Korean Medical Education Review (의학교육논단)

Yonsei university college of medicine (연세대학교 의과대학)
권호 표지
DOI QR코드

DOI QR Code

Analysis of Reflective Essays on the Learning Community Experiences of Medical Students

의학전문대학원생의 학습동아리 참여 경험에 대한 성찰 에세이 분석

  • Yune, So Jung (Department of Medical Education, Pusan National University School of Medicine) ;
  • Park, Kwi Hwa (Department of Medical Education, Gachon University College of Medicine)
  • 윤소정 (부산대학교 의학전문대학원 의학교육학교실) ;
  • 박귀화 (가천대학교 의과대학 의학교육학과)
  • Received : 2016.05.14
  • Accepted : 2016.07.20
  • Published : 2016.10.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study analyzed participation experiences in a voluntarily learning community using both quantitative and qualitative methods. Sixty freshmen and sophomore medical school students in 10 learning communities participated in the study. At the time of the survey, learning communities had been operating for 10 weeks and had weekly in-person meetings. Satisfaction questionnaires and reflective essays were given and analyzed. The results showed that learning community experiences were effective in promoting students' learning motivation, cooperative learning, responsibility, and communication skills. Three essential topics and nine subjects were analyzed in the reflective essays. Three essential topics were conflict with each other due to the difference, forming deep relationships, and sharing and learning together with an in-depth study. The results of this study will contribute to collaborative learning culture and the development of learning communities in medical schools.

