• Women's Health Nursing
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• v.10 no.2
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• pp.109-118
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• 2004

Purpose: The purpose of this study was to develop a specialized education curriculum aimed at helping nurses prepare for running and managing a Maternal-Child Health Center (Postpartum Care Center). Method: This study was conducted by an academy and industry joint research group consisting of professors of Nursing, and nurses actually running a Postpartum Care Center. The group compiled job descriptions of nursing through document research, interviews and observation during site visits, surveys, and seminars. They then performed a feasibility study and developed the final curriculum. Result: The education curriculum is a 32-week(2semester) program compromised of a theory part (12 credits, 180 hours) covering maternal and infant care and business start-up and field practice (3 credits, 45 hours). Courses in the theory part include an antenatal care, overview and details of maternal care, starting a business and its management. Of these courses, the overview of a maternal care course was developed with web-based contents. Field practice is designed to give students opportunities to visit Postpartum Care Centers, observe the care provided, and get hands-on experience. Conclusion: The specialized education curriculum is a 32-week course comprised of 12 credits on theory of antenatal care, overview and details of maternal care, infant care, starting and operating a business and 3 credits of field practice.

• Korean Medical Education Review
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• v.17 no.2
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• pp.69-77
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• 2015

Including the research in the medical curriculum is regarded as an important issue for medical education. Research experience at medical school has a positive impact on students and it motivates them to undertake further research in the future. The purpose of this study is to explore the factors to activate the research of medical school students. We investigated students' perception of the research curriculum in medical school. The survey for this study was conducted among 41 targeted medical school students from across the Republic of Korea. A total of 370 students from 26 medical schools responded. Benefits through research activities were to study about the areas of interest, as researchers had the opportunity to interact with professors and career. Students, furthermore, had difficulties in research due to data collection, the lack of research space and research funding. Requirements to activate the research were the time to participate in research activities, opening regular research courses, preparation of practical research program and motivation for such research. The medical school would need to improve the medical curriculum through the analysis of the environment and situation the school is facing based upon the in-depth analysis results of what the medical school is pursuing through the research activities, what the students want, what the potential difficulties are, and what the requirements are to improve the research curriculum.

• Korean Medical Education Review
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• v.22 no.3
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• pp.173-188
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• 2020

Medical humanities education (MHE) is as essential as basic medical sciences and clinical medicine education. Despite the importance of MHE, MHE curriculum development (CD) has proven to be challenging. This critical review examines the MHE CD at one medical school. The critical review methodology was developed based on Kern's six step CD model to systematically examine the CD of "Doctoring and Medical Humanities (DMH)" at the Yonsei University College of Medicine. Five review questions were developed related to (1) necessity, (2) direction and purpose, (3) design, (4) operation, and (5) evaluation of CD based on Kern's model. The review showed that the process of DMH CD mapped to components of Kern's model. The DMH curriculum content selected was closely related to medical practice and aimed to combine the acquisition of understanding and skills by designing a student-participatory curriculum based on clinical cases. Assessment methods that emphasized students' reflections were actively introduced in the evaluation section. Since the regular committee for DMH continued the work of the special ad hoc committees for DMH CD, the CD was effectively completed. However, the planning and evaluation functions and responsibilities of the DMH committee need to be strengthened. Despite the apparent limitations, the fact that students showed a high satisfaction rate and preferred small group discussions based on clinical cases has significant implications in the instructional design of MHE, where changes in self-awareness and attitude are more important than the acquisition of information. It is necessary to systematically review and study students' reflection results produced by the changed assessment methods and to develop assessment indicators for MHE that reflect the achievements of the MHE competencies of students.

• Journal of the Korea Society of Computer and Information
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• v.21 no.6
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• pp.29-37
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• 2016

In this paper, we evaluated educational effects of H-STEAM group play contents(a course) and tried to suggest a convergent model for college liberal art curriculum. We opened a mixed course(math, art, engineering, and humanities) with team teaching for this purpose. For the test, we collected data from survey, K-W-L sheet, and reflection paper from 23 students who enrolled in this course. Students should do a team project during the course, propose a new group game, and write K-W-L sheet at the end of each session and reflection paper at the final stage. As a result, it is said that H-STEAM group contents had an effect on students' satisfaction and achievement. During the course, students made academic efforts and were able to construct convergent knowledge from the four fields. From this study, we are sure that H-STEAM contents can play a substitute role for the traditional liberal arts program and innovate the curriculum for the knowledge convergence society.

• Journal of vocational education research
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• v.29 no.3
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• pp.85-106
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• 2010

The purpose of this study is to analyze and diagnose the curriculum framework of dental hygiene department. Through document analysis process, this study found several empirical data which could give us a clue to understand characteristics of curriculum changes and factors which have impacts on those changes in curriculum at college level. In this study, we could conclude that even curriculum changes at college level had been influenced by social changes like extention of academic years from 2 years to 3 years and changes in licensure test at national level. And also, essential issues in college curriculum like amount of credits, course titles, and requirements-electives distinction etc. also were changed in accordance to social changes and requests. This study found that there is many difference of objectives, credits and course titles among colleges. For that, colleges will form a consultative group under the college level. Based on these results, we can suggest that college curriculum should be flexibly and effectively adapted to changes coping with social and policy changes.

