• Child Health Nursing Research
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• v.19 no.3
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• pp.168-176
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• 2013

Purpose: This study was conducted to examine the effects of case-based learning on the coping ability of daycare center teachers in emergency situations. In the study knowledge of emergency treatment methods, attitude, intention and ability to perform CPR between were examined in an experimental group (daycare center teachers who participated in the small groups discussing case studies and comparing them with their own experience) and a control group. Methods: The study was designed using a nonequivalent control group pretest-posttest design. Sixty-four teachers were recruited from 40 child daycare centers in S city located in J province. Thirty-three teachers were assigned to experimental group and participated in the case-based small group learning. The data were analyzed using the SPSS 18.0 program to perform ${\chi}^2$-test, Pearson correlation coefficients and t-test. Results: The experimental group showed significantly higher posttest scores in knowledge, attitude, intention, and performance ability than those of the control group. Conclusion: The study results indicate that case-based small group learning on coping ability in emergency situation is effective in increasing knowledge, attitude, intention, and performance ability for daycare center teachers.

• Journal of Korean Academy of Nursing
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• v.42 no.6
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• pp.771-782
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• 2012

Purpose: This study was conducted to develop and implement a case-based small group learning program on the care of children with infectious disease, and to examine its effects on knowledge, attitude and preventive practice behaviors of daycare center teachers compared to a control group. Methods: Based on the need assessment, the case-based learning program for the management of infectious children was developed. For this quasi-experimental study, 69 teachers were recruited from 14 child daycare centers in a city located in J province. Thirty four teachers were assigned to experimental group and participated in the case-based small group learning once a week for 5 weeks. Data were analyzed using the SPSS 18.0 program to perform ${\chi}^2$-test and t-tests. Analysis of covariance was used to treat the covariate of the number of assigned children between experimental and control groups. Results: The experimental group showed significantly higher posttest scores in knowledge, attitude and preventive practice behaviors than those of control group (p<.001). Conclusion: These findings indicate that case-based small group learning is an effective educational strategy for daycare center teachers to learn infection management through the emphasis of self-reflection and discussion.

• The Journal of Korean Association of Computer Education
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• v.14 no.5
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• pp.19-28
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• 2011

The purpose of the study is to investigate the effects of multimedia case-based learning on preservice teachers' critical thinking disposition and practices. Forty-nine students among the seventy-five preservice teachers who enrolled in the class, Introduction to Special Education, participated in this study. Pretest and a case were presented at the beginning of the semester and then 4 cases and multimedia learning resources were provided during 13 weeks. In addition, small and whole class discussion were used for learning activities to share their opinions. At the end of the semester, the posttest and practices regarding a new case data were collected. Results found that no significant difference in the critical thinking disposition survey, however, the multimedia group showed better practices in a new case than the control group. Suggestions and future research were discussed.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.611-620
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• 2020

The purpose of the study is to find creativity factors of students in the process of small group modeling and relate them to the types of interactions among students. In order to capture students' detailed interactions, this study was conducted as an 'essential case study' through qualitative analysis. We have developed the modules of nine lessons about terraforming, and they were used in an actual classroom. In order to understand the creativity of the students in the process of modeling, students' discourses and interview data were analyzed using 19 creative factors or abilities. The findings are as follows. Frequently found creativity factors are Elaboration, Evaluation, Visualization, Resist premature closer, Originality, Analysis and Concentration. And students' interactions that affect students' creativity in the process of modeling can be classified into four categories: Suggestion, Agreement, Questioning, Refutation, and Conversion. Through each interaction, students demonstrated the process of expressing and modifying their own thoughts and ideas in the modeling process. The findings of the study suggest that it is important to the teachers to understand types of interactions among students and the relationship between the types of interaction and creativity factors for students' creative modeling in modeling-based learning.

• Journal of Korean Academy of Nursing
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• v.43 no.5
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• pp.626-635
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• 2013

Purpose: The purpose of this study was to examine the effects of a cultural competence improvement program for maternity nurses. Methods: A quasi-experimental study using a non-equivalent control group pre and posttest design was used. Participants were 67 maternity nurses caring for multicultural pregnant women in G city. The cultural competence improvement program was developed based on the 3-D Puzzle Model and was provided using case-based small group learning methods for the experimental group (n=31). The control group (n=36) did not receive any intervention. Data were collected using self-report structured questionnaires at two time points: prior to the intervention and after the intervention and were analyzed with descriptive statistics, ${\chi}^2$-test, and t-test. Results: Compared to the control group, the experimental group reported significant positive changes for cultural knowledge (t=6.39, p<.001), cultural awareness (t=3.50, p<.001), and cultural acceptance (t=4.08, p<.001). However, change in cultural nursing behaviors (t=0.92, p=.067) was not significantly different between the two groups. Conclusion: Findings from this study indicate that a cultural competence improvement program with case-based small group learning is a useful intervention strategy to promote multicultural maternity care. Further, strategies to improve cultural nursing behavior should be developed to promote culturally congruent nursing care.

• Journal of the Korean Society of Radiology
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• v.17 no.1
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• pp.131-139
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• 2023

In this study, we are purposed to find the educational effect of practical training using a 3D printed structure-based blind box on multidimensional radiographic image interpretation. The subjects were 83 (male: 49, female: 34) 2nd year radiological science students who participated in the digital medical imaging practice that was conducted for 3 years from 2020 to 2022. The learning method used 3D printing technology to print out the inside structure of the blind box designed by itself. After taking X-rays 3 times (x, y, z axis), the structure images in the blind box were analyzed for each small group. We made the 3D structure that was self-made with clay based on our 2D radiographic images. After taking X-rays of the 3D structure, it was compared whether it matches the structural image of the blind box. The educational effect for the practical training surveyed class faithfulness, radiographic image interpretation ability (attenuation concept, contrast concept, windowing concept, 3-dimensional reading ability), class satisfaction (interest, external recommendation, immersion) on a 5-point Likert scale as an anonymous student self-writing method. As a result, all evaluation items had high positive effects without significant differences between males and females. Practical education using blind boxes is a meaningful example of radiology education technology using 3D printing technology, and it is expected to be used as content to improve students' problem-solving skills and increase satisfaction with major subjects.