• 공학교육연구
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• 제25권4호
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• pp.35-41
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• 2022

In order to enhance basic competencies for freshmen at engineering college, whose learning ability is gradually declining, a new course was developed to review basic mathematics and physics through a process of collecting opinions from fellow professors. Tests in six fields of math and physics with the same problems showed the correct answer rate rose from 24.8% at the beginning of the semester to 59.0% at the end of the semester after operating the course developed. According to the survey, the students' self-evaluated confidence on the basic competencies in 16 fields of math and physics showed a significant increase. Students with high confidence in basic competencies also received high actual grades. General high school graduates' confidence point in basic competencies improved from 54.7 at the beginning to 75.3 points at the end of the semester, while specialized high school graduates' enhanced from 38.3 to 64.0 which is higher than that of general high school graduates at the beginning of the semester.

• 의학교육논단
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• 제25권1호
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• pp.68-77
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• 2023

Basic medical education is important for developing the competencies of medical doctors, and it includes basic biomedical sciences, preventive medicine, medical ethics, and clinical science. This study aimed to reveal the current status of the Korean Medical Licensing Examination (KMLE) regarding its evaluation of competencies in basic biomedical sciences. The basic medicine-related questions were screened and selected from the test forms of the KMLE (2016-2018) by personnel conducting basic biomedical science education, and the selected questions were analyzed by three independent groups of undergraduate students at Chonnam National University Medical School in terms of the learning outcomes of basic medical education. The study scope includes the proportion of basic medicine-related questions, which consist of basic medicine questions and basic medicine-related clinical medicine questions, its annual change, discipline distribution, and associated learning outcomes. The average proportions of basic biomedical sciences, preventive medicine and medical law, and clinical sciences were 2.3%, 5.8%, and 91.9% of all questions, respectively. The proportion of basic medicine-related questions, except those on preventive medicine and medical law, was 22.0% of the total, and questions on pharmacology and microbiology accounted for 83.0% of the basic medicine-related questions. The proportion of sub-enabling learning outcomes linked with basic medicine-related questions comprised 14.0% of the total outcomes for basic biomedical sciences and 30.4% for preventive medicine and medical law. It is concluded that the KMLE questions may not sufficiently cover the essential competencies of basic medical education for medical doctors, and the KMLE may need to be improved with regard to competencies in basic biomedical sciences.

• 치위생과학회지
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• 제24권1호
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• pp.37-53
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• 2024

Background: To train dental hygienists to utilize knowledge in practice, an integrated curriculum based on the competencies of dental hygienists is expanding; however, in the field of basic dental hygiene the curriculum is still fragmented and based on segmented knowledge. This study developed an integrated curriculum based on the competencies of dental hygienists in Anatomy, Histology & Embryology, Physiology, which are subjects for basic dental hygiene that have high linkage and overlap. Methods: After selecting the learning objectives for the integrated curriculum from those of Anatomy, Histology & Embryology, Physiology, the duties of the dental hygienist in relation to the learning objectives were analyzed. Learning objectives were combined with the duties of a dental hygienist to derive competencies for an integrated curriculum. Referring to the syllabus and learning objectives for each subject, the weekly educational content, learning objectives, and credits of the integrated curriculum were derived. After conducting a Delphi survey to validate the competency and content of the derived integrated curriculum, an integrated curriculum was developed. Results: By using the first and second Delphi surveys, four competencies were developed for dental hygienists that can be achieved through an integrated basic dental hygiene curriculum. In addition, an integrated curriculum including the courses Anatomy, Histology & Embryology, Physiology, Structure and Function of the Human Body/Head/Neck, and Structure and Function of the Oral Cavity was established. Conclusion: This study presents a specific example for developing a competency-based integrated curriculum that can be used as a framework to derive a competency-based integrated curriculum among subjects that can be integrated according to the linkage of learning contents and the competencies that can be achieved.

• 한국방사선학회논문지
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• 제14권2호
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• pp.121-127
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• 2020

4차 산업 혁명 시대에 가상현실(VR), 인공지능(AI) 등에 있어서 더욱더 수리 능력을 요구하고 있다. 이에 본 연구는 2019년 6월 17일에서 28일까지 S와 D 대학교 방사선학과 신입생 총 78명을 대상으로 기초학습수리영역 진단 평가를 통해 기초 수리능력에 대한 수준을 파악하여 기초자료를 마련하고자 하였다. 연구결과, 대학생들의 기초 수리능력의 수준은 전반적으로 우수한 것으로 진단되었으나, 기하와 벡터 평균점수 2. 61점, 확률과 통계 평균점수 2.64점으로 보통 수준 진단되어 다른 영역보다 낮게 나타났다. 성별에 따른 기초수리능력 수준은 남학생 평균점수 17.48점, 여학생 16.29점으로 우수 수준으로 진단되었으며, 통계적으로는 유의한 차이가 없었다(p>0.05). 본 연구는 적은 연구대상 인원과 지역적인 제한점이 있기에 연구결과를 전체 대학교 신입생 및 모들 학과에 대해 일반화하는데 있어 다소 한계가 있을 수 있다. 이상의 결과를 토대로, 방사선학과 입학한 신입생들의 기초 수리능력 향상을 위해 학생 수준별로 전공과 관련된 기초 수리능력에 대한 향상 특강 등 다양한 프로그램이 진행 될 필요가 있으며, 교육과정에 전공 수학 교과목을 개설하여 학생 수준에 맞는 교수 학습방법 적용하여 수리능력에 대한 역량을 강화 할 필요가 있다.

