education evaluation and certification for College of Korean Medicine and Graduate School of Korean Medicine. Seoul: Karammunhwasa; 2017 : 78-9.
20 Patricio MF, Juliao M, Fareleira F, Carneiro AV. Is the OSCE a feasible tool to assess competencies in undergraduate medical education? Med Teach. 2013 ; 35(6) : 503-14. https://doi.org/10.3109/0142159X.2013.774330   DOI
21 Young I, Montgomery K, Kearns P, Hayward S, Mellanby E. The benefits of a peer-assisted mock OSCE. The Clinical Teacher. 2014 ; 11 : 214-8.   DOI
22 Cho E, Jung HJ, Leem J. Peer role-play in a College of Korean Medicine to improve senior students' competencies in patient care and communication: A case analysis and proposal for a model. JKM. 2022 ; 43(3) : 49-64. http://dx.doi.org/10.13048/jkm.22030   DOI