Office of Medical Education, Seoul National University College of Medicine, Seoul, Korea.
Department of Internal Medicine, Seoul National University College of Medicine, Seoul, Korea.
Korean J Med Educ. 2022 Sep;34(3):201-212. doi: 10.3946/kjme.2022.230. Epub 2022 Aug 26.
Longitudinal integrated clerkships (LICs) have been introduced in medical schools, as learning relationships with clinical faculty or peers are important components of medical education. The purpose of this study was to investigate the characteristics of student-faculty and student-student interactions in the LIC and to identify other factors related to whether students understood and acquired the program's main outcomes.
The study was conducted among the 149 third-year students who participated in the LIC in 2019. We divided the students into groups of eight. These groups were organized into corresponding discussion classes, during which students had discussions with clinical faculty members and peers and received feedback. Clinical faculty members and students were matched through an e-portfolio, where records were approved and feedback was given. A course evaluation questionnaire was completed and analysed.
A total of 144 valid questionnaires were returned. Logistic regression analysis showed that relevant feedback in discussion classes (adjusted odds ratio [AOR], 5.071; p<0.001), frequency of e-portfolio feedback (AOR, 1.813; p=0.012), and motivation by e-portfolio feedback (AOR, 1.790; p=0.026) predicted a greater likelihood of understanding the continuity of the patient's medical experience. Relevant feedback from faculty members in discussion classes (AOR, 3.455; p<0.001) and frequency of e-portfolio feedback (AOR, 2.232; p<0.001) also predicted a greater likelihood of understanding the concept of patient-centered care.
Student-faculty interactions, including relevant feedback in discusstion classes, frequency of e-portfolio feedback, and motivation by e-portfolio feedback were found to be important factors in the LIC program.
纵向综合实习（LIC）已在医学院校中引入，因为与临床教师或同学的学习关系是医学教育的重要组成部分。本研究的目的是调查 LIC 中学生与教师和学生之间的互动特点，并确定与学生是否理解和获得该项目主要成果相关的其他因素。
本研究在 2019 年参加 LIC 的 149 名三年级学生中进行。我们将学生分为八人一组。这些小组被组织成相应的讨论班，在讨论班中，学生与临床教师和同学进行讨论并获得反馈。临床教师和学生通过电子档案夹进行匹配，在电子档案夹中记录被批准并提供反馈。完成并分析了课程评估问卷。
共收回 144 份有效问卷。逻辑回归分析显示，讨论课中的相关反馈（调整后的优势比 [AOR]，5.071；p<0.001）、电子档案夹反馈的频率（AOR，1.813；p=0.012）和电子档案夹反馈的激励（AOR，1.790；p=0.026）预测了对患者医疗体验连续性的理解程度更高。讨论课中教师的相关反馈（AOR，3.455；p<0.001）和电子档案夹反馈的频率（AOR，2.232；p<0.001）也预测了对以患者为中心的护理概念的理解程度更高。
学生与教师的互动，包括讨论课中的相关反馈、电子档案夹反馈的频率以及电子档案夹反馈的激励，被认为是 LIC 项目的重要因素。
