ABSTRACT
Purpose@#The purpose of this study was to identify the possible correlations of ‘satisfaction with clinical practice (SA)’ with ‘clinical learning environment (EN)’ and ‘clinical practice stress (ST).’ We searched for the mediating effect of ‘clinical practice stress’ on ‘satisfaction with clinical practice’ when the clinical learning environment influences ‘satisfaction with clinical practice.’ @*Methods@#This research investigated 208 medical and nursing students attending the school of medicine and nursing in Korea. The total number of nursing students was 135 (64.9%); 73 medical students participated (35.1%). We used the Korean-Undergraduate Clinical Education Environment in 24 questions for EN, ST scale in 24 questions, and SA scale in 10 questions. We performed measurement structural equation model analysis to identify a path of the model. @*Results@#Medical students had significantly higher levels of ST. EN had a significant negative correlation with ST and a significant positive correlation with SA. The ST had a significant negative correlation with SA. The results of the goodness of fit index have fulfilled the criteria of goodness of fit. There was a significant mediating effect of ST on SA when EN influences SA. @*Conclusion@#The clinical learning environment affected satisfaction with the clinical practice directly or indirectly mediated by clinical practice stress. Therefore, educational institutes should try to increase satisfaction with clinical practice by continuously monitoring and improving the clinical learning environment in addition to taking measures for decreasing the clinical practice stress.
ABSTRACT
PURPOSE: Recently, researchers at medical schools have shown increasing interest in developing a curriculum for medical humanities and improving 'humanity' in existing curriculums. This study introduces the process of developing the 'doctor & leadership' curriculum at K University from 2002. The results of the three-year implementation were analyzed. The effectivenessof the curriculum development is discussed. METHODS: The curriculum development followed the ADDIE model. A sixteen-week curriculum with three subjects was developed. The main methods of instruction were self-regulation learning and collaboration learning. The instruction method was a blended learning approach composed of both on-line and off-line instructions. Students were assessed through a portfolio assessment. 'Leadership self-assessment' and 'satisfaction index' of the overall curriculum were measured. RESULTS: The results on pre- and post- leadership self-assessment shows that leadership increased significantly after the learning process. Of the 4 sub-factors of the satisfaction index, the satisfaction indices on the blended learning, professor-student interaction, and instruction design had the greatest influence on the total satisfaction index (p<.001) CONCLUSION: Our outcome indicates that the 'doctor & leadership' curriculum is significantly effective. And generally, to increase the satisfaction index of courses, collaboration learning based on team projects and blended learning, as well as, professor-student interaction are helpful in encouraging the application of skills.