• Korean Journal of Clinical Laboratory Science
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• v.50 no.3
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• pp.320-330
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• 2018

This study analyzed the curriculum and clinical practicum of the department of clinical laboratory science in Korea. The 2017 educational curricula of all 3-year and 4-year universities were analyzed. Clinical practice was conducted by a questionnaire. As a result of curriculum analysis, the 3-year curriculum was able to grasp the curriculum that focused on the national examinations of medical technologists, and the 4-year curriculum was open to a variety of subjects reflecting the changes in the future, but only at a few universities. In addition, the autonomous enrollment application made it possible to take a national examination without enrolling in courses that students find difficult in major courses. In the case of clinical practice, it was difficult to standardize in various practical institutes, practice periods, and practice credits. Therefore, it will be necessary to standardize the composition of the credits according to the duration of clinical practice and the duration of education. Moreover, is necessary to revise the curriculum in consideration of medical technologist job analysis and clinical field, and it will be necessary to standardize the curriculum and clinical practice model through the Medical Technologist Evaluation Center.

• Journal of Engineering Education Research
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• v.11 no.3
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• pp.54-62
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• 2008

This paper presents the process of developing, applying and increasingly updating curriculums to reinforce education in IT field through cooperation of industry and academy by the invention of government. In particular, the curriculums are developed and refined in order to satisfy both industry as users and academy as suppliers, using a spiral model, which was originally proposed for software development by Boehm. The result and the assessment are described where the developed curriculums have been applied at the universities in a national-wide base through a project by government. The basic principles of this model are general enough to be applied to curriculum development in various areas of college education.

• Journal of Korea Society of Digital Industry and Information Management
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• v.17 no.4
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• pp.63-75
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• 2021

It is necessary to respond to rapid technological changes such as the 4th industrial revolution and digital transformation across industries. And, a change in the university education system is necessary in a crisis situation of universities due to the rapid decrease of the school-age population. This study is aimed at practical competency with the ability to apply intelligent information technology to their job fields based on a basic understanding of intelligent information technology rather than advanced competency centered on theory and research. Instead of presenting the curriculum system diagram so that it can be flexibly applied to the design and development of the curriculum for intelligent information technology, training modules according to job and level were presented. In relation to intelligent information technology, a questionnaire was conducted for college professors, and industry experts were conducted on the derived educational modules to reflect the opinions of the industry. Industry experts said that collaboration with PBL, Capstone, and industry is necessary to improve problem-solving and communication skills.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.218-227
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• 2019

The term practical means that you actually use what you learn. Unlike that meaning, however, the curriculum is operated by specific majors of some professors. And we can be seen in many colleges. Jazz is a prime example. Jazz is a genre only for some maniacs and there is not much places to play on the pop scene. But this genre is now packaged as representative studies of practical music. This affects even cram schools, preparing for college entrance exams, while high school students are also learning, playing and preparing Jazz to take the exams. Of course, Jazz is a field of music, but it is a very sad reality, considering it can never be the mainstream of popular music. It has been 20 years since the department of practical music was established at a four-year university. The number of graduates will also be very large. Now that the role of a university is related to employment, it's time to look at how the graduates are getting jobs and whether they are working in music. And it will also be important to ensure that the curriculum of the department is reasonably managed to connect with employment in reality. Practical learning will be not only respond immediately to market changes but establishment and operation of education courses should be carried out accordingly. In this study, we will discuss curriculum of vocal at universities, concrete examples of operations, and reasonable vocal courses that can be connected to employment.

• Korean Journal of Clinical Pharmacy
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• v.33 no.3
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• pp.186-194
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• 2023

Background: Interprofessional education (IPE) is important for collaboration between professionals in the team-based practices of the healthcare field. Objectives: This study aimed to examine pharmacy students across in Korea on the experience of IPE and the perceptions of the importance of interprofessional collaboration (IPC) and the need of IPE. Methods: A cross-sectional survey using a 20 questionnaire to pharmacy students nationwide was conducted from March to May 2019. Results: A total of 555 students from 32 pharmacy schools participated. They recognized that the importance of close pharmacist-medical doctor collaboration was an average of 5.38 points (out of 6 points), but the current level of pharmacist-to-medical doctor collaboration was an average of 2.51 points (out of 6 points), and the reasons for the insufficient IPC were the lack of an environment encouraging mutual cooperation (79.5%) and the psychological distance to the other professional (35.3%). They perceived the necessity of IPE between pharmacistmedical doctor was 4.95 points (out of 6 points), with the curriculum including how to cooperate with medical doctors (78.2%), communication skills (51.0%), and understanding of medical doctors' functions (44.5%), etc. Only 52 respondents (9.4%) had experience in IPE. Respondents who recognized the importance of IPC (≥5 points) showed 4.44-fold higher agreement on the need for IPE than those who did not (≤4 points) (OR 4.44, 95% CI 2.56, 7.68). Conclusions: Further attention and discussion to add IPE program in the pharmacy school curriculum is necessary in order to cultivate pharmacists with sufficient professional collaboration capabilities.

• The Journal of the Korea Contents Association
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• v.16 no.11
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• pp.614-622
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• 2016

As media become diversified, animation fields are being expanded. Various types of animations which were not seen in the past have appeared and the fields which did not have a suffix of "animation" now use the words of animation like motion graphic-animation or interactive-animation. This thesis is a comparative analysis study of U.S. animation education. This study collected and reviewed respective curricula of total 5 universities such as Academy of Art University, California Art of Institute), Ringling College of Art and Design, Rhode Island School of Design, and School of Visual Arts which have led U.S. animation education since animation education was first introduced in 1961. Based on the result drawn from the analysis on the classification of animation curricula into a required subject, an elective subject, liberal arts, a theory subject and a practical subject, it intends to consider improvements of Korean animation curriculum.

