• Korean Medical Education Review
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• v.10 no.2
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• pp.1-7
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• 2008

Purpose : The establishment of clinical skills centers(CSCs) to facilitate the teaching and assessment of clinical skills is one of the more recent developments occurring in medical schools worldwide. The aim of this study is to review experiences of CSCs in other medical schools and learn how to design a CSC in our school. Methods : This study was undertaken in two steps. In the first step, educational activities of CSCs in 6 medical schools were reviewed. In the second step, a search for articles of journals regarding clinical skills education in CSCs was conducted. Results : The review of CSCs programs reveals variations among centers in teaching and assessment activities. However there are increasing trends of utilizing CSCs in teaching and learning in CSCs. The delivery of clinical skills is expanded by an increasing use of simulated patients and realistic simulators. Through an audio/video technology, availability of more detailed monitoring and feedback. CSCs also provide greater opportunity for assessment of communications skills, physical examination and practical procedures. Conclusions: CSCs contribute to the effectiveness in clinical teaching and assessment. Educational benefits of a CSC can be maximized by utilizing new delivery methods, implementing educational strategies and staff development programmes.

• Journal of the Korean Institute of Educational Facilities
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• v.11 no.5
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• pp.14-23
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• 2004

Building-integrated photovoltaic(BIPV) systems can operate as a multi-functional building components, which generates electricity and serves as part of building envelope. It can be regarded as a new architectural elements, adding to the building's aesthetics. Besides of these benefits, the application of PV systems into school buildings tends to play an important role in energy education to students. In this context, this study aims to analyse the applicability of PV systems into school buildings. For an existing school building, four types of BIPV designs were developed; rooftops, wall-attached, wall-mounted with angle, and sunshading device. Based on energy modeling of those BIPV systems, the whole 60.1kWp rated PV installation is expected to yield about 65.6MWh of electricity, that is about 50% more than the annual electricity consumption of the school, 44MWh. It was also found that the applicability of the PV systems into the school building was very high, and the rooftop systems with the optimized angle was the most efficient in energy production, followed by sunshading, wall-mounted with angle and wall-attached. It concludes that school buildings have a reasonable potential to apply PV systems in the aspects of building elements and electricity production.

• Journal of the Korean Institute of Educational Facilities
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• v.6 no.3
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• pp.36-46
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• 1999

This paper seeks to show the factors, such as area and building conditions, exterior spatial conditions, and educational equipment, which affect student learning and rest activities in the school facilities. It also develops the order for the factors related to the activities. It collected available data at Shangyoung and Bongsoa Middle Schools in Chunan Chungnam, Korea. Using a t-test and multiple regression analyses, it found the factors affecting activities in different schools. It found that the facility and equipment conditions of the two schools are different. It also found that the planning objectives such as the adaptability of the facilities and equipment, information technology of the equipment, student supervision, and convenience of use of the facilities, in order, are important for planning for new buildings in urban area. And the planning objectives such as the adaptability of the facilities and equipment, the safety of the building, the convenience of use of the facilities, aesthetics, information technology of the equipment, the degree of health benefits are important in order to plan for the renovation of school buildings in urban areas. Thus, it asserts that, considering the planning objectivies developed above, a planner can construct planning objectives for new constuction or renovation of school buildings.

• Proceedings of the KIEE Conference
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• 1999.07g
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• pp.3242-3245
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• 1999

The current educational software usually has limitations of accessing and mutual communication. Networking Technology can overcome these limitations. Using Internet, students can access the educational resources easily and learning process can be monitored. In this study a virtual experiment program is developed for students to practice the basic electronic experiment, which is a fundamental subject in electronic department curriculum. Students can understand the basic theory and rules easily by simulated experimental process. Almost the same result is obtained as in real experiment because this program is made to simulate the real experiment. The virtual experiment site can be accessed easily by Internet and an experiment is performed based on individual basis without restriction of location and time. This program can be used as fully the real experiment substitution or supplementary educational materials. In both case, it provides many benefits in education.

