Anatomy & Biological Anthropology (해부∙생물인류학)

Korean Association of Physical Anthropologists (대한체질인류학회)
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The Impact of Alternating Dissection in Conjunction with Reciprocal Peer Teaching on Practical Exam Scores in a Medical Anatomy Course

상호동료교수법을 활용한 교대해부실습이 해부실습 시험 성적에 미치는 영향

  • Kim, Yun Hak (Department of Anatomy, Pusan National University School of Medicine) ;
  • Hong, Changwan (Department of Anatomy, Pusan National University School of Medicine) ;
  • Oh, Sae-Ock (Department of Anatomy, Pusan National University School of Medicine) ;
  • Yoon, Sik (Department of Anatomy, Pusan National University School of Medicine) ;
  • Kim, Min Jeong (Department of Anatomy, Pusan National University School of Medicine) ;
  • Ju, Sungil (Department of Anatomy, Pusan National University School of Medicine) ;
  • Yune, So Jung (Department of Medical Education, Pusan National University School of Medicine) ;
  • Baek, Sunyong (Department of Anatomy, Pusan National University School of Medicine)
  • 김윤학 (부산대학교 의과대학 해부학교실) ;
  • 홍창완 (부산대학교 의과대학 해부학교실) ;
  • 오세옥 (부산대학교 의과대학 해부학교실) ;
  • 윤식 (부산대학교 의과대학 해부학교실) ;
  • 김민정 (부산대학교 의과대학 해부학교실) ;
  • 주성일 (부산대학교 의과대학 해부학교실) ;
  • 윤소정 (부산대학교 의과대학 의학교육학교실) ;
  • 백선용 (부산대학교 의과대학 해부학교실)
  • Received : 2018.09.07
  • Accepted : 2018.09.17
  • Published : 2018.09.30
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Abstract

The reformation of medical curriculum induced the reduction of anatomy course schedule especially in contact hours in anatomy laboratory. It has led to the use of more efficient teaching approaches in anatomy laboratory. The purpose of this work provide a detailed analysis of alternating dissections with reciprocal peer teaching in anatomy laboratory. Students were assigned alphabetically, in teams of eight or nine, to each dissecting table. The team was subdivided into two groups, A and B, each group dissected every other session. Students excused from dissection spent their time with team-based learning and self-directed learning. Dissected peer-teaching groups presented structures from the dissection to groups absent during dissection. Practical exam scores of the alternating dissection indicated no significant difference with those of classical dissection of previous year. Subgroup analysis of practical exam scores in alternating dissection was also no significant difference between group A and B. Assessment of question types showed that correction rates of questions in the dissected region was significantly higher on dissection group assignment. There were 9 questions (out of 86) in which there was a significant difference in correction rates between A and B groups. In conclusion, the laboratory paradigm of alternating dissection with reciprocal peer teaching demonstrated an effective method of learning gross anatomy laboratory for first year medical students.

의학교육과정의 개편으로 해부학 강의 시간이 감소하면서 학생들이 참여하는 해부실습 시간을 보다 효율적 활용할 수 있는 교수 전략에 대한 관심이 높아지고 있다. 본 연구의 목적은 상호동료교수법을 활용한 교대해부실습(alternating dissection)이 실습시험 성적에 미치는 영향을 분석하는 것이다. 의과대학 의학과 1학년 학생을 가나다 순서로 각 실습대에 8~9명씩을 배정하였다. 각 조원을 다시 A조와 B조로 나누어 해부조와 관찰조로 분류하여 번갈아 가면서 해부실습을 진행하였다. 해부를 하지 않는 관찰조는 팀바탕학습을 기반으로 하는 자기주도학습을 실시하고, 당일의 해부를 마치면 해부조는 관찰조에게 동료가르침을 하였다. 새로운 실습방법과 전통적 실습방법에 따른 실습시험 성적은 유의한 차이를 보이지 않았으며, 교대해부실습에서 A조와 B조 사이의 실습시험 성적도 유의한 차이를 보이지 않았다. 그러나 부위에 따른 문항 분석에서 직접 해부한 부위에 해당하는 문항의 정답률이 관찰한 부위에 해당하는 문항의 정답률에 비해 유의하게 높았다. 정답률에서 유의한 차이를 보이는 문항은 전체 86개 문항 중에서 9개 문항이었다. 결론적으로, 의과대학 1학년 학생의 해부실습에서 상호동료교수법을 활용한 교대해부실습의 효용성을 확인하였다.

Keywords

Acknowledgement

Supported by : 부산대학교

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