• 의학교육논단
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• 제15권1호
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• pp.39-45
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• 2013

The recent medical education paradigm shift from teacher-centered to student-centered education, has led to a concentration on students' performance and competency. This means that a physician should be able to provide adequate health care in any real medical treatment situation. In order to reflect such a paradigm shift, The Catholic University of Korea School of Medicine launched a new curriculum in 2009 that emphasizes students' performance and competency-based education, known as "outcome-based education." In outcome-based education, the educational process is determined by the desired outcome, signifying the detailed competency that a graduating student should have. Thus, in outcome-based education, we should first determine the competency that results from adequate training and education, followed by specific teaching and learning strategies, methods, and assessment. This paper reviews how The Catholic University School of Medicine developed its new curriculum according to the development steps of outcome-based education.

• 의학교육논단
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• 제15권3호
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• pp.144-150
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• 2013

Before Outcome-based curriculum reform, medical graduate school and medical schools of korea need to understand limit or threshold of outcome-based education's point of view. This article examines the multi-dimensional concept of competence suggested by Stoof and colleagues and discusses about implication for outcomebased education in medical education of Korea. Because Stoof and colleagues's five dimensions of competence reveal various concepts and educational methods of competence. Therefore, It is possible to use to identify the strengths and weaknesses of outcome-based education of Korea as a reference standard. Five dimensions of competence suggested by Stoof and colleagues is consist of 'personal vs. task characteristics,' 'individual vs. distributed competence,' 'specific vs. general competence,' 'levels of competence vs. competence as a level,' and 'teachable vs. non-teachable.' Implication for outcome-based education in medical education of Korea is, first, that It should recognize to outcome-based education as a one of educational models approaching to competence. Second, discussion about competence should be expanded from pre-medical education to graduated medical education and continuing medical education.

• 한국산학기술학회논문지
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• 제16권7호
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• pp.4537-4548
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• 2015

이 연구는 성인학습자의 평생교육의식, 참여동기, 학습성과에 관한 구조적 관계를 알아보기 위한 목적으로 수행되었다. 연구대상은 대전광역시 5개구에서 운영 중인 평생교육기관에서 평생학습 프로그램에 참여중인 성인학습자 319명을 대상으로 자료를 수집하였다 연구결과는 다음과 같다. 첫째, 성인학습자의 평생교육의식은 학습성과에 유의한 영향을 미치는 것으로 나타났다. 둘째, 성인학습자의 평생교육의식은 참여동기에 유의한 영향을 미치는 것으로 나타났다. 셋째, 참여동기는 학습성과에 유의한 영향을 미치는 것으로 나타났다. 넷째, 성인학습자의 평생교육의식과 학습성과는 참여동기를 매개로 유의한 영향을 미치는 것으로 나타났다. 학습성과에 직접적인 영향을 미치는 관련변인으로 평생교육의식, 참여동기가 영향력을 갖는 것으로 검증되었다. 이러한 결과는 평생교육의식 전환이 이루어져, 평생학습에 대한 참여동기가 부여되고, 학습성과 향상으로 이어져, 궁극적으로 평생학습 참여기회가 확대될 수 있음을 시사해준다.

• 의학교육논단
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• 제11권1호
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• pp.3-9
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• 2009

Outcome based education, a competence based approach at the cutting edge of curriculum development, offers a powerful and appealing way of reforming and managing medical education. The emphasis is on the product that is to say what sort of doctor will be producted rather than on the educational process. In outcome based education, the outcomes are clearly and unambiguously specified such as Tyler's curriculum design. The design of outcome based curriculum plans in the opposite direction, starting with the good doctor and working backwards. Outcome based curriculum offers many advantages as a way of achieving this. It emphasises relevance in the curriculum and accountability and can provide a clear and unambiguous framework for curriculum planning which has an intuitive appeal. It encourages the faculty and student to share responsibility for learning and it can guide the assessment.

• 한국조리학회지
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• 제20권5호
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• pp.76-83
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• 2014

This article examines the effects of education service quality of culinary education facility on the learning outcome. For this, items for figuring out the relation between education service quality and the learning outcomes has been deducted through IPA regarding education service quality. Further, the factors of education service, which is for verifying the effects of relevant experiences (culinary certificate) have been examined according to advanced studies. Self administered questionnaires have been prepared by 231 samples in total and the collected data have been analyzed through frequency, factor, reliability and regression analyzing methods by using SPSS 18.0. The results from paired t-test performed on the importance and performance of culinary education service quality indicate that expertise, level of knowledge, education method of instructor and additional convenience facilities (locker and lounge etc) are the most important factors respectively. The results from IPA analysis show that the quadrant 1 includes knowledge level, education method, kindness of instructor. The quadrant 2 contains awareness of instructor while the third one includes culinary facility, tool structure and convenience facility. In addition the quadrant 4 includes hygiene of learning place. According to the results from hypothesis test, education service quality affects learning outcome and the experience (certificate) of learner from culinary education facility results in difference in education service quality and awareness of learning outcome therefore the hypothesis is partially verified.

• 의학교육논단
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• 제15권1호
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• pp.9-18
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• 2013

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.

