• Korean Medical Education Review
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• v.20 no.3
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• pp.164-172
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• 2018

The aim of this study is to determine whether the 65 competencies, defined in "the role of Korean doctor, 2014", are suitable for basic medical education phase in Korea. It seeks to analyze the gap among the educational reality and expectation, assessment situation of the competencies above. We also try to define issues of the development, application and assessment phases of competency-based medical education (CBME) at individual medical schools. We designed survey tools based on the Miller's assessment pyramid (knowledge, explanation, demonstration, and performance) for each of the 65 competencies. The survey distributed to 41 medical schools in April 2015 and 38 replies were received (92.7%). Competencies that matched both the educational reality and expectation were numbers 1 (patient care), 33 (social accountability), and 49 (professionalism). However, all the other competencies ranked lower in current status than that of desirable level. 54 out of 65 competencies (83.07%) remained at the knowledge and explanation level when each competence were assessed. In the development, application, and assessment phases of CBME, common issues that medical schools commonly noted were difficulty linking competencies to curriculum preparation and student assessment, the lack of faculty's understanding, difficulty to reach consensus among faculties, and absence of teaching and learning methods and assessment tools that fits CBME. For the successful settle down of CBME, there is a need for efforts to develop the model of graduate outcomes, to share information and experience, and to operate faculty development program by the medical education communities.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.270-285
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• 2017

This study is about the solution to solve the problem - aging of fisheries worker and exodus of young adult from fisheries. We tried to find out internal improvements which are necessary for overcoming issues. After that, research about inducements and institutional improvements to drive internal improvements has done. and Current policies of Korea for securing workforce in fisheries were examined especially for Gyeongsangnam-do by literature investigation and survey The main purpose of this study is, problems of policy in order to secure Fisheries managers, identify practical obstacle and the activities and management activities performance of training education. and it is to provide evidence to policy improvement. To achieve the purpose of this study, conducted studies are as below. This study is to investigate the educational performance of Fisheries managers and its impact on their business performance using SEM and SEM-Moderate-effect. In terms of the amount of impact on business performance, the level of educational achievement and management activity outcomes had the most impact followed by excellence of educational condition and programs distinction. Therefore, in order to inspire the motivation for learning and communicate the importance of such education to Fisheries communities, there is a need to introduce a variety of methods, professional facilities. The purpose of this research is to define the problems of the Fisheries Census of Korea and to make better policies for improvement. In order to complete the purpose, the research team has firstly conducted a survey in the six regions to reinvestigate the yes or no for accuracy of the primary data related to the Fisheries Census. Moreover, the team has defined the problems of the Fisheries Census through conducting a survey for the experts and users of the fisheries statistics. Also, the team has derived the short/long term improvement of Fisheries Census through out this survey.

• The Journal of Korean Academic Society of Nursing Education
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• v.6 no.2
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• pp.303-326
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• 2000

Only one hundred years of history in nursing education in Korea is not enough to develop the subject fully as a science. However, the development of Korean nursing education is a great historical event, because Korean nursing education has been accepted by a male-oriented Korean society and has led to a new paradigm in the new millenium. These results are largely due to the Korean people's high enthusiasm for education, as well as Korean women's diligence. I think these 100 years of history can be divided into five periods: (1) the Sunlight period (1900-1911) (2) the New born period (1912-1945) (3) the Settle-down period (1946-1960) (4) the Marked Growth period (1961-1980) (5) the Jumping Period (1981-2000) These classifications are characterized by changes in the educational system, a changed nursing curriculum, educational goals, educational outcomes, and implications. The characteristics of historical development of Korean nursing education was evaluated in three dimensions: structures, contents, and outcome. The structure of Korean nursing education consists of a 3-year program and a 4-year program. Most nursing leaders in Korea hope that these two programs will converge into one system. Secondly, the contents of nursing education in Korea underwent very active changes, according to historical development. These changes in the nursing curriculum have been developed to provide a professional education and develop nursing education as a modern science. Lastly, as to the results of nursing education in Korea, the education was needed to turn out advanced specialists in nursing. In the new millenium, knowledge and information will be the driving forces behind social development. A nation's level of development and creativity in nursing education is the most potent determinant of the future of Korean nursing. The best way to prepare for future challenges will be to create the backbone of a nursing education system. Hence, well-educated nurses in graduate programs should be turned into advanced specialists in nursing. These groups will upgrade the image of Korean nurses, and will have strong influence to improve patient care and the health situation in Korea.

