摘要：Purpose:The purpose of this study is to survey the awareness of faculty (F) and students (S) on 'good teaching' and to analyze an example of good lesson,finally to identify the requirements of 'good teaching' in medical education. Methods:Quantitative and qualitative methods were applied simultaneously. First,survey using a questionnaire was analyzed by frequency analysis and verified using χ2 -test,Mann-Whitney test. Second,the case of good teaching and qualitative data were analyzed by 'priori codes coding' and 'open coding'. Results:The results of survey are as follows:Both faculty and students regarded lessons that taught important content easy to understand (F:50%;S:69.1%);Lessons that allow students make sure important information (F:48.6%;S:51.4%);Lessons that prepare and plan considering the student's level and interest (F:m=3.78;S:m=3.76) were good lessons. Faculty wanted lessons that improve student's academic achievement (35.7%),while students choose lessons that deliver curriculum effectively using appropriate teaching method (47.1%). According to the results of case analysis,it turned out that characteristics of good teaching were as follows:Thorough plan and preparation of content,various teaching methods and materials,encouragement of intellectual inquiry and curiosity,active interaction between faculty and students,clear feedback and reasonable evaluation. Conclusion:Requirements of good teaching are open to faculty at school of medicine and are to be utilized as guidelines to monitor and improve their instruction.
其他摘要：정부가 2010년 3월부터 초ㆍ중등 교사를 대상으로 한 교원 평가제 전면 시행을 공식 발표함에 따라,교사의 수업 전문성 이 중요한 문제로 부각되고 있다. 교사의 수업능력에 대한 평 가를 통해 교육을 내실화하겠다는 취지에서 출발한 교원평가 제는 그동안 수업을 위해 자기계발을 소홀히 해 온 일부 교사 들에게 경각심을 불러일으키고 수업 전문성 신장을 위한 하 나의 도구로 활용될 수 있다는 점에서 긍정적인 평가를 받고 있다. 그러나 교원평가제를 반대하는 입장에