Keywords

References

  1. Bae, S. A., & Noh, S. R. (2014). A study on the college peer-tutoring program based on tutors' experiences. J Learn-Cent Curric Instr, 14(3), 247-277.
  2. Bae, Y. J. (2012). A qualitative case study on using journal writing in professional education. Andragogy Today, 15(2), 151-174.
  3. Baek, Y. J., & Kim, E. S. (2008). Individual, structure and relational characteristics and knowledge sharing within CoP. Knowl Manag Res, 9(2), 63-86.
  4. Barritt, L. S., Beekman, T., Bleeker, H., & Mulderij, K. (1983). A handbook for phenomenological research in education. Ann Arbor, MI: School of Education, University of Michigan Press.
  5. Burgess, A., Dornan, T., Clarke, A. J., Menezes, A., & Mellis, C. (2016). Peer tutoring in a medical school: Perceptions of tutors and tutees. BMC Med Educ, 16, 85. https://doi.org/10.1186/s12909-016-0589-1
  6. Burgess, A., McGregor, D., & Mellis, C. (2014). Medical students as peer tutors: A systematic review. BMC Med Educ, 14, 115. https://doi.org/10.1186/1472-6920-14-115
  7. Cha, N. H., & Kim, Y. K. (2014). Effects of self study circle activity on self-directed learning ability and learning attitude in nursing students. J Korean Acad Soc Nurs Educ, 20(4), 659-666. https://doi.org/10.5977/jkasne.2014.20.4.659
  8. Choi, S. W. (2004). A study for active learning community programs in the Korean colleges. Andragogy Today, 7(2), 71-91.
  9. Evans, D., & Brown, J. (2009). How to succeed at medical school: An essential guide to learning. Chichester: Wiley Blackwell.
  10. Hong, S. H. (2001). The research for study circles facilitating scheme (Master's thesis), Yeonsei University, Seoul, Korea.
  11. Hyun, Y. S., & Cho, D. Y. (2009). The relationship between social networks and knowledge sharing in learning communities: Testing the non-linear model among tie density, centralization and knowledge sharing. J Lifelong Educ, 15(3), 189-212.
  12. Kang, H. J., & Kim, J. S. (2012). The effects of learning community program on college students' sense of community and problem-solving capacity. J Lifelong Educ, 18(1), 1-22.
  13. Kang, H. S., & Kim, J. (2005). Influence on academic motivation and satisfaction of college life by Dong-A-Ry activity (in students on department of dental hygiene). J Dent Hygiene Sci, 5(4), 185-189.
  14. Kang, K. L. (2014). A study on the analysis of learning process of learning community. Korean J Gen Educ, 8(6), 61-110.
  15. Kim, E. Y. (2009). The effect of cooperative learning on women university students' learning strategies, academic self-efficacy, and academic achievement. Korean J Educ Res, 47(2), 1-24.
  16. Kim, S. Y. (2011). Learning satisfaction of tutoring in university and its relationships with the selected factors (Master's thesis), Konkuk University, Seoul, Korea.
  17. Kim, Y. C. (2006). Qualitative research design I. Seoul: Moonumsa.
  18. Kim, Y. K., & Song, H. D. (2015). The effects of tutees' perceived a tutor competency level on learning outcome in peer tutoring program. J Learn-Cent Curric Instr, 15(5), 229-250.
  19. Kimchi, J., Polivka, B., & Stevenson, J. S. (1991). Triangulation: Operational definitions. Nurs Res, 40(6), 364-366.
  20. Lee, S. D., & Kim, G. Y. (2015). Effects of learning community activity on communication skills and self-directed learning ability. J Korea Acad-Ind Coop Soc, 16(12), 8249-8261. https://doi.org/10.5762/KAIS.2015.16.12.8249
  21. Lee, S. H., Jeon, W. T., & Yang, E. B. (2012). A peer tutoring program introduction and effects analysis in medical college. Korean Med Educ Rev, 14(2), 86-94. https://doi.org/10.17496/KMER.2012.14.2.086
  22. Lee, S. Y. (2005). How to improve the study circles in university? J Namseoul Univ, 11(1), 211-238.
  23. Maxwell, J. (2013). Qualitative research design: An interactive approach (3rd ed.). Thousand Oaks, CA: SAGE Publications.
  24. Menezes, A., Burgess, A., Clarke, A. J., & Mellis, C. (2016). Peer-assisted learning in medical school: Tutees' perspective. Adv Med Educ Pract, 7, 31-38.
  25. Moon, Y. S. (2014). A case study on the group dynamics shown in the process of learning circles' growth (Master's thesis), Kongju National University, Gongju, Korea.
  26. Na, S. I., Lim, C. B., Lee, M. Y., Lee, E. G., & Kim, J. S. (2005). A model for building the learning community in linked courses of college. J Agric Educ Hum Resour Dev, 37(4), 303-318.
  27. Rosenbaum, M. E., Schwabbauer, M., Kreiter, C., & Ferguson, K. J. (2007). Medical students' perceptions of emerging learning communities at one medical school. Acad Med, 82(5), 508-515. https://doi.org/10.1097/ACM.0b013e31803eae29
  28. Sobral, D. T. (2002). Cross-year peer tutoring experience in a medical school: Conditions and outcomes for student tutors. Med Educ, 36(11), 1064-1070. https://doi.org/10.1046/j.1365-2923.2002.01308.x
  29. Song, Y. H. (2011). Relationships among self-directed learning ability, collective efficacy, knowledge sharing, satisfaction in a university study circle. J Educ Stud, 42(3), 179-209.
  30. Sun, B. K., Kim, B. S., & Jung, J. O. (2009). A case study on the activity of student initiated learning community (peer tutoring). J Eng Educ Res, 12(4), 126-134. https://doi.org/10.18108/jeer.2009.12.4.126
  31. Walker-Bartnick, L. A., Berger, J. H., & Kappelman, M. M. (1984). A model for peer tutoring in the medical school setting. J Med Educ, 59(4), 309-315.
  32. Yeom, M. H., Park, S. H., & Oh, J. W. (2012). The effects of learning communities at Chonnam National University in South Korea. Korean J Educ Adm, 30(2), 1-26.
  33. Youn, C. G., & Lee, H. S. (2014). Exploring the meaning and entry process of a community through the participation of a university student's club. J Lifelong Educ, 20(4), 81-113.

Cited by

  1. 의대생들의 과제해결기반 병원 내 진료지원부서 현장체험에 관한 현상학적 분석 vol.20, pp.8, 2016, https://doi.org/10.5392/jkca.2020.20.08.152
  2. 기본의학교육에서 동료지원학습의 활용과 효과 vol.23, pp.1, 2016, https://doi.org/10.17496/kmer.2021.23.1.11