• Journal of The Korea Institute of Healthcare Architecture
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• v.17 no.1
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• pp.41-50
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• 2011

This paper assesses the evidence of the built environments' impact on patients' and staff's well-being. It also introduces evidence-based design (EBD) and discusses barriers and solutions for promoting EBD. EBD is an informed approach to design by improving design decisions based on best available knowledge. Designers should provide psychologically and physically supportive environments to promote occupants' well-being. There is increasing evidence that a poorly designed environment elicits negative feelings and stress. Better design will lead to better outcomes especially when it applied to a vulnerable population such as patients, children, and the elderly. Due to high demands of promoting patients' health, healthcare providers and professional designers have been searching for evidence to create healing environments. EBD has been well received in healthcare facilities design and is expanding to other types of environmental design such as educational and commercial design. Design firms should consider EBD as a value-added component of design to meet current and future challenges. It is important for designers to realize that engaging in EBD is not a rejection of creativity, but a means by which to scrutinize their design projects. With critical literature reviews on healing environments, there is sufficient evidence that well-designed environments can promote patients' and medical staff's health outcomes.

• Korean Medical Education Review
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• v.21 no.1
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• pp.31-40
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• 2019

The Dr. LEE Jong-wook-Seoul Project (DLSP) in the Lao People's Democratic Republic (PDR) is a long-term development cooperation initiative aimed at upgrading the medical education capacity at the University of Health Sciences (UHS) in the Lao PDR. Under the project, eight faculty members from UHS were trained at the Seoul National University College of Medicine for a 12-month period during 2010-2011. Using a training-of-trainers model, we estimated the effect of DLSP on the learning outcomes of students, which was measured using the standard test scores of the students. The questionnaire developed by the Medical Education Assessment Consortium in Korea was given to the students and both the percent-correct and standardized scores were examined. The evaluation strategy was to compare the learning outcomes of the students taught by the trainees with those that were not and to compare the medical topics taught by the trainees with other topics. It was found that the first group of trainees in the DLSP was associated with an increase of 1.5 in the percent-correct test scores for basic medicine. While the interpretation requires caution, it is consistent with the view that a training program for faculty members could be effective in improving the teaching capacity of medical schools in developing countries.

• Journal of Korean Academy of Nursing
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• v.49 no.1
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• pp.92-103
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• 2019

Purpose: This study aimed to compare the effects of simulation integrated with problem based learning (S-PBL) according to the sequences of problem-based learning (PBL) and high fidelity simulation training (HFS) on knowledge, clinical performance, clinical judgment, self-confidence, and satisfaction in fourth-grade nursing students. Methods: In this randomized crossover design study, four S-PBLs on medical-surgical nursing were applied alternatively to two randomly-assigned groups of 26 senior nursing students for 8 weeks. The collected data were analyzed using an independent t-test. Results: The method of administering PBL prior to HFS led to significantly higher scores on knowledge (t=2.28, p=.025) as compared to the method of administering HFS prior to PBL. However, the latter method led to significantly higher scores on clinical performance (t=-6.49, p<.001) and clinical judgment (t=-4.71, p<.001) as compared to the method of administering PBL prior to HFS. There were no differences in the effect of the two methods on self-confidence (t=1.53, p=.128) and satisfaction (t=1.28, p=.202). Conclusion: The integration sequences of S-PBL was associated with different learning outcomes. Therefore, when implementing S-PBL, it is necessary to consider the educational goal to executes an appropriate sequence of integration.

• International journal of advanced smart convergence
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• v.8 no.3
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• pp.138-144
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• 2019

Understanding teachers in the early childhood education is crucial as it can not only affect the quality of children's education but also cause many critical problems such as child abuse. A significant amount of research work has been made on the use of robots in childcare classrooms. The finding from the research has shown many advantages such as the improvement of learning performance, social/emotional skills, creativity, concentration period, physical and cognitive development. However, most of the study has been implemented at the K-12 classrooms but not much has been focused on the education at the early childhood classrooms. Importantly, it is very crucial to understand teachers' perception, demands and technical competence about the new teaching tool, in order to maximize its educational effect. This paper investigates some critical issues existing in both teaching and managing in the early childhood education. It will also explore teachers' perceptions and expectations on the use of robots to identify some dilemmas that exist in their working and teaching environment. A survey study was conducted with 119 early childhood educators in South Korea. It analyzed the educators' perception of using robots to improve their teaching performance and to make better outcomes for children, investigated job satisfaction and difficulties that they have in the current work environment. This paper concludes with several guidelines for integrating and setting robotics in the early childhood environment, in order to engender productive outcomes for the future early childhood education.

• Land and Housing Review
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• v.11 no.4
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• pp.1-13
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• 2020

This research explores the generational similarities and discrepancies of socio-demographic and housing statuses between young adult children leaving the parental home and their parents. Utilizing the 20th Korean Labour and Income Panel Study (KLIPS), this study identified a total of 609 households who have left their parent home from 1999 to 2017. Two-thirds of the adult children were married couples while the rest was singles. Children's educational level was higher, and their household size was smaller than their parents. Both generations were mainly headed by employed and married men. The vast majority of the adult children lived in the same area with their parents and lived as tenants in much smaller housing than their parents. On the contrary, most parents were homeowners of a large single-family home. The generational differences were clearly observed in housing tenure, housing structure, and housing size. Although leaving parents' home is part of a transition to adulthoods (depending on the stability of the labor market and the affordability in the housing market), that process was largely triggered by the employment status that can lead to economic independence rather than their marital status. Both housing and job opportunities are important factors to determine independent life.