• 의학교육논단
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• 제15권3호
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• pp.112-119
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• 2013

Most medical colleges in Korea have been shifting from traditional education to outcome-based education, which is the general trend in medical education. The purpose of this study was to make some suggestions in light of the reality and challenges of student assessment in medical education from the perspective of outcome- based education. First, those who are responsible for student assessment should be diversified to include faculty, residents, students, and evaluation committee members. They need separate roles in educational evaluation, so evaluation competencies are required for them. Second, various methods for evaluation and score interpretation can be used for effective evaluation. We can adopt diagnostic, formative, and summative evaluation functionally, and the norm-referenced, criterion-referenced, growth-referenced, and ability-referenced evaluation based on criteria for score interpretation. Finally, various evaluation domains and test forms can be administered together in the common lectures in the medical school. We can test not only knowledge but also skills and attitudes, with diverse test forms such as supply and performance types.

• 대한치과의사협회지
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• 제57권8호
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• pp.437-447
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• 2019

Purpose: In recent years, efforts to improve the dental curriculum in South Korea have focused on a shift to outcome-based dental education based on core competencies in dentistry. So far, the field has seen various studies on the development of competencies, performance evaluation, and the importance of outcome-based education, but few studies have documented the development of such an education model. Therefore, this study develops an OBE curriculum for dentistry education and describes the development procedures and then finally this study intends to share our experience to other dental schools. Methods: This study introduces the development procedure and details of an outcome-based education model for dental education and presents the five stages of an outcome-based education model. In this study, 3 educational experts and 2 dental professor composed the TFT and developed the research method according to the ADDIE model. Step 1 is to conduct quantitative / qualitative research analysis through some survey and interview, Step 2 is to do a survey to revise competency, Step 3 is to develop a materials through consensus and participation of our professors of the dental school, Step 4 is to do some workshops, Step 5 is to prepare and conduct a outcome evaluation. Results: Step 1 is a required process for developing an educational model: the Job Analysis & Need Analysis stage. Step 2 is the Development of Outcome and Competency stage, which involves revising the competencies that are the basis of the curriculum. Step 3 is developing competency descriptions, competency levels, and evaluation criteria?the Development of Outcomes and Evaluation Standards. Step 4 is the Development of Milestones for Curriculum and Instructional Strategy, which examines the curriculum's problems and analyzes the improvements of each course. Step 5 is the Evaluating Outcomes stage, conducted based on the competencies specified by the target dental school. Conclustion: The model presented here can serve as a foundation for outcome-based education in other dental schools.

• 문화기술의 융합
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• 제5권2호
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• pp.329-336
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• 2019

본 연구는 간호학생의 성과기반교육 달성도에 영향 미치는 요인을 확인하기 위해 364명의 간호학생을 대상으로 의사소통능력, 비판적 사고성향, 셀프리더십, 연구능력, 성과기반교육 달성도로 구성된 자가보고 질문지로 자료를 수집하였다. 간호학생의 성과기반교육 달성도는 학년, 성과기반교육 이해도 및 만족도, 임상실습 경험여부에 따라 통계적으로 유의한 차이가 있었다. 성과기반교육 달성도는 의사소통능력, 비판적 사고성향, 셀프리더십, 연구능력과 양의 상관관계로 나타났다. 간호학생의 성과기반교육 달성도에 영향을 미치는 요인은 성과기반교육 만족도(${\beta}=0.33$, p<0.001), 셀프리더십(${\beta}=0.21$, p<0.001), 연구능력(${\beta}=0.18$, p<0.001), 비판적 사고성향(${\beta}=0.17$, p=0.003), 의사소통능력(${\beta}=0.14$, p=0.006), 임상실습 경험(${\beta}=0.10$, p=0.023)의 순으로 나타났으며, 성과기반교육 달성도에 대한 이들 변수의 총 설명력은 38.1%였다. 성과기반교육의 달성도를 높이기 위해 셀프리더십, 연구능력, 비판적 사고성향 및 의사소통능력을 향상시킬 수 있는 교과 및 비교과 활동 전략을 개발하고 운영해야 할 것이다.

• 한국콘텐츠학회논문지
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• 제15권6호
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• pp.597-605
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• 2015

이 연구에서는 정부 지원 사회 문화예술교육 중 시민 대상 문화예술교육 프로그램 참가자의 교육성과 평가가 교육만족에 미치는 영향을 알아보기 위해 한국문화예술교육진흥원 설문조사의 원데이터를 2차 분석하였다. 탐색적 요인 분석 결과 교육성과 평가는 교육내용, 교육운영, 교육자원의 3개 요인으로 구성됨이 밝혀졌으며 이들 교육성과 평가요인들은 모두 교육만족에 통계적으로 유의미한 정(+)의 영향을 미치는 것으로 나타났다. 과거 문화예술교육 경험 유무, 참여 형태(단독/동반)를 기준으로 나눈 집단별 분석에서는 각 집단별로 요인별 영향력이 상이한 것으로 파악되었다. 분석된 결과를 바탕으로 문화예술교육의 질 제고를 위한 구체적 방안이 논의되었으며 후속 연구를 위한 아이디어가 제시되었다.