• Health Policy and Management
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• v.28 no.1
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• pp.23-34
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• 2018

Background: This study aims to conduct curriculum analysis on health management schools focusing on relationship with licence and certification in Republic of Korea. Methods: Possible employment field, licence and certification as well as curriculum were collected from the home page of 30 health management schools. The subjects and credits of curriculum were analyzed using descriptive statistics. Main subjects by areas were drew using categorization and ranking within qualitative methods. Comparative analysis was conducted for checking relationship between main subject and possible employment field, licence and certification. Results: First, major employment fields after graduation were public health officer, general hospital and clinic, and National Health Insurance Service. Possible licence and certificate were hospital administrator, medical recorder, health education specialist, and medical insurance specialist. Second, total graduate credits were 133.9 including 79.0 for major education, 30.5 for of general education, and 30.5 for elective courses. Third, main subjects were reviewed by areas including basic medicine, health management, hospital business & management, medical records & information, insurance billing & assessment, healthcare marketing & tourism, and health education. There were highest number of subjects on health education area among 8 categories. By subjects, many health management schools open health law, medical terminology, introduction to public health, and biostatistics. Relationship between main subjects and possible employment field, licence and certification in health management schools was strong. Conclusion: It is necessary to review curriculum and for improving educational quality in health management schools. Also, development of curriculum standards for courses in health administration and introduction of accreditation system can be considered.

• Korean Medical Education Review
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• v.11 no.2
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• pp.15-24
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• 2009

Medical Students' competencies depend on the medical school curriculum. Basic medical education, in particular, is an important starting point for further medical competency development. We aimed to identify the most important areas of reform in the basic medical education curriculum of Yonsei Medical School. To accomplish this, we sought case studies of different medical schools and discussion points for quality improvement methods. A qualitative comparison method saturated through the systematic discussions on the emerging thematic approaches to determine the current directions in medical school curriculum reform. The discussions, which involved 7 experts, spanned 8 months and were based on a literature review, with focus on the 7 selected case studies. From the discussions, we concluded that in order to improve basic medical education curriculum, the following measures need to be carried out. First, an outcome-based curriculum is to be designed. The expected outcome is to be deliberately and succinctly defined and should be expressed as teaching and learning objectives. Second, the core subjects and elective subjects are to be classified on the basis of the aim, content, and passage level of the subjects. Hence, the core curriculum must be treated as a standard part of medical knowledge, and the elective curriculum must be richer and more in-depth. Third, universities should institutionalize regular evaluation of their departments. Appropriate and just evaluations should be made, and feedback given to the school's administrative department. Fourth, the departmental and administrative management of the basic medical education curriculum should be harmonized with each other. Finally, teaching and learning resources are to be increased and diversified and made available to professors and students for basic medical education.

• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.144-154
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• 2010

This study was conducted among elementary pre-service teachers who participated in creative story writing exercises related to science. It aimed at analyzing their perceptions, based on their own experiences in the story writing exercises, about story writing as a pedagogic method, to discover the implications on science education. First, creative story writing exercises were carried out over a period of eight weeks by 114 elementary pre-service teachers at a college of education, all of whom were non-science majors taking a course on earth science as a liberal arts elective. Afterward, an open-ended survey was conducted among them to discover their attitudes and opinions, both as students and as teachers-to-be. The majority of the subjects expressed a positive opinion about creative story writing as a pedagogic tool, stating that they would apply it in their future teaching by telling stories they wrote or having students write their own compositions. Pre-service teachers conclude a creative writing improves students' studying, leads interest and motivation. In addition, it linked with daily life and other school subjects. Creative story writing, when used at colleges of education, has didactic value as an empirical exercise for pre-service teachers who are not majoring in science.

