• Korean Journal of Clinical Pharmacy
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• v.22 no.2
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• pp.143-152
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• 2012

Purpose: The purpose of the study was to explore changes in pharmacists' perceptions of preceptorship in the experiential education and to evaluate the educational effects of a preceptor orientation program. Methods: Code-matched pre- and post-surveys were conducted for Pharmacists who participated in a preceptor orientation program designed by the Pusan National University (PNU) College of Pharmacy in May and December, 2011. A total of 50 sets of survey responses were analyzed. Results: After a 2-day course of 8-hour preceptor orientation workshop scheduled 1 week apart, the number of respondents who became fully aware and understand toward goals and vision of 6-year pharmacy education was increased from 52% to 96%. The orientation program also improved the understanding of pharmacists on preceptor's roles and functions, and the number of respondents who reported that their perceptions of preceptorship were changed positively was increased by 40%. In addition, the data demonstrated that the preceptor orientation program improved the overall perceived self-assessed competence of participants as a preceptor by 12.9 points (from 51.76 to 64.66 points, p = 0.0001). Most of the participants agreed the preceptor orientation program was beneficial and ongoing training and education for preceptor development is necessary. Conclusion: This study identified the perceptions of pharmacists on 6-year pharmacy education and preceptorship in the experiential education. Findings from the survey demonstrated that the preceptor orientation program of the PNU College of Pharmacy was effective to improve pharmacist's competence as a preceptor. This study was a good start in identifying areas where preceptor development is needed, and provides insights into the development and implementation of preceptor orientation programs. In the future, more rigorous research is needed to explore long-term effects of preceptor orientation program and the outcomes of preceptor education in the improvement of the quality of experiential education.

• Korean Medical Education Review
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• v.15 no.2
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• pp.87-92
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• 2013

The purpose of this study was to assess third-year medical students' competency for development or revision of the undergraduate curriculum and assessments. One hundred and twenty-seven third-year medical students at the Pusan National University were included in the study. After third- and fourth-year students took a common written examination, clinical performance examination (CPX), and objective structured clinical examination (OSCE) with common items as a summative assessment, the third-year students' competency was compared with 132 forth-year students' results. The correlation of the written examination and CPX/OSCE was analysed, and the summative results were compared with the grade point average (GPA) through the second year, CPX/ OSCE in the second year, and GPA in the clerkship. On the written examination, the third-year students' mean score was lower than the fourth-year students' by over 11 points, whereas the gap in the CPX/OSCE was 4 points and there was no difference in the OSCE. There was a moderate correlation between the written examination and the CPX/OSCE scores (R=0.371, p<0.01). The written examination was highly correlated with GPA through the second year, which mainly evaluated medical knowledge (R=0.771, p<0.01). A relatively high correlation was observed between CPX/OSCE scores and GPA in the clerkship (R=0.641, p<0.01). The summative CPX/ OSCE scores showed a moderate correlation with formative CPX/OSCE scores in the second year (R=0.464, p< 0.01). The third-year students' score was quite low on the written examination and slightly low on the CPX/OSCE compared to that of the fourth-year students. The written examination and CPX/OSCE cannot replace each other and should be combined with other methods of evaluation to measure competency. Early OSCE and workplacebased assessment should be useful in the early assessment of clinical skills competency.

• Journal of Korean Society of Rural Planning
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• v.28 no.1
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• pp.37-47
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• 2022

