의대에서 교육하고 있습니다.

합의(Consensus)란 어떠한 결정에 대해 모든 사람이 동의하는 것을 뜻하는 것이 아니다. 합의란, 어떠한 결정에 있어서 모든 사람이 참여하고(participate in), 이해하고(understand), 헌신하는(committed to)것을 의미한다. 

Consensus does not mean that everyone agrees with the decision. Consensus means that everyone has participated in, understands, and is committed to supporting a decision. 

출처: The Facilitative Way: Leadership That Makes the Difference

[인증 시스템]은 이해관계자(예: 공공, 의료 관리자, 정책 입안자)에 의해 학습 연속체에 걸친 기본의학교육 커리큘럼과 뒤따르는 수련 프로그램의 품질을 보장하기 위한 효과적인 메커니즘으로 자주 간주된다. [인증]은 지정된 기관이 명확하게 지정된 기준과 절차를 사용하여 주기적으로 교육 프로그램 또는 기관을 검토하고 평가하는 프로세스로 정의할 수 있다.
Systems of accreditation are frequently viewed by stakeholders (e.g. the public, health care administrators, policymakers) as effective mechanisms for ensuring the quality of basic medical education curricula and subsequent training programmes across the learning continuum. Accreditation can be defined as a process by which a designated authority reviews and evaluates, on a cyclical basis, an educational programme or institution using clearly specified criteria and procedures. 

출처: Boulet J, van Zanten M. Ensuring high-quality patient care: the role of accreditation, licensure, specialty certification and revalidation in medicine. Med Educ. 2014 Jan;48(1):75-86. doi: 10.1111/medu.12286. PMID: 24330120.

[자기조절학습]은 '학습과정에서 메타인지적, 동기부여적, 행동적으로 능동적일 때 발생하는 학습'으로 정의된다. 따라서 [자기조절학습자]는 다음과 같이 한다.
(i) 스스로 설정한 목표를 향한 자신의 진행 상황을 모니터링하고, 따라서 학습 접근법의 효과를 성찰할 수 있다. 
(ii) 학습 과제를 본질적으로 흥미롭고 가치 있는 것으로 보는 경향이 있으며, 높은 수준의 자기 효능감을 가지고 있다.
(iii) 학습이 발생하는 정도를 최대화하는 학습 행동에 몰입하고 지속한다.

Self-regulated learning has been defined as learning that occurs when one is ‘metacognitively, motiva- tionally, and behaviourally proactive in the learning process’.10 Thus, self-regulated learners: 
(i) monitor their own progress towards self-set goals and are therefore able to reflect on the effectiveness of their learning approaches;  
(ii) tend to view the learning task as intrinsically interesting and worth- while, and have high levels of self-efficacy, and 
(iii) engage in and persist with learning behaviours that maximise the degree to which learning occurs.10,11 

출처: Stegers‐Jager, K. M., Cohen‐Schotanus, J., & Themmen, A. P. (2012). Motivation, learning strategies, participation and medical school performance. Medical education, 46(7), 678-688.

"사회에서 [권력이 적은 사람]이 [권력의 불평등]을 [수용하고, 그것을 정상으로 여기는 정도]"
권력 거리를 지각하고 받아들이는 것에 [민감한 학생들]은 그러한 [권력 거리를 위협하는 질문들을 보류할 가능성]이 더 높다. 튜토리얼 리더는 때때로 학생들로부터 질문과 도전을 기대하지만, 이는 [고 권력 거리 가치 체계]를 보유한 학생들에게는 특히나 어려운 요구로 여겨질 수 있다.
Hofstede’s (1984) cross-cultural analysis indicated that a number of East Asian cultures encourage acceptance of power distance, defined as “the extent to which the less powerful person in a society accepts inequal- ity in power and considers it as normal”(p. 390; see also Triandis & Gelfand, 1998). Students who are sensitized to perceive and accept power distance are more likely to withhold questions that threaten such power distance. Tutorial leaders sometimes expect questions and challenges from students, and this may set particularly difficult demands for students holding high power distance value systems. 

