When participating in problem-based learning (PBL), it is important for medical students to generate claims and provide justifications for their claims in small group discussions. This study aimed to investigate the effect of argumentation instruction on medical student learning experiences with PBL. A total of one hundred first-year preclinical students from Inje University College of Medicine, who had attended argumentation instruction, participated in this study. All of the participants completed a 5-point Likert scale questionnaire regarding their learning experiences with PBL, before and after the argumentation instruction. The questionnaire comprised 22 items with eight subcategories: argumentation activity, reflection, integration of basic and clinical science, identification of lack of knowledge, logical thinking, self-directed study, communication, and attitude toward discussion. The collected data were analyzed through a paired-sample t-test. The results of this study found that the argumentation instruction promoted the preclinical students' experiences with argumentation activities, reflection, an integration of basic and clinical science, the identification of their lack of knowledge, logical thinking, and self-directed study, and it increased positive attitudes toward group discussion. The findings suggest argumentation instruction can enhance medical student group discussions and help students achieve the objectives of PBL, including acquisition of basic and clinical science knowledge and development of clinical reasoning and self-directed learning abilities, which can highlight the meaningful learning experiences students have with PBL.

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The purpose of this study is to derive a plan for the effective use of the flourishing concept by analyzing the flourishing concept and presenting its limitations. For this purpose, literature analysis and content analysis were used based on the hermeneutic research method. Documents that occupy an important position in the content of flourishing were collected and analyzed, and reinterpreted in an educational context. As a result of the study, we found that flourishing is a component of personal happiness and is composed based on the contents of the self-directed domain, emotional domain, social domain, and physical domain. In terms of content for each domain, the self-directed domain and emotional domain were the main contents, while the social domain and the physical domain were emphasized to a very limited level. As a result of a comprehensive analysis of the flourishing concept and composition, we found that it was necessary to use the flourishing concept from a broad perspective that encompasses the social and physical domain beyond the cognitive and emotional domain for systematic use. In addition, it is necessary to actively utilize the flourishing concept in terms of enhancing the capacity for individual growth and development through linkage with the pedagogical approach that pursues individual overall growth.