| 한의학교육에서 실제환자를 활용한 팀기반학습 수정 모델 실행 및 평가: 혼합연구 |
조은별1,2 
, 이도은3
, 한상윤4
, 임정태1,2,5
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1원광대학교 한의과대학 진단학교실
2원광대학교 전통의학연구소
3원광대학교 한의과대학 한방신경정신과
4대전대학교 한의과대학
5원광대학교 한방병원 일원통합의학과 |
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| Implementation and Evaluation of Modified Team-Based Learning Involving a Real Patient in Korean Medicine Education: A Mixed-Method Study |
| Eunbyul Cho1,2
, Do-Eun Lee3
, Sang Yun Han4
, and Jungtae Leem1,2,5
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1Department of Diagnostics, College of Korean Medicine, Wonkwang University, Iksan, Republic of Korea
2Research Center of Traditional Korean Medicine, College of Korean Medicine, Wonkwang University, Republic of Korea
3Department of Neuropsychiatry Medicine, College of Korean Medicine, Wonkwang University, Iksan, Republic of Korea
4College of Korean Medicine, Daejeon University, Daejeon, Republic of Korea
5Department of Il-won Integrated Medicine, Wonkwang University Korean Medicine Hospital, Iksan, Republic of Korea |
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| Corresponding Author:
Sang Yun Han ,Tel: +82-42-280-2634, Email: gobesthan@gmail.com |
| Corresponding Author:
Jungtae Leem ,Tel: +82-63-8506914, Email: julcho@naver.com |
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Received: April 16, 2025; Revised: May 16, 2025. Accepted: May 22, 2025. |
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| ABSTRACT |
Objectives: Team-based learning (TBL) expands in healthcare education to enhance students’ competency in self-directed learning, effective communication, collaboration, clinical reasoning, and problem-solving in clinical settings. This study investigated students’ perspectives in Korean Medicine (KM) regarding their clinical experience with a real patient in a pilot TBL module using a mixed-methods approach.
Methods: A 3-hour TBL session was conducted with 36 final-year KM students divided into eight groups of 4–5 students each. The students conducted a medical interview and performed physical examinations and clinical reasoning for the patient with neck pain. Students were then surveyed regarding their satisfaction with TBL, relevance of the program’s objectives and content, and suggestions for program improvement. Four students from different teams were interviewed to explore their experiences in the TBL class, and a qualitative thematic analysis was conducted.
Results: Eleven students (31%) completed questionnaires. All students found TBL to be beneficial and satisfactory and considered it highly pertinent to their future duties. Interacting with a real patient facilitated learning, as students identified their weaknesses. Through team-based care, students actively engaged in discussions about clinical reasoning and treatment plans, thereby expanding their perspectives on patient care through their peers. The group activities reflected the characteristics of traditional medical practice, in which diagnosis and treatment might be timely completed in primary care, with multiple therapeutic approaches available for the same diagnosis. The students proposed promoting pre-learning, modifying group composition methods, extending class time, and modifying feedback methods using post-it notes to improve the TBL module.
Conclusion: Group practice with a real patient facilitates self-directed learning and expands students’ understanding of clinical reasoning and perspectives on patient care through live discussions. The pilot TBL module should be included in KM curricula to ensure students’ sufficient experience in decision-making and communication before practicing individually as licensed healthcare providers. |
| Keywords:
clinical practice | real patient | student reaction | team-based learning | mixed-methods research |
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