• Herbal Formula Science
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• v.29 no.4
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• pp.253-266
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• 2021

Objective : This is to analyze the factors affecting the satisfaction of curriculum at korean medicine college and suggest the direction of the curriculum reformation of korean medicine colleges. Method : The collected data were conducted multiple linear regression analysis using the SPSS ver.26 statistical program, using 'curriculum satisfaction' as a dependent variable after analyzing the frequency of each variable. Result : The average score for curriculum satisfaction at Korean Medicine college was 2.87 points, which was relatively low. The factors affecting the satisfaction of the curriculum were 'A favorable impression of Korean Medicine College of W University' β=0.351(p<.001), 'connectivity between major subjects' β=0.312(p<.001), 'duplex between major subjects' β=-0.163(p<.05), 'recognition of the importance of Chinese characters' β=0.114(p<.0.5). Conclusion : The curriculum of Korean Medicine College should first, be organized to allow students to be proud of themselves, second, the goal of education should set goals optimized for job competency, third, the content of learning should be consisted of student led problem based learning, fourth, the link between major subjects should be intensified, fifth, the clinical practice time should be expanded significantly and lastly the assessment evaluates the performance process.

• Korean Medical Education Review
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• v.19 no.3
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• pp.134-137
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• 2017

The main points of issue with the former premedical curriculum of Seoul National University College of Medicine (SNUCM) were the absence of educational objectives, decline in student motivation caused by uniform education, students' lack of a sense of belonging, and lack of humanistic education. In accordance with these issues, there were five aspects considered for the improvement of the premedical curriculum: reform based on the newly established educational objectives that corresponds with the 6-year medical school curriculum as a whole, expansion of elective courses and the development of personalized curriculum for the improvement of students' learning motives, expansion of social sciences and humanities curriculum for the development of students' capabilities as good doctors, active participation of medical professors in premedical education, and expansion of informal education and the student support program. According to the assessment done after the implementation of the reformed curriculum, premedical students were gratified with its establishment and management of multifarious liberal arts and major subjects. In preparation of the more rigorous entrance quota of the premedical school at SNUCM, there is ongoing reform of required major subjects and establishment of new subjects in the premedical curriculum in pursuit of unity with the 6-year medical curriculum. Moreover, there is ongoing development of an e-portfolio system for the association of premedical and medical education, integration of formal and informal curriculum, and reinforcement of student observation and formative evaluation. Further discussion on the assessment and betterment of premedical curriculum is needed.

• Korean Medical Education Review
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• v.19 no.3
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• pp.138-144
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• 2017

After Yeungnam University's College of Medicine was established in 1979, the curriculum for a preclinical medical education course was developed and implemented. Several modifications have since been made to the curriculum which was driven by changes in national policies and in the medical education environment. In recent years, it has become necessary to complement the weaknesses or shortcomings in the curriculum that were discovered during the basic medical education assessment process of the medical college. Since 2009, Yeungnam University has run two medical courses: a 6-year college of medicine course and a 4-year medical school course. However, as a result of changes in national policy, Yeungnam University decided to offer only the 6-year college of medicine course with an entirely new curriculum which will be implemented in 2017. The new curriculum for the preclinical medical education course consists of 36 credits of cultural essentials courses, 44 credits of major required courses, and 2 credits of major elective courses. The curriculum development requires the support of the university and/or college, the ensured independence of the curriculum development organization, and the cooperation and attention of fellow professors. Continuous efforts are needed to check, evaluate, and improve the curriculum.

• Journal of the Korea Society of Computer and Information
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• v.24 no.4
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• pp.195-204
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• 2019

In this paper, we propose the way to solve the problems of current college of education at university that they are running a curriculum that is insufficient for immediate application to the school. So, we analyzed the application of capstone design which is proven to be effective in various fields, and constructed a curriculum for the development of educational materials to improve the teacher's qualification in the college of education and applied them to the preliminary informatics teachers. As a result, we confirmed that the development class of educational materials based on capstone design is positive for the change of awareness about informatics teacher's qualification, and also confirmed that the students' satisfaction level about class is higher. Based on the results, we discussed the effects of applying capstone design to the college of education. The conclusions are as follows: First, it helps students to improve the teacher's qualification. Second, it is a curriculum that can fill the shortage of student teaching. Third, the curriculum is an effective curriculum for the recognition of the student who is in charge of evaluation, and the teacher who is in charge of the evaluation. Fourth, Capstone design information textbook study class is a method of greatly improving class satisfaction compared to lecture class.

• Korean Medical Education Review
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• v.19 no.3
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• pp.129-133
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• 2017

Premed education in the college of medicine at the Catholic University of Korea aims to promote student creativity and excellence in accordance with the mission of the college: to have a sense of calling, leadership, and competency. The Catholic Medical College premed curriculum includes 75 credits which are composed of 65 credits for required courses and 10 credits for elective courses. It consists of courses in basic science, medical science, liberal arts and humanities (premedical OMNIBUS). It also involves community programs in 'Vision and Mission,' 'Leadership Training,' and 'Academic Conference.' In addition, students are allowed self-directed choice of their courses and learning for one quarter.

