• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.12
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• pp.5633-5638
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• 2011

Kim(2011) showed that the team-based teaching method which is focusing on the individual job assignment solves the backlash effects of peer-evaluation method and suggested that it should be studied if the job assignment teaching method does not worsen the learning outcomes[1]. To analyse the learning outcomes of the job assignment teaching method is the purpose of this paper. This paper evaluates the improvement of the learning outcomes which are resulted from a variance of education style that each member of project team was given his specific task. Firstly, all the students evaluate a learning satisfaction and quality of outcomes by themselves. Secondly, an instructor and some professionals evaluate all the outputs. The results showed that the learning outcomes evaluated by students and instructors are improved significantly. The suggested method in this paper, which focuses on the job assignment of team project, could improve the learning outcomes of team project in engineering education.

• 대한예방의학회:학술대회논문집
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• 2005.10a
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• pp.369-369
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• 2005

• Journal of Engineering Education Research
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• v.13 no.4
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• pp.87-92
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• 2010

It is strongly desirable to continuously study the program outcomes that are one of the requirements of engineering accreditation. In this paper, the results of program outcome evaluation obtained by using four tools - exit written exams, essay tests, capstone design, and an official English test - were compared to those of program outcome evaluation obtained by a course-embedded assessment method. The former evaluation was carried out for 15 students who graduated in February 2010 by using the four evaluation tools, while the latter was performed by using a course offered in the Spring and Fall semesters in 2009. Two evaluation results revealed no large difference in almost all 12 program outcomes, which indicates that course-embedded assessment would be one of the practical and effective program outcome evaluation tools.

• Proceedings of the Korean Institute Of Construction Engineering and Management
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• 2007.11a
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• pp.209-212
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• 2007

Project managers' leadership in construction projects significantly influence project performance and outcomes. However, due to its conceptual and quantitative nature, leadership is a subject which is difficult to be evaluated or measured despite of the benefits of its measurement. The objective is this paper to apply the LBDQ technique in evaluating project managers' leadership and discuss outcomes through a pilot test.

• Korean Medical Education Review
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• v.17 no.1
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• pp.33-38
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• 2015

During the education reform in 2009, the Catholic University of Korea College of Medicine (CUMC) adopted body systems as the basis for structuring basic medical education. After running the new program for 5 years, we need to evaluate the program by comparing it with nationwide standards. This study was designed to evaluate the coverage of our basic medical education program by comparing it with the assessment items of the medical licensing examination for physicians in the Republic of Korea. We built a relational database populated with 3,017 learning outcomes from all the courses on basic medical education. We tagged each learning outcome according to 2 criteria: 206 physician encounters and 9 outcome domains. A majority of the learning outcomes were in the domains of 'knowledge' and 'critical thinking'. In addition, we repeated the categorization process with 584 assessment items of the medical licensing examination in the Republic of Korea and compared them with the categorization results of the learning outcomes. Among the 206 physician encounters, we found that outcomes on family violence and sexual violence were missing in the learning outcomes of CUMC. Eighty-two physician encounters were associated with more than one outcome domain, and 96 physician encounters were covered in more than one course. Twenty-one physician encounters were repeated in 5 or more courses and 34 physician encounters had outcomes categorized into 3 or more domains. Thus, we showed that the 2-way categorization could be applied to the comparison and evaluation of two different education formats.

• Journal of Fisheries and Marine Sciences Education
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• v.18 no.3
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• pp.314-328
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• 2006

The purpose of this study is to establish a conceptual model of the course evaluations. in University. This paper has examined the course evaluations according to the levels, purposes, objects, and methods of them. And this paper has been classified for a conceptual model of the course evaluation. As the result of this analysis, four dimensions of course evaluation have been found. First, formative and summative evaluation have been found. The purposes of formative evaluation were improving quality of courses and collecting information for improvement of curriculum. The purposes of summative evaluation were offering informations on faculty staffing and improving of learning outcomes. Second, the levels of course evaluation were classified into university-level, professor-level, and student-level. Third, the objects of course evaluation were classified into analysis, design, development, implementation, and evaluation. Forth, the methods of course evaluation were classified into questionnaire, observation, interview, and content analysis. As a result of this analysis, 120 types of course evaluations have been found.