• 치위생과학회지
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• 제22권1호
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• pp.9-19
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• 2022

Background: The purpose of this study was to identify the differences in the importance of oral pathology learning objectives for instructors and clinical dental hygienists and provide basic data that can guide learning objectives for acquiring practically necessary basic knowledge in the clinical field. Methods: Through the first-stage expert meeting, 27 items with less than four points out of 129 learning objectives in 15 detailed areas were deleted, 12 additional opinions were reflected, 114 learning objectives were set, and a survey was conducted with 253 people. Results: There were statistically significant differences in 92 items after examining the difference between professors and clinical dental hygienists. Among the areas of inflammation and repair, "Can explain the five symptoms of inflammation" had the highest with a score at 4.76 in the case of the professors. Among the areas of tooth damage, "Can explain abrasion" had the highest with a score at 4.61 in the case of the clinical dental hygienists. Conclusion: I would like to propose the existing 15 detail areas and 129 learning objectives as 14 detail areas and 98 learning objectives and strengthen the job competency of dental hygienists in the future. First, you need to develop competencies that are highly relevant to your work. Second, it is necessary to develop related textbooks and educational materials based on revised learning objectives and competencies. Third, based on revised learning objectives, the dental hygienist national examination should be improved. Through these changes in education, the education of oral and maxillofacial disease subjects should strengthen job competencies among dental hygienists with learning objectives that can be applied to actual clinical practice based on basic knowledge rather than knowledge orientation. In addition, it is possible to improve the quality of dental hygiene studies.

• Journal of Veterinary Science
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• 제24권3호
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• pp.41.1-41.9
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• 2023

Competencies are defined as an observable and assessable set of knowledge, skills, and attitudes. Graduation competencies, which are more comprehensive, refer to the required abilities of students to perform on-site work immediately after graduation. As graduation competencies set the goal of education, various countries and institutions have introduced them for new veterinary graduates. The Korean Association of Veterinary Medical Colleges has recently established such competencies to standardize veterinary education and enhance quality levels thereof. The purpose of this study is to describe the process of establishing graduation competencies as well as their implication for veterinary education in Korea. Graduation competencies for veterinary education in Korea comprise 5 domains (animal health care and disease management, one health expertise, communication and collaboration, research and learning, and veterinary professionalism). These are further divided into 11 core competencies, and 33 achievement standards, which were carefully chosen from previous case analyses and nation-wide surveys. Currently, graduation competencies are used as a standard for setting clear educational purposes for both instructors and students. Establishing these competencies further initiated the development of detailed learning outcomes, and of a list of basic veterinary clinical performances and skills, which is useful for assessing knowledge and skills. The establishment of graduation competencies is expected to contribute to the continuous development of Korean veterinary education in many ways. These include curriculum standardization and licensing examination reform, which will eventually improve the competencies of new veterinary graduates.

• 치위생과학회지
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• 제22권2호
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• pp.115-125
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• 2022

Background: In the dental hygiene curriculum, efforts are being made to introduce an integrated curriculum based on the competency of a dental hygienist. Because there is a connection and overlap in learning contents between Dental Nutrition and Oral Biochemistry, which are basic dental hygiene subjects, it is possible to integrate these two subjects. This study aims to derive Nutritional Biochemistry as an integrated curriculum for Dental Nutrition and Oral Biochemistry, and to develop learning goals and competencies for Dental Nutritional Biochemistry. Methods: The learning contents of the integrated curriculum were composed by referring to the contents of the Dental Nutrition and Oral Biochemistry textbooks, and learning goals were derived from the learning contents. Moreover, competency was developed by analyzing the duties of a dental hygienist that can be performed through the learning goals. The Delphi survey was conducted twice to verify the content validity ratio (CVR) of the competence and the learning goal of the integrated curriculum. Results: In the first Delphi survey, the CVR for two competencies was 0.56 or higher. Moreover, it was revised based on expert's opinions, and as a result of the second Delphi survey after the revision, the CVR was either increased or maintained. Eighty-five learning goals were derived by referring to the textbook. According to CVR and expert opinions, after the first Delphi survey, the number of learning goals was reduced to 69. After the second Delphi survey, 68 learning goals were finally derived. Conclusion: The development process of the integrated curriculum conducted in this study can be utilized for integration between subjects in basic dental hygiene.

