@article{oai:air.repo.nii.ac.jp:00000602,
 author = {高橋, 恵一 and 津軽谷, 恵 and 石川, 隆志 and 石井, 奈智子 and 石井, 良和 and 金城, 正治 and 湯浅, 孝男 and 大友, 和夫 and 新山, 喜嗣 and TAKAHASHI, Keiichi and TUGARUYA, Megumi and ISHIKAWA, Takashi and ISHII, Nachiko and ISHII, Yoshikazu and KINJO, Masaji and YUASA, Takao and OHTOMO, Kazuo and NIIYAMA, Yoshitsugu},
 issue = {1},
 journal = {秋田大学医学部 保健学科紀要},
 month = {Mar},
 note = {臨床実習前に実践能力を学生に身につけさせるためにワークショップ形式の授業を行った.また,実習後にも同様の授業を行い,その変化を見た.さらに,実習前後を比較して自己評価と感想記述を行ってもらった.その結果,すべてのグループは実習前に比べて実習後のほうが活発な討議を行っていた.しかし,発表内容や自己評価については実習前よりも低い結果を示すグループがあった.この要因として,学生が実習経験で得た知識をうまく整理してまとめることができなかったためと,メンバー構成や特定のシナリオ提示方法の影響があったことなどが考えられた.今後も,今回の結果をふまえて,同様の形式の授業を行い,学生に能動的学習や問題解決の機会を提供していきたいと考える., A workshop style class was held before clinical practice for. students to acquire practical skills. The same kind of class was held after clinical practice, and changes monitored. Students' self-evaluation and presentation skills were examined to compare ability before and after practice. The results showed that every group that had experienced the clinical practice was more active than the pre-experience group. However, some groups exhibited lower presentation and self-evaluation skill. This was considered to be caused by students' inability to organise knowledge gained through their practical experience well and the effect of the group members' characteristics and presentation of specific scenarios.In the future we will carry out a similar exercise providing an opportunity for active learning and problem solving.},
 pages = {72--82},
 title = {臨床実習前後における事例提示を用いたワークショップ形式の授業の試み : 学生の自己評価の変化と感想をふまえて},
 volume = {13},
 year = {2005}
}