• Journal of Engineering Education Research
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• v.18 no.5
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• pp.51-58
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• 2015

This research was conducted to assess the effects of an engineering education accreditation program devised by the University of Seoul on higher education outcomes by comparing and analyzing the evaluation results of engineering accredited students (31) and those who are not accredited (47) with the OECD AHELO (Assessment of Higher Education Learning Outcomes) in 2013. The AHELO assessment tool consisted of 25 multiple-choice questions which evaluated generic skill-learning outcomes, also using contextual surveys to establish the students' backgrounds. The results were evaluated statistically. In the results from the multiple-choice exam for generic skill learning outcomes, accredited students scored 1.35 points higher than non-accredited students. Secondly, according to the contextual survey related to students' university education experience, such as lectures, seminars, group projects, and online tutoring, it was found that accredited students were provided more activities in seminars and group projects. Moreover, for class activities, more of these were provided to accredited students, especially in the areas of assortment-structuralization and teamwork-based activities. Thirdly, according to the contextual survey results related to participation in class, specifically regarding asking questions and participating in discussions, interacting with the professor, and opportunities for study time, there were no recognizable differences between accredited and non-accredited students, However, while accredited students at least had opportunities to gain experience in most areas, there were some areas for which education resources were not provided to non-accredited students. Therefore, for the University of Seoul, our results imply that accredited students may show better performance in the areas of academic accomplishment and in their educational environment as compared to non-accredited students. These results demonstrate that the engineering education accreditation program positively contributes to employment competitiveness while also improving the necessary global standards of higher education outcomes.

• Archives of Plastic Surgery
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• v.41 no.3
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• pp.264-270
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• 2014

Background The technique of delayed-immediate breast reconstruction includes immediate insertion of a tissue expander, post-mastectomy radiation, followed by reconstruction. The aesthetic benefits of delayed-immediate reconstruction compared to delayed reconstruction are postulated but remain unproven. The purpose of this study was to compare aesthetic outcomes in patients following delayed and delayed-immediate autologous breast reconstruction. Methods A retrospective analysis was performed of all patients who underwent delayed or delayed-immediate autologous breast reconstruction by the senior author from 2005 to 2011. Postoperative photographs were used to evaluate aesthetic outcomes: skin quality, scar formation, superior pole contour, inferior pole contour, and overall aesthetic outcome. Ten non-biased reviewers assessed outcomes using a 5-point Likert scale. Fisher's Exact and Wilcoxon-Mann-Whitney tests were used for comparative analysis. Results Patient age and body mass index were similar between delayed (n=20) and delayed-immediate (n=20) cohorts (P>0.05). Skin and scar quality was rated significantly higher in the delayed-immediate cohort (3.74 vs. 3.05, P<0.001 and 3.41 vs. 2.79, P<0.001; respectively). Assessment of contour-related parameters, superior pole and inferior pole, found significantly improved outcomes in the delayed-immediate cohort (3.67 vs. 2.96, P<0.001 and 3.84 vs. 3.06, P<0.001; respectively). Delayed-immediate breast reconstruction had a significantly higher overall score compared to delayed breast reconstructions (3.84 vs. 2.94, P<0.001). Smoking and the time interval from radiation to reconstruction were found to affect aesthetic outcomes (P<0.05). Conclusions Preservation of native mastectomy skin may allow for improved skin/scar quality, breast contour, and overall aesthetic outcomes following a delayed-immediate reconstructive algorithm as compared to delayed breast reconstruction.

• Hip & pelvis
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• v.35 no.2
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• pp.122-132
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• 2023

Purpose: The dome technique is a technique used in performance of revision total hip arthroplasty (THA) involving intraoperative joining of two porous metal acetabular augments to fill a massive anterosuperior medial acetabular bone defect. While excellent outcomes were achieved using this surgical technique in a series of three cases, short-term results have not been reported. We hypothesized that excellent short-term clinical and patient reported outcomes could be achieved with use of the dome technique. Materials and Methods: A multicenter case series was conducted for evaluation of patients who underwent revision THA using the dome technique for management of Paprosky 3B anterosuperior medial acetabular bone loss from 2013-2019 with a minimum clinical follow-up period of two years. Twelve cases in 12 patients were identified. Baseline demographics, intraoperative variables, surgical outcomes, and patient reported outcomes were acquired. Results: The implant survivorship was 91% with component failure requiring re-revision in only one patient at a mean follow-up period of 36.2 months (range, 24-72 months). Three patients (25.0%) experienced complications, including re-revision for component failure, inter-prosthetic dual-mobility dissociation, and periprosthetic joint infection. Of seven patients who completed the HOOS, JR (hip disability and osteoarthritis outcome score, joint replacement) survey, five patients showed improvement. Conclusion: Excellent outcomes can be achieved using the dome technique for management of massive anterosuperior medial acetabular defects in revision THA with survivorship of 91% at a mean follow-up period of three years. Conduct of future studies will be required in order to evaluate mid- to long-term outcomes for this technique.

• Journal of Families and Better Life
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• v.23 no.1 s.73
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• pp.151-159
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• 2005

The purpose of this study is to develope, implement, evaluate of premarital education programs. Based on the need assessment and systemic, developmental, and feministic perspectives, this study developed several formats of premarital education programs such as the enrich program, book and internet site. The enrichment program was implemented for 13 couples, and revealed good evaluation of the general outcomes. Recommendations for future research and implementation of family life education were added.