• Journal of Convergence for Information Technology
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• v.7 no.6
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• pp.103-111
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• 2017

The purpose of this study is to identify the factors affecting the adaptation, Self-esteem and self-control of college students to smart addiction. We surveyed 380 university students in Gwangju area. Data were analyzed by t-test, one-way ANOVA, Pearson correlation analysis. Smart phone addiction according to general characteristics showed the lowest in fourth grade and high in health-related majors. Smart phone usage time was the lowest in less than 3 hours due to the actual usage of smart phone. School life adaptation, self-esteem, and self-control according to general characteristics were higher in satisfaction with college life and majors. The most influential factors on the addiction of smart phone were perceived smart phone addiction, and the self-esteem and self-control were more likely to be addicted to smart phone. Therefore, it is necessary to develop education and programs to enhance self-esteem and self-control of college students and to find ways to prevent smart phone addiction.

• Journal of Convergence for Information Technology
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• v.9 no.9
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• pp.201-209
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• 2019

A convergence study of oral health beliefs and subjective oral health awareness-knowledge factors of some university students was conducted on 216 students agreed from April 1 to June 14, 2019. Satistical analysis was performed with the mean and standard deviation, t-test, one-way ANOVA, and Pearson's correlation test. The oral health beliefs were 3.87 and oral health knowledge, oral health importance measured by 5-point, oral health interest and oral health status are 11.9, 1.50, 2.36, 2.67 respectively. The need for constant oral health education so that changes in oral health beliefs of university students and subjective oral health awareness-perception ability can be improved. Oral health education programs should be developed to suit the characteristics of university students.

• Korean Journal of Computational Design and Engineering
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• v.20 no.4
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• pp.348-356
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• 2015

It is important to devise methods for assisting dentists to consistently determine implant positions and directions and to accurately perform drilling tasks during dental implant surgery. In this paper, we propose a novel approach to tooth implant placement planning which deals with the determination of the positions and directions of multiple implant fixtures for a set of missing mandibular teeth and suggests the selection of the sizes and types of the implant fixtures. We combine Korean standard data in the sizes and positions of human teeth with the patient specific 3D models of mandibular jawbones, nerve curves, and neighboring teeth around the missing teeth in order to determine the positions and directions of the implant fixtures for the missing teeth. Using the geometric and spatial information of the jawbones, the teeth and the implant fixtures, we can construct the 3D models of surgical guide stents which are crucial to perform drilling tasks with ease and accuracy. Adopted in 3D simulation of dental implant placement, the approach can provide surgeon students with good educational contents. We also expect that, with further work, the approach can be used as a useful tool to plan for dental implant surgery.

• Journal of Technologic Dentistry
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• v.23 no.2
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• pp.17-47
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• 2002