• 한국콘텐츠학회논문지
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• 제17권11호
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• pp.274-289
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• 2017

본 연구는 직업기초능력에 영향을 미치는 변인으로 행동의 선택과 지속성을 유지하는 자기효능감의 영향관계와 자기효능감과 직업기초능력의 관계에서 간호전문직관의 매개효과와 간호전문직관에 대한 인식을 통해 형성되는 주도적인 학습능력이 직업기초능력에 미치는 영향관계를 실증적으로 검증하는데 목적을 두었다. 이를 위해 J도 소재 3개 전문대학의 간호학과 학생 396명을 대상으로 편의표집 하였다. 각각의 잠재변인은 직업기초능력, 자기효능감, 간호전문직관, 자기주도학습능력을 설정하여 측정하였다. 수집된 자료는 구조방정식모형(Structural Equation Modeling)을 이용하여 분석하였으며, 구체적인 연구결과는 다음과 같다. 첫째, 간호대학생의 직업기초능력과 자기효능감, 간호전문직관 및 자기주도학습능력 간의 인과모형의 적합도가 양호한 것으로 나타나 변인 간의 인과관계를 타당하게 예측하였다. 둘째, 간호대학생의 자기효능감은 직업기초능력에 직접적으로 영향을 주지 않고 간호전문직관과 자기주도학습능력을 완전매개로 간접적으로 정적인 영향을 미쳤다. 셋째, 간호전문직관은 직업기초능력에 직접적으로 영향을 미쳤으며 자기주도학습능력을 매개로 간접적으로 정적인 영향을 미쳤다. 넷째, 자기주도학습능력은 직업기초능력에 직접적으로 정적인 영향을 미쳤다.

• 융합정보논문지
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• 제8권3호
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• pp.175-181
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• 2018

본 연구의 목적은 학습자 역량을 선별, 그 역량에 대한 중요도-수행도 인식 차이를 알아보고, 교육요구도를 분석하여 학습지원 프로그램의 방향성을 제고하고자 함이다. 설문도구를 활용하여 온라인 방식(이메일 발송)과 오프라인 방식(서면 설문)을 병행하여 수합된 159부를 최종 분석에 사용하였다. 기술통계, 대응표본 t-검정(paired t-test), Borich 공식을 활용한 교육요구도 분석을 실시하였다. 연구결과, 1) 3개 영역, 10개 역량별 역량 중요도와 역량 수행도 인식 차이에 있어 모두 유의미한 결과를 확인하였고, 2) Borich 공식을 활용하여 10개 역량별 전체 교육요구도를 살펴본 결과, '전공분야 지식'이 1순위, '창의성'이 2순위, '문제해결력'이 3순위, '글로벌 역량'이 4순위, '테크놀로지 역량'이 5순위 등의 순으로 나타났다. 본 연구결과는 대학생 학습지원 프로그램을 기획 설계하는 측면에서 고려해야 할 학습자의 역량과 교육요구도에 따른 주제의 우선순위를 결정하고, 실행 평가하는 측면에서 프로그램 효과성을 판단하는데 실제적 준거로 활용될 수 있을 것으로 기대한다.

• 대한공업교육학회지
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• 제35권2호
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• pp.1-24
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• 2010

이 연구의 목적은 공업계 고등학교에서 프로젝트 학습법에 의한 기계공작실습이 학생들의 직업기초능력 향상에 미치는 효과를 실증적으로 규명하여 이와 유사한 연구를 수행하고자 하는 현직교사 및 예비교사들에게 연구의 기초 자료를 제공하는 데 있다. 이 연구에서 관심을 둔 직업기초능력은 의사소통 능력, 정보활용 능력, 팀워크 능력, 문제해결 능력, 도구활용 능력, 책임감 및 자신감 영역이었다. 이 여섯가지 영역에 대한 사전, 사후 검사 결과는 통계적으로 유의미한 차이를 보여 주었다. 따라서, 전통적인 실습 방법보다 프로젝트 학습법의 적용이 공업계 고등학교 학생의 직업기초능력 향상에 효과적이었다는 사실을 확인할 수 있었다. 이 연구 결과를 기초로 공업계 고등학생의 직업기초능력 향상을 위해 그리고 후속연구의 질적 제고를 위해 몇 가지 제언을 하고자 한다. 첫째, 문제해결력, 의사소통능력, 정보활용능력과 같은 직업기초능력이 있는 인재들을 효과적으로 양성하기 위하여 다양한 교수학습 방법의 모색과 활용이 필요하다. 둘째, 공업계 고등학교학생의 직업기초능력 향상 프로그램의 효과성을 측정하기 위한 보다 객관적인 검사 도구의 개발이 요구된다. 셋째, 프로젝트 학습법은 학습자들의 전인적 직업기초능력을 함양하는데 긍정적인 영향을 미친다는 연구결과에 비추어볼 때, 공업계 고등학교의 수업개선을 위하여 적극적으로 연구해야 할 필요가 있다. 따라서 이러한 연구와 적용이 실질적으로 이루어지도록 하기 위하여 프로젝트 학습법에 대한 교원연수를 강화하고 다양한 지원이 수반되어야 할 것이다.