• Journal of dental hygiene science
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• v.8 no.4
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• pp.247-253
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• 2008

The purpose of this study is to evaluate the outcomes of the specialized elective course program to be designed to help dental hygiene student to pursue the career by providing the opportunities of attendance to the diverse social settings. Students participating the specialized elective course were required to attend one of the related dental or dental hygiene institutes of their own choice during 2 weeks. After that to evaluate satisfaction of the specialized elective course, 70 of 103 students who have graduated dental hygiene school in Yonsei University responded questionnaire that consist of satisfaction on the specialized elective course, influence on career, change of attitude for career etc. The most students satisfied the specialized elective course(very good 21.4%, good 47.1%, and neutral 24.3%) and satisfaction on this program was significant among related dental institutes. The majority of students(87.1%) responded the specialized elective course to have Influence on their career. Aspect to change of attitude for career, 63 percent of students started serious consideration making a decision on career. This findings indicate that the most students satisfy the specialized elective course, and this program providing the opportunity of attendance to the diverse social settings seems to help dental hygiene student to pursue the career.

• The Korean Journal of Emergency Medical Services
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• v.6 no.1
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• pp.5-14
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• 2002

The purpose of the study was to compare on the cognition and attitudes toward the mentally ill person among EMT College Student before and after Psychiatric Nursing Course Work. The data was collected twice before and after Psychiatric Nursing course work during one semester 16-weeks from 71 EMT department Students. Used measurements were self-reported questionnaires about cognition and CAMI questionnaires about attitudes. Analysis of data was done by frequence, percentage and t-test with SAS program. The cognition was changed over positively after then before Psychiatric Nursing Course. Especially, It was answered that needed to learning, caring and curing for mental illness. The study of attitudes for mentally ill person was that authoritarianism, benevolence and social restrictiveness were changed over positively but community mental health ideology was not changed. In conclusion, follwing the results of this study, the psychiatric nursing course work was influenced very much to changing of attitudes and cognition toward mentally ill person. Accordingly, psychiatric nursing curriculum will be offered and psychiatric educators have to emphasize the understanding of attitudes and cognition toward mentally ill person.

• The Korean Journal of Emergency Medical Services
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• v.13 no.2
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• pp.17-59
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• 2009

Purpose : This study is to provide the basic data for developing the curriculum standardization of emergency medical technology by analyzing the three-year and four-year period curriculum and high-advanced major course to bring up highly qualified paramedics. Method : This study was analyzed, divided in 3 sections, majors, teaching profession subjects and liberal arts of 18 three-year curriculum universities and 7 four-year curriculum universities. Majors were analyzed, departmentalized in the national examination for license, the clinical and on-the-job training(OJT) and other major-related subjects. It is descriptive study, analyzed by dividing high-advanced major course into majors and liberal arts. Result : 1) The average number of subjects established in three-year-course college were 58.1. The completion credit was 130.1 in average. Also, the average number of established subjects at four-year-course were 61.1. The average completion credit was 141. 2) Three-year-course college professors give lecture in theory for 95.4 hours on average, which account for 59.9% of overall lecture, and 63.8 hours for practical training that takes 40.1% of the hours lectures are given. Meanwhile, four-year-course give lecture in theory for 111 hours on average, taking a part of 59.5%, and 76.5 hours for practical training, 40.5%. 3) In regard to liberal arts, at three-year-course college, the average credit was 16 but the proportion that liberal arts charge among the completion credit was 11.6. Meanwhile, at four-year-course universities, the average credit was 28.4 and the percentage that the liberal arts took part in the completion credit was 20.1. 4) Looking over national examination subjects among majors at three-year-course college, basic medicine's average credit was 17.2, introduction to advanced emergency care's average credit was 15.5, Special advanced emergency care's average credit was 28, emergency patient management's average credit was 9.2 and emergency medicine statute's average credit was 3.6. Meanwhile, in case of four-year-course universities, basic medicine's average credit was 14.3, introduction to advanced emergency care's average credit was 12.7, special advanced emergency care's average credit was 31, emergency patient management's average credit was 8.3 and emergency medicine statute's average credit was 2.9. 5) Among national examination subjects, in case of three-year-course, the range of basic medicine credits was 6 to 23, the average credit showed 17.2. The range of introduction to advanced emergency care credits was 9 to 21, the average credit showed 15.5. The range of special advanced emergency care credits was 19 to 36, the average credit showed 28. The range of emergency patient management credits was 5 to 12, the average credit was 9.2. The range of legal medicine credits was 3 to 6, the average was 3.6 credit. In case of four-year-course the range of basic medicine was 12 to 17, the average of the credit was 14.3. The range of introduction to advanced emergency care was 9 to 19, and the average of the credit was 12.7. The range of special advanced emergency care was 18 to 41, and the average of the credit was 31. The range of emergency patient management was 7 to 12, and the average of the credit was 8.3. The range of legal medicine was 3 to 4, and the average of the credit was 2.9. So except special advanced emergency care, all the other subjects had higher score in three-year-course than four-year-course. 6) About the other major-related subjects, the completion credit was 23 on average at three-year-course and 13.5 at four-year-course. 7) The clinical and on-the-job training(OJT), In the case of three-year-course, the average completion credit was 13.5 and 13.5 at four-year-course. 8) The teaching profession subject, In the case of three-year-course, the average credit was 3 and the percentage that the teaching profession subject took part in the completion credit was 2.3% on average. Four-year-course established the subject only at one university. 9) In high-advanced major process, the entire established subjects on average were 12.8 and the average completion credit was 36.3. In liberal arts, the average established subjects were 6.5 and the completion credit was 19.5. The number of majors were 9.5 on average and the credit was 26.5 Conclusion : According to the aforemention results, the curriculum for emergency medical technology needs to be developed and standardized.

