• Journal of Genetic Medicine
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• v.8 no.2
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• pp.89-99
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• 2011

Over the years Korean health care system has improved in delivery of quality care to the general population for many areas of the health problems. The system is now being recognized in the world as the most cost effective one. It is covered by the uniform national health insurance policy for which most people in Korea are mandatory policy holders. Genetic counseling service, however, which is well recognized as an integral part of clinical genetics service deals with diagnosis and management of genetic condition as well as genetic information presentation and family support, is yet to be delivered in comprehensive way for the patients and families in need. Two major obstacles in providing genetic counseling service in korean health care system are identified; One is the lack of recognition for the need for genetic counseling service as necessary service by the national health insurance. Genetic counseling consumes a significant time in delivery and the current very low-fee schedule for physician service makes it very difficult to provide meaningful service. Second is the critical shortage of qualified professionals in the field of medical genetics and genetic counseling who can provide the service of genetic counseling in clinical setting. However, recognition and understanding of the fact that the scope and role of genetic counseling is expanding in post genomic era of personalized medicine for delivery of quality health care, will lead to the efforts to overcome obstacles in providing genetic counseling service in korean health care system. Only concerted efforts from health care policy makers of government on clinical genetics service and genetic counseling for establishing adequate reimbursement coverage and professional communities for developing educational program and certification process for professional genetic counselors, are necessary for the delivery of much needed clinical genetic counseling service in Korea.

• Journal of Korean Biological Nursing Science
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• v.5 no.1
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• pp.13-22
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• 2003

The purpose of this study was to investigate and analyze current educational requirements related to genetics curriculum(from June 2002 to September 2002) established at nursing institutions and to provide the basic data for the development of genetics science program at the undergraduate. Subjects of this study were comprised of twenty-three colleges of nursing in 4-year baccalaureate and thirty colleges in 3-year diploma programs. The results of this study were as follows : 1) 32 colleges offer courses related to genetics. 29 among 32 colleges have that integrated. Three schools have established completely independent courses of genetics. 21 colleges do not have any courses dealing with genetics. 2) The contents of courses related to genetics include: Congenital abnormalities, chromosomal aberrations, congenital metabolic disease, prenatal diagnosis and genetic counseling, genes and chromosomes, immune genetics, blood type and genetics, rule of genetics, variation in gene expression, the map of the human gene, gene linkage genetics, interaction of genes, single inheritance in order and genetic biochemistry. 3) For course credit, 14colleges(48.3%) offered at most 1 credit per course. The grade of student who can take the course, 51.7% were in their second year while 37.9% were in their third year. The majors of nursing faculty who taught the course were nursing(51.7%) and basic nursing science(17.2%). 4) As far as the need of opening the courses related to genetics, 36 colleges(67.0%) have made a 'need', 12 schools(22.6%) state 'dose not need'. 711e reason for need were the following development of bio engineering, increase number of patients who are related to genetics, recognition of the need in clinical nursing. 7 schools(13.2%) agreed to offer independent course in genetics but 39 schools(73.6%) are in disagreement with that. When the school offers the course with other courses, 27 schools(50.0%) are opening basic nursing science and 14 schools(26.4%) are opening nursing as an integrated courses. If the name of course was either genetic nursing(34.0%) or genetics(28.3%), the credits for the course was one or 2 credits. 33 schools(62.3%) students were in the first or second years. 41 schools(84.9%), the majors of the faculty who had taught the course were either basic nursing science(35.8%), nursing(28.3%) or basic medicine(24.5%). The contents of the course should include in that order: Chromosome aberrations, prenatal diagnosis and genetic counseling, congenital metabolic disease, congenital abnormalities, genes and chromosomes, the rules of genetics, immune genetics, interaction of genes, variation in gene expression, etc. The results and discussions of the study indicate that the entire curriculums need to be investigated with respect to contents of education, nursing curriculums and name of courses because of the increasing need of knowledge related to genetics in the clinical practice.

• Korean Journal of Medical Ethics
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• v.21 no.4
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• pp.330-343
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• 2018

This article explores some of the ethical issues associated with the fourth industrial revolution and suggests new directions for bioethics education in Korean universities. Some countries have recently developed guidelines and regulations based on the legal and ethical considerations of the benefits and social risks of new technologies associated with the fourth industrial revolution. Foreign universities have also created courses (both classroom and online) that deal with these issues and help to ensure that these new technologies are developed in an ethically appropriate fashion. In South Korea too there have been attempts to enhance bioethics education to meet the changing demands of society. However, bioethics education in Korea remains focused on traditional bioethical topics and largely neglects the ethical issues related to emerging technologies. Furthermore, Korean universities offer no online courses in bioethics and the classroom courses that do exist are generally treated as electives. In order to improve bioethics education in Korean universities, we suggest that (a) new course should be developed for interprofessional education; (b) courses in bioethics should be treated as required subjects gradually; (c) online courses should be prepared, and (d) universities should continually revise course contents in response to the development of new technologies.

• Journal of Science and Technology Studies
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• v.1 no.2 s.2
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• pp.423-438
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• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."