• Proceedings of The KACE
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• 2017.08a
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• pp.225-226
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• 2017

이공계 위기론을 해결하기 위해 ABET주도로 시작된 공학교육인증은 우리나라에도 도입되었으며 성과중심교육을 기본철학으로 하는 공학교육인증에서 프로그램 학습성과의 평가는 매우 중요하다. ABEEK에서 강조하고 있는 교과기반평가(Course Embedded Assessment, 이하 CEA)는 그 유용성에도 불구하고 학습성과 연계와 코스 연계 등이 전산시스템으로 지원되지 않아 교육현장에서 잘 반영되지 않는 문제점이 있으며 이로 인해 인증을 위한 자체평가보고서 작성시 PD교수들의 어려움이 있다. 이에 운영자들의 의견을 반영하여 CEA평가 시스템을 구현하기 위한 사용자 권한 중심의 요구분석과 시스템 설계를 진행 하였다.

• Journal of Hospice and Palliative Care
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• v.22 no.4
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• pp.207-218
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• 2019

Purpose: Physician competency in end-of-life (EOL) care is becoming increasingly important. This study investigated the EOL care curricula in Korean medical schools. Methods: Questionnaires were issued to the faculty members responsible for the EOL care curricula at each of the medical schools. These included questions on the structure and content of the curricula, teaching methods, and faculty members' attitudes to the curricula. Results: Characteristics of the EOL care curricula were compiled from 27 (66%) of the 41 medical schools. All of the medical schools taught essential aspects of the EOL care curriculum either as a separate course or embedded within other medical education courses. The mean time spent on EOL care teaching was 10 hrs (range, 2~32 hrs). The most frequently taught topics were delivering bad news (100%) and symptom management (74%). When the palliative care education assessment tool (PEAT) was used to evaluate the curricula, a median of 11 PEAT objectives was met (range, 2~26; maximum, 83). More than two teaching methods were used in most of the curricula. However, lectures were the only teaching method used by three medical schools. 78% of faculty members who were responsible for curriculum reported dissatisfaction with it, whereas 18% believed that the time allotted to it was adequate. Only 7% of these faculty members believed that their students were adequately prepared to practice EOL care. Conclusion: There is a need to improve EOL care education in basic medical curricula and to take a more systematic approach to achieving learning outcomes.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.225-234
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• 2022

There is an increasing number of competency-based major courses organized and operated to develop various competencies. Here, competencies include key competencies/major competencies in the evaluation of basic competency diagnosis in universities, Program Outcomes of engineering education certification, and NCS competency units. The Ministry of Education's evaluation of basic university competency requires all major courses to be organized and operated to improve the major competency of the department, and major courses in the department that operates engineering education certification should be linked to Program Outcomes. Various types of competency-based major courses should be educated to improve related competencies, and educational performance should be measured by selecting a competency evaluation method that allows students to check the level of achievement in consideration of both the process and results of performance. Therefore, this paper examines the types of competency evaluation used to measure educational performance in major subjects related to competency, proposes an evaluation method that synthesizes and measures various types of competencies at the subject level, and presents examples of applying them to major subjects.