Investigating the Requirements of Good Teaching from Medical Students’ Perspectives

Abstract

Medical school students learn a lot about medical knowledge and clinical experience in the classroom. Teaching is a main focus in medical schools; therefore, it is necessary to identify the characteristics of good teaching. The aim of this study is to analyze the characteristics of high-quality education in medical schools. In this study, in-depth interviews were conducted over two weeks on twelve fourth-year medical students. Participants were asked to define high-quality education, list the general ways in which high-quality classes are delivered, mention cases where they have experienced high-quality teaching, and describe the attitude required of students to make high-quality education possible. The results showed that students want to be taught in an interactive way on the core content needed in an actual clinical setting for the goal of cultivating primary care physicians. They want their education to include not only medical knowledge, but also liberal art subjects such as politics, economics, sociology, culture and ethics education to help instill a sound value system. In particular, students stressed the importance of instructors delivering appropriate post-evaluation feedback, and they also emphasized that learner mindset and attitude is important in supporting high-quality teaching in class. This paper also summarizes the elements of high-quality teaching in terms of educational goals, content, and method, and examines cases of instructors who have delivered high-quality classes.

Development of a Medical Humanities Course Based on Design Thinking and Medical Students’ Perceptions

“…의과대학 수업은 강의식으로 진행되는 경우가 대부분이나, 의 료인문학 수업은 토론 및 발표, 팀기반학습, 동영상 활용 수업 등 과 같은 학생 참여 중심의 교수학습방법이 주로 활용된다. 학생 평가는 보고서평가, 발표평가, 자기평가, 동료평가 등의 다양한 방법이 활용되는 것을 확인할 수 있다 [5,8]. 이러한 교육방법은 학생들 간의 상호작용 및 능동적인 학습참여가 필수적이며, 이를 통해 학습자는 자기주도적 학습역량 강화와 비판적 사고 및 문제 해결능력을 기르는 데 유용하다고 보고하고 있다 [9,10].…”