Korean J Med Educ.
2014 Jun;26(2):125-136. 10.3946/kjme.2014.26.2.125.
The perceptual differences in learning outcomes between education and achievement levels between faculty and students in medical schools
- Affiliations
-
- 1Department of Medical Education, Gachon University School of Medicine, Incheon, Korea.
- 2Department of Medical Education, The Catholic University of Korea College of Medicine, Seoul, Korea.
- 3Department of Preventive Medicine, Chonnam National University Medical School, Gwangju, Korea.
- 4Faculty Development & Mentoring Center, Konyang University College of Medicine, Daejeon, Korea.
- 5Department of Medical Humanities, Yeungnam University College of Medicine, Daegu, Korea. yhlee@med.yu.ac.kr
- 6Department of Medical Education, University of Ulsan College of Medicine, Seoul, Korea. doogie@amc.seoul.kr
- KMID: 2306444
- DOI: http://doi.org/10.3946/kjme.2014.26.2.125
Abstract
- PURPOSE
The purpose of this study was to compare the perception of learning outcomes between faculty and students in medical schools.
METHODS
A total of 1,766 medical students and 436 faculty members participated in the survey. They responded to the perception of four learning outcomes: medical knowledge and problem solving, clinical skills, medical ethics, and clinical communication. The participants responded to the education and achievement levels of the learning outcomes.
RESULTS
In all four learning outcomes, the student's perception of education level differed by educational system, and the students in mixed systems had the highest scores. Students differed significantly in achievement level of medical ethics between genders, wherein male students perceived their achievement level to be higher than females. Students perceived their achievement level to be lower than the education level. The students' clinical skills were the highest in the education and achievement levels. The faculty perceived the education level to be higher than the student's achievement level. In particular, the faculty's perception of education level of medical knowledge and problem solving was the highest, whereas the students' achievement level of it was lower. The faculty assessed the education level to be higher than students. The students showed higher perception of achievement level than faculty.
CONCLUSION
There were perceptual differences in learning outcomes between students and faculty. The results of this study are expected to be used to design outcome-based learning methods.
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