• Korean Medical Education Review
• /
• v.15 no.1
• /
• pp.39-45
• /
• 2013

The recent medical education paradigm shift from teacher-centered to student-centered education, has led to a concentration on students' performance and competency. This means that a physician should be able to provide adequate health care in any real medical treatment situation. In order to reflect such a paradigm shift, The Catholic University of Korea School of Medicine launched a new curriculum in 2009 that emphasizes students' performance and competency-based education, known as "outcome-based education." In outcome-based education, the educational process is determined by the desired outcome, signifying the detailed competency that a graduating student should have. Thus, in outcome-based education, we should first determine the competency that results from adequate training and education, followed by specific teaching and learning strategies, methods, and assessment. This paper reviews how The Catholic University School of Medicine developed its new curriculum according to the development steps of outcome-based education.

• Korean Medical Education Review
• /
• v.15 no.3
• /
• pp.144-150
• /
• 2013

Before Outcome-based curriculum reform, medical graduate school and medical schools of korea need to understand limit or threshold of outcome-based education's point of view. This article examines the multi-dimensional concept of competence suggested by Stoof and colleagues and discusses about implication for outcomebased education in medical education of Korea. Because Stoof and colleagues's five dimensions of competence reveal various concepts and educational methods of competence. Therefore, It is possible to use to identify the strengths and weaknesses of outcome-based education of Korea as a reference standard. Five dimensions of competence suggested by Stoof and colleagues is consist of 'personal vs. task characteristics,' 'individual vs. distributed competence,' 'specific vs. general competence,' 'levels of competence vs. competence as a level,' and 'teachable vs. non-teachable.' Implication for outcome-based education in medical education of Korea is, first, that It should recognize to outcome-based education as a one of educational models approaching to competence. Second, discussion about competence should be expanded from pre-medical education to graduated medical education and continuing medical education.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.7
• /
• pp.4537-4548
• /
• 2015

The purpose of this study is to analyze the structural of adult learners' lifelong education consciousness, participation motivation, learning outcome. The subjects were 319 adult learners who participated in the courses of the lifelong learning in 5 districts of Daejeon. The research results are as follows. First, adult learners' consciousness of lifelong education had positive effects on their learning outcome. Second, adult learners' consciousness of lifelong education had positive effects on their participation motivation. Third, participation motivation had positive effects on their learning outcome. Forth, participation motivation had mediating effect between consciousness of lifelong education and learning outcome. Consciousness of lifelong education and participation motivation were verified as factors that affect learning outcome directly. These results can be used to change the consciousness of lifelong education, and to participation motivation potential learners to participate in lifelong learning. Finally this process will improve their learning outcome. The study is meaningful to provide possibility to enlarge participation opportunities for lifelong learning.

• Korean Medical Education Review
• /
• v.11 no.1
• /
• pp.3-9
• /
• 2009

Outcome based education, a competence based approach at the cutting edge of curriculum development, offers a powerful and appealing way of reforming and managing medical education. The emphasis is on the product that is to say what sort of doctor will be producted rather than on the educational process. In outcome based education, the outcomes are clearly and unambiguously specified such as Tyler's curriculum design. The design of outcome based curriculum plans in the opposite direction, starting with the good doctor and working backwards. Outcome based curriculum offers many advantages as a way of achieving this. It emphasises relevance in the curriculum and accountability and can provide a clear and unambiguous framework for curriculum planning which has an intuitive appeal. It encourages the faculty and student to share responsibility for learning and it can guide the assessment.

• Culinary science and hospitality research
• /
• v.20 no.5
• /
• pp.76-83
• /
• 2014

This article examines the effects of education service quality of culinary education facility on the learning outcome. For this, items for figuring out the relation between education service quality and the learning outcomes has been deducted through IPA regarding education service quality. Further, the factors of education service, which is for verifying the effects of relevant experiences (culinary certificate) have been examined according to advanced studies. Self administered questionnaires have been prepared by 231 samples in total and the collected data have been analyzed through frequency, factor, reliability and regression analyzing methods by using SPSS 18.0. The results from paired t-test performed on the importance and performance of culinary education service quality indicate that expertise, level of knowledge, education method of instructor and additional convenience facilities (locker and lounge etc) are the most important factors respectively. The results from IPA analysis show that the quadrant 1 includes knowledge level, education method, kindness of instructor. The quadrant 2 contains awareness of instructor while the third one includes culinary facility, tool structure and convenience facility. In addition the quadrant 4 includes hygiene of learning place. According to the results from hypothesis test, education service quality affects learning outcome and the experience (certificate) of learner from culinary education facility results in difference in education service quality and awareness of learning outcome therefore the hypothesis is partially verified.

