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A Study on the Korean Medical Students' Perception of Medical Ethics Education Using Flipped Learning

플립러닝을 활용한 의료윤리학 교육에 대한 한의대생의 인식과 경험

  • Park, Sunju (Department of Preventive Medicine, College of Korean Medicine, Daejeon University) ;
  • Choi, Eunji (Department of Anatomy and Acupoint, College of Korean Medicine, Gachon University) ;
  • Kim, Song-Yi (Department of Anatomy and Acupoint, College of Korean Medicine, Gachon University)
  • 박선주 (대전대학교 한의과대학 예방의학교실) ;
  • 최은지 (가천대학교 한의과대학 해부경혈학교실) ;
  • 김송이 (가천대학교 한의과대학 해부경혈학교실)
  • Received : 2018.08.08
  • Accepted : 2018.08.17
  • Published : 2018.08.31

Abstract

Objectives : Recently, the interest on medical education in flipped learning has been growing. Competency-based curriculum is also required through changes in teaching methods within the Korean medicine education. In this study, flipped learning method was applied to 'medical ethics' class to examine the perception and experience of flipped learning from the Korean medical student's perspectives. Methods : The study was conducted on 15 preparatory course freshmen students who took the 'medical ethics' course, in the second semester of the year 2017 at 'A' University. The study was proceded in two steps; 1) fill-in the questionnaire twice (before and after the class), and 2) in-depth interview with semi-structured questionnaire. The $1^{st}$ questionnaire in the first step was consisted of 'Experience on flipped learning before the class', 'Which section of the flipped learning class do participants have expectation', 'Interest and expectation on flipped learning'. In the $2^{nd}$ questionnare, the participants were asked 'Which section of the flipped learning section that the learning effect was maximized', 'Association between 'flipped learning' method and 'Medical ethics' course' with 5-point Likert scale and frequency. Results : The results showed that flipped learning method works very effectively in the 'medical ethics' course (63.6%). After the flipped learning class, the participants showed positive change in a attitude of the class (72.7%). However, this teaching method might be inappropriate for participants who had difficulties in pre-learning or a passive attitude and lecture-centered instruction (LCI) classes. Conclusions : Though applying flipped learning method to the 'Medical Ethics' was effective, to make pre-learning better, the instructors should prepare countermeasures for passive participants, help interact well among the participants, and plan a lesson thoroughly for changing LCI classes to student-centerd instruction(SCI).

Keywords

Acknowledgement

Supported by : 가천대학교

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