• Korean Medical Education Review
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• v.26 no.1
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• pp.36-40
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• 2024

Chonnam National University Medical School has designed and implemented two career planning programs: a three-phase curriculum-based program and a longitudinal non-curricular program over the course of 6 academic years. The three phases of the curriculum-based career planning program are self-assessment, career exploration, and field experience. The non-curricular career counseling program operates through a faculty advisor system, with each faculty member guiding a group of students from each academic year, and students in each year forming a mentor-mentee relationship. The non-curricular career exploration program consists of a student research support program, an international practice program in basic and clinical medicine, and a specialty exploration fair. A survey conducted among 38 graduates (54.3%) working as interns at Chonnam National University Hospital revealed that graduates preferred autonomous elective subjects within the curriculum-based program. They also responded positively to the faculty advisor system, through which they maintained close relationships. A focus group interview with three interns indicated that subjects providing direct experience in fields of interest and courses that students could choose freely were helpful in career decisions. Through follow-up research, it is necessary to design and operate a systematic career planning program based on an analysis of the needs of graduates taking part in a residency training program after selecting a medical specialty.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.1-21
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• 2019

The purpose of this study is to develop a 'Healthy Couple Relationship' curriculum(plan) for high school home economics based on backward design. In this study, the content elements of 'Healthy Couple Relationship' were extracted through literature analysis, and the need for contents of 'Healthy Couple Relationship' was surveyed in 197 families of home economics teachers and 154 high school students. Based on this, the 'Healthy Couple Relationship' curriculum(plan) of high school home economics curriculum was developed as the backward design, and it was verified by the expert group. The results are as follows: First, when measured on a 5-point Likert scale, the mean scores of the need for content elements of 'Healthy Couple Relationship' was 4.39 for teachers, and 4.02 for students, respectively. The content elements of 'understanding dating violence' was 4.70 for teachers and 4.19 for students. Second, the developed 'Healthy Couple Relationship' curriculum consists of two templates, one for each unit, including curriculum goals, unit composition and unit goals, 8 learning subjects and content elements, evaluation plans including 24 lesson plans. In this study, it is meaningful to propose a "Healthy Couple Relationship" curriculum as an elective course in high school home economics curriculum in preparation for the high school credit system, and to lay the foundations for opening elective courses.

• The Journal of Korean Physical Therapy
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• v.10 no.1
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• pp.241-251
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• 1998

This research has been studied proper physical therapy curriculum to produce 21 century physical therapist according to the change of the times by industrialization and specialization. The curriculums of 13 colleges and 5 universities was analysed. The curriculum analysis was made up the comparision and the analysis by a liberal arts point the teaching profession point a major point a clinical practice paint the rates of total opening subjects. The analyzing results were as follows: 1. A point of the credits a liberal elective subject is the small number 2. To deeping of major by spreading major foundation 3. Lack of the time for the clinical practice education.

• The Journal of Korean Association of Computer Education
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• v.23 no.2
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• pp.13-20
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• 2020

The interest in artificial intelligence is due to an increase in influence on companies, organizations, daily lives and society. The purpose of this study is to analyze the key elements in the teaching subjects of artificial intelligence-related subjects of Korean universities based on the intelligent system area of Computer Science 2013 in terms of human resources development. According to the analysis, there are five out of nine universities that run the required courses. Based on the 12 detailed knowledge domains of intelligent systems, the compulsory subjects of universities are distributed in the field of basic search theory, basic knowledge expression and reasoning, and inference based on uncertainty. The elective courses of each university covered topics in five to eight areas of the total knowledge area of the intelligent system, with 69.9 percent of universities with the highest average ratio of areas involving the subject of teaching subjects and 46.3 percent of universities with the lowest. This study has implications for the fact that prior to entering an artificial intelligence graduate school, we were able to grasp the level of knowledge about artificial intelligence at the undergraduate level.