출처: Tweed, R. G., & Lehman, D. R. (2002). Learning considered within a cultural context: Confucian and Socratic approaches. American Psychologist, 57(2), 89.

[특정 주제]에 대해 [말할 수 있는 것과 말할 수 없는 것을 정의]하는 [허용적 사회적 경계]를 포함하는 [제도화된 믿음, 사고 및 행동 방식]
‘Discourse’, a term used by many in the social sciences and humanities disciplines, can play a central role in regulating social institutional practices, including the valuing and justification of certain actions over others. Discourse can be defined as an institutionalised way of believing, thinking and acting that includes allowing social boundaries to define what can and cannot be said about a particular topic.7

출처: Razack, S., Hodges, B., Steinert, Y., & Maguire, M. (2015). Seeking inclusion in an exclusive process: discourses of medical school student selection. Medical education, 49(1), 36-47.

역량: 개인과 봉사하는 공동체의 이익을 위해 의사소통, 지식, 기술적 기술, 임상적 추론, 감정, 가치관 및 성찰을 일상적으로 습관적이고 현명하게 사용하는 것
Medical competence can be defined as: “The habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values and reflection in daily practice for the benefit of the individual and the community being served.”18 

지식: 학습자료의 이해로 이끌어주는 [사실의 배경]과 [사실들 사이의 상호작용]
Knowledge can be defined as: “…a background of facts and interactions between facts that should lead to an understanding of the material being learned”20 

태도: 주어진 대상에 대해 지속적으로 유리하거나 불리한 방식으로 반응하는 학습된 성향
Attitudes can be defined as “…a learned predisposition to respond in a consistently favourable or unfavourable manner with respect to a given object.”19 

출처: Abela, J. C. (2009). Adult learning theories and medical education: a review.

[직업에 필요한 능력]은 둘 다 포함한다.  
 - 개념(지식, 지식 및 이해) 및  
 - 운영(기능, 기능 및 응용 기술) 역량.  
The competences required of an occupation include both  
 - conceptual (cognitive, knowledge and understanding) and  
 - operational (functional,psycho-motor and applied skill) competences.  

[개인의 효율성]과 더 관련된 역량 또한 다음과 같다.  
 - 개념(배우는 법을 포함한 능력) 및  
 - 운영(행동 및 태도를 포함한 사회적 역량) 
The competences more associated with individual effectiveness are also both  
 - conceptual (meta-competence, including learning to learn) and  
 - operational (social competence, including behaviours and attitudes) 

[인지적, 기능적 및 사회적 역량]의 첫 번째 세 가지 차원은 상당히 보편적이며 프랑스의 접근 방식(savour, savour fair, savour eètre)은 물론 훈련 직업의 오랜 KSA(지식, 기술 및 태도)와 명확하게 일치한다. 따라서,  
 - 지식(그리고 이해)은 인지 능력에 의해 포착된다.  
 - 스킬은 기능적 역량에 의해 포착된다.  
 - '역량'(근본적이고 태도적)은 사회적 역량에 의해 포착된다. 
The first three dimensions, cognitive, functional and social competences, are fairly universal and are clearly consistent with the French approach (savoir, savoir faire,savoir eˆtre) as well as the longstanding KSA (knowledge, skills and attitudes) of the training profession. Thus,  
knowledge (and understanding) is captured by cognitive competence,  
skills are captured by functional competence and  
‘competencies’(behavioural and attitudinal) are captured by social competence 
[메타 역량]은 다른 실질적 역량의 획득을 촉진하는 것과 관련이 있기 때문에 처음의 3차원과는 다소 다르다.
Meta-competence is rather different from the first three dimensions since it is concerned with facilitating the acquisition of the other substantive competences.

출처: Le Deist, F. D., & Winterton, J. (2005). What is competence?. Human resource development international, 8(1), 27-46.

