• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.414-423
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• 2011

Purpose: This study was performed to identify the present status of graduate nursing curriculum in Korea, so as to provide basic data for improving nursing education. Methods: In order to analyze the present nursing curriculum, data were collected from the home page of 81 nursing colleges in Korea. The subjects and credits of nursing curriculum were analyzed using descriptive statistics. Results: The total graduate credits were 137.6, credits of general education were 31.4 and nursing major courses were 96.5 credits. The credits of nursing major courses were as follows: 'basic science for nursing' was 22.0 credits, 'basic nursing' was 11.9 credits, 'subjects having same name with nursing license examination' were 66.9 credits and 'other nursing subjects' were 11.9 credits. These results showed that the credits of general education and nursing major courses were decreased while the subjects and credits related to the courses for nursing license examination have not changed compared with the past. Conclusion: Considering the change of social needs and nursing student character, it is necessary to improve the nursing curriculum. We suggest that further research to facilitate nursing curriculum development and adapting to social change should be undertaken.

• The Journal of Korean Physical Therapy
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• v.18 no.6
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• pp.23-32
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• 2006

Purpose: The purpose of this study is to suggest new strategies available for the physical therapy curriculum development. Method: The curriculum of 4 Universities in 4 countries; America, Australia, Canada and Korea was compared to suggest new curriculum. Results: Overall, curriculum in Korea emphasized skill and technique areas and didn't showed many subjects to take foundation of subject for understanding principles. The experience in clinic is not enough to satisfy international recommendation. Conclusion: We suggest that a new curriculum should be based on the three part which are foundation, essential and selection subject, and extended clinical experience to essentially need to be physical therapy in the world-standard.

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.2
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• pp.285-297
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• 2001

The rapid changes in graduate nursing curriculum have resulted in many challenges to the contents in masters and doctoral program of nursing. In order to meet the changing consumer demand, to respond the specialization in clinical practice and to reflect the evolving trend in the discipline and science of nursing, this study focussed on analyzing the present graduate nursing curriculum of one college of nursing in Seoul, Korea. In order to analyze the present curriculum, data were collected by survey from the enrolled graduate students, And curriculum contents of 10 graduate nursing curricula in Korea and 6 in United States were analyzed through internet information. Based on the data from the enrolled students' responses on educational goal and objectives and divisions of nursing and the data from the graduate curriculums of other universities both in Korea and United States suggested the future direction of graduate nursing curriculum of S university as follows; It is required that theoretical development, as well as education of enhancing clinical competences and preparation of specialization, innovative work for the change and global nursing should be included in the curriculum. Majority of respondents were agreed with 6 division of nursing(Adult nursing ,Maternity nursing ,Pediatric nursing, Community nursing, Nursing administration) and the integration of nurse clinical specialist course(such as oncology nursing specialist) into the regular courses in Master and Doctorate program was required.

• Journal of Technologic Dentistry
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• v.16 no.1
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• pp.43-56
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• 1994

The object of this study is, after the dental technology department is developed into the three-year curriculum and so new curriculum is needed, to compare, analyze, and appreciate the two-year model curriculum that has been practiced in our country, to analyze the curriculum and national quality system practiced in the developed country like U. S. canada, Germany and Japan, and, on the basis of the result from the upper part and inquiry result in the dental technology faculty commity of the nationwide junior college, to establish the new curriculum that is suitable the condition of our dental technology department in the junior college. 1) Since the width of the education is broader after the dental technology department is developed into three-year curriculum from the two-year curriculum, the course of study connected with the dental technology is added. 2) The fundamental course is propounded and the practical course which is needed on the spot is assigned. 3) Since the importance of the practical education is understood time and unit of the experimental practice is extended. 4) The time control in the curriculum commected with the national examination is adjected. 5) On the basis of the actual experience, the actual course is propound and time and unit are added widely to uplift the adjustment of the current environment of the dental technology.

