Student Cognition before and after Introduction of a 'Patient-Doctor-Society' Course.
- Author:
Wan Beom PARK
1
;
A Rm KIM
;
Mi Sung SEO
;
Jwa Seop SHIN
;
Yoon Seong LEE
Author Information
1. Office of Medical Education, Seoul National University College of Medicine, Seoul, Korea. hismed1@snu.ac.kr
- Publication Type:Original Article
- Keywords:
Humanities;
Social sciences;
Cognition;
Curriculum
- MeSH:
Cognition;
Curriculum;
Humanities;
Humans;
Schools, Medical;
Social Sciences;
Sociology;
Students, Medical;
Weights and Measures;
Surveys and Questionnaires
- From:Korean Journal of Medical Education
2008;20(4):333-342
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The purpose of this study is to evaluate cognitive changes in medical students before and after introduction of a 'Patient-Doctor-Society' course into the curriculum of a medical school. METHODS: Self-questionnaires that evalutated medical student congnition in the areas of medical humanities and sociology were answered by graduates-to-be who had experienced a new or previously implemented curriculum. The questionnaires included 28 questions using seven Likert scales. Student t-test was used to compare the scores between students who were educated using the new or old curriculum. RESULTS: In 405 medical students, 349 (86%) answered the questionnaires. For nine (32%) questions, students who partook of the new curriculum had higher scores than those in the older curriculum, and in 19 (68%) questions, there was no statistically significant difference. The questions that revealed differences between the groups were related to professionalism, care, personal and social communication, and ethics. CONCLUSION: Introduction of the 'Patient-Doctor-Society' course into the curriculum of a medical school was associated with cognitives change in medical students with regard to medical humanities and sociology.