• Korean Journal of Health Education and Promotion
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• v.21 no.1
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• pp.183-195
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• 2004

The purpose of this study was to discover the effects on women's health education for college women on their health promotion behaviors and the health related knowledge. The content of women's health education consisted of sex education, smoking, alcohol, exercise, nutrition, diet and stress management. “A Women and Heath” course was provided as an optional full term subject in the years of 2002 and 2003 at C University in G City. Out of 210 students who had chosen this course, 134 had agreed to participate in the research and had answered the same questionnaire which was given before the education and 14 weeks after the course at the last class. The findings are as follows： 1. It was found that the subjects have obtained knowledge mainly from television, radio, the Internet, women's magazines in order before the education. 2. Knowledge related to women"s health origionally scored low(average 1.92 out of 5). However, having completed a course on women and their health, they showed a significant increase of knowledge statistically(t＝26.945, p＝ .001) with average score of 3.48. 3. Health promotion behaviors who had completed the course has statistically significantly increased (t＝6.464, p＝ .001) compared to before the education. The results of this study are that by providing a women's health related course for college women on a regular basis, they could broaden their health related knowledge and become more active in practicing health promotion behaviors. This shows us the need to broaden the curriculum on women's health at the college level so that women have good knowledge and practice the knowledge for the sake of their health throughout their life.

• Journal of Korean Physical Therapy Science
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• v.17 no.3_4
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• pp.41-49
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• 2010

Purpose: The purpose of this study was to investigate purpose of education, goal and curriculums of physical therapy department. Methods: It was carried out a questionnaire survey with total 74 colleges that have the department of physical therapy including the 3-year course (36 colleges) and 4-year course (38 college) from June 10 to August 7, 2010 and collected the data from total 64 colleges including 35 colleges with 4-year course and 29 colleges with 3-year course. Results: First, the purposed and objectives of the physical therapy education of the individual colleges were all excellent, but those of the colleges with 4-year course was a little higher than those of the colleges with 3-year course. Second, the evaluation of the curricula of the individual colleges showed that they have low degree of connection, continuation and integrity and the theory and practice were not harmonized, and scores were low especially in the practice. Third, we have classified the curricula of the individual colleges and found that the practice-based education was lacking among the curricula of Korea. Conclusion: In this study, the fundamental data for the establishment of the integrated and professional physical therapy education system was provided to improve the physical therapy education and the efficiency of the clinical work in the current, fast-moving status of physical therapy. Further study is necessary to present a more standardized curriculum.