The purpose of this study is to introduce the concept of community resilience to rural society and build an index suitable for the reality of rural areas. Furthermore, by calculating the importance of evaluation factors, it was attempted to present priorities and alternatives for each evaluation factor. By stratifying the derived indicators, a survey was conducted targeting 20 researchers, practitioners, and public officials, three groups of experts working in rural areas who were well aware of the realities and problems of rural areas. In the survey, a pairwise comparison was performed to compare factors 1:1 to calculate the importance, and for rational and consistent decision-making, decisions were made in the 9-grade section. Using the collected data, consistency analysis that can evaluate reliability in the decision-making process and the relative weight of evaluation factors were calculated through AHP analysis. As a result of the analysis, as a result of examining the priority of final importance by summarizing the importance of all evaluation factors, 'Income creation using resources' > 'Population Characteristics' > 'Tolerance' > 'External Support' > 'Social Accessibility' > 'Physical Accessibility' > 'Community Competence' > 'Infrastructure' > 'Leader Competence' > 'Natural Environment' was derived in the order. In the study dealing with urban community resilience indicators, social aspects such as citizen participation, public-private cooperation, and governance were presented as the most important requirements, but this study differs in that the 'income creation' factor is derived as the most important factor. This can be seen through the change in the income difference between rural and urban areas. The income structure of rural areas has changed rapidly, and it is now reaching a very poor level, so it is necessary to prepare alternatives to 'income creation' in the case of rural areas. Unlike urban indicators, 'population characteristics' and 'tolerance' were also derived as important indicators of rural society. However, there are currently no alternatives to supplement the vulnerability by strengthening the resilience of rural communities. Based on the priority indicators derived from the study, we tried to suggest alternatives necessary for rural continuity in the future so that they can be supplemented step by step.

• Quality Improvement in Health Care
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• v.7 no.2
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• pp.180-188
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• 2000

Objectives : The purpose of this study was to evaluate the reliability of questionnaire according to item arrangement on patient satisfaction questionnaire. Methods : We developed the two types of questionnaire with different item arrangement. In the first type (A), questions were arranged according to medical service dimensions. Questions in the second type (B) were arranged according to medical process. Both questionnaires were composed of six dimensions: physical environments, process, competence, courtesy, information giving, understanding patients. Measurements were performed on a 5-score Likert scale. In an outpatients and inpatient survey, total 777 patients answered the type A (outpatients: 257, inpatients: 128) or Type B (outpatients: 257, inpatients: 135). In order to compare the internal consistency of two types. Cronbach's ${\alpha}$ were calculated. Multiple regression analysis was also performed to know which type of questionnaire explain more of the overall satisfaction. Results : In outpatient survey, type A questionnaire showed higher internal consistency than B except physical environments dimension. Also in inpatient survey, type A had higer internal consistency than B in four dimensions(process, competence, courtesy, understanding patients). In the results of multiple regression analysis, type A questionnaire ($R^2$=0.53) explained more of the variation in overall satisfaction then B questionnaire ($R^2$=0.43) in outpatient survey. In inpatient survey, type B questionnaire ($R^2$=0.40) explained, more of the variation in overall satisfaction than type A questionnaire ($R^2$=0.33).But the difference of R was not significant in inpatient survey. Conclusion : The results of this study support that type A questionnaire has higer reliability in assessment of consumer satisfaction than type B.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.289-297
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• 2018

This study analyzed the Entrepreneurial Competencies of Science and Technology Personnel from the point of view of the industry's demanders. It is necessary to change institutional and policy support from quantitative support to improvement of qualitative level. Specifically, this study used the Borich's Needs Assessment Model to determine what capabilities are currently lacking and which should be supplemented. As a result of analysis, it showed that the current level was lower than expected level. Especially, expectation level was high in order of team working, problem solving ability, communication, abstract thinking, job knowledge, Autonomy, leadership, risk-taking, and commercialization are all lower than the overall average. In the analysis of educational need, the most important factor of entrepreneurial competence appeared in order of problem solving ability, teamworking, job related knowledge, abstract thinking, and communication. This means that it is necessary to logically solve the problems that are encountered in various situations in the organization by using cooperation between the teams and their own job knowledge. In addition, education should be conducted to effectively communicate the results to others.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.387-404
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• 2017