• International conference on construction engineering and project management
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• 2015.10a
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• pp.454-458
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• 2015

A number of practices for sharing knowledge has been recommended in the literature. These practices, however, are considered to be applicable, universally. This assumption is challenged by this paper which empirically explores the relationship between national culture and knowledge sharing practices in the context of procuring educational buildings in Saudi Arabia. The paper reports on a research study with the aim to identify whether national culture dimensions could be significant variables that impact upon staff preferences in relation to project knowledge sharing practices. The paper critically reviews the literature to identify appropriate measures for knowledge sharing practices. It explores the means by which public sectors professional exchange project knowledge; evaluates policies and level of technical support needed to facilitate knowledge sharing, then proceeds to how employees perceive the benefits they will gain by practicing project knowledge sharing, and their role in this process. The paper tests the relationships among the research constructs based on data collected from 115 project managers responsible for the procurement of educational buildings in Saudi Arabia. The paper provides empirical evidence that the national culture has a significant influence on staff preferences. In light of the research findings the paper concludes with practical recommendations for project knowledge sharing practices that are in line with staff preferences and their cultural orientation. The recommendations should facilitate a more effective application of knowledge sharing practices.

• The Journal of Sustainable Design and Educational Environment Research
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• v.23 no.2
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• pp.1-10
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• 2024

This study presents a model for educational planning based on user participatory design for the purposes of curriculum development and educational space innovation. It reviewed previous research and practices related to educational space innovation, educational planning processes, and user participation design and suggested a draft model. This model was applied in the renovation project of an elementary school, and the problems encountered during the application were reflected upon and used to improve the model. The final model comprises four phases. Phase 1 is an initial exploratory phase foruser participation, where educational planners and users form a shared perspective regarding the future of education. Phase 2 is a needs-analysis phase for the transition to future education, which focuses on setting the overall direction of the school-level curriculum. Phase 3 specifies the direction of future school curricula and identifies needs for educational spaces. Finally, Phase 4 focuses on the interaction between educational and space planners. Based on the above discussion, the study discussed the benefits and limitations of this educational planning model for school space innovation.

• Journal of Korean Academy of Nursing
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• v.28 no.3
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• pp.705-717
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• 1998

Ostomates have suffered from many difficulties due to their physical, psychosocial handicaps and changes of life style to include ostoma management that influences their daily and quality of life. An appropriate nursing education for ostoma management is very important. Practical educational materials needs revision because those were developed by pharmaceutical companies and hospital institutions. The purpose of this study is to provide more practical and reasonable education materials for ostomates by doing analysis and survey of educational materials now being used. We surveyed 8 types of educational materials used in 23 university hospitals and medical centers in Seoul ; four of them were developed by department of nursing and the remainder by an Ostomy Company Data, collected from July 14, 1997 through July 31, 1997 were analyzed. The results are as follows ; 1. The analysis of education guide, on ostomate included 14 subcategories : introduction, structure and function of gastrointestinal tracts, definition of stoma, types of ostomy, definition of peristalsis, methods of defecation management, selection of instrument, resolution of problems and general situations following surgery, daily life, where to ask for help, explanations for terms, information about where to buy instrument, explanations for enterostomal therapist, a matter of consultation with doctor, etc. 2. Introduction contained specific contents on practical ostomate management that ostomates would experience through their lives. Ostomate education guides were developed 3 hospitals except one which missed this point. 3. Most ostomate education guides, except one hospital, helped ostomates to understand their physical structure changes with specific explanations on gastrointestinal tracts with figures. 4. Six institutions did not talk about the definition of peristalsis. 5. All institutions, except two, helped ostomates to understand types of ostomy with figures. 6. More detailed explanations on natural defecation are needed. The benefits and pitfalls of natural defecation should be more specified. 7 No psychosocial difficulties of ostomy management were addressed. 8. The efficiency of enema can be better understood through all explanations with figures. Some institutions did not mention items about definition, benefits, pitfalls of enema, sequency of enema, how to wash, cautions performing and enema, skin management, cleaning instrument after enema proper time to spend. 9. There were no detailed contents and what to do in case of not being able to do enema. 10. Only one educational material mentioned emotional aspects after the surgrey. 11. Most institutions explained subcategory of daily life but did not provide specific contents on the difficulties of physical, psychological, and sociocultural controls. 12. The subcategory of ureterostomy education guides included explanations on normal structure and function of urinary tracts, types of ureterostomy, how to manage skin, usage and types of instrument, commercial urostomy, how to manage instrument, daily life, introduced the general contents. However, more specific explanations were needed.