• Journal of the Korean Society for Library and Information Science
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• v.10
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• pp.71-120
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• 1983

In this study, a model curriculum for the Library and Information Science programs in Junior Colleges is presented by comparing those curricula of the Republic of Korea, the United States of America, England and Japan. In Korea, 80 credits are required for graduate of Junior College and 60 credits of that total credits are for major courses. At Toshokan Danki Daikagu in Japan, 73 credits are opened for the Department of Library Science and 87 credits for the Department of Library and Information Science respectively. In the United States of America, 30 credits for major courses out of 90 total credits are opened at Lansing Community College and 24 credits for major courses out of 60-64 credits at Mesa Community College distinctively. On the basis of the various analyses, the following principles are applied in designning the model curriculum; (1) Possibly 3 credits per subject are assigned, (2) Major credits for graduate are 60-64 credits including possible optional subjects, (3) 20 percents of those 60-64 credits shall be applied for electives, so that 72-78 credits are assigned for major, (4) In order to combine theory and practice, and to select practice areas as required major, the ratio between required and elective must be adjusted, (5) In order to avoid duplication of subject, adequate individuality must be provided, (6) The Information Science areas must be dealt with in Library Science since computer systems are being rapidly adopted in libraries and the education for resources of materials and foreign languages are also important for successful fulfillment of mediator's roles between materials and users. Therefore the following model curriculum is suggested; 31 credits in 11 subjects for required major, 46 credits in 18 subjects for electives in major, total 77 credits for 29 subjects are established, and it includes such areas as material organization, foreign languages, resources of materials, library management, information science, fundamental studies, services and practice.

• Journal of the Korean Society for Library and Information Science
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• v.18
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• pp.213-276
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• 1990

To revise and develop a 'Model' Curriculum for training the middle standing professionals equipped with professional technology and theories at the spot of the library, such process were executed as research on bibliographic material and literature, utilization of examination of various questionnaires, interviews with middle standing librarians at the spot of the library, a review on the operational state of the Professor's Association of Library Science of Junior Colleges, some consultation with the Research & Deliberation Committee on Curriculums, etc., and to review the present department of library science at the two-year course's short-term colleges or institutes in foreign countries, Germany which is thought to be similar to our nation's situations and its level of economy and Singapore which is considered to be a newly emerging nation were looked into typically. In particular, since studies on the curriculums of the Library Science Dept. of colleges had already preceded, thereby the framework of the 'Model' curriculum was already achieved, however to review how well such framework is applied to the spot of education and give some improvement on that, some unrelistic findings of different subjects in consideration with reality, while comparing those curriculum schedules of each Library Science Dept. with the 'Model' curriculum schedule, were supplemented or revised to be fit to reality. For some supplementing or revising proposals on the pre studied 'Model' curriculum, some tentative plans which focussed on each field respectively and some tentative plans which focussed on cultural subjects, required major subjects and elective subjects were suggested in duality to be referred to. On such a process of forming a harmony of educational theories and practice, it was planned to revise and develop curriculum in a sense emphasizing on practical exercise, and tried not to neglect on each of the fields of the curriculum centered on the areas of materials organization, linguistics, information resource, information science, library organization, & administration, etc. The study on curriculums should be performed flexible to be applied to the accelerating transition of sciences, and be good examples in instruction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.7
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• pp.4139-4147
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• 2014

The aim of this study was to review the characteristics of teacher education curriculum and reform tendency between China and Korea. This study used literature analysis of various studies, catalogs, documents of education universities in China and Korea. The results were as follows. Some common features in the teacher education curriculum were observed, such as the purposes of education, constituent area of the curriculum, and subjects, such as pedagogy and practice teaching. Other differences included that China requires more credits for graduation than Korea, but the elective subjects are assigned fewer credits. In both countries, it is necessary to increase the relevant subjects (pedagogy, practice teaching) for the specialty of a preliminary teacher and establish a permanent system for the curriculum needs of students. In terms of reform tendency, both countries should change the training concept and teacher education philosophy, mainly on enhancing quality-oriented education, emphasizing the students' sustainable self development ability, as well as attaching importance to concept of lifelong education. These results are expected to be helpful in improving the teacher education curriculum in China and Korea.