Development and Evaluation of the 'Doctor and Leadership' Curriculum.
- Author:
Sangsook LEE
1
;
Minho SEO
;
Joonsik KIM
;
Jaeryong KIM
;
Woo Hyun PARK
;
Kyunghee CHUN
;
Youngsoon PARK
Author Information
1. Department of Medical Education, Keimyung University School of Medicine, Korea. sangsook@dsmc.or.kr
- Publication Type:Original Article
- Keywords:
Leadership;
Pre-Medical Students;
Curriculum Development;
Blended Learning
- MeSH:
Cooperative Behavior;
Curriculum*;
Humanities;
Humans;
Leadership;
Learning;
Schools, Medical;
Self-Assessment
- From:Korean Journal of Medical Education
2007;19(4):279-286
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: Recently, researchers at medical schools have shown increasing interest in developing a curriculum for medical humanities and improving 'humanity' in existing curriculums. This study introduces the process of developing the 'doctor & leadership' curriculum at K University from 2002. The results of the three-year implementation were analyzed. The effectivenessof the curriculum development is discussed. METHODS: The curriculum development followed the ADDIE model. A sixteen-week curriculum with three subjects was developed. The main methods of instruction were self-regulation learning and collaboration learning. The instruction method was a blended learning approach composed of both on-line and off-line instructions. Students were assessed through a portfolio assessment. 'Leadership self-assessment' and 'satisfaction index' of the overall curriculum were measured. RESULTS: The results on pre- and post- leadership self-assessment shows that leadership increased significantly after the learning process. Of the 4 sub-factors of the satisfaction index, the satisfaction indices on the blended learning, professor-student interaction, and instruction design had the greatest influence on the total satisfaction index (p<.001) CONCLUSION: Our outcome indicates that the 'doctor & leadership' curriculum is significantly effective. And generally, to increase the satisfaction index of courses, collaboration learning based on team projects and blended learning, as well as, professor-student interaction are helpful in encouraging the application of skills.
