간호대학생에게 적용한 팀기반학습과 강의기반학습의 효과 비교연구

The comparison of effects of team-based learning and lecture-based learning in nursing students

본 연구는 간호학과 병리학 교과목에 팀기반학습을 적용하고 일반 강의기반학습과 비교하여 간호학생의 학습동기, 의사소통, 문제해결능력, 학습만족도에 미치는 효과를 알아보기 위하여 수행되었다. 연구대상자는 일 대학 간호학과에서 2017년도 1학기 병리학 교과목을 수강하는 학생으로 3회의 설문조사에 모두 응답한 94명의 자료를 분석하였다. 자료 분석은 SPSS 통계 프로그램을 활용하여 대응표본 t-검정으로 분석하였다. 연구 결과 학습 동기의 하위 영역인 주의력과 의사소통능력은 강의 기반학습에 비해 팀기반학습 후 유의하게 증가하였다. 문제해결능력은 두 학습법 간에 유의한 차이가 없었지만 하위 영역을 살펴본 결과, 팀기반학습 후에 문제 인식, 정보 수집 및 분석 영역이 유의하게 증가하였다. 학습만족도는 팀기반학습보다 강의 기반학습 후에 유의하게 높았다. 병리학 수업에 참여한 학생들은 팀기반학습보다 강의기반학습에 더욱 만족하였으나 의사소통능력 향상과 같은 팀기반학습의 긍정적 효과를 고려할 때, 간호학생에게 팀기반학습 적용을 고려해 볼 수 있다. 그러나 팀기반학습을 교과목에 처음 도입할 때는 점진적으로 적용하거나 팀기반학습과 강의를 병행하여 상호 보완하는 방법을 권장한다.

Purpose: The aim of the study was to compare effects of team-based learning and lecture-based learning on learning motivation, communication, problem-solving, and learning satisfaction in nursing students. Methods: A total of 94 2nd students in a nursing school, who took pathology, participated in the study. Six-week of lecture-based learning was provided in the first half of the spring semester in 2017. Then, another 6-week of team-based learning was provided. Data were collected in the 1st , 8th , and 15th week using self-report questionnaires. Paired t-test was used to analyze the effects. Results: Attention, subarea of learning motivation, was significantly increased after team-based learning. Communication was significantly increased after team-based learning compared to lecture-based learning. Problem solving showed no difference between two learning methods, however, problem recognition, information gathering, and analysis of problem solving were increased significantly after team-based learning. Learning satisfaction was significantly lower after team-based learning than lecture-based learning. Conclusion: Although participants were satisfied with lecture-based learning rather than team-based learning in pathology course, team-based learning needs to be introduced to nursing students for positive effects of team-based learning. Gradual implementation of team-based learning or supplemental team-based learning with a lecture is recommended when adopting team-based learning in pathology.