Journal List > Kosin Med J > v.31(1) > 1057076

TOOLS
Kim and Park: Medical students' perception and satisfaction with group discussion and presentation in medical ohilosophy course
Original Article

Kosin Medical Journal 2016;31(1):41-55.

Published online: 4 February 2016

DOI: https://doi.org/10.7180/kmj.2016.31.1.41

Medical students' perception and satisfaction with group discussion and presentation in medical ohilosophy course

Min-Jeong Kim1, Si-Sung Park2, 3,

1Department of Neurology, Kosin University Gospel Hospital, Busan, Korea

2Department of Psychiatry, College of Medicine, Kosin University, Busan, Korea

3Department of Medical Humanity, College of Medicine, Kosin University, Busan, Korea

Corresponding Author: Si-Sung Park, Department of Psychiatry and Medical Humanity, Kosin University College of Medicine, 262, Gamcheon-ro, Seo-gu, Busan, 49267, Korea Tel: +82-51-990-6638 Fax: +82-51-241-5832 E-mail: ssprk@kosin.ac.kr

Received 27 October 2015       Revised 18 December 2015       Accepted 25 January 2016

Copyright © 2016 Kosin University School of Medicine Proceedings

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Objectives

The purpose of this study was to evaluate the self-achievement, perception and satisfaction of group discussion and presentation in medical philosophy class.

Methods

A questionnaire was developed based on topical subject of main textbook of medical philosophy and course evaluation reported by students. The questionnaire composed of self-learning achievement for the seven subjects, perception of necessity and profitability of contents and education method of medical philosophy and satisfaction with components of education method and overall class.

Results

The data were collected from 250 medical students who complete the course of medical philosophy. Regardless of grade and gender, students reported high self-achievement, perception and overall satisfaction of medical philosophy course, but there were difference in satisfaction of components of each education methods. Students recognized positively as discussion and presentation in philosophy class, but had low awareness of the benefits of private small-group activities. The more students regarded it is beneficial for the contents and methods of philosophy classes, the overall satisfaction with the medical philosophy course was high. And the more students regarded it is necessary to educate and beneficial for the contents and methods of philosophy classes, the satisfaction with the education methods of medical philosophy course was high.

Conclusion

To improve the achievement level and satisfaction with the philosophy course, it is necessary to induce active interest in small group activities, and provide detailed and various discussion materials in class.

Keywords: Key Words, Group Discussion, Medical Education, Medical Philosophy

References

1. Koo MS. A Comparative study on the integrative curriculum of liberal social medicine in major medical schools. Journal of Curriculum Integration 2010;4:115–48.
2. Meng KH. Teaching medical humanities in Korean medical school: tasks and prospect. Korean J Med Educ. 2007; 19:5–11.
3. An JH, Kwon I, Lee SN, Han JJ, Jeong JE. Study on the medical humanities and social sciences curriculum in Korean medical school: current teaching status and learning subjects. Korean J Med Educ. 2008; 20:133–44.
crossref
4. Martens E. Einfü hrung in die Didaktik der Phliosophie. Trans. by. Lee K. S., editorSeoul: Seokwangsa;1983.
5. Choi KS. Teaching medical ethics and critical thinking. Korean J Med Ethics Educ. 2004; 7:232–46.
6. Joh HK, Shin JS. Student satisfaction and self-as-sessment after small group discussion in a medical ethics education program. Korean J Med Educ. 2009; 21:243–57.
crossref
7. Wulff HR, Pedersen SA, Rosenberg R. Philosophy of Medicine. second Edition. Blackwell Science Inc.;Trans. by. Lee J. C., editorSeoul; Arke: 2007.
8. Park EK, Shin JS, Ahn CR, Sung MH, Kwon I. Medical Ethics Education using “Student Symposium”. Korean J Med Ethics Educ. 2002; 5:143–50.
9. Steinert Y. Student perceptions of effective small group teaching. Med Educ. 2004; 38:286–93.
crossref
10. Kitchen M. Facilitating small groups: how to encourage student learning. Clin Teach. 2012; 9:3–8.
crossref
11. Kim S. How to apply small group teaching method. Korean J Med Educ. 2014; 26:83–6.
crossref
12. Ahn JH, Jeon WT. Analysis of the characteristics of discussion materials that promote group discussion in the medical humanities. Korean J Med Educ. 2011; 23:253–62.
crossref

