earticle

영어

Objective : The purpose of this study was to examine the effectiveness of a Simulation-Problem Based Learning (S-PBL) curriculum to determine any influence on learning achievements and the satisfaction of students. Methods : The study aimed to examine 966 nursing and health allied college students with experience in an SPBL curriculum based on the Problem Based Learning (PBL) curriculum. The department of occupational therapy investigated the educational effectiveness of students using a comparative analysis among the related departments to determine the effect on the management of the curriculum through a comparison with students educated through PBL for two years and with semesters. Results : 1) The study indicates that occupational therapy students show higher learning achievements and more satisfaction during their first semester than their second semester. Also, seniors received higher results in every category compared to freshmen, and in particular, group activities showed higher results for every grade. 2) The S-PBL curriculum indicated a significantly helpful learning style in terms of problem solving, group activity, communication, and practical-based education skills. 3) The students educated through integrated subjects showed higher learning achievement in every category except problem solving. In addition, they showed higher satisfaction with the school’s educational environment and management than those who were educated through partially integrated subjects. Occupational Therapy students statistically improved their abilities in prep, communication and group activities. On the other hand, there was not a significant difference in terms of satisfaction with their education. Conclusion : The students showed high learning achievement and satisfaction when they were educated through S-PBL and integrated curricula during each semester and in each grade. Thus, if the faculty of an Occupational Therapy department wants students to have the ability to integrate, solve problems, and show practical-based education skills in school, they need to apply an S-PBL curriculum more widely in each semester and each grade using an integrated curriculum.

한국어

목적 : S-PBL학습방법이 학생들의 학업성취도와 만족도에 영향을 미치는지 알아보기 위해 교육평가도구를 개발하여 작업치료과 학생들의 교육양상을 살펴보고, 교과목 운영에 있어서 통합교과목과 교과목 부분통합으로 운영하는 학과간의 차이를 비교분석하여, S-PBL학습방법의 효과를 밝히는데 있다.연구 방법 : PBL학습을 기초로 S-PBL학습방법을 경험한 간호·보건계열 학생 966명을 대상으로 조사하였다. 작업치료과는 2년간 적용한 학년과 학기별 비교와 교과목 운영에 영향을 미치는지를 알아보기 위해 학과간의 비교분석으로 학생들의 교육효과를 검증하였다. 결과 : 첫째, 작업치료과 학생들은 1학기보다 2학기에 학업성취도와 학습만족도가 높았으며, 1학년보다 3학년이 모든 항목에서 높았다. 특히, 그룹활동 능력은 모든 학년에서 높았다. 둘째, S-PBL학습방법은 학습자들의 문제해결 능력, 그룹활동능력, 의사소통능력, 현장실무능력에 매우 유익한 학습방법임을 분석결과 모두 통계적으로 유의했다. 셋째, 부분통합 교과목 보다는 통합교과목으로 적용된 학생들의 학업성취도가 문제해결 능력을 제외한 모든 항목이 유의하게 높았으며, 교육환경과 운영방법에 대한 학습 만족도 역시 높았다. 결론 : 이상의 결과를 바탕으로 S-PBL학습방법은 통합교과목으로 운영되고, 매학기 학 년마다 적용한 학생일수록, 학업성취도와 학습만족도가 높다. 그러므로 작업치료학과에서 학생들의 통합능력과 문제해결능력, 실무능력들을 학교교육에서 갖추고자 한다면, 통합된 교과목으로 S-PBL학습방법을 매 학기와 학년마다 확대 적용할 필요성이있음을 시사해주었다.