• Korean Journal of Community Nutrition
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• v.15 no.6
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• pp.750-759
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• 2010

This study was conducted to investigate the effect of two-year course of food and nutrition on improving nutrition knowledge, dietary attitudes and food habits of junior college female students by questionnaires. The subjects were 108 college female students enrolled in the department of food and nutrition in Gyeonggi area. The results were as follows: There were no significant changes in the weights and BMI (Body Mass Index) after 2-yr course of food and nutrition. Nutrition knowledge (14.7 vs 16.3, p < 0.001) and dietary attitude (34.3 vs 35.8, p < 0.01) increased significantly after 2-yr course. However, no significant changes in food habit were observed. Among nutrition knowledge, the scores of functions (4.5 vs 5.2, p < 0.001) and understanding (6.7 vs 7.4, p < 0.01) of nutrients were significantly increased. The recognition of nutrition knowledge increased significantly (83.1 vs 95.7, p < 0.001). Among food habit, dietary habit (13.2 vs 12.5, p < 0.01) and health related habit (15.6 vs 14.6, p < 0.001) were significantly lowered after 2-yr course. The change in dietary attitudes showed significantly positive correlation with food habit changes (p < 0.05). These results showed that 2-yr course of Food and Nutrition had improved the nutrition knowledge and dietary attitudes. Therefore, providing the more systematic and appropriate nutrition education to students during their study period will be improved dietary attitudes and food habits.

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.513-522
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• 2022

Course evaluation serves as helpful information to improve the quality of college education and improve lectures. This study derived the factors through preceding research and FGI to explore the factors that constitute course evaluation and identified the relative importance and priority of the factors through the Analytic Hierarchy Process (AHP). For this, it derived five factors and 15 evaluation items as follows. To secure expertise and fairness in the factor development of course evaluation, the researcher conducted a questionnaire surveying students and teachers and collected a total of 20 valid data. The weight of each evaluation item was calculated based on the data that had been verified for consistency. The analysis concluded that students rated class content, class method, class operation, class evaluation, and class plan as the critical factors in the order of importance, while teachers evaluated class content, class operation, class method, class evaluation, and class plan as important, in that order. Based on the results of this study, I hope that various analyses and studies will be conducted to improve the efficiency and reliability of course evaluation for the quality management of college education.

• Korean Medical Education Review
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• v.25 no.3
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• pp.212-228
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• 2023

Systems thinking, a linking domain of health systems science (HSS), is an approach that investigates specific problems from a holistic perspective. It supports improving patients' health, fulfilling their health needs, and anticipating issues that threaten patient safety within the healthcare system. It also helps solve problems through critical thinking and ref lection. This study aimed to develop an curriculum on systems thinking, explore the effectiveness of the course, and investigate the applicability of HSS education at individual universities. In this study, the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model was utilized to design, develop, implement, and evaluate an elective course on systems thinking. In the design process, learning outcomes and goals were developed, and educational content, teaching-learning methods, and student evaluation methods were linked. In the development process, class materials and evaluation materials were prepared. In the implementation process, the course was implemented, and the evaluation process analyzed the results of learning performance and curriculum assessments. The evaluation found the following results. First, the students in the study realized the importance of systems thinking and experienced the need for systems thinking through non-medical and medical situations. Second, the students were very satisfied with the learning activities in the course (mean=4.84), and the results of the self-competence evaluation, conducted before and after the course, also showed a significant improvement. This study confirmed the effectiveness of the elective course, and its results can serve as a reference for developing an HSS curriculum.

• Tuberculosis and Respiratory Diseases
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• v.51 no.1
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• pp.59-64
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• 2001

Nonspecific interstitial pneumonia (NSIP) was first described as a new category of idiopathic interstitial pneumonia in 1994. This is a disease with a more insidious onset and has a chronic course. The histological findings are unusual for other idiopathic interstitial pneumonia cases (usual interstitial pneumonia, diffuse interstitial pneumonia, and acute interstitial pneumonia). In contrast to NSIP, acute interstitial pneumonia (AIP) has an acute onset and a fulminant course with the rapid development of respiratory failure. A pathological examination demonstrated characteristic diffuse interstitial fibrosis, hyaline membranes, thrombi, and architectural derangement. Here we report a 48-year-old woman who was diagnosed pathologically NSIP, but with a rapid progressive course similar to AIP.

• Journal of Engineering Education Research
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• v.13 no.1
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• pp.3-16
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• 2010

This paper is about to research the contents of writing course to foster communication skills for engineering students. Some domestic college writing textbooks were analyzed to list the course contents. Studying 'technical writing' leads to identify the materials for both basic composition skills and technical writing skills. Then some reasons for selecting those materials and things about professors for the course as well as teaching the course are discussed. Developing proper textbook and the techniques for teaching those materials is a valuable task for the writing course.