• Korean Medical Education Review
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• v.15 no.1
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• pp.31-38
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• 2013

This paper focuses on the outcome-based curriculum of Inje University College of Medicine to describe our curriculum development process and results. Starting in 2006, we have revised the curriculum based on the competency-based clinical presentation curriculum. We stated clearly the learning outcomes from the social needs and educational goal of our university. We defined 8 exit outcomes and specified phase outcomes, course outcomes, lesson outcomes, and outcome objectives. By 2012, we identified 128 clinical presentations and 149 basic scientific concepts. Various evaluation and assessment methods and teaching-learning strategies were assigned to each outcome. Problem-based learning, standardized patient practice, and learning portfolios are the main strategies of our curriculum. We have performed a progress test to assess the level of achievement of students' outcomes. We have also collected feedback from students and faculty members about the curriculum, including every lesson, course, and the overall curriculum. To maintain this change of the curriculum, we reorganized the curriculum committee, educational faculty and teams, and administrative support system. To fine tune this curriculum, we have held three 3-day workshops on curriculum development and weekly meetings. We believe this is just the beginning of developing the curriculum of Inje University. Further upgrades will be necessary to continue to improve medical education.

• Korean Medical Education Review
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• v.19 no.3
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• pp.149-151
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• 2017

The educational goal of premedical education is to provide the desired college-level training in liberal arts as well as sciences, and to equip students with a basis for future medical studies. The purpose of this study was to introduce a premedical curriculum at Chonnam National University Medical School and to provide baseline data for developing an improved premedical curriculum. The reformed premedical curriculum has been followed since 2017. Formal premedical curriculum consists of basic education and character education through liberal arts study and major courses related to medical education. In addition to the formal premedical curriculum, students are supported through various programs that help develop interpersonal and intrapersonal competences.

• Perspectives in Nursing Science
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• v.9 no.2
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• pp.127-135
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• 2012

Purpose: The purpose of this study was to investigate the academic achievements, satisfaction and educational demands of nursing students at a college of nursing. Methods: The study subjects consisted of 134 senior nursing students who completed their clinical practicums. The students were asked to complete the evaluation survey for the curriculum. The evaluation survey for the curriculum consisted of three parts: 1) academic achievements of educational objectives, care of subjects, and skills; 2) satisfaction with the curriculum, clinical practice environment, and educational environment; 3) demands on the curriculum and clinical practicum. Results: The mean scores on the achievement levels of educational objectives, care of subjects and skills of the students were $3.68{\pm}0.53$, $3.69{\pm}0.59$, and $3.77{\pm}0.56$, respectively. The low rated domains were 'understanding and delivering culturally competent nursing' and 'competence in fundamental nursing skills' in their levels of achievements. Overall, students were satisfied with the nursing curriculum and educational environment. However, their satisfaction scores for the hours and arrangements of the clinical practicum, and the ratios and arrangements of lectures and clinical practicum were relatively low. Conclusion: The findings of this study are important to redesign nursing curriculum in order to prepare graduates for rapidly changing health care environments. We need to try various strategies to improve the clinical competencies of students by designing a curriculum based on social change and student needs.

• Journal of Navigation and Port Research
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• v.38 no.2
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• pp.127-134
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• 2014

This paper aims to identify what is needed to improve the English for Specific Purposes(ESP) curriculum for English as a Foreign Language(EFL) college learners at navigation school. Different needs from learners and experienced professionals are identified through diversified methods, and the findings from these are analysed and consolidated from a balanced point of view. For this purpose, putting learners at the centre of analysis, identifying their subjective and objective needs serves as a point of departure in formulating the curriculum. Then, the target situation is analysed according to the short-term aim of getting a job, followed by long-term needs for successfully fulfilling future duties as a pilot. Based on findings, it is suggested that ESP curriculum for learners in navigation studies should be focused on the successful language performance of their actual duties and tasks to be given in the future working situations, rather than on immediate needs for getting a job. In particular, special attention needs to be paid to enhancing learners' productive language competences through a series of hands-on trainings and a wide range of extra-curricular activities, specifically for a higher command of oral communication. For this, not only ESP, curriculum for EGP(English for General Purposes) should be systematically structured as ESP-oriented EGP, and naturally move onto areas of ESP in a coherent manner.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.12 no.2
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• pp.162-170
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• 2005

Purpose: This study was conducted to develop a curriculum model for fundamentals of nursing at the graduate level which reflects a consensus of educators and the students in Korean nursing society. Method: A survey was used with three groups to identify consensus on a curriculum model for fundamentals of nursing at the graduate level; 42 educators in fundamentals of nursing, 11 nurse educators whose major was not fundamentals of nursing and 70 nurses with a bachelor degree in nursing. Results: Consensus on a curriculum model at the graduate level were delineated from analysis of the survey, Based on these results, a curriculum model fur fundamentals of nursing at the graduate level is outlined: As one major area of nursing, fundamentals of nursing focuses on nursing practice based on basic human needs. Thus main focus of the curriculum for fundamentals of nursing at the graduate level is research performance and theory development on nursing interventions to meet basic human needs in clinical settings. Conclusions: A curriculum model for fundamentals of nursing at the graduate level suggests that its application may have a positive impact on development of distinct knowledge body for fundamentals of nursing that will differentiate the content of education for undergraduate and graduate levels of nursing. However, the suggestion for the curriculum model needs to be refined and developed for application.