• Korean Journal of Community Nutrition
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• v.13 no.6
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• pp.818-828
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• 2008

This study was conducted to investigate actual conditions and needs on breastfeeding education for pregnant women in health centers for the development of a breastfeeding educational program. The questionnaires were mailed to 245 health centers and 148 (60.4%) questionnaires were returned. 91% of the health centers had breastfeeding education for pregnant women. 66% of them operated breastfeeding education as one part of other health programs. About 76% of supervisors and 64% of educators were the nurses. The teaching methods frequently used were lectures (30.5%), giving out booklets and leaflets (22.6%), demonstration and practice (21.5%), personal counseling (13.3%), and others. The teaching materials used were materials of outside speakers (39.7%), materials of development oneself (19.0%), materials of academic association or institute (14.8%), and others. The subjects which educators taught were the benefits of breastfeeding (16.7%), breastfeeding techniques (15.8%), caring for breasts before and after delivery (15.1%), nutritional management for lactating women (14.2%), coping strategies for the difficult situation of breastfeeding (13.3%), and others. Those were different from each other according to the educators' general characteristics. Success factors of education were increased motivation for breastfeeding (52.8%), practice (22.6%), professional's lecture (11.3%) and others. The failure factors of education were the ineffectiveness of the lecture method (69.2%), lack of education for supporters (15.4%) and lack of standardized education (15.4%). The most important barrier of education was the lack of a standardized breastfeeding educational programs (43.9%). The most effective teaching methods that educators thought were demonstration and practice (24.0%). The educators thought they need the tools and space for practice (28.2%), a standardized breastfeeding educational program (26.9%), and the human resources (24.4%) for effective education. Subjects that educators thought important for education were the breastfeeding techniques, benefits of breastfeeding, caring for breasts before and after delivery, nutritional management for lactating women, coping strategies for the difficult situation of breastfeeding, rooming system after delivery, ways to assess mother's milk quantity, introducing successful cases of breastfeeding in rank order. To promote the effectiveness of breastfeeding education, standardized breastfeeding educational programs, diverse teaching materials, space and tools, and human resources are needed.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.817-827
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• 2015

This study compared the characteristics and perceptions of science imaginary drawings done by scientifically-gifted and general elementary students. To do this, sixth graders (n=60) at three gifted science education institutes and sixth graders (n=51) at two elementary schools in Gyeonggi province were selected and administered the questionnaires. The analyses of the results indicated that the pictures of scientifically-gifted students included and integrated more academic fields and places than those of general students. The pictures of scientifically-gifted students were also more elaborate, but less painted. In addition, scientifically-gifted students perceived more positively the educational benefits of science imaginary drawing upon cognitive and affective aspects. However, there were no significant differences between scientifically-gifted students and general students in the understanding of science imaginary drawing, distribution of the pictures by times, perceptions on educational benefits of science imaginary drawing upon aesthetic aspects, and perceptions on difficulties in the processes of scientific imaginary drawing. A few scientifically-gifted students answered that science imaginary drawing was not more useful to them than to general students. Educational implications of these findings are discussed.

• Asian Pacific Journal of Cancer Prevention
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• v.14 no.1
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• pp.333-340
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• 2013

Background: The aim of the study was to identify the relationship between 'Health Belief Model Scale for Cervical Cancer and the Pap Smear Test' subscale scores and demographic/gyneco-obstetric characteristics. Materials and Methods: This cross-sectional study was conducted with 256 women. Data were obtained using the 'Demographic and Gyneco-Obstetric Identification Form' and the 'Health Belief Model Scale for Cervical Cancer and the Pap Smear Test. Results: The percentage of women who had heard about the Pap test was 77.7 whereas only 32.4% had actually undergone the test. Some 45.7% of the women stated that they did not know the reason for having a Pap test. Women who had obtained a Pap smear test had statistically significantly fewer perceived barriers than those who had never had (p<0.05). Scores with regard to the subscales including 'Benefits of Pap Smear Tests and Health Motivation', 'Perceived Seriousness of Cervical Cancer', 'Susceptibility to Cervical Cancer' and 'Cervical Cancer Health Motivation' did not differ with demographic/gyneco-obstetric characteristics such as womens' educational level, whether or not young age at first marriage, whether or not having family history of female cancer, and whether or not having had a Pap test (p>0.05). Conclusions: Increasing knowledge about benefits of Pap smear tests, increasing motivation to obtain Pap Smear Test and increasing perceived seriousness of cervical cancer could promote attendance at cervical cancer screening. Different strategies are needed for behavioural change. Implementation of educational programmes by nurses in a busy environment could result in a major clinical change, based on the findings of this study.