졸업 전 의학교육 및 전공의 수련교육에서 일어나는 피드백 실태와 인식도조사

초록

Background: Feedback in medical education gives the chance to reinforce and to change activity by real observation of pastactivity. The aim of this study was to investigate the status of feedback in medical education.Methods: From March to April in 2005, 429 learners at Hanyang University Medical Center (116 junior students, 144 seniorstudents, 83 interns, and 86 residents) participated in this study. They rated their own experience of feedback in medicaleducation, and perception of feedback in medical education by using questionnaires.Results:The average age of study subjects was 25.8 years old and 74.3% of all were male. The proportion of persons who gotany feedback from educators was 68.5%. The most frequent feedback was both positive and negative. The major sourcesof feedback given to junior students were teacher assistants, senior students, professors, residents, and senior residents.Most of feedback was focused on medical knowledge and usually provided once per week. Most of subjects rated thefeedback as useful (junior students, 50.9%; senior students, 82.3%; interns, 86.2%; residents, 97.5%). The effectivenessof feedback was from 2.61 to 3.58 in 5-point Likert scale. Participants perceived all the essential components of effectivefeedback as very important (mean range, 3.98 to 4.19 in 5 point Likert scale).Conclusion: Feedback occurred less frequently than expected during undergraduate and graduate medical education.Leaners perceived feedback was both important and useful but not so effective. There needs to be more opportunity for instructors to provide effective feedback in medical education.

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