Im Eun-Jung, Lee Yoo-Chul, Chang Bong-Hyun, Chung Sung-Kwang
Department of Medical Education, Kyungpook National University School of Medicine, Daegu, Korea.
Department of Microbiology, Kyungpook National University School of Medicine, Daegu, Korea.
Korean J Med Educ. 2010 Jun;22(2):101-11. doi: 10.3946/kjme.2010.22.2.101. Epub 2010 Jun 30.
The purpose of this study is to survey the awareness of faculty (F) and students (S) on 'good teaching' and to analyze an example of good lesson, finally to identify the requirements of 'good teaching' in medical education.
Quantitative and qualitative methods were applied simultaneously. First, survey using a questionnaire was analyzed by frequency analysis and verified using chi-square-test, Mann-Whitney test. Second, the case of good teaching and qualitative data were analyzed by 'priori codes coding' and 'open coding'.
The results of survey are as follows: Both faculty and students regarded lessons that taught important content easy to understand (F: 50%; S: 69.1%); Lessons that allow students make sure important information (F: 48.6%; S: 51.4%); Lessons that prepare and plan considering the student's level and interest (F: m=3.78; S: m=3.76) were good lessons. Faculty wanted lessons that improve student's academic achievement (35.7%), while students choose lessons that deliver curriculum effectively using appropriate teaching method (47.1%). According to the results of case analysis, it turned out that characteristics of good teaching were as follows: Thorough plan and preparation of content, various teaching methods and materials, encouragement of intellectual inquiry and curiosity, active interaction between faculty and students, clear feedback and reasonable evaluation.
Requirements of good teaching are open to faculty at school of medicine and are to be utilized as guidelines to monitor and improve their instruction.
本研究旨在调查教师（F）和学生（S）对“良好教学”的认知，并分析一堂优质课程的实例，最终确定医学教育中“良好教学”的要求。
同时应用定量和定性方法。首先，通过频率分析对问卷调查结果进行分析，并使用卡方检验、曼-惠特尼检验进行验证。其次，通过“先验编码”和“开放编码”对优质教学案例和定性数据进行分析。
调查结果如下：教师和学生都认为能将重要内容讲解得易于理解的课程（教师：50%；学生：69.1%）；能让学生明确重要信息的课程（教师：48.6%；学生：51.4%）；根据学生水平和兴趣进行准备和规划的课程（教师：m = 3.78；学生：m = 3.76）是优质课程。教师希望课程能提高学生的学业成绩（35.7%），而学生则选择能使用适当教学方法有效传授课程内容的课程（47.1%）。根据案例分析结果，优质教学的特点如下：对内容进行全面规划和准备、采用多种教学方法和材料、鼓励智力探究和好奇心、师生之间积极互动、明确反馈和合理评价。
良好教学的要求对医学院校的教师是公开的，可作为监测和改进其教学的指导方针。
