• 대한치과기공학회지
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• 제31권4호
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• pp.67-84
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• 2009

The purpose of this study was to furnish data for a new curriculum of the "Bachelor's Degree Course at Junior College" in Korea. Domestic three colleges and one university were selected for comparative analysis about curriculum of the dental laboratory technology. Moreover, three colleges and three universities were selected in Australia, Canada, and USA which are preferred highly on overseas employment by the korea students of dental laboratory technology. From the six colleges and four universities, number of subjects and credit hours on special study were acquired and compared. Between domestics, an agreement on special study were compared. Transferable subjects from korea to foreign were acquired. From the number of subjects and credit hours on special study comparing, following results were obtained. The results were as follows; 1. The ratio of the number of subjects and credit hours on special study were averagely 78.2% and 83.7% in domestic college, 70.8% and 69.7% in domestic university. 2. The ratio of the number of subjects and credit hours on special study in Canada was similar to domestic but those in Australia and USA were less than domestic. 3. Between domestics, an agreement of subjects and credit hours on special study were 81.2% and 84.2% in Catholic University of Busan, 72.2% and 76.4% in Daejeon Health Science College, 71.2% and 72.8% in Gwangju Health College University, 65.1% and 65.9% in Shin Heung College University respectively. 4. Transferable subjects from Korea to Australia or Canada was more than USA. Those to Australia was similar to Canada. These results suggest that the degree of special study in domestic is more than foreign, transferable subjects from Korea to Canada should be profitable and those data is furnish for a new curriculum of the "Bachelor's Degree Course at Junior College" in Korea.

• 동서간호학연구지
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• 제7권1호
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• pp.32-47
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• 2002

This study is a descriptive comparative investigated one to analyze nursing education system and curriculum of Korea and China trans-culturally. 1) Education System The basic level of nursing education in Korea consisted of 65 3-year- junior college of nursing (7379 students) and 48 4-year-bachelor of nursing college (2345 students) in 2000 showing more 3-year-junior college of nursing and its students. In China, western nursing as well as Chinese nursing education system were operating. In 2000, 501 western school of middle technical nursing, 29 school of middle technical nursing of middle level education, and 89 3-year western and 24 Chinese junior college of nursing, and 42 4-year western bachelor of nursing college and 10 Chinese of high level education have been established. The presence of Chinese school of middle technical nursing system seemed to be in slower development in nursing than Korea, but that of Chinese nursing education seemed to be advanced with its national identification prior to Korea. Post graduate continuous education for RN-Diploma and RN-BSN program has been opened as in Korea. The Hosa(護士) system in school of middle technical nursing in China reflects lower level of education than Korea. But it can be a merit, other than in Korea, without nurses aids, when they are acting under supervision of nurses and led by them, and there presents a special course for promotion up to high level education. Graduate school in Korea is divided into general type opening a curriculum for MS in 1960 and as of 2000, 21 general types for majoring in nursing. The PhD course in Korea was established in 1978, and after that the PhD courses have been opening in 14 universities at present. China established master degree course in 1991 and as of 7 colleges are ongoing, and the doctoral course is now under planning, resulting slower development than Korea. 2) Education of theory and clinical practice in Korea and Chine (1) Korea's 3-year junior nursing college have 51 subjects, 49 subjects in China, which was not different. China was following education of ideology and medical. 4-year Bachelor of Science College has 92 subjects in Korea with cultural subjects and essential major studies/elective in theory education in Korea, while 63 subjects in China, showed wider selection in Korea's education. (2) Korea's 3-year and 4-year nursing colleges performed clinical practice education parallel with theoretical education for a certain period, block or theory/practice system. While China's 3-year and 4 or 5-year-colleges educated the theory first and then practice for one year in the last grade, integrating each situation of the departments and the theory. (3) Korea's oriental nursing theory in nursing education was performed in 28 colleges of 65 nationwide ones of 3-year junior nursing colleges, but only one school was educating clinical practice. In 4-year bachelor of nursing colleges, the oriental nursing theory was done in 14 among 48 investigated. And 1-4 subjects of them were doing, and 4 schools performed of clinical practice, showing more reinforced than the junior colleges. China's 3-year and 4-5-year western nursing colleges taught two subjects of Chinese medicine nursing. China's 3-year & 4-5-year College of Chinese medicine nursing, theory of Chines medicine nursing education taught eight subjects. (4) 5-year colleges of Chinese medicine western integrated nursing, theory of Chinese medicine nursing education consisted of twelve Chinese medicine nursing subjects and two of Chinese medicine western integrated nursing subjects. China was tempting a new development of a pattern of Chinese medicine nursing subjects reinforced. 3) The verification of Korean and Chinese nurse's license. The verification test of Chinese nurses license is differentiated at the level of education other than in Korea. Expire date is 2 years and a qualified test must be done to a renewal. And the continuing education hours are 72 per year, which is more enforced than Korean nurses (10 hours a year). In accordance with WTO regulations, we should prepare for opening foreign hospital, educating oriental nursing subjects. And on this, it is recommendable to settle a basic frame research to run the oriental nursing practice ongoing. 1. It is desirable to develop the oriental nursing subjects to apply its idea to the western nursing and differentiate Korean nursing. 2. It is desirable to certify oriental nurse's characters, to expand and develop the nursing areas to practice it, and to establish the oriental nursing system. 3. It is expectable to promote Korean nursing specialization to develop the oriental nursing as a professional and to create its demand.

