Design of a Model to Structure Longitudinal Data for Medical Education Based on the I-E-O Model
Design of a Model to Structure Longitudinal Data for Medical Education Based on the I-E-O Model
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基于I-E-O模型的医学教育纵向数据结构模型设计
DOI：
10.17496/kmer.2022.24.2.156
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
S. An
中科院分区：
文献类型：
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作者：
Hanna Jung;H. Kim;S. An
这项研究的目的是建立一个模型，以根据既定的输入 - 环境出口（I-E-O）模型来使用Yonsei大学医学院（IUCM）的数据来构建纵向数据，并使用Yonsei大学医学院（YUCM）的数据来构建队列和纵向数据。该研究是根据以下程序进行的。首先，通过数据分析和对每个问卷的负责人进行访谈，对YUCM收集的数据进行了审查。其次，专家对I-E-O模型的有效性的看法是通过第一次专家咨询来收集的，因此，基于I-E-O模型的每个医学教育阶段都建立了模型。最后，为了进一步实现和完善医学教育每个阶段的先前建立的模型，进行了二级专家咨询。结果，根据医学教育的每个阶段的模型组织了收集纵向数据的调查领域和时间段，并提出了根据医学教育的每个阶段的既定模型构建的YUCM队列的一个例子。从这项研究中得出的结果构成了以纵向形式构建大学数据的基本步骤，如果实际上通过这种方法构建了纵向数据，则可以用作确定主要政策或重组大学课程的重要基础。这些研究结果在现有调查数据的管理和利用方面具有影响，对许多正在针对学生的各个领域进行调查的医学院的纵向研究，例如讲座评估和满意度调查。
The purpose of this study was to establish a model for constructing longitudinal data for medical school, and to structure cohort and longitudinal data using data from Yonsei University College of Medicine (YUCM) according to the established input-environment-output (I-E-O) model. The study was conducted according to the following procedure. First, the data that YUCM has collected was reviewed through data analysis and interviews with the person in charge of each questionnaire. Second, the opinions of experts on the validity of the I-E-O model were collected through the first expert consultation, and as a result, a model was established for each stage of medical education based on the I-E-O model. Finally, in order to further materialize and refine the previously established model for each stage of medical education, secondary expert consultation was conducted. As a result, the survey areas and time period for collecting longitudinal data were organized according to the model for each stage of medical education, and an example of the YUCM cohort constructed according to the established model for each stage of medical education was presented. The results derived from this study constitute a basic step toward building data from universities in longitudinal form, and if longitudinal data are actually constructed through this method, they could be used as an important basis for determining major policies or reorganizing the curricula of universities. These research results have implications in terms of the management and utilization of existing survey data, the composition of cohorts, and longitudinal studies for many medical schools that are conducting surveys in various areas targeting students, such as lecture evaluation and satisfaction surveys.