- 기관이 교직원의 역할을 갱신하거나 보조하기 위해 사용하는 광범위한 활동
- 교육, 연구 및 행정에서 교직원의 성과를 개선하기 위해 고안된 이니셔티브를 포함
- 교육, 연구, 행정, 글쓰기 및 경력 관리를 포함한 학문적 역할을 위해 기관과 교직원을 준비시키기 위한 계획된 프로그램
- 조직의 역량과 문화뿐만 아니라 개인의 강점과 능력을 향상시킴으로써 관행을 개선하고 변화를 관리

Faculty development has been defined as
- that broad range of activities that institutions use to renew or assist faculty in their roles (Centra, 1978), and
- includes initiatives designed to improve the performance of faculty members in teaching,research and administration (Sheets & Schwenk, 1990).
- In many ways, faculty development is a planned program to prepare institutions and faculty members for their academic roles, including teaching, research, administration, writingand career management (Bland et al., 1990).
- Faculty development is also meant to improve practice and manage change (Bligh, 2005), by enhancing individual strengths and abilities as well as organizational capacities and culture. 

출처: Steinert, Y., Mann, K., Centeno, A., Dolmans, D., Spencer, J., Gelula, M., & Prideaux, D. (2006). A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical teacher, 28(6), 497-526.

'하나 이상의 의료 역량에 대한 정해진 수준의 숙련도를 목표로 하는 의료 전문직을 위한 교육'
근본적으로 졸업성과능력을 지향하고, 사회 및 환자 요구 분석에서 도출된 역량을 중심으로 조직되는, 실제 의료행위를 위해 의사를 준비하는 접근 방식. 시간-기반 교육을 중요시 하지 않으며, 그보다는 더 높은 책무성, 유연성 및 학습자 중심성을 기약한다.
Competency-based medical education has been defined as ‘education for the medical profession that is targeted at a fixed level of proficiency in one or more medical competencies’6 and ‘an approach to preparing physicians for practice that is fundamentally oriented to graduate outcome abilities and organised around competencies derived from an analysis of societal and patient needs; it de-emphasises time- based training and promises greater accountability, flexibility, and learner-centredness’.7 

출처: Touchie, C., & ten Cate, O. (2016). The promise, perils, problems and progress of competency‐based medical education. Medical education, 50(1), 93-100.

'개인적 목표의 달성을 위하여, 계획과 주기적 적응이 이뤄지는, 자기 생성적 사고, 감정 및 행동'을 포함하는 과정
Self-regulated learning has been defined as a process involving ‘self-generated thoughts, feelings and actions that are planned and cyclically adapted to the attainment of personal goals’.15 Many medical professional agencies have included SRL in their visions and mission statements, using terms like ‘self- directed learning’ (SDL) and ‘lifelong learning’.16 

SDL은 종종 학습 환경이 자율 학습을 촉진하도록 설계될 때 언급된다(예: 문제 기반 학습). 
SRL은 학습자가 SRL에 참여할 때 가장 잘 지원하는 방법을 식별하기 위하여, 자율 학습의 메커니즘을 이해하는 데 초점을 맞출 때 언급된다.
Although SRL and SDL have many similarities,17 medical education researchers have used the terms differently: 

SDL is often invoked when a learning environment is designed to promote autonomous learning (e.g. problem-based learning), whereas 
SRL is mentioned when the focus is on understanding the mechanisms of autonomous learning in order to identify how best to support learners when they engage in SRL.18 

출처: Brydges, R., Nair, P., Ma, I., Shanks, D., & Hatala, R. (2012). Directed self‐regulated learning versus instructor‐regulated learning in simulation training. Medical education, 46(7), 648-656.

의사에 대한 대중의 신뢰를 뒷받침하는 일련의 가치, 행동 및 관계
In medicine, professionalism has been defined as ‘‘a set of values, behaviors, and relationships that underpin the trust that the public has in doctors’’ (Royal College of Physicians 2005) and is the basis of a social contract between medicine and society (Cruess & Cruess 2014).  