• Korean Medical Education Review
• /
• v.15 no.1
• /
• pp.9-18
• /
• 2013

An outcome-based curriculum is perceived to be one alternative educational approach in medical education. Nonetheless, it is difficult for curriculum developers to convert from traditional curriculum to an outcome-based curriculum because research documenting its development process is rare. Therefore, this study aims to introduce the development process and method of outcome-based curriculum. For the purpose of this study, we used diverse data analyses, such as an existing literature search, development model analysis, and case analysis. We identified five phases from the analysis. First, the curriculum developers analyze the physician's job or a high performer in a medical situation. Second, curriculum developers extract outcomes and competencies through developing a curriculum, affinity diagraming, and critical incident interviews. Third, curriculum developers determine the proficiency levels of each outcome and competency evaluation methods. Fourth, curriculum developers conduct curriculum mapping with outcomes and competencies. Fifth, curriculum developers develop an educational system. Also, it is important to develop an assessment system for the curriculum implementation in the process of developing the outcome-based curriculum. An outcome-based curriculum influences all the people concerned with education in a medical school including the professors, students, and administrative staff members. Therefore, curriculum developers should consider not only performance assessment tools for the students but also assessment indicators for checking curriculum implementation and managing curriculum quality.

• Korean Medical Education Review
• /
• v.15 no.3
• /
• pp.112-119
• /
• 2013

Most medical colleges in Korea have been shifting from traditional education to outcome-based education, which is the general trend in medical education. The purpose of this study was to make some suggestions in light of the reality and challenges of student assessment in medical education from the perspective of outcome- based education. First, those who are responsible for student assessment should be diversified to include faculty, residents, students, and evaluation committee members. They need separate roles in educational evaluation, so evaluation competencies are required for them. Second, various methods for evaluation and score interpretation can be used for effective evaluation. We can adopt diagnostic, formative, and summative evaluation functionally, and the norm-referenced, criterion-referenced, growth-referenced, and ability-referenced evaluation based on criteria for score interpretation. Finally, various evaluation domains and test forms can be administered together in the common lectures in the medical school. We can test not only knowledge but also skills and attitudes, with diverse test forms such as supply and performance types.

• The Journal of the Korean dental association
• /
• v.57 no.8
• /
• pp.437-447
• /
• 2019

Purpose: In recent years, efforts to improve the dental curriculum in South Korea have focused on a shift to outcome-based dental education based on core competencies in dentistry. So far, the field has seen various studies on the development of competencies, performance evaluation, and the importance of outcome-based education, but few studies have documented the development of such an education model. Therefore, this study develops an OBE curriculum for dentistry education and describes the development procedures and then finally this study intends to share our experience to other dental schools. Methods: This study introduces the development procedure and details of an outcome-based education model for dental education and presents the five stages of an outcome-based education model. In this study, 3 educational experts and 2 dental professor composed the TFT and developed the research method according to the ADDIE model. Step 1 is to conduct quantitative / qualitative research analysis through some survey and interview, Step 2 is to do a survey to revise competency, Step 3 is to develop a materials through consensus and participation of our professors of the dental school, Step 4 is to do some workshops, Step 5 is to prepare and conduct a outcome evaluation. Results: Step 1 is a required process for developing an educational model: the Job Analysis & Need Analysis stage. Step 2 is the Development of Outcome and Competency stage, which involves revising the competencies that are the basis of the curriculum. Step 3 is developing competency descriptions, competency levels, and evaluation criteria?the Development of Outcomes and Evaluation Standards. Step 4 is the Development of Milestones for Curriculum and Instructional Strategy, which examines the curriculum's problems and analyzes the improvements of each course. Step 5 is the Evaluating Outcomes stage, conducted based on the competencies specified by the target dental school. Conclustion: The model presented here can serve as a foundation for outcome-based education in other dental schools.

• The Journal of the Convergence on Culture Technology
• /
• v.5 no.2
• /
• pp.329-336
• /
• 2019

The study was to identify the factors affecting accomplishment of outcome-based education of nursing students. Study subjects were recruited 364 nursing students of junior and senior. We collected data using self-reported questionnaire of communication competence, critical thinking disposition, self-leadership, research competence and accomplishment of outcome-based education. accomplishment of outcome-based education showed statistical differences according to grade, understanding of outcome-based education, satisfaction of outcome-based education, and experience of clinical practicum. Accomplishment of outcome-based education was positively correlated with communication competence, critical thinking disposition, self-leadership and research competence. The influences of accomplishment of outcome-based education were satisfaction of outcome-based education (${\beta}=0.33$, p<0.001), self-leadership (${\beta}=0.21$, p<0.001), research competence (${\beta}=0.18$, p<0.001), critical thinking disposition (${\beta}=0.17$, p<0.003), communication competence (${\beta}=0.14$, p=0.006), and experience of clinical practicum (${\beta}=0.10$, p=0.023). These variables explained 38.1% of total valiance on the accomplishment of outcome-based education. It would need to develop and apply formal and non-formal educational courses for enhancing self-leadership, research competence, critical thinking disposition, and communication competence.

• The Journal of the Korea Contents Association
• /
• v.15 no.6
• /
• pp.597-605
• /
• 2015

The present study investigated how culture and art education participants' outcome evaluation predicts the satisfaction of the education by performing the secondary analysis of the Korea Arts and Culture Education Service's (KACES) survey data. Exploratory factor analysis identified three dimensions(content, management, and resources) of education outcome evaluation, and the regression analysis revealed the factors of outcome evaluation influenced the education satisfaction positively. When the sample was grouped according to prior participation experience and companion [participated alone or with other person(s)], the regression analysis showed the differences of the influences between groups. On the basis of the findings, managerial implications for improvement of the culture and art education programs and suggestions for further studies were discussed.