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KMID : 1034020230250020174
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Korean Medical Education Review
2023 Volume.25 No. 2 p.174 ~ p.183
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Student Engagement in Student Support System Reform: A Case Study
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Jang Ye-Na
Kim Seo-Yoon
Kang Ji-Yoon
Kang Dong-Hwa
Kweon Na-Hyeon
Kim Ga-Yeon
Kim Na-Rae
Kim Sang-Hun
Kim Seong-Woo
Kim Ju-Hee
Kim Chae-Yeon
Park Shin-Young
Park Ju-Yeon
Park Ji-Su
Lee Geon-Ho
Im Bo-Ra
Yoon Bo-Young
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Abstract
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Educational evaluation involves data collection and the analysis of various education-related factors to make decisions that improve educational quality. Systematic educational evaluation is essential for enhancing the quality of education. This study reports a case of student-conducted process evaluation of a medical school’s student support system and the procedure for devising improvement plans. Sixteen Inje University College of Medicine students participated in the Education Evaluation Committee (IUCM-EEC) to understand the educational improvement process as learners and actively achieve improvement. The Quality Improvement Committee of the Inje University College of Medicine (IUCM-QIC) decided to reform its student support system based on a previous educational evaluation in 2019. The evaluation of the student support system was conducted for 10 months in 2021 by the student subcommittee, under the guidance of the IUCM-EEC. The CIPP (context-input-process-product) evaluation model was used for a systematic evaluation. Accordingly, the subcommittee developed evaluation criteria and indicators, and analyzed relevant data collected from surveys and the previous literature. For further recommendations and revision ideas, the student subcommittee members interviewed faculty members from six other medical schools and also conducted a focus group interview with the dean and vice deans of IUCM. Finally, the student subcommittee submitted a report to the IUCM-QIC. Communication with various stakeholders is essential for a successful evaluation process. In this case, students, as key stakeholders in education, evaluated the student support system. Their active participation helped improve their understanding of the evaluation process.
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KEYWORD
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CIPP model, Educational evaluation, Stakeholders
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