• Journal of Korean society of Dental Hygiene
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• v.8 no.4
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• pp.265-278
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• 2008

The purpose of this study was to analyze theories of curriculum development in an attempt to develop a systematic early childhood oral health curriculum that would be the basis of the lifelong oral health of preschoolers. The findings of the study were as follows; 1. The current kindergarten curriculum just stated that kindergarteners should keep their teeth clean, and no systematic guidelines on what to teach were included. That was hardly expected to provide efficient education on oral health promotion. 2. Preschoolers, teachers and parents were investigated to find out learner needs, and educational objects and what to teach were selected based on their needs and Tyler's Curriculum Development Theory. 3. Most of the early childhood teachers felt the need for oral health education, but faced difficulties in conducting it due to heavy workload. Another reason seemed that they were empowered to provide that education at their option since that was not mandatory. 4. As a result of analyzing the early childhood segments and educational objects of college textbooks on oral health education, every textbook differed from one another. There was a necessity to set up standardized educational objects for early childhood oral health education. 5. Oral health specialists should be involved in the development of early childhood curriculum to ensure the selection of standardized educational objects and contents.

• Journal of Sasang Constitutional Medicine
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• v.31 no.4
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• pp.1-8
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• 2019

An outcome-based curriculum or competency-based curriculum is regarded to be one of the mainstream curricula to make students centered. It is believed to be able to support a flexible, time-independent curriculum. However, it is not easy for the curriculum developers to convert from the traditional curriculum to an competency-based curriculum. Traditional medicines including Sasang constitutional medicine(SCM) have been on the verge of transforming their curricula. Considering the contents of the clinical skills in terms of an outcome-based curriculum in SCM, at least five categories needs to be covered. First, curriculum developers need to consider the understanding of relevant diseases concerning SCM although SCM could be used as the method to treat all kinds of diseases. Second, curriculum developers facilitate the students to diagnose patients' SCM types. Third, curriculum developers conduct the establishment of competencies to understand the patterns of SCM symptomology. Fourth, curriculum developers develop the diverse treatment methods and procedures to make students participate. Fifth, curriculum developers make students teach and consult their patients in terms of SCM regimen. Development of the clinical skill contents in detail depends on the situation of each colleges. Competency-based medical curriculum in SCM could influence on the management of the curriculum quality.

• International Journal of Advanced Culture Technology
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• v.11 no.4
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• pp.169-176
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• 2023

This study aims to assess the current status of career education at C University and to gather foundational data for developing a step-by-step career education curriculum and an integrated roadmap for curriculum and extracurricular career education. This research involves a comparative analysis of C University's enrolled students and external university students through a survey using the [University Career Exploration Model]. Data collection took place over one month in October 2023, and statistical analysis was conducted using the SPSS Statistics 25.0 program. The survey results enabled a comparative analysis of the career exploration processes and levels between enrolled students at C University and external university students. The proportion of enrolled students at C University responding positively to the career exploration process and level was high. Through this study, a better understanding of the career exploration processes and levels of university students was achieved. It is deemed necessary to conduct systematic research for continuous, tailored integration of curriculum and extracurricular career education at the university level.

• Communications of Mathematical Education
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• v.31 no.3
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• pp.349-366
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• 2017

The 2015 revised curriculum is an integrated curriculum that reflects national and societal needs to foster creative convergent talent in the school curriculum. Along with these changes, the Ministry of Education introduced a system to change the major from 2017 to the fourth year of university. Therefore, each university should prepare to reflect the curriculum and institutional change before welcoming students who have completed the 2015 revised curriculum. The university needs to study the countermeasures for implementing the 2015 revised curriculum and expanding the period of major change when preparing the curriculum and contents of the calculus courses that freshmen take. Handong University has been studying the operation methods of new students who want to decide their major at the first grade, such as operating calculus courses at various levels and allocating appropriate proportions of calculus for preliminary examinations. This case is similar to the basic purpose of the revised curriculum in 2015, so it can suggest implications for the operation of the university calculus class after the curriculum revision. In this paper, we have analyzed the results of the recent freshman mathematics test for the recent 5 years and the students' calculus grades and compared them with the contents of the calculus curriculum operated by Handong University and the 2015 revised higher mathematics curriculum. As a result, we proposed five classes of calculus suitable for college major and it was found that the calculus curriculum should include the missing quadratic method in the 2015 revised curriculum.

• Journal of Korean Academy of Nursing Administration
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• v.9 no.3
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• pp.391-401
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• 2003

Purpose: This study aimed at curriculum development of master of science in nursing(MSN) and master of business administration(MBA) dual degree program. Method: This study performed a comprehensive review of 36 foreign MSN/MBA dual degree programs and 5 MBA programs in Korea, and analyzed philosophy, objectives, required credits to graduation, core subjects and electives, admission criteria of the programs. Results: The proposal of dual degree program consisted of 60 credits which are divided into 24 nursing credits and 36 business administration credits. Another program for graduate school of nursing are composed of 38 credits which includes consists of 14 nursing credits, 20 management credits, and 4 prerequisites. condusion: The curriculum that was proposed in this study will equip nurses to meet the challenges of future healthcare provision and will be a model to other areas of nursing practice and curriculum development.