• Journal of Engineering Education Research
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• v.22 no.6
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• pp.12-20
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• 2019

The purpose of this study is to development of a teaching-learning model for active learning in engineering education. For this, the adequacy between educational objectives and active learning activities is verified and furthermore an "active learning teaching-learning model" is suggested. This suggested teaching-learning model is expected to supplement weakness of traditional lecture-type teaching-learning activity. Based on the literature review, first, the representative activities of active learning were derived. there are twenty active learning activities, which compose of five of individual learning activity, five of pair-learning activity and five of group-learning activity, and five of alternative- learning activity. In addition, a survey on adequacy between designed active learning activities and learning outcomes were conducted to ten educational experts. Lawshe's content validity calculation method was applied to analyze the validity of this study. Second, five teaching-learning principles, such as thinking, interaction, expression, reflection, and evaluation were derived to develop an "active learning teaching-learning model" which supplements lecture-type classes and then the "TIERA teaching-learning model" which consists of five stages was designed. Finally, based on the survey on educational experts, adequate active learning activities were proposed to apply in each stage of the "TIERA teaching-learning model" and as a result the TIERA model's active learning activities were developed. The result of this study shows that some activities of active learning are appropriate to induce high cognitive learning skills from the learners even in traditional lecture-type classrooms and therefore this study suggests meaningful direction to new paradigm of teaching-learning for engineering education. This study also suggests that instructors of engineering education can turn their traditional teaching-learning activities into dynamic learning activities by utilizing "active learning teaching-learning model".

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.107-122
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• 2016

The purpose of this study is to review the literatures on the evolutionary perspective on education and to draw the educational implications for science education. This study addresses on several topics as follows: our common misunderstandings about the evolutionary perspective on education; children's inherent knowledge and abilities, their learning about the evolutionarily novel knowledge and abilities in school, their difficulties in academic learning, and the instructional strategies to cope with the difficulties; and the implications for science education from the evolutionary perspective. The evolutionary perspective on education has provided new insights how culturally important information is transmitted across generations in the past hunting-gathering societies and the modern societies, and how children's inherent motivational and behavioral dispositions affect their academic learning. In addition, the new perspective on education can be used to generate empirical hypotheses about children's science learning, and with the further research, could lead to useful implications and ultimately improve educational outcomes.

• Journal of Practical Engineering Education
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• v.10 no.1
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• pp.49-56
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• 2018

Various types of SW education are being operated by universities for non-major undergraduates. And most of them focus on educating computational thinking. Following this computing education, there is a need for an educational method that implements and evaluates creative computing outcomes for each student. In this paper, we propose a method to realize SW education based on creative computing artifacts. To do this, we propose an educational method for students to implement digital logic circuit devices creatively and design SW algorithms that implement the functions of their devices. The proposed training method teaches a simple LED logic circuit using an Arduino board as an example. Students creatively design and implement two pairs of two input logic circuit devices, and design algorithms that represent patterns of implemented devices in various forms. And they design the functional extension and extended algorithm using the input device. By applying the proposed method, non-major students can gain the concept and necessity of algorithm design through creative computing artifacts.

• Journal of Engineering Education Research
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• v.24 no.2
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• pp.68-75
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• 2021

ABEEK recommends convergent engineering projects to nurture creative problem-solving ability for 1st year engineering students through 'Creative Engineering Design' course. However, 1st year engineering students, who have not yet studied core subjects in engineering, have difficulties understanding and coping with the challenges posed by the engineering-related projects. For this reason, the educational objectives of this course are usually frustrating to achieve by the instructor. In this paper, by using the problem-solving process and skills of critico(-creative) thinking, we prepare guidelines for creative engineering design education that allow 1st-year students to effectively participate in engineering projects without a complete understanding of the design process which is to be studied. Also, we present a case study that applies the guidelines to an on-going creative engineering design course and discusses the outcomes by showing student-generated works. The results showed that the intuitive content and everyday expression of critico(-creative) thinking education enabled the instructor to effectively guide their students through the requirements of engineering projects without relying on advanced engineering design methods, and that the application of these guidelines also helped improve students' communication skills, including presentation. We show that the guidelines for creative engineering design education utilizing the problem-solving process and skills of critico(-creative) thinking is not only contributing to achieving the educational objectives of the creative engineering design course but can also be an educational paradigm that incorporates critico(-creative) thinking education into engineering education.

