Outcome-based self-assessment on a team-teaching subject in the medical school

• 발행기관: 대한해부학회
• 저자명: Sang Pil Yoon Sa Sun Cho
• 간행물 정보: 『Anatomy and Cell Biology』Vol.47(4), 259~266쪽, 전체 8쪽
• 주제분류: 의약학 > 의학일반
• 파일형태: PDF
• 발행일자: 2014.12.31

영문 초록

We attempted to investigate the reason why the students got a worse grade in gross anatomy and the way how we can improve upon the teaching method since there were gaps between teaching and learning under recently changed integration curriculum. General characteristics of students and exploratory factors to testify the validity were compared between year 2011 and 2012. Students were asked to complete a short survey with a Likert scale. The results were as follows: although the percentage of acceptable items was similar between professors, professor C preferred questions with adequate item discrimination and inappropriate item difficulty whereas professor Y preferred adequate item discrimination and appropriate item difficulty with statistical significance (P<0.01). The survey revealed that 26.5% of total students gave up the exam on gross anatomy of professor Y irrespective of years. These results suggested that students were affected by the corrected item difficulty rather than item discrimination in order to obtain academic achievement. Therefore, professors in a team-teaching subject should reach a consensus on an item difficulty with proper teaching methods.

목차

Abstract

Introduction

Materials and Methods

Results

Discussion

References

키워드

Assessment Integrated curriculum Outcome Team-teaching