Table 1.
Student' self achievement and perception of necessity of medical philosophy
  Variable Mean SD α
Student'self achievement I was able to know the philosophical basis about Ontology and Realism in medicine. 3.03 1.01 .884
  I could understand the model, the classification and causality of disease. 3.08 0.96  
  I could distinguish the statistical reliability in medical science. 3.17 0.94  
  I was able to recognize the limitation of naturalistic medical science and hermeneutics of the nature of human. 3.16 1.02  
  I was able to consider the philosophical discipline of medical ethics. 3.34 1.01  
  I could think over the various theories of human mind and body. 3.27 0.98  
  I could pay attention to the new theories to deepen biological thought in medical science. 3.08 0.97  
Perception of necessity It has high learning interest as the class is in the field of humanities. 3.39 1.01 .879
  It is the field that we have to study before learning medical science. 3.55 1.01  
  It is informative in acquiring knowledge about academic basis of modern medical science. 3.50 1.00  
  It is instructive in empowerment of doctors who work in medical science. 3.48 0.97  

SD: Standard deviation

Table 2.
Perception of students on profitability of contents and education method of medical philosophy
Variable Item Mean SD α
Conctents profitability It is useful in acquiring refinement and developing the personality of a doctor. 3.60 0.96 .823
  It is useful in applying diversely to research field of basic medical scientist. 3.10 0.97  
  It is useful in dealing with the medical situation that a doctor faces at the hospital. 3.17 1.06  
  It is useful in multidisciplinary approach with study close to medicine and applications. 3.30 1.00  
Method profitability Presentation, discussion and writing are the appropriate ways to learn philosophy of medicine. 3.68 0.98 .874
  It gives motivation to make students take an active part in class. 3.38 1.03  
  It can be an effective way of learning through self learning skills. 3.22 0.99  
  It has high learning interest and efficiency that can be acquired from communication and activities among small group members. 3.21 1.04  
  The way of the presentation and discussion broadens the thought and knowledge. 3.36 0.99  
  We can master logical thinking and creative writing through writing essay. 3.29 0.99  

SD: Standard deviation

Table 3.
Correlation analysis between students' satisfaction, self-achievement and perception
　 Mean SD 1 2 3 4 5 6
1. Overall satisfaction 3.47 0.91 – 　 　 　 　 　
2. Satisfaction with method 3.44 0.90 .72** – 　 　 　 　
3. Self achievement 3.16 0.75 .51** .52** – 　 　 　
4. Profitability of contents 3.29 0.81 .63** .63** .65** – 　 　
5. Profitability of method 3.36 0.79 .56** .73** .53** .61** – 　
6. Necessity for education 3.48 0.86 .49** .59** .48** .62** .57** –

SD: Standard deviation **P< 0.01

Table 4.
Stepwise regression analysis for student' overall satisfaction and satisfaction with method
Dependent Predictors B SE B β ΔR2 R2
Overall satisfaction (Constant) 0.678 0.206 　 　 　
　 Profitability of contents 0.517 0.068 0.459*** 0.396 0.445
　 Profitability of method 0.325 0.070 0.279*** 0.049 　
Satisfaction with method (Constant) 0.086 0.179      
  Profitability of method 0.586 0.061 0.510*** 0.540 0.605
  Profitability of contents 0.234 0.062 0.210*** 0.049  
  Necessity for education 0.178 0.057 0.168*** 0.016  

SE: Standard error **P< 0.01, ***P< 0.001

Table 5.
Student Satisfaction with components of education method
components of education method No. Mean SD
Before class      
Prior learning 249 3.26 0.96
Making presentation 250 3.50 0.96
Small group discussion 249 3.23 0.99
During class      
Presentation of own small group 250 3.49 1.03
Discussion of own small group 250 3.34 1.00
Presentation of other small group 250 3.02 0.99
Discussion of other small group 250 2.98 1.02
Presentation or discussion of own small group 249 3.50 0.98
Free discussion after presentation and discussion of small group 250 3.07 1.01
Instructor's comments 250 3.72 0.99
After class      
Selection and write out of essay topics 250 3.39 0.99

SD: Standard deviation **P< 0.01, ***P< 0.001

TOOLS
Similar articles