출처: Mclean, M., Jha, V., & Sandars, J. (2015). Professionalism under fire: Conflict, war and epidemics. Medical teacher, 37(9), 831-836.

다문화적 상황에서 효과적인 작업이 가능하도록 어떤 시스템, 조직, 또는 전문직  사이에서 합쳐진 일련의 일치된 행동, 지식, 태도 및 정책의 집합
This change will require that tomorrow’s physicians possess a high degree of cultural competence, which has been defined as “a set of congruent behaviors, knowledge, attitudes, and policies that come together in a system, organization, or among professionals that enables effective work in cross-cultural situations.”43

출처: Mahon, K. E., Henderson, M. K., & Kirch, D. G. (2013). Selecting tomorrow’s physicians: the key to the future health care workforce. Academic Medicine, 88(12), 1806-1811.

지원자들이 의대생과 의사로서 준비하고 성공할 수 있는 다양한 방법에 대해 균형 잡힌 고려를 하는 유연하고, 고도로 개인화된 과정.
Holistic admissions, an integral component of the AI, refers to a “flexible, highly individualized process by which balanced consideration is given to the multiple ways in which applicants may prepare for and succeed as medical students and doctors.”24 

출처: Mahon, K. E., Henderson, M. K., & Kirch, D. G. (2013). Selecting tomorrow’s physicians: the key to the future health care workforce. Academic Medicine, 88(12), 1806-1811.

특정 이슈를 탐색하기 위한 그룹 토론. 그룹은 일종의 집단 활동을 포함한다는 점에 초점을 맞추고 있다. 결정적으로, 포커스 그룹은 그룹 상호 작용을 연구 데이터로 명시적으로 사용함으로써 더 넓은 범주의 [그룹 인터뷰]와 구별된다.

A popular data-collection technique used in qualitative research is the ‘‘focus group’’, originally called ‘‘focused group interview’’ which was initially described by Merton & Kendall (1946). Focus groups in this Guide are defined as: . . group discussions organized to explore a specific set of issues . . . The group is focused in the sense that it involves some kind of collective activity . . . crucially, focus groups are distinguished from the broader category of group interview by the explicit use of the group interaction as research data (Kitzinger 1994, p. 103).

출처: Stalmeijer, R. E., McNaughton, N., & Van Mook, W. N. (2014). Using focus groups in medical education research: AMEE Guide No. 91. Medical teacher, 36(11), 923-939.

"문제가 있는" 학습자, "문제가 있는" 학습자, "문제가 있는" 학습자, "파괴적인 학생," 그리고 "기능적으로 부족한 의사"를 설명하기 위해 다양한 용어가 사용되어 왔다.
"일반적으로 프로그램 책임자 또는 수석 상주자와 같은 권한 있는 사람의 개입이 필요할 정도로 충분히 중요한 문제를 보이는 사람"
"특정한 감정적, 인지적, 구조적 또는 대인관계의 어려움 때문에 학업 성취도가 수행 잠재력보다 현저히 낮은 학습자".
지식, 태도 또는 기술에 대한 중대한 문제 때문에 훈련 프로그램의 기대에 미치지 못하는 학생 또는 전공의

A variety of terms have been used to describe the “problem” learner: the “resident in difficulty”; the “troublesome learner”; the “disruptive student”; and the “impaired physician” (Shapiro et al. 1987; Grams et al. 1992; Gordon 1993; Steinert et al. 2001; Yao & Wright 2001).  
The American Board of Internal Medicine (1999) has defined a “problem resident” as a “trainee who demonstrates a significant enough problem that requires intervention by someone of authority, usually the program director or chief resident”,  
whereas Vaughn et al. (1998) have provided the following definition: “a learner whose academic performance is significantly below performance potential because of a specific affective, cognitive, structural, or interpersonal difficulty”.  
The term has also been used to refer to impairment, secondary to emotional stress or substance abuse (Grams et al. 1992). This Guide will define a “problem” learner as a student or resident who does not meet the expectations of the training program because of a significant problem with knowledge, attitudes or skills (Steinert 2008). 