• Korean Journal of Clinical Pharmacy
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• v.24 no.4
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• pp.304-310
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• 2014

Objective: The objective of this study was to evaluate the 6-year clinical pharmacy curriculum in Korea among 35 schools of pharmacy and to compare the pharmacy practice experience curriculum with the U.S. Methods: Data on the 6-year clinical pharmacy curriculum was collected and analyzed from 35 schools of pharmacy in Korea. Data were collected from each school's website, or through professors in clinical pharmacy or the administrative office, when not available online. Guidance for U.S. clinical pharmacy curriculum was referenced from the Accreditation Council for Pharmacy Education (ACPE) Accreditation Standards and Guidelines. Results: Pharmacotherapy was the only course that was offered in every school of pharmacy with average of $11.5{\pm}2.8$ credit hours offered. Only six subjects were offered in more than half of the schools. Average pharmacy practice experience credit hours in Korea were $1.8{\pm}0.6$, $7.8{\pm}1.5$, $4.9{\pm}1.2$, $3.5{\pm}1.1$, $11.8{\pm}1.2$ in introductory, hospital, community, pharmaceutical industry and administration, and intensified pharmacy practice experience, respectively. While the U.S. required introductory pharmacy practice experience (IPPE) to be conducted in the real pharmacy setting, the IPPE in Korea was conducted as an in-class simulation. The total required hours of IPPEs and APPEs were 1400 hours in Korea and 1740 (300+1440) hours in the U.S. Conclusion: Clinical pharmacy curriculum in Korea is offered through a variety of courses and the pharmacy practice experience curriculum has been adopted by every school of pharmacy. A guidance outlining the major required contents of clinical pharmacy curriculum could help standardize and advance the clinical pharmacy education in Korea.

• 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 Journal of Clinical Pharmacy
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• v.31 no.4
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• pp.293-300
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• 2021

Background: This study aims to determine whether the new 6-year pharmacy curriculum is designed to help students in their career path based on the employment status of the current 2+4 pharmacy school graduates. Methods: An online survey was conducted to the pharmacists who graduated from Woosuk University College of Pharmacy between 2015 and 2021. The survey questions included the current employment status of the graduates and their feedback on the clinical pharmacy curriculum at Woosuk University. Results: There were a total of 104 graduates who responded to the survey out of 312 graduates of whom the school had current contact information. Most of the graduates are currently working in a community pharmacy (63.5%), followed by hospital pharmacy (27.9%) and pharmaceutical industry (4.8%). Although most graduates were satisfied with clinical pharmacy courses at our college, many thought there needs to be a reinforcement or improvement in the curriculum, including pharmacotherapy and pharmacy practice experiences as well as social pharmacy courses. Conclusion: Based on our study, clinical and social pharmacy are the courses that teach the knowledge and skills required in community and hospital pharmacy and yet, are most in need of improvement. As most graduates work in a community or hospital pharmacy, it is necessary to improve our pharmacy curriculum so that they can learn and demonstrate their clinical skills effectively.

• 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.

• The Mathematical Education
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• v.47 no.3
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• pp.337-351
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• 2008

The intersection between mathematics and biology is rapidly expanding. The purpose of this paper is to develop college mathematics curriculum to improve the quantitative and mathematical skills of life & biological science students, and to help them better appreciate the importance and utility of mathematics. We deal with 4 questions. We first study how mathematics plays an important role in biological education and the history of biology. Secondly, we do a case study about partnership between mathematics and biology societies not only in university but in highschool of US, specially via Bio2010 and Math & Bio2010. We then investigate a way to enhance new mathematics curriculum as a service in biological science. Finally, we survey university students' basic background in order to determine the level of curriculum. From our investigation, we suggest some points to renew curriculum.

• Communications of Mathematical Education
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• v.28 no.2
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• pp.195-217
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• 2014

The College Scholastic Ability Test(CSAT) is the Korean national university examination based on the national curriculum. The CSAT is a high-stakes test because of powerful social forces which the college admission system has in Korea. This examination has changed many times through not only the national curriculum revision but also various external factors including the normalization of public education, mitigating the burden of students, etc. This study analysis the changes of assessment contents of the Mathematics of the CSAT due to the national curriculum revision. Additionally, this study analysis the mathematics content domains of the college entrance examinations in some foreign countries. Based on the result of this analysis, this study will derive implications for improvement directions of the Mathematics of the CSAT.