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논증강화교육이 의학과 학생의 문제바탕학습 경험에 미치는

Other Titles
 Effect of Argumentation Instruction on Medical Student Experiences with Problem-Based Learning 
Authors
 주현정 
Volume
 19 
Number
 2 
Start Page
 101 
End Page
 108 
Issue Date
2017
Keywords
Argumentation instruction ; Learning experience ; Medical students ; Problem-based learning
Abstract
When participating in problem-based learning (PBL), it is important for medical students to generate claims and provide justifications for their claims in small group discussions. This study aimed to investigate the effect of argumentation instruction on medical student learning experiences with PBL. A total of one hundred first-year preclinical students from Inje University College of Medicine, who had attended argumentation instruction, participated in this study. All of the participants completed a 5-point Likert scale questionnaire regarding their learning experiences with PBL, before and after the argumentation instruction. The questionnaire comprised 22 items with eight subcategories: argumentation activity, reflection, integration of basic and clinical science, identification of lack of knowledge, logical thinking, self-directed study, communication, and attitude toward discussion. The collected data were analyzed through a paired-sample t-test. The results of this study found that the argumentation instruction promoted the preclinical students’ experiences with argumentation activities, reflection, an integration of basic and clinical science, the identification of their lack of knowledge, logical thinking, and self-directed study, and it increased positive attitudes toward group discussion. The findings suggest argumentation instruction can enhance medical student group discussions and help students achieve the objectives of PBL, including acquisition of basic and clinical science knowledge and development of clinical reasoning and self-directed learning abilities, which can highlight the meaningful learning experiences students have with PBL.
Files in This Item:
oak-pub-00529 Download
DOI
10.17496/kmer.2017.19.2.101
Appears in Collections:
1. College of Medicine (의과대학) > Korean Medical Education Review (의학교육논단) > 1. Publications
URI
https://ir.ymlib.yonsei.ac.kr/handle/22282913/159160
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