期刊名称：Journal of Educational Evaluation for Health Professions
电子版ISSN：1975-5937
出版年度：2008
卷号：5
期号：1
页码：1-3
DOI：10.3352/jeehp.2008.5.3
语种：English
出版社：Korea Health Insurance Licensing Examination Institute
摘要：In response to a growing need for students to appreciate ethical issues in medical research and publication,a brief team-based learning (TBL) course was presented to graduate students in the medical school of Hallym University in October and November 2007.To gather information as a basis for improving the course,ques_x0002_tionnaires were distributed to 19 students and the feedback was evaluated.The questionnaire consisted of four categories:general course content (7 items),changes in attitudes toward research and publication ethics (6 items),the TBL format (6 items),and an open-ended question about the class (1 item).The most positive response had to do with the importance of the material.Students reported that their knowledge about ethi?cal issues increased,and they expressed satisfaction regarding the communication with their tutors within the TBL format.Most students showed positive responses to the subject as well as to TBL.Since this was the first trial offering of this material in the graduate program at this medical school,it may have been novel to the students.The attitude change and the knowledge acquisition reported by students reflect a very posi?tive outcome of this class.After adjustments to improve weaknesses,such as the short time allocation and students’ lack of prior background,the outcomes of this TBL course on research and publication ethics pro?vide a good basis for its continuation.
关键词：In response to a growing need for students to appreciate ethical issues in medical research and publication,a brief team-based learning (TBL) course was presented to graduate students in the medical school of Hallym University in October and November 2007.To gather information as a basis for improving the course,ques_x0002_tionnaires were distributed to 19 students and the feedback was evaluated.The questionnaire consisted of four categories:general course content (7 items),changes in attitudes toward research and publication ethics (6 items),the TBL format (6 items),and an open-ended question about the class (1 item).The most positive response had to do with the importance of the material.Students reported that their knowledge about ethi?cal issues increased,and they expressed satisfaction regarding the communication with their tutors within the TBL format.Most students showed positive responses to the subject as well as to TBL.Since this was the first trial offering of this material in the graduate program at this medical school,it may have been novel to the students.The attitude change and the knowledge acquisition reported by students reflect a very posi?tive outcome of this class.After adjustments to improve weaknesses,such as the short time allocation and students’ lack of prior background,the outcomes of this TBL course on research and publication ethics pro?vide a good basis for its continuation.
