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An integrated humanities–social sciences course in health sciences education: proposed design, effectiveness, and associated factors

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dc.contributor.authorLee, Jihyun-
dc.contributor.authorLee, Jueyeun-
dc.contributor.authorJung, Il Young-
dc.date.accessioned2020-08-13T05:52:38Z-
dc.date.available2020-08-13T05:52:38Z-
dc.date.issued2020-04-19-
dc.identifier.citationBMC Medical Education, 20(1):117ko_KR
dc.identifier.issn1472-6920-
dc.identifier.urihttps://hdl.handle.net/10371/168712-
dc.description.abstractPrevious research has not provided enough direction regarding effective content design of courses integrating the humanities and social sciences in medical and dental education. This study aims at exploring how an Integrated Medical/Dental Humanities–Social Medicine/Dentistry course may be designed; how effective it may be in terms of student growth in knowledge, attitudes, skills, and aspirations; and associated factors.

The course was designed by distilling commonalities in the international standards for medical/dental education proposed by seven major health organizations. This analysis resulted in a curriculum covering nine major topics: history, professionalism, communication, ethics, management, policy, insurance, law, and research methodology. During the 2017 calendar year, data was collected and statistically analyzed from 68 third-year pre-doctoral students enrolled in the resulting MDHS 13-week course.

Participants showed growth in skills, aspirations, knowledge, and attitudes, with the greatest change occurring in skills, then aspirations, knowledge, and attitudes. Knowledge growth was the only variable significantly related to student achievement of course objectives (β = 0.635, t (63) = 3.394, p = 0.001). The topics that students perceived as most critical were insurance, policy, management, and law. The perceived importance of research was most common among participants and was significantly related to all learning outcomes (For knowledge, β = 0.213, t (63) = 2.203, p = 0.031; for attitudes, β = 0.784, t (63) = 10.257, p = 0.000; for skills, β = 0.769, t (63) = 9.772, p = 0.000; and aspirations β = 0.639, t (63) = 7.595, p = 0.000).

This study proposed a framework for humanities-social sciences education in health sciences education and analyzed its implementation. The empirical evaluation of its effectiveness and factors related to successful outcomes found that students perceived gains in their knowledge, attitudes, skills, and aspirations for humanistic and social aspects of dentistry/medicine. In addition, their recognition of the importance of research was associated with the greatest growth in all four learning outcomes. This study may contribute to the improved design of integrated humanities–social sciences courses.
ko_KR
dc.description.sponsorshipThis study was supported by a National Research Foundation of Korea (NRF)
grant funded by the Ministry of Science and ICT (NRF-2017R1C1B2010469)
and, in part, by the Dental Research Institute of Seoul National University.
The funding bodies played no role in the design of the study, the collection,
analysis, and interpretation of data, or in the writing of the manuscript.
ko_KR
dc.language.isoenko_KR
dc.publisherBMCko_KR
dc.subjectMedical/Dental humanities-
dc.subjectCurriculum-
dc.subjectAchievement-
dc.subjectSocial medicine/dentistry-
dc.subjectKASA (knowledge, attitudes, skills, and aspirations)-
dc.titleAn integrated humanities–social sciences course in health sciences education: proposed design, effectiveness, and associated factorsko_KR
dc.typeArticleko_KR
dc.contributor.AlternativeAuthor이지현-
dc.contributor.AlternativeAuthor이주연-
dc.contributor.AlternativeAuthor정일영-
dc.identifier.doi10.1186/s12909-020-02022-7-
dc.language.rfc3066en-
dc.rights.holderThe Author(s)-
dc.date.updated2020-06-17T13:04:48Z-
dc.citation.endpage124ko_KR
dc.citation.number1ko_KR
dc.citation.startpage117ko_KR
dc.citation.volume20ko_KR
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