In order to investigate the effects on school age children's emotional intelligence and happiness from the perspective of Korean medicine, integrated arts therapy was conducted for children participating in the Education Welfare Priority Support Project. This study randomly assigned 20 children with educational welfare priority to 10 students in the experimental group and 10 students in the control group. The experimental group conducted an integrated arts therapy program once a week for a total of 12 sessions at S Elementary School in Busan, and the control group maintained their daily lives. For statistical analysis, the Mann-Whitney U test was used to test the homogeneity of the two groups, and the Wilcoxon signed-rank test was used to analyze the pre- and post-program figures. The integrated arts therapy program had a significant effects on the emotional intelligence and well-being of children receiving Education Welfare Priority Support. Integrated arts therapy, which is part of Korean medicine's mind-body medicine intervention, is an organic relationship in which the body and mind are interdependent, and maintains a state of balance between yin and yang opposition, which has a positive effects on children's emotional intelligence and well-being.

Since the onset of COVID-19 pandemic in March 2020, universities have hastily transitioned to entirely remote learning, often overlooking considerations for academic achievement and mental health. This study aims to assess the effects of remote education in health and medical disciplines during the COVID-19 pandemic. The research systematically reviewed published articles focusing on the academic achievement and mental health of remote education for health and medical students during the COVID-19 crisis. Five academic databases were searched for medical papers incorporating survey responses about the academic achievements or mental health of health and medical students published from March 2020 to December 2023. Out of 31 papers, 25 addressed academic achievement of class satisfaction, self-directedness, engagement in learning, academic achievement, and self-efficacy, while 11 focused on mental health indicators of depression, fear, and psychological wellbeing. It was observed that satisfaction with remote classes was higher compared to traditional face-to-face classes, except for the practical sessions where the opposite was true. A correlation was found between positive psychological health indicators and higher self-directed learning capabilities among students. This study revealed the effectiveness and challenges of unplanned remote medical education initiated due to the pandemic. Based on these findings, the development of a hybrid medical education model, integrating both face-to-face and remote learning, is recommended.