• The Journal of KAIRB
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• v.5 no.1
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• pp.1-13
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• 2023

In the United States (US), due to the Common Rule, completely revised in 2017, single Institutional Review Board (IRB) review has become mandatory for government-sponsored multi-institutional research since 2020 regardless of the number of participating institutions. The goal of these changes is to reduce redundant reviews by the IRB at each institution and better protect research participants. In this paper, single IRB and Human Research Protection Program (HRPP) in the US and Korea were compared and considered, and their implications were discussed. A comparison of the HRPP evaluation and certification systems of the US and Korea includes that of SMART IRB in the US and Korea Central IRB, aiming at single IRB review for efficient review with support from the country and building a more efficient national human subject research network in the future. Its comparison and analysis will be helpful in deriving future tasks and development directions of single IRB and HRPP in Korea.

• Food Science and Industry
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• v.54 no.2
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• pp.93-101
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• 2021

Hazard Analysis Critical Control Point (HACCP) systems were developed to ensure a high level of food safety and reduced risk of foodborne illness. This paper focuses on significant issues associated with the implementation of HACCP; it provides an overview on recent literature. The structure of the paper follows six groupings of issues in the international literature of HACCP: (1) comparative studies and unification plan between HACCP and other food safety regulations; (2) verification of the HACCP system's effectiveness in improving food safety; (3) establishment of critical control point (CCP) for various foods HACCP model development; (4) expansion of HACCP application in the various fields and small businesses;(5) the impacts of HACCP on consumer's preferences and firms' financial performance in food industry; (6) HACCP and technological changes. The paper concludes with some suggestions for the future research in order to promote safe food supply chain for global customers.

• Review of KIISC
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• v.8 no.4
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• pp.47-62
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• 1998

응용체계 보안성 평가. 승인 제도는 정보시스템의 보안성에 대한 품질보증을 위한 핵심적인 수단이다. 응용체계는 동일한 구성요소로 이루어져 있다고 할지라도 운영환경과 이용목적에 따라 보안 요구사항을 달이함으로 적절한 수준의 보안성을 확보하고 있는지를 확인하는 것은 매우 중요하다. 본 연구에서는 응용체계의 보안성을 평가하기 위한 몇 가지 방법론을 절차의 측면에서 살펴보고, 평가. 승인 절차에 있어서 핵심적인 고려사항을 기술하였다.

• Korean Medical Education Review
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• v.25 no.3
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• pp.273-284
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• 2023

According to the World Health Organization, for medical schools to fulfill their obligation of social accountability, it is necessary for medical education, research, and service areas to ref lect the healthcare system's relevance, quality, cost-effectiveness, and equity. This study utilized Boelen and Heck's (1995) social accountability grid model to analyze the degree to which the Accreditation Standards of Korean Institute of Medical Education and Evaluation 2019 (ASK2019) standards apply the World Federation for Medical Education's (WFME) standards. The social accountability characteristics of the former were compared to those of the WFME, the Liaison Committee on Medical Education, and the Australian Medical Council. Experts with experience and certification in medical education and evaluation classified the ASK2019 standards according to the grid model, evaluated social accountability perspectives, and categorized them according to the process, content, and outcome. Of the 92 standards, 61 (66.30%) were selected as social accountability standards; these encompassed all areas. There was a particular focus on outcome-related areas, such as "mission and outcomes," "student assessment," "educational evaluation," and "continuous improvement." Education and quality were the most common (33, 54.11%), followed by 18 standards related to education and relevance. However, the standards on cost effectiveness and equity corresponding to education, research, and service were significantly insufficient. As a result of classification using a logic model, many criteria were incorporated into the process, producing results similar to those of international accreditation institutions. Therefore, to fulfill medical schools' social accountability, it is necessary to develop cost effectiveness and equity standards with reference to grid models and expand them beyond education to include research and service areas. Developing content and outcome standards is also required.

• Korean Medical Education Review
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• v.26 no.2
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• pp.83-92
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• 2024

Interprofessional education (IPE) fosters knowledge, skills, and attitudes related to interprofessional collaboration (IPC) for safe, quality patient care. In recent years, the importance of IPC has extended beyond the medical field to local community settings. However, IPE has only recently been introduced and has yet to become widespread. This study reviews the origin and development of IPE in Korean medical education by comparing it with established models in other countries that provide useful insights into future directions for IPE in Korea. Dedicated institutions led the IPE effort in other countries; however, IPE initiatives in Korea were mainly driven by individual professors' and medical schools' interest and commitment, without structural support systems. An important finding of this study is that the lack of awareness and organizational support within the medical education community resulted in the absence of a mandatory curriculum for IPE, as it was omitted from the accreditation standards. For more organized adoption and implementation of IPE in Korea, this study suggests the need to widely communicate the importance of IPE to the medical community and the public. It is also imperative to establish leadership capable of guiding IPE, share materials through trusted institutions with IPE experience, and include IPE in the accreditation standards. These steps are essential for actively implementing IPE and meeting societal healthcare needs in Korea.