출처: Steinert, Y. (2013). The “problem” learner: whose problem is it? AMEE Guide No. 76. Medical teacher, 35(4), e1035-e1045.

▣ [프로그래밍된 학습에 참여하는 것]에서부터 [매슬로의 자기실현적인 개인과 같은 고도로 지시된 자기 학습자의 자기 주도적이고 계획적인 활동]에 이르기까지 다양한 행동들.
▣ 학습자가 주도적으로 다른 사람의 지원과 협력을 받는 과정
▣ 다른 사람의 도움이 있거나 없는 상태에서, 개인이 주도적으로 자신의 학습 요구를 진단하고, 학습 목표를 수립하며, 학습을 위한 인적 및 물적 자원을 식별하고, 적절한 학습 전략을 선택 및 구현하고, 학습 결과를 평가하는 과정.

Campbell et al1 define SDL as behaviors that range from participation in programmed learning to the self- initiated, self-planned activities of such highly directed self-learners as Maslow’s self-actualizing individuals.2,3

Hammond and Collins4 describe SDL as a process in which learners take the initiative, with the support and collaboration of others.

But we believe the concept of SDL is best captured by Knowles5 as a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes." 

출처: Premkumar, K., Pahwa, P., Banerjee, A., Baptiste, K., Bhatt, H., & Lim, H. J. (2013). Does medical training promote or deter self-directed learning? A longitudinal mixed-methods study. Academic Medicine, 88(11), 1754-1764.

"결국, 리더의 일이란 다른 사람을 통해 일이 되게 하는 것이다."
After all, the leader's task is to get work done through other people, and social skill makes that possible

출처: Goleman, D. (2017). What Makes a Leader?(Harvard Business Review Classics). Harvard Business Press.

교사가 아니라 자기가 정의한 학습 활동에 참여하는 학생의 준비 상태
The present study investigates whether and how cultural factors affect one of PBL’s main educational principles: self-directed learning (SDL).20 It has been argued that this principle relies strongly on ‘Western ideals of democracy, individualism and egalitarianism’.21 It is defined here as: ‘...the preparedness of a student to engage in learning activities defined by himself rather than by a teacher.

"준비성"은 동기 부여 측면과 숙련된 행동을 모두 포함하는 것으로 이해되어야 한다. 따라서, 성취된 자기 주도 학습자는 그의 선생님들에 의해 정해진 요구에 의해 지배되는 것이 아니라, 지식을 습득하기 위한 내재적인 요구를 경험한다. 또한 다음과 같은 적절한 정보 검색 기술을 습득해야 한다. 즉, 자신의 필요를 충족시킬 수 있는 정보 자원을 어디서 어떻게 찾을 수 있는지 아는 것이다.
“Preparedness” must be understood as having both a motivational aspect and involving skilled behaviour. Thus, an accomplished self-directed learner experiences an intrinsic need to acquire knowledge, not dominated by requirements set by his teachers. In addition, he has mastered the appropriate information seeking skills, that is: he knows where and how to find information resources that would fulfil his need.’22

출처: Frambach, J. M., Driessen, E. W., Chan, L. C., & van der Vleuten, C. P. (2012). Rethinking the globalisation of problem‐based learning: How culture challenges self‐directed learning. Medical education, 46(8), 738-747.

일상적인 실천에서 자신이 복무하는 개인과 공동체의 이익을 위해 의사소통, 지식, 기술적 기술, 임상적 추론, 감정, 가치 및 성찰의 습관적이고 현명한 사용.
Building on prior definitions,1- 3 we propose that professional competence is the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and community being served.

전문적 역량은 사실적 지식과 명확한 해결책으로 문제를 해결하는 능력 이상이다. 
모호한 문제를 관리하고, 불확실성을 용인하며, 제한된 정보로 의사 결정을 내리는 능력으로 정의된다.
Schon16 argues that professional competence is more than factual knowledge and the ability to solve problems with clear-cut solutions: it is defined by the ability to manage ambiguous problems, tolerate uncertainty, and make decisions with limited information.