• 대한방사선기술학회지:방사선기술과학
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• 제19권1호
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• pp.95-120
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• 1996

College level educational training system for the allied health manpower in the country is one of the oldest junior college education programs, and has been developed at very steady phase. Since the school years of the programs limited for 2 to 3 years by the education related law, qualification of the manpower is insufficient to meet the rapidly changing needs in the field of allied health and medicine. The system is comparable with that of developed countries where 4-year baccalaureate degree programs are basically required to be an allied health personnel. Thus, education and training background of allied health program graduates of the country confronts the barriers in competition and cooperation with the graduates of foreign countries at equal basis. Beside, junior college graduates can hardly find the way through advanced courses at 4-year colleges in their specialties except a few programs such as environmental sicience or courses in hygiene. It has long been sought to develop the education and training programs for junior college graduates. Some of them are already materilized and some show remarkable progress while some need to tackle. Wide opening of the opportunity to enroll extensive education program for the junior college graduates of allied health science majors in 4-year colleges with eventual grant of bachelor's degree for those who successfully completed the programs should soon be substantiated. The study was focused to emphasize the necessity of the extensive education and training for the junior college graduate allied health manpower, and to show possibility of the education program development in connection with the 4-year degree granting education programs. The outcome of the study can be summarized as followings. 1. A total number of graduates from eight allied health sciences related programs of junior colleges by the year of 1995 are 109,320. 2. According to the survey report analysed through questionnaires, 99.7% of respondents including administrative deans and professors of junior colleges agreed with the establishment of extensive education and training programs in junior colleges. 53.9% of administrative deans, 52.9% of professors and 47.6% of the graduates expected that it is possible to learn more about their majors, and to earn bachelor's degree through the extensive education programs. Other opinions include that the programs can provide supplementary opportunities to fortify in the area of basic life science, and development of research and technology. 3. It was also found through the survey that 91.2% of the deans, 87.8% of the professors and 68.2% of the graduates responded that the most appropriate organizations to open the extensive education and training programs for allied health manpower are junior colleges where allied health personnel are taught and trained. The majority of the respondents agreed that the acceptable number of credits offered for the previous 2-year junior college graduates are $50\sim60$, and those for the current 3-year graduates are $20\sim30$ units. 4. It was strongly suggested through the survey that baccalaureate degree should be granted for those who successfully completed the extensive courses. The suggestion was claimed by 94.1% of the deans, 89.4% of the professors and 83.4% of the graduates. 5. The model curricula for the extensive education and training programs for the allied health manpower are designed for the purpose of broad capability in practice, enrichment of knowledge and promotion of proficiency for the self access in the major areas. 6. To meet the universal standards of allied health education and training program, it is recommended that opening of the curricula for the extensive, and as well as intensive, courses within junior colleges(continuation education institute) should be materialized. The special baccalaureate degree programs within junior colleges are also recommended to accommodate the junior college graduates and to grant the degree fellowing successful completion of the courses. As a part of the education revolution in progress, the school years at junior college level should be flexible depending upon the nature of course and trend of the universe. For instance, the school years for the allied health manpower should be extended to two to four years from current two to three years.

• 한국산학기술학회논문지
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• 제13권3호
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• pp.1105-1113
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• 2012

본 연구는 학사학위전공심화과정에 재학 중인 성인학습자들을 대상으로 이들이 조직생활에서 경험하는 직무차원과 관계차원의 적합성이 기술개발의도에 영향을 미치는 메커니즘을 규명하였으며 개인-직무적합성, 개인-상사적합성과 기술개발의도간의 관계에 있어 직무만족의 매개효과를 검증하였다. 본 연구의 가설검정결과 첫째, 개인-직무적합성, 개인-상사적합성은 직무만족에 유의한 영향을 미치는 것으로 나타났고 둘째, 직무만족은 기술개발의도에 영향을 미치는 것으로 나타났다. 셋째, 개인-직무적합성은 직무만족을 완전 매개하여 기술개발의도에 영향을 미치는 것으로 나타났고 개인-상사적합성도 직무만족을 완전 매개하여 기술개발의도에 영향을 미치는 것으로 나타났다. 본 연구는 성인학습자들의 기술개발 활동에 이르는 과정을 환경적 요인으로부터 규명했다는 측면에서 새로운 시도이자 이론적 시사점을 갖는다고 생각하며 기업의 인적자원관리 관점과 성인교육 관점에서 실무적 시사점 및 연구의 한계를 논의하였다.