• The Journal of Korean Society for School & Community Health Education
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• v.22 no.1
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• pp.37-53
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• 2021

Background and objectives: Human papillomavirus (HPV) is the most common sexually transmitted infection globally and is responsible for multiple clinical outcomes, including genital warts and cervical, anal, and oropharyngeal cancers. Despite the well established burden of HPV on both men and women, vaccine uptake among men is critically low in Korea. A preliminary step to combat this issue is to target parents of male adolescents. In the present study, we aimed to assess any change observed in parents' HPV knowledge and attitudes towards male HPV and subsequent willingness to vaccinate their sons following an HPV educational intervention. Methods: On November 14, 2020, a one-time HPV educational session was conducted and parents (n=136) completed self-administered pre-/post-test questionnaires that included previously validated survey items. Paired t-tests were used to evaluate change in HPV-related knowledge, attitudes and intent for HPV vaccination. Results: Following the intervention, participants reported increased scores in HPV and vaccine related knowledge by approximately 4 and 1.5 points, respectively (p<.001). Parents scored higher on perceived benefits of the vaccine, perceived social influence on vaccination decision and perceived severity of diseases caused by HPV infections, whereas lower scores were observed for perceived harm of the vaccine, and difficulties communicating with their sons about sex and HPV vaccination. Following the intervention, those without the intent to vaccinate their sons significantly decreased and those who intended to vaccinate their sons though not in the next six months significantly increased (χ2=33.045, p<.001) Conclusion: Our educational intervention resulted in an increase in HPV-related knowledge with a positive impact on parents' attitudes toward male HPV vaccination. We expect that this study can serve as a pivotal reference to promote the unexplored issue of HPV vaccination among male adolescents in Korea.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.571-580
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• 2023

With the advent of the Fourth Industrial Revolution, there is an increasing demand for interdisciplinary studies in the realm of university education. Accordingly, this study sought to explore learners' perceived expectation factors for a modular curriculum, one of the primary strategies for curriculum revision in interdisciplinary departments, by applying the Expectation Theory. Learners' perceptions were measured pre and post during the second semester of 2022. The results confirmed that among the expectation factors, the selection factor significantly decreased after the course compared to before. Changes in the understanding and perceived difficulty level of tool utilization within the course may have influenced these results. The significance of this study lies in providing direction for curriculum revisions in interdisciplinary departments by analyzing learners' perceptions of the modular curriculum. Specifically, curriculum design should focus on reducing difficulties and cognitive burdens associated with educational tool utilization. Furthermore, considering that students' prior experience and understanding of educational tools can impact educational outcomes, it is crucial to factor these elements when designing a modular curriculum.

• Korean Medical Education Review
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• v.25 no.3
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• pp.258-272
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• 2023

This study investigated the current status and educational needs of global health education (GHE) at medical schools in Korea. Among the 40 medical schools nationwide, 32 schools that agreed to participate in the study collected data through a survey in 2022, and the results were examined by frequency analysis and content analysis. In total, 87.5% of medical schools included global health-related graduation outcomes. In the curriculum, global health lessons within courses were present at 71.9% of medical schools. Regarding extracurricular activities, 66.7% and 63.0% of medical schools offered overseas clerkships and overseas volunteer work, respectively. Although there were not many medical schools with a global health-related educational environment, 96.9% of schools agreed with the necessity of GHE in medical education. The prevailing opinion was that it was appropriate to continuously cover GHE as lessons within courses throughout all years of the program in medical education. The main opinions regarding the improvement of GHE related to curriculum development, personnel expansion, and awareness improvement at medical schools. These findings are expected to serve as a basis for identifying the current status of GHE at Korean medical schools and specifying future directions of GHE.