출처: Epstein, R. M., & Hundert, E. M. (2002). Defining and assessing professional competence. Jama, 287(2), 226-235.

평가라는 용어는 평가 대상에 대한 의사 결정 과정과 그것이 수용성 표준과 어떻게 비교되는지에 대해 가장 잘 정의된다. 
The term evaluation is best defined as a process of decision making about the object being evaluated and how it compares to some standard of acceptability.5 

성과 평가는 특정 유형의 프로그램 평가를 의미합니다. ACCME는 "학생들의 적절한 기술과 역량의 성취를 포함하여 프로그램의 목적과 목표가 달성되고 있거나 달성되지 않고 있는 정도를 보여주는 증거"라고 정의한다.
Outcomes evaluation refers to a particular type of program evaluation. It is defined by the ACGME as "evidence showing the degree to which program purposes and objectives are or are not being attained, including achievement of appropriate skills and competencies by students.11"

출처: Musick, D. W. (2006). A conceptual model for program evaluation in graduate medical education. Academic Medicine, 81(8), 759-765.

임파워먼트 평가는 광범위하게 정의되며, 평가 과정의 모든 측면에 주요 이해관계자를 적극적으로 참여시키는 프로그램과 그 결과에 대한 데이터를 수집, 분석 및 사용하는 접근 방식이다.
Empowerment evaluation, broadly defined, is an approach to gathering, analyzing, and using data about a program and its outcomes that actively involves key stakeholders in all aspects of the evaluation process.

The approach provides a strategy by which and a structure within which stakeholders can empower themselves to engage in system changes; this process is based on the assumption that the more closely stakeholders are engaged in interpreting, discussing, and reflecting on evaluation findings in a collaborative and collegial setting, the more likely they are to take ownership of the results and to use evaluation to guide curricular decision making and reform.

출처: Fetterman, D. M., Deitz, J., & Gesundheit, N. (2010). Empowerment evaluation: a collaborative approach to evaluating and transforming a medical school curriculum. Academic Medicine, 85(5), 813-820.

평가는 콜린스 영어 사전(1994)에서 "…의 가치를 판단하는 행위"로 정의된다. 이와 같이 그것은 본질적으로 가치 부여적 활동이다. 그러나 초기 평가자들은 자신의 활동이 가치가 없을 수 있고 그래야 한다고 순진하게 믿었기 때문에 가치에 거의 주의를 기울이지 않았다.
Evaluation is defined in the Collins English Dictionary (1994) as “the act of judgement of the worth of …”. As such it is an inherently value-laden activity. However, early evaluators paid little attention to values, perhaps because they naively believed their activities could, and should, be value free (Scriven, 1983).

Experience has shown it is impossible to make choices in the political world of social programming without values becoming important in choices regarding evaluative criteria, performance standards, or criteria weightings (Shadish et al., 1991). The values of the evaluator are often reflected in some of the definitions of evaluation which have emerged, definitions that have also been influenced by the context in which the evaluator operated.

"교육 목적이 달성된 정도를 결정하는 체계적인 프로세스".
Gronlund (1976), influenced by Tyler's goal-based conception of evaluation, described it as “the systematic process of determining the extent to which instructional objectives are achieved”.

"동일한 일반적인 목적을 가진 프로그램 및 기타 프로그램을 개선하는 데 도움을 주기 위해 수행되는 검사"
Cronbach (Cronbach et al., 1980), through reflection on the wider field of evaluation and influenced by his view of evaluators as educators, defined evaluation as “an examination conducted to assist in improving a programme and other programmes having the same general purpose”. 

출처: Goldie, J. (2006). AMEE Education Guide no. 29: Evaluating educational programmes. Medical Teacher, 28(3), 210-224.

