• Anatomy and Cell Biology
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• v.55 no.3
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• pp.367-372
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• 2022

Curricular updates in medicine resulted in changes in gross anatomy teaching. We aim to find the trends and methods of gross anatomy teaching in medicine programs in Saudi Arabia. Further, examine whether the data would help to discuss whether a core Anatomy syllabus is required. A survey questionnaire based on the earlier studies, was sent to the anatomy faculty of 25 medical colleges to collect the data on the pedagogic and dissection/laboratory approaches, inclusion of radiological, clinical, surface anatomy sessions, and the total number of hours allocated for anatomy education. A total of 15 responses were received from different medical colleges of which nine provided complete details. A wide variation in the component and mode of delivery of anatomy was observed. The number of hours for the anatomy course ranged from 89 to 388 hours. These data will provide an update on gross anatomy teaching approaches, which will help in making informed decisions in course revisions and adopting the best practices. The variations in anatomy course with short duration raises concern about whether the essential learning outcomes are achieved to prepare a skillful and safe clinician? do we require a core syllabus of Anatomy to be adopted at the national level to achieve the essential learning outcomes? The Anatomical Society, UK has developed core syllabi of Anatomy for undergraduate medical, dental, nursing, and pharmacy students, which can serve as a guide in developing the core syllabus of Anatomy for medicine in Saudi.

• Proceedings of the Korean Society for Environmental Edudation Conference
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• 2005.12a
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• pp.138-147
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• 2005

In the present study, the middle school students' perception on the environment course was surveyed before and after three different lessons. It was found that most students were taking environment related issues mainly from mass media including internet and broadcasting. The young students were satisfied at practical experiments, but at the same time a few old fashioned experimental programs would not be preferred. Utilization of multimedia such as audio-visual tools was one of the effective tools for the environment class, because it could help to understand even the profound principles of the chemical and physical processes. However, some students did not concentrate on the display, causing frequent disturbance of the class. Since the school for this investigation did not choose the environment as a selective course, practical tools and materials for the experiment should not be sufficient, and thereby a further detailed work must be followed with the students who are taking environment lessons.

• Proceedings of the KAIS Fall Conference
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• 2006.11a
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• pp.102-105
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• 2006

Under the current wave of globalization, engineering programs in Korea are determined to adopt an Accreditation System for Engineering Education, which is inevitable to acquire competitiveness in the world market. To meet the needs of engineering students to pursue their career as internationally qualified engineer, a development of tailored English course for them is needed. I tried to develop a Technical English syllubus as an ESP(English for specific purpose) course for engineering students based on the job description provided by O'NET(Occupational Information Network). O'NET describes and defines what kinds of abilities are needed for various workers, including engineers. Mechanical Engineer type is selected for research and 17 abilities are listed to be the most needed abilities which are over 50% in importance score and 6 language related abilities are listed among them, which shows the importance of language abilities in the engineering job sites.

• Proceedings of the KIEE Conference
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• 2007.07a
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• pp.721-722
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• 2007

Currently, there has been a special practical program in Transmission for developing country(Southeast Asia, China and the Middle East) in KEPCO..And it will enhance the value of KEPCO by having highly competitive practical programs compare to other electric power company in developed countries. In this program, we focused on actual affairs to help engineers become experienced and all lecturers-experts in practical work-are giving the know-how of technique and skill..This program consists of 16 courses(Power system, Transmission construction and maintenance )which is designed for customers own needs. Therefore anyone can make the order of the course as they need. This program has contributed much to the growth of the company and helped to achieve a world-wide reputation. Also foreign aid project created a KEPCO image which will enjoy the nation's love and confidence. Through this course we can increase our international competeitivenessand and will have a chance to start a business that has a future in Northwest Africa.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.17 no.1
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• pp.115-134
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• 2006

The study is intended to plan and apply developmental bibliotherapy program to housewives. Two bibliotherapy programs were proceeded in Pusan Namgu Public Library. One was to care for wounded emotions through general course of bibliotherapy. The other was to redefine participants' life through their languages in the advanced course of bibliotherapy program. The study evaluate on result of the bibliotherapy program for housewives.

• Journal of Wellbeing Management and Applied Psychology
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• v.7 no.1
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• pp.43-50
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• 2024

Purpose: People must express their feelings and thoughts to maintain mental health and stability. Expressing one's emotions, experiences, and thoughts in writing relieves inner feelings, promotes self-exploration, and improves individual well-being, resulting in a pleasant state on physical, mental, and social levels. This study aims to reveal the learning experiences of university students who participated in a self-expressive writing course to improve their well-being. Method: To explore the learning experiences of university students who took a self-expressive writing course, this study used qualitative research methods to analyze the students' written reflection notes. Results: Self-expressive writing was found to resolve university students' negative emotions, regulate their emotions, improve their self-reflection and self-awareness, contributing to their problem-solving skills and ability to set new goals, and strengthen their social communication. The meaning of this class experience can be summarized as healing, awareness, reflection, change, and growth. Conclusion: The results of this study provide concrete data on expressive writing classes and are valuable when designing the writing programs.

• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.1-10
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• 2019

Recognizing the necessity of content-centered teacher professional development programs in a rapidly changing educational environments, this study analyzed the contents of teacher professional development programs in terms of teachers' participation by program contents and teachers' perception of the necessity and the effectiveness of such program contents. Employing Teaching and Learning International Survey(TALIS), this study analyzed the perception of 4,000 Korean secondary school teachers. The results showed that the programs with the highest teacher participation were mainly subject-centered while the teacher participation rates on the newly required contents such as ICT, intercultural counseling, school management and administration, and new job skills were low. Besides, when teachers were asked to identify the content areas where teacher professional developments are needed, the level of teachers' perception of the programs with low participation rates was accordingly low. Lastly, this study implies that since the years of teaching experience serve as a determinant on the types of the contents that teacher professional developments are needed and on the teachers' perception of the effectiveness of such contents, the course of teacher development should be taken into consideration when the contents of teacher professional development programs are developed.

• Korean Journal of Occupational Health Nursing
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• v.6 no.2
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• pp.144-155
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• 1997

In December 1990, Occupational Safety and Health Law was amended to reinforce employer's responsibilities on employees' health and safety. Among the amended law it was important to expand the role of an occupational health nurse to the role of an occupational health manager. An occupational health manager should take charge of coordinating periodic health examination and environmental hazard evaluation, providing primary care, monitoring employees' health status, giving the workplace walk-through, selecting safe protection equipment, providing health information, counseling and health education, independently. This position of occupational health nurse is equivalent to the role of doctors or occupational hygienists. In 1991, government made a master plan to prevent occupational disease and injury. Under the plan, Korea Industrial Nursing Association (KINA) was established in 1994 with the purpose of improving health services and upgrading career opportunities for members. Therefore, this study was designed to analyze the transition of occupational health nursing education with the changes of law and policy in Korea between 1991 and 1996. In details, it was to analyze the rate of school providing occupational health nursing practice based lecture, lecture hours, lecture contents in undergraduate curriculum, program contents of graduate school, kinds of continuing education, etc. For this purpose, we conducted survey two times. In February 1991, baseline study was conducted with all nursing programs in Korea (19 BSN programs and 43 nursing departments of junior college). From April to May in 1996, the second survey was conducted with all nursing programs (38 BSN programs and 69 junior colleges). The first response rate was 66.1% and the second was 40.6%. Structured questionnaires were mailed to the deans or the community health nursing faculties. In the case of graduate school, telephone survey was conducted with 10 school of public health or environmental health area. Data from the yearbook of Industrial Safety Training Institute (ISTI), the history of Korea Industrial Health Association, and the journals of KINA were also included in the analysis. As the results, we found that there were remarkable improvement in undergraduate and graduate programs, obligatory as well as voluntary continuing education in terms of occupational health nursing expertise between 1991 and 1996. 1) The number of school providing occupational health nursing practice-based lecture was increased with the rate from 7.3% to 25.6%. The rate of school giving over 15 class-hours was increased from 33.3% to 46.6%. 2) Content areas were composed of introduction of occupational health, occupational epidemiology, industrial hygiene, occupational disease and injury, law and policy, health education, concept of occupational health nursing, role of occupational health nurse, occupational health nursing process, etc. Of content areas, occupational health nursing process was more emphasized with the increased rate from 43.9% to 88.4%. 3) In the case of graduate school, occupational health programs were increased from 4 to 10. One of them has developed occupational health nursing program as an independent course since 1991. 4) The law increased educational hours from 28 hours to 36 hours for introductory course at the time of appointment, and from 14 hours to 24 hours every 2 years for continuing education. Course contents were Occupational safety and health law, introduction of occupational health, health education methodology, planning and evaluation, periodic health exam, occupational disease care, primary care, emergency care, management, industrial environment evaluation, etc. In 1996, Korea Industrial Nursing Association has begun to provide continuing education after Industrial Safety Training Institute. 5) Various educational programs in voluntary base were developed such as monthly seminar, CE articles, annual academic symposium, etc. It was shown that changes of law and policy led rapid growth of occupational health nursing education in various levels. From this trend, it is expected that occupational health nurse expertise be continuously to be enhanced in Korea. Legal and political supports should proceed for the development of occupational health nursing in early stage.

• Architectural research
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• v.13 no.2
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• pp.13-21
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• 2011

Since 2002, Architecture Schools in Korea was changing long traditional architectural education system from 4 years generalized architectural engineering curriculum to 5 years professional architecture program. Until 2010, 76 architecture schools have changed their program to 5 years course which was focused to design studio education. It was a very rapid change and there was not much time develop their own system which could represent institutional identity, character of students and local environment. Korea joined as a regular member of Canberra Accord in 2010 and it is meaningful to compare Korean architecture program contents to another country education contents. US architecture programs were selected for this comparison study. The goals of this study are to create a comparable understanding the form of contents of Architectural Education in US and Korea and to verify the substantial equivalence of these systems. To achieve above goals, three public institutes of each country were selected and analyzed with general information, history, resources, curriculum and the matrix of Student Performance Criteria for quantitative comparison. For qualitative comparison education context of programs were analyzed with program missions, the way of advising, professional connection and distribution of faculty loads.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2011.11a
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• pp.19-20
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• 2011

This paper compares the English language programs of two maritime institutes in very different parts of the world, South Korea and Belgium. It will show that although both institutes comply with the minimum standard set by the STCW Code issued by the IMO, requirements for entry and graduation can vary greatly. Method of class delivery, choice of learning tools and testing systems will also be examined to illustrate these differences. It will also shown that in order to train new seafarers in the best possible ways that will fulfill the IMO mandate of Safer Shipping and Cleaner Oceans, examination of course curriculum at any maritime institute should be an ongoing process so that cadets are encouraged to communicate in a targeted, efficient and professional way within a nautical context.