The purpose of this study was to examine the 2001 curricula in 17 departments of dental technology across the nation in an attempt to find out the educational realities of the departments by term and school year and serve as a basis for the development of more advanced, efficient dental technology curriculum and common educational objectives. For that purpose, the 2001 curricula of the three-year dental laboratory technology departments were analyzed by school year and term to calculate the amount of required credit, the number of subjects, and the weekly classes for electives and major. The findings of this study could be listed as below: 1. The departments of dental laboratory technology nationwide investigated require students to get 120 to 135 credits in total. Out of the credits, 10 to 25 credits are assigned to the electives, and 106 to 11 8 credits are given to the major. 2. There are 50 to 68 subjects in the departments of dental technology. 5 to 16 subjects are the electives, and 41 to 59 are the major. 3. There are 150 to 196 classes per week, which consist of 10 to 30 ones for the electives and 137 to In for the major. 4. The curricula for the first semester of the first year are as follows: 1) 20 to 24 credits are required. 4 to 11 credits are alloted to the electives, and 9 to 19 credits are assigned to the major. 2) The number of subject is 9 to 13, which are composed of 2 to 7 for the electives and 4 to 9 for the major. 3) The weekly classes are 22 to 29. The classes for the electives range from 4 to 14 per week, and 10 to 20 classes a week are for the major. 5. The curricula for the second semester of the first year are as below: 1) There are 20 to 25 credits. 3 to 12 credits are assigned to the electives, and 12 to 19 credits are for the major. 2) The number of subject is 10 to 14, which consist of 2 to 6 for the electives and 6 to 10 for the major. 3) The weekly classes are 22 to 29. and 3 to 12 classes a week are for the electives, and 15 to 24 classes are for the major. 6. The curricula for the first semester of the second year are as below: 1) The number of credits ranges from 20 to 24. Only six colleges offer 2 credits for the electives and the major account for 18 to 24 ones. 2) There are 8 to 12 subjects. Only six colleges offer one or two electives, and 8 to 12 are the major. 3) The weekly classes are 23 to 33. Only six colleges offer 2 or 3 classes a week for the electives, and 21 to 33 classes are for the major. 7. The curricula for the second semester of the second year are as below: 1) The number of credits ranges from 19 to 24. Only two colleges offer 2 credits for the electives and the major account for 18 to 24 ones. 2) There are 7 to 12 subjects. Only two colleges offer one or two electives, and 8 to 12 are the major. 3) The weekly classes are 24 to 36. Only two colleges offer 2 classes a week for the electives, and 24 to 36 classes are for the major. 8. The curricula for the first semester Of the third year are as below: 1) There are 16 to 24 credits. Just a college assigns 2 credits to the electives, and 16 to 24 credits are given to the major. 2) The number of subject is 5 to 12. Only a college offers one elective for optional course, and 5 to 12 are the major. 3) The weekly classes range from 18 to 39. Just a college offer 2 classes a week for the electives, and 18 to 39 classes are for the major. 9. The curricula for the second semester of the third year are as below: 1) There are 16 to 23 credits. Just a college assigns 2 credits to the electives, and 16 to 23 credits are given to the major. 2) The number of subject is 5 to 12. Only a college offers one elective for optional course, and 5 to 12 are the major. 3) The weekly classes range from 18 to 39. Just a college offer 2 classes a week for the electives, and 18 to 39 classes are for the major.

• The Journal of the Korea Contents Association
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• v.19 no.2
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• pp.650-660
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• 2019

The purpose of this study is to verify the effect of the contents of tooth extraction education using VR(virtual reality) on knowledge, performance and satisfaction of practicing teeth. To accomplish this purpose, we divided 72 dental students into the two groups: The experimental group 30 dental students using VR based tooth extraction training contents. And the control group consisted of 42 participants. As a first result for the study, The experimental group using VR tooth extraction content and control group receiving the training using the tooth model based content showed no statistically significant difference in tooth extraction knowledge. Second, in the case of performance of tooth extraction (before tooth extraction-tooth extraction-after tooth extraction-finishing), the training group using VR tooth extraction contents was higher than the control group. Third, The satisfaction rate of the practice group using VR tooth extraction education contents was higher than in the control group. Therefore, it can be seen that the practical training using the VR applied tooth extraction contents improves the performance of the tooth extraction and the satisfaction of the practice more than the existing practice method.

• Journal of Korean Clinical Health Science
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• v.5 no.4
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• pp.981-990
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• 2017

Purpose: The purpose of the study was to investigate the relationship between job searching efficacy and employment stress of the allied health students. Methods: A self-reported questionnaire was completed by 269 allied health students in Gyeongnam from September to October 30, 2015. The questionnaire consisted of general characteristics of the subjects(5 items), employment stress(22 items), job searching efficacy(27 items). Data were analyzed by SPSS 20. program. Results: In case of the man, good economic level, dissatisfied with major have higher job searching efficacy in allied health students. Department of physical therapy students had higher employment stress. The employment stress has an effect on higher self-esteem, higher employment in information technology, in case of the man, lower career adopted a capability. Conclusions: It is necessary to reduce employment stress of the allied health students. That should be provide support of economical, innovation curriculum development opportunity of self-development on improve the self esteem and employment in information technology, interview skill, writing resume from freshman to broaden understanding of the majors, for the employment stress coping skill.