• Journal of Korean Academy of Nursing
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• v.31 no.2
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• pp.169-179
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• 2001

Recently, there has been an increasing interchange between South Korea and North Korea. Accordingly, there has been active research to understand the society and culture of North Korea, it has been attempted to have comparative study about nursing education to increase understanding between South and North Korea. In the current educational system, 12 years of education is required for entering a nursing college or university in South Korea, but there are only 10 years for entering nursing college in North Korea. After finishing undergraduate studies one can enter graduate school for a masters degree and or a doctoral degree, but there is a longitudinal relation to medical education in North Korea. Regarding the number of nursing educational institutions, there are 50 BSN programs & 61 Diploma programs in South Korea and 11 Diploma programs in North Korea. In regards to curriculum, South Korea has diverse subjects for general education for freshmen, then is subjects to basic specialities sophomore year, and speciality subject and clinical practices from junior year corresponding to the student's intentions. North Korea has minor subjects for general education and basic specialities in freshmen, speciality subjects sophomore year, speciality subjects and clinical practice in the junior year that may not correspond with the student's intentions. The most outstanding difference in the curriculum is North Korea has various subjects for oriental medicine with clinical application. North Korea also does not teach computer science and English is at a very low level. In clinical practice, South Korea has various settings for clinical practice including community health institutions under the nursing professor or clinical instructor. However, North Korea has limited settings for clinical practice (general hospitals) under a doctor's instruction. Also both South and North Korea have a similar licensing system. Therefore, there must be many more studies regarding North Korea, especially in nursing and nursing education in order to decrease differences and confusion between the Koreas and to prepare for a future unification.

• The Journal of the Korea Contents Association
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• v.16 no.2
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• pp.652-665
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• 2016

National Competency Standards or NCS is an educational system that emphasizes developing job-related abilities. Therefore it will be an effective solution in training field-oriented work forces if properly applied. However, in the department of social welfare, it is not easy to apply NCS to the curriculum since most academic subjects concerning social welfare focus not on practice but on theory and in addition, most of social welfare departments in junior colleges have an accredited curriculum for the 2nd degree of the social worker qualification. This means it is preposterous if NCS is applied to the curriculum without prior changes in the existing qualification system. So, this paper proposes a draft model to apply NCS to the already-accredited curriculum for the 2nd degree social workers in the junior colleges and details are as follows. Firstly, the competency units will be customized for the existing academic subjects in the curriculum rather than developing new subjects in accordance with NCS competency units. Secondly, some client-related competency units including children, seniors, the disabled are newly developed and then applied to the curriculum, which are crucial for the career development at the junior college level. Thirdly, the competency units are categorized into three types in accordance with the degree of job relevancy - type 1, type 2, type 3. Fourthly, four out of 11 basic job abilities are selected and then developed into academic subjects. Fifthly, all competency units concerning the main job market are regarded as one virtual competency unit and then arranged in the order of type 1s, type 2s and type 3s and then the scope of their study is adjusted to the job abilities required at the main job market.

• Korean Journal of Adult Nursing
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• v.18 no.4
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• pp.622-631
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• 2006

Purpose: This study elicited Korean students' experiences of nursing practice at geriatric hospitals. Method: A purposive sample of 26 Korean nursing students was recruited from K College of Nursing located in Daegu, Korea. Inclusion criteria were nursing students who: 1) finished nursing practice at geriatric hospitals, 2) were oriented and communicable, and 3) understood research purpose and agreed to participate in this study. Individuals were interviewed using Q-methodology. Results: The majority of the participants had experience of living with the elderly and volunteering related to elder care. Data analysis showed that participants' experiences of nursing practices were consisted of three types: skill acquiring-oriented, relationship-oriented, and practice system-oriented. Conclusion: Nursing practices at geriatric hospitals provided opportunities of having positive attitude toward the elderly for nursing students. Nursing students' experiences were divided into at least three different types. Nursing educators need to develop curriculum for gerontological nursing practice tailoring to theses differences.

• Journal of Technologic Dentistry
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• v.13 no.1
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• pp.53-59
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• 1991

This study aimed at inquiring into the basic theory on CIEO(the Cooperation between Industry and Educational Organizations), grasping and analyzing the present situation of the health junior college, the present condition of CIEO and into problem and seeking to find a solution to activate the CIEO of the health junior colleges. This study suggested five methods as the method of consolidating the on-the-spot-training as below : 1. The execution of the basic research for the on-the-spot-training. And the reorganization of the existing curriculum into the curriculum the industrial organization requires. 2. The participation in solving commonly the problems of the industrial organization and in education. The establishing of the guidance system assuming exclusive charge of the on-the-spot-training. 3. The extension of the period of the on-the-spot-training and the reorganization of an educational system. The submission of the evaluation sheet for the on-the-spot-training. 4. The securing of the educational dost spent on the on-the-spot-training and the imposition of benefits on the industrial organization. 5. The persistent support for the on-the-spot-training at the governmental dimension. It is required that the CIEO law should be enacted as the legal and institutional solution and that government should lend systematic support to the business enterprise exeuting the industrial educational cooperation such as the institutional support for and the imposition of benifits on the cost of research. The cost of research and development, the cost of internal education and training, and the cost of experiment and practice.