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


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).



Supported by : 가천대학교


  1. Kim, Do Hee. Investigating the Educational Effects of Flipped learning in a College Setting. 2017. Ewha Womans University. Master Thesis. 1-133.
  2. The inverted classroom in a large enrolment introductory physics course: a case study. / Bates, Simon; Galloway, Ross. 2012. Paper presented at HEA STEM Conference, London, United Kingdom.
  3. David R. Krathwohl. A Revision of Bloom's Taxonomy: An Overview. Theory Into Practice. 2002:41(4):212-8.
  4. Mustafa Cevikbas, Ziya Argun. An Innovative Learning Model in Digital Age: Flipped Classroom. Journal of Education and Training Studies. 2017:5(11):189-200.
  5. Lee Young-Sil, Eun Young. The Effect of the Flipped Learning on Self-efficacy, Critical Thinking Disposition, and Communication Competence of Nursing Students. Journal of Korean Academic Society of Nursing Education. 2016:22(4):567-76.
  6. Son E, Park J, Im I, Lim Y, Hong S. Impact of flipped learning applied at a class on learning motivation of collage students. Journal of cognitive Enhancement and Intervention. 2015:6(2):97-117.
  7. 이동순. 플립러닝(Flipped Learning) 적용한 수업의 효과성. 한국교양교육학회 학술대회자료집. 2017:2017(6): 41-5.
  8. Jin-kyoung Youk. The Impact of the Learner-centered Teaching on Improving Critical Thinking Strategies: Based on the Flipped Learning. Korean Journal of Converging Humanities. 2016:4(1). 55-72.
  9. 김현주. 프랑스어 플립러닝 수업의 효과 및 교육적 활용가능 사례. 프랑스문화연구. 2017:34:131-54.
  10. Kim N, Chun B, Choi JI. A case study of Flipped Learning at College: Focused on Effects of Motivation and Self-efficacy. Journal of Educational Technology. 2014:30(3):467-92.
  11. 박명숙, 허선. 기본간호학 교과목에서 플립러닝(Flipped Learning)을 적용한 임종간호 수업사례. 한국간호교육학회 학술대회. 2015:2015(12):113.
  12. 허선, 박명숙. 학습공동체 기반 플립러닝(Flipped Learning) 및 팀기반학습(TBL)을 적용한 수업운영 효과. 한국간호교육학회 학술대회. 2015:2015(12):122.
  13. 한국한의학교육평가원.
  14. Kim S. The Concept and Necessity of Learning Outcome. Korean J Med Educ. 2012:24(2):89-92.
  15. Joo S, Eom D, Song J. A Research for Recognitions of Korean Medical Student toward Traditional Korean Medicine and Education. The Journal of Oriental Medical Preventive. 2016:20(3):1-8.
  16. Choi JB, Kim EG. Developing a Teaching-Learning Model for Flipped Learning for Institutes of Technology and a Case of Operation of a Subject. Journal of Engineering Education Research. 2015:18(2):77-88.
  17. Son YS. Bioethics from the standpoint of Medicine. Journal of the Korean Bioethics Association. 2010. 11(2), 77-84.
  18. Kim OJ, Koo YM, Hwang SI. Medical Ethics Education at Harvard Medical School. 1999:2(1):1-25.
  19. 정주영, 2012, 술술 풀리는 PBL과 액션러닝, 학지사