• The Korean Journal of Emergency Medical Services
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• v.17 no.2
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• pp.89-97
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• 2013

Purpose : The purpose of this study was to investigate the correlation between stress and maxillofacial injuries in male students. Methods : The subjects were 386 male students who were 18 years or more. Mean age was $20.99{\pm}2.80$ years. Data were collected using a self-reported questionnaire from March 7 to March 28, 2013. We surveyed maxillofacial injuries, mouth guards use and stress in male students majoring physical education. The data were analyzed by Cochran's Mantel-Haenszel, McNemar test and logistic multiple regression. Results : Those who had clenching habit and maxillofacial pain accounted for 48.7%. The pain was 3.23 folds higher in clenching habit than those who had not (OR=3.23, p <.001). The more stress they had, the more clenching habit (OR=2.13) and pain(OR=1.68) did they have. Within 2 years, those having maxillofacial injury accounted for 53.2% and 78.6% of them put on maxillofacial protection guard. In rule for mouth guard use, 39.9% had no maxillofacial injury. Maxillofacial injury was 2.41 folds higher in those who had no mouth guard usee (OR=2.41). Conclusion : Maxillofacial injury had a close correlation with mouth guard use and stress. Therefore, it is very important to establish the rule for mouth guard use in sports activities.

• Journal of Digital Convergence
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• v.12 no.10
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• pp.415-423
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• 2014

This study aims to understand the difference in department satisfaction, career decision types and career preparatory behavior of health college students, and the relationship between variables and their effects on career preparatory behavior, and presents basic data for development of career guidance programs. The subjects of this study were 450 college students studying emergency rescue, physical therapy, public health administration and dental hygiene at three-year colleges located in B and G cities. They were selected through convenience sampling. The period of the study was from November 12 to 15, 2013. of 450 copies of the questionnaire distributed, a total of 418 copies were used in the final analysis. For data analysis, SPSS 14.0 for Windows was used. As a result, there were correlations between variables, the largest effect department satisfaction had on career preparatory behavior was found in aptitude learning followed by personal relationships and career job. The reasonable type of career decision types had a positive effect on career preparatory behavior while dependent and instinctive types had a negative effect on career preparatory behavior.

• Journal of Convergence for Information Technology
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• v.7 no.6
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• pp.69-78
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• 2017

The purpose of this study was to analyze the association among high school students' self-efficacy, self-resilience, and oral health promotion lifestyle, identify relevant factors, and provide basic data for oral health promotion programs. The subjects of this study were 287 students, research tool was the structured, anonymous, self-administrated questionnaire. The data were analyzed by SPSSWIN 18.0, Pearson correlation and Hierarchial multiple regression et al. Significant positive correlation was found between self-efficacy and self-resilience and between self-efficacy and oral health promotion lifestyle and positive correlation was also found between self-resilience and oral health promotion lifestyle. Mother's education, past oral health behavior, self-efficacy, and self-resilience affected oral health promotion lifestyle, with the explanatory power of 32.3%. Since self-efficacy and self-resilience are correlated with oral health promotion lifestyle, it is necessary to develop a plan for activating oral health education with the objective of improving the combination of these factors.

• Journal of Convergence for Information Technology
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• v.11 no.10
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• pp.215-222
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• 2021

The purpose of this study was to analyze the factors affecting the awareness of temporomandibular disorders in high school students and to provide basic data for the development of easy-to-access program to help the management of temporomandibular disorders. For data collection, convenience sampling was performed among academic high school students in Daejeon and North Jeolla Province to complete a self-administered questionnaire from December 1 to 30, 2019. The statistical analysis was conducted by t-test, one-way ANOVA, and Pearson correlation. Stepwise multiple regression analysis was conducted. Oral parafunctional habits were positively correlated with trait anxiety and both of them were positively correlated with the perceived symptoms of temporomandibular disorders. The most influential factors on the awareness symptoms of temporomandibular disorders in high school students were oral parafunctional habits, health habits, and trait anxiety. It is necessary to make positive communication and intervention, which meets high school age, in coping well with anxiety and managing oral parafunctional habits and apply an oral health promotion program that involves socio-psychological efforts to prevent them.