• Korean Medical Education Review
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• v.17 no.1
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• pp.15-19
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• 2015

To produce well-qualified medical doctors, clinical training is a crucial part of medical education. To this end, teaching hospitals should be carefully selected and professionally managed. However, in Korea, there are no regulations or standards for training hospitals. Instead, some of the regulations that target teaching interns and residents are applied to teaching hospitals. In this study, we reviewed standards and regulations for training hospitals in other countries as a basis for proposing new standards for teaching hospitals in Korea. These new standards take into account the current environment of Korean medicine with the aim of designing appropriate educational programs for students and professional development systems for professors as well as providing educational resources and addressing the local community and international exchange opportunities.

• Korean journal of medical education
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• v.30 no.4
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• pp.283-294
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• 2018

Since medical education programs in Korea and Japan seem to mutually influence each other, this review article provides a history of Japanese medical education, focusing on the way in which it influenced and was influenced by Korean medical education. In the late 19th century, the University of Tokyo established the core medical school, disseminating its scholarship and system to other medical schools. In the early 20th century, the balance between the quality and quantity of medical education became a new issue; in response, Japan developed different levels of medical school, ranging from imperial universities to medical colleges and medical vocational schools. After World War II, all of Japan's medical schools became part of the university system, which was heavily regulated by the Ministry of Education (MOE) Standard for the Establishment of Universities. In 1991, MOE deregulated the Standard; since 2000, several new systems have been established to regulate medical schools. These new approaches have included the Model Core Curriculum, 2-year mandatory postgraduate training, and a medical education accreditation system. Currently, most medical schools are nervous, as a result of tighter regulatory systems that include an accreditation system for undergraduate education and a specialty training system for postgraduate education.

• Smart Media Journal
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• v.12 no.5
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• pp.102-110
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• 2023

In the regular evaluation of engineering education accreditation, there should be almost no deficiencies in the program educational objectives, but they are occurring frequently. From the regular evaluation in 2021, the second deficiency is judged as conditional certification. This paper presents an example of the application of the program education goal adequacy review system considering changes in the social environment with a relatively low understanding of educational goal setting while preparing for the engineering education certification system and certification evaluation. In addition, application cases are presented focusing on the certification criteria, engineering education certification judgment guide, and self-study report form for the linkage application between detailed certification criteria in revising and improving educational goals.

• Journal of vocational education research
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• v.35 no.4
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• pp.131-153
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• 2016

The purpose of this study was to derive evaluator's role and capability for institution accreditation evaluation of NCS-based vocational competency development training. This study attempted to explore in various ways evaluator's minute roles using Delphi method, and to derive knowledge, skill, attitude and integrity needed to verify the validity. To the end, this study conducted the Delphi research for over three rounds by selecting education training professionals and review evaluation professions as professional panels. From the results, roles of evaluators were defined as the total eight items including operator, moderator-mediator, cooperator, analyzer, verifier, institution evaluator, institution consultant, and learner, and the derived capabilities with respect to each role were 25 items in total. The area of knowledge included four items of capabilities such as HRD knowledge, NCS knowledge, knowledge of vocational competency development training, and knowledge of training institution accreditation evaluation, and the area of skill comprised fourteen items of capabilities such as conflict management ability, interpersonal relation ability, word processing ability, problem-solving ability, analysis ability, pre-preparation ability, time management ability, decision making ability, information comprehension and utilization ability, comprehensive thinking ability, understanding ability of vocational competency development training institutions, communication ability, feedback ability, and core understanding ability. The area of attitude was summarized with the seven items in total including subjectivity and fairness, service mind, sense of calling, ethics, self-development, responsibility, and teamwork. The knowledge, skill and attitude derived from the results of this study may be utilized to design and provide education programs conducive to qualitative and systematic accreditation and assessment to evaluators equipped with essential prerequisites. It is finally expected that this study will be helpful for designing module education programs by ability and for managing evaluator's quality in order to perform pre-service education and in-service education according to evaluator's experience and role.

• Quality Improvement in Health Care
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• v.21 no.1
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• pp.80-95
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• 2015

Objectives : A safety culture is the bedrock for all patient safety improvement initiatives; thus, many resources have been invested in measuring hospital culture. However, many of these endeavors have failed to yield meaningful results. This article proposes a practical checklist to ensure successful administration of a safety culture survey and describes current methodologies for analyzing survey results to develop safety improvement programs. Methods : We reviewed currently used safety culture surveys and summarized their strengths and weaknesses. We also reviewed studies using safety culture surveys and found several pitfalls leading to failure in survey administration. With this information, we developed a checklist that covers critical items in the survey process. We also reviewed newly developed methodologies for survey results analysis and application and described them using the Korean version of the Safety Attitudes Questionnaire as an example. Results : The checklist consists of three steps: survey preparation, administration, and analysis and application. Each step contains clear action items. The content even describes how to get buy-in from hospital executives and manage communication channels with them. Also, common misunderstandings regarding survey scores are described and possible solutions are suggested. In the analysis section, we demonstrate new methods for obtaining more accurate survey results and how to utilize these methods to develop and implement hospital-wide safety improvement programs. Conclusion : A successful safety culture survey is the foundation of all future safety improvement projects. This review is intended to guide hospitals in enhancing safety.