환자와의 의사소통은 의료 행위의 핵심적인 임상 기술이다.
다음을 포함하는 특정 작업 및 관찰 가능한 동작으로 정의할 수 있다.
 - 병력을 얻기 위해 인터뷰를 하고,
 - 진단과 예후를 설명하고,
 - 진단 및 치료 절차를 거치는 데 필요한 정보에 입각한 동의에 필요한 치료 지침 및 정보를 제공하고,
 - 치료에 참여하도록 동기를 부여하거나, 증상을 완화하기 위한 상담을 제공한다.

Communication with patients is the core clinical skill for the practice of medicine.8
It can be defined as specific tasks and observable behaviors that include
interviewing to obtain a medical history,
explaining a diagnosis and prognosis,
giving therapeutic instructions and information needed for informed consent to undergo diagnostic and therapeutic procedures, and
providing counseling to motivate participation in therapy or to relieve symptoms.9,10

출처: Duffy, F. D., Gordon, G. H., Whelan, G., Cole-Kelly, K., & Frankel, R. (2004). Assessing competence in communication and interpersonal skills: the Kalamazoo II report. Academic medicine, 79(6), 495-507.

- 명확한 코딩 규칙에 기초하여 많은 텍스트 단어를 더 적은 내용 범주로 압축하는 체계적이고 복제 가능한 기술
- 메시지의 특정 특성을 객관적이고 체계적으로 식별함으로써 추론을 만드는 기술
Content analysis has been defined as a systematic, replicable technique for compressing many words of text into fewer content categories based on explicit rules of coding (Berelson, 1952; GAO, 1996; Krippendorff, 1980; and Weber, 1990).
Holsti (1969) offers a broad definition of content analysis as, "any technique for making inferences by objectively and systematically identifying specified characteristics of messages" (p. 14) 

출처: Stemler, S. (2000). An overview of content analysis. Practical assessment, research, and evaluation, 7(1), 17.

결과를 구성하는 서로 다른 데이터 조각의 일관성 있는 통합.
연구 질문과 관련하여 데이터에 대해 중요한 것을 포착하고,
데이터 세트 내에서 일정 수준의 응답 패턴 또는 의미를 나타낸다.
A theme is defined as a coherent integration of the disparate pieces of data that constitute the findings (Sandelowski & Leeman, 2012). It captures something important about data in relation to the research question, and represents some level of response pattern or meaning within the data set (Braun & Clarke, 2006).

출처: Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & health sciences, 15(3), 398-405.

- 지역적 필요에 맞춘 국제 학생들, 국제 교사들, 국제 커리큘럼의 교차점
- 글로벌 이주의 맥락에서 건강을 다루는 의료 훈련
Transnational education is defined as ‘the intersection of international students, international teachers, and an international curriculum customized to local needs’ (Harden 2006),
while ‘transnational competence’ refers to the medical training that addresses health in the context of global migration (Koehn & Swick 2006).

출처: McLean, M., Cilliers, F., & Van Wyk, J. M. (2008). Faculty development: yesterday, today and tomorrow. Medical teacher, 30(6), 555-584.

개별 환자의 치료에 대한 결정을 내릴 때 현재의 최선의 증거를 양심적이고 명시적이며 현명하게 사용하는 것.
Evidence based medicine has been defined as the ‘conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients’ [1]. 

출처: Hannigan, A., Hegarty, A. C., & McGrath, D. (2014). Attitudes towards statistics of graduate entry medical students: the role of prior learning experiences. BMC medical education, 14(1), 1-7.

"자신과 타인의 감정에 대한 정확한 평가와 표현, 자신과 타인의 감정에 대한 효과적인 조절, 그리고 자신의 삶에서 동기 부여, 계획 및 성취를 위한 감정의 사용에 기여하기 위해 가정된 일련의 기술들."
A robust explanatory framework as defined as “a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one's life.” [3]. 

출처: Abe, K., Evans, P., Austin, E. J., Suzuki, Y., Fujisaki, K., Niwa, M., & Aomatsu, M. (2013). Expressing one’s feelings and listening to others increases emotional intelligence: a pilot study of Asian medical students. BMC medical education, 13(1), 1-9.