• 대한치과기공학회지
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• 제10권1호
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• pp.159-169
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• 1988

Fixed prosthetic appliance is the restorations of damaged teeth with cast metal or porcelain, and of replacing missing teeth with fixed, or cemented prosthesis. Successfully treating a patient by means of fixed prosthodontics requires the thoughtful combination of dentist and dental laboratory technician. In order to know the satisfaction of dentisits about fixed prosthetic appliances-porcelain, precious and non precious metal-, this study was conducted for 69 practicing dentisis in Pusan during Fed. to Mar. 1988 using a questionnaire method and was analyzed by the use of percentage, $X^2$-test The results are obtained as follow: 1. General characteristics of the respondents, The rate of age distribution of practcing dentists responded was as follow : 31$\sim$35 age group is 29.0%, 51$\sim$55age group 18.8%, 41$\sim$45 age group and 46$\sim$50 group each 11.6%, 36$\sim$40 age group and 56$\sim$60 age group 8.7%, over 60 age group 7.3%, below 30 age group 4.3% respectively. The tate of term of practice experience distribution of dentists responded was as follow : 6$\sim$10 year group 26.1%, 25$\sim$25year group 18.8%, 11$\sim$15 years group and 16~20 years group each 13.0%, below 5 years group and over 30 years group each 10.2%, 26$\sim$30 years group 8.7% in order. The rate of respondents’ degree was follow : bachelor group 81.2%, doctor group 13.0%, master group 5.8% in order. The rate of respondents’completed medical specialist course was as follow : non-complete group 75.4%, complete group 24.6%. The rate of having own laboratory in respondents’clinic was as follow : no having own laboratory group 58.0%, having own labiratory group 42.0% The rate of being lab. technician in respondent;s clinic was as follow: non-being lab. technician group 91.3%, being lab. technician group 8.7%. The rate of transactional commercial dental lab. numbers was as follow : I dental lab. group 40.6%, 2 dental lab. group 30.4%, 3 dental lab. group 20.3%, production at own lab. group 8.7% 2. Cognitions about the respondent's job, About cognition of patient numvers, there were neither many nor few group 62.3%, few group 17.4%, many group 15.9%, too many group 4.4% in order.(P<.01) As compared with the ratio of dentists to patient prothetic treatment, there were moderate level group 46.4%, high level group 33.6%, low level group 18.8% in order.(P<.01) By job satisfaction of respondents, the highest percentage group was satisfied group 44.9%, neither astisfied nor disstified group 33.3%, dissatisfied group 14.5%, much satisfied group 7.3%(P<.01). As compared with the level of prosthetics price, the were moderate level group 71.0%, low level group 23.2%, high level group 5.8%(P<.01) 3. Satisfaction and assessment of dissatisfied factor of the fixed prosthetic appliance, As compared with the satisfaction of al prosthetic appliance, there were neither satisfied nor dissatisfied group 59.4%, satisfied group 20.3% dissatisfied group 18.8%, much satisfied group 1.5% in order.(P<.01). About precious and non precious metal crown and bridge, there were neither satisfied nor dissatisfied group 60.9%, satisfied group 24.6%, dissatisfied group 11.6%, much satisfied group 2.9% in order.(P<.01) The reat of respondent;s satisfaction about porcelain crown and bridge was as follow : neither satisfied nor dissatisfied group 43.5%, dissatisfied group 33.3%, satisfied group 21.7%, much satisfied group 1.5%(P<.01). The rate of respondent's dissatisfied factor item of precious and non precious metal crown and bridge was as follow : inadequate margin fit item 39.1% respondent, inadequate occlusion item 24.6%, inadequate adaptation item 23.2%, poor anat omic form item 15.9%, inadequate contact item 31.9%, improper polishing item 4.4%, the rest item 11.6% respectively. The rate of respondent's dissatisfied factor item of porcelain crown and bridge was as follow : inadequate margin fit item 52.2%, inadequate occlusion item 2.9%, inadequate adaptation item 10.1%, poor anatomic form item 11.6%, improper polishing item 1.5%, shade mismatching item 71%, the rest item 7.2% respectively. The rate of cognition of respondents’ about cause of dissatisfied factor on fixed prosthetic appliance by item was as follow : deficiency of sincerity item 55.1%, deficiency of knowledge about work item 47.8%, deficiency of experience item 15.9%, poor quality of using material item 5.8%, the rest item 2.9% respectively.