• Clinics in Shoulder and Elbow
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• v.24 no.4
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• pp.239-244
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• 2021

Background: Radial neck fracture in children is rare. This study attempted to evaluate the outcome of surgically treated patients and any associated complications. Methods: This study evaluated 23 children under 15 years of age with radial neck fracture who were treated with open reduction between 2006 and 2016 to determine their range of motion, postoperative complications, and radiographic outcomes. The results were assessed clinically using the Mayo clinic elbow performance score. Results: The mean follow-up duration for patients was 34.6 months. The average postoperative angulation was 3.6°. Hypoesthesia was reported in only 9% of patients, and none of the patients complained of postoperative pain. The postoperative X-ray results were excellent in 60% and good in 40%. No radiographic complications were identified. The elbow score was excellent in 87% and good in 13% (mean score, 96.74). There was a statistical relationship between range of motion limitations and age, degree of fracture, initial displacement, and surgical pin removal time. Conclusions: Although most patients accept the closed reduction method as a primary treatment, the present study suggests that an open-reduction approach has been associated with optimal therapeutic outcomes for patients in whom closed reduction was not satisfactory or indicated.

• Educational Technology International
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• v.13 no.1
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• pp.145-173
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• 2012

The purpose of this study is to develop collaboration scripts as an instructional means to facilitate argumentation in computer-supported collaborative learning, and to analyze their effects. To develop collaboration scripts for argumentation, researchers used activity theory as a conceptual framework and refined the design principles by design-based research. Using LAMS, collaboration scripts for argumentation were developed based on the ArgueGraph. To examine their effects, 72 participants were divided into two groups by internal scripts and randomly allocated to one of three external scripts. Applying mixed methods, researchers analyzed argumentation competence related to the cognitive aspect, examined self-efficacy related to the motivational aspect, and identified the factors influencing collaborative learning processes and outcomes. Researchers found that the internal script is a critical factor to determine the dimensions, degrees, and duration of improvement in argumentation competence. That is, learners with higher internal scripts improved highly in the quality of single arguments, while learners with lower internal scripts improved continuously in the quality of argumentation sequences. The effects of the external scripts varied with the internal script levels and supporting periods. Besides, collaboration scripts for argumentation had positive effects on learners' self-efficacy, and learners with higher internal scripts had better self-efficacy. The factors influencing collaborative learning processes and outcomes showed different results depending on the learning context. Therefore, when scripting learner's interaction in CSCL, researchers should design the scripts adaptable to a natural context of activities.

• Educational Technology International
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• v.25 no.1
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• pp.129-159
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• 2024

The purpose of this study was to examine changes in students' awareness of online classes in university education over the three years from 2020 to 2022 during the COVID-19 pandemic. To achieve this, various aspects of online classes, including self-directed learning, interaction (between instructors and learners, and among learners), evaluation of the learning process and outcomes, and the learning environment and control of learning, were analyzed for changes from 2020 to 2022. The study included 534 university students enrolled in University A who participated in online classes in both 2020 and 2021. The results indicated that there was no significant difference in the awareness of self-directed learning, but significant differences were found in the awareness of interaction, evaluation of the learning process and outcomes, and the challenge related to learning environment and control of learning in online classes, which were higher in 2021 and 2022 than in 2020. Additionally, detailed changes in awareness of online classes showed significant differences in specific aspects of awareness in university online classes. In summary, students' awareness of online classes improved in 2021 and 2022 compared to 2020, as learners adapted to online classes due to the COVID-19 pandemic. Moreover, it was observed that difficulties in the challenge related to learning environment and control of learning were overcome in 2021. Based on these research findings, several implications for improving the design and operating strategies of effective online classes in future university education were proposed.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.225-234
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• 2022

There is an increasing number of competency-based major courses organized and operated to develop various competencies. Here, competencies include key competencies/major competencies in the evaluation of basic competency diagnosis in universities, Program Outcomes of engineering education certification, and NCS competency units. The Ministry of Education's evaluation of basic university competency requires all major courses to be organized and operated to improve the major competency of the department, and major courses in the department that operates engineering education certification should be linked to Program Outcomes. Various types of competency-based major courses should be educated to improve related competencies, and educational performance should be measured by selecting a competency evaluation method that allows students to check the level of achievement in consideration of both the process and results of performance. Therefore, this paper examines the types of competency evaluation used to measure educational performance in major subjects related to competency, proposes an evaluation method that synthesizes and measures various types of competencies at the subject level, and presents examples of applying them to major subjects.

• Journal of Engineering Education Research
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• v.18 no.1
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• pp.61-73
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• 2015

The purpose of this study is to suggest some direction to support learning of students in college of engineering. It results from the assumption that engineering education accreditation should come with assessment of the educational process. To analyze the learning process, this study analyzed 5 categories - involvement in and out of instruction, faculty-student interaction, teaching-learning outcomes, and the system of student support. The Research method was questionnaire, and T-test and hierarchical linear model were used. The major findings are as follows. Major-level of satisfaction in teaching-learning and optional-level of satisfaction in teaching-learning are good. But the degree of self-directed learning activities and student-faculty interaction is low, and writing attitude and learning outcomes are not good. Student-faculty interaction, high-order thinking activities and active involvement have a good influence on learning outcomes. So this study suggests to enhance active involvement in instruction, high-order thinking activities, writing skills, and interaction with faculty for the improvement of quality of higher education.