In this paper, in the last 4 years(2014~2017 school year), we classified the probability and statistical items based on the evaluation scope of the mathematics subject content knowledge which were presented by the Korea Institute for Curriculum and Evaluation, and the classified items were analyzed. As a result, First, in order to induce normalization of the probability and statistical curriculum, four assessment field should be evenly distributed. Second, integrated thinking and comprehensive analytical thinking assessment is required. Third, item an epilogue should be used to measure mathematical thinking and logical competence. Fourth, the ratio of the number of items in probability and statistics to the number of that was 7.7%~10.0%, and the ratio according to the item weighting was 5.0%~7.5%. Fifth, it maintains the policy of stabilizing a good the level of difficulty of the items. Finally, probability and statistical assessment should focus on measuring problem solving ability from an inductive point of view.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.10 no.5
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• pp.27-43
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• 2015

Ever more so than any other times, today's corporations today face an ultimate issue of acquiring highest work expertise for their employees. However, most of current academic researches try to focus on what factors comprise an expertise while they fail to tackle the very issue of detailed numerical measurement of the expertise factors recommended improvement paths, and goals for each measured expertise level. Hence, this study suggests more objective and highly reliable identification of work competence measurement factors and the correlation among the identified factors. For details, it tries to propose a methodology of expertise measurement by developing into the definition of experts and expertise, reestablishment of expertise factors, determination of reference points of the expertise factors, and weighting of the factors. This measurement methodology finds that it itself has significant correlation with existing work competency level measurement and test tools. Therefore it is identified to justify its effectiveness. Finally, this study proposes an action point of establishing a national expertise architecture and its frameworks for various societies in general.

• Journal of The Korean Association of Information Education
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• v.16 no.4
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• pp.439-450
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• 2012

This paper explores effectiveness of integrating Problem-Based Learning with Web 2.0 technologies in Computer subject matter education for improving quality of lessons and adapting of social needs for pre-service teachers. Students have studied about computer subject matter for 4 times. The process of leaning have recorded by Web 2.0 tools that is one of the cloud services. Also the students have written reflection journals about experiences of PBL process and results. The PBL process and reflection journals have been analyzed by qualitative data analysis. Conclusions are drawn as to potential for the use of Web 2.0 tools for PBL in computer subject matter. The results of the analyses showed the following: 1) Increasing the understanding of the computer subject matter education, 2) enhancing students' competence in using ICT potentially, 3) cultivating teaching and learning strategies on Web 2.0 environment and 4) enhancing competence of future teaching activities through experiencing e-portfolio as a performance-assessment tool.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.23-32
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• 2018

This study is about in-service training structure combined digital competence and pedagogical knowledge in order to improve digital tools skill of a teacher in the school. Meanwhile domestic teacher training has been revealed low-level of applying into a teaching in the k12 school. Thus this study proposed teacher training system with focus on TPK sub-categories of TPACK. The core contents of TPK is to select appropriate digital tool for its teaching & learning. Additionally it is to select elements of teaching & learning associated with an attribute of digital tool. And this study presented modularize of 3 step such as teaching objective, teaching contents, assessment. Also we proposed that this training system should be operated with problem solving method which trainee itself compose TPK elements. And we committed quality investigation about picking up Strategies of TPK elements and the teacher training frame. The Participants concluded having a validity about TPK strategies, teacher training framework.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.118-130
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• 2017

Purpose: The purpose of this study was to identify the relationship between the satisfaction with clinical practice and clinical performance ability by types of self-directed learning ability of nursing students. Methods: This was a triangular study that was conducted to understand clinical performance ability. The subjects were 260 junior and senior students from a university in P city. The data were collected from April 22 to December 30, 2015. Data were collected by Q-card, Q-block an assessment tool, a structured self-reporting survey and a questionnaire. Results: We classified the self-directed learning abilities into four types: Type 1: a self-reflective person; Type 2: a person who prepares for the future; Type 3: a person with a sense of responsibility and obligation; and Type 4: an enthusiastic learner. We found that clinical performance ability was higher for Type 4 than Type 3. We found that clinical performance satisfaction with clinical practice was also higher for the Type 4 individual than a Type 3 person. Conclusion: To improve students' clinical performance ability, we need plans and support to lead students toward becoming an 'enthusiastic learner' type of person with self-directed learning ability. It is necessary to increase students' satisfaction with clinical practice.