• The Journal of Korean Medicine
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• v.37 no.1
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• pp.101-113
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• 2016

Objectives: The purpose of this study was to develop a competency model for the Korean medicine doctors and find application plans for the future education in Korean medicine. Methods: Based on literature review, we drafted a competency model framework for modeling and defined competencies using generic model overlay method. Also we conducted a FGI with 20 extension specialists in Korean medicine to validate competency model. Results: Findings are 5 domains and 15 competencies. 5 domains have optimal patient care, reasonable communication skill, professionalism enhancement, performing social accountability, and efficient clinical management. 3 competencies are included in 5 domains each. With this model, 4 ways of application plans are shown to apply for the future competency-based education in Korean medicine. Conclusion: Developed 2016 competency model for the Korean medicine doctors can be a first huge step to innovate education in Korean medicine toward competency-based educational system.

• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.303-310
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• 2018

The purpose of this study was to analyze future student competency based elementary Korean language classes to examine how they can be combined with current classes based on achievement criterion. Focus Group Interviews (FGI) were conducted with elementary teachers to find current lesson plans and design strategies, and to analyze their perception of future student competency proposed by Ministry of Education. After competency based lesson design was combined with regular class and implemented, teachers were finally interviewed for feedback of the classes. This study found problem issues such as conception of core competencies, gap between student achievement and competency accomplishment, student evaluation system as well as administrative support for execution. This study concluded that teacher training and systematic support should be enforced to ensure teachers competencies before demanding strategically.

• Journal of Engineering Education Research
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• v.24 no.2
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• pp.12-19
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• 2021

Recently, the need of the future education in youth and univesity is rapidly increasing according to 4th industrial revolution. However, the maker and design education as a kind of youth and university future education has the following problems: it is implemented as an interesting convergence education including software education, it is managed by integrating youth and university competencies, it is composed in the form of blended class of consilient subject and nonsubject, it requires considering satisfaction in competency measurement and management, it is connected with entering school and getting job. To solve these problems, a case study on competency-based maker and design education using marine robot, which is based on the process-based learing method, integrated competency of youth and university, blended-type curriculum in terms of online and offline, is executed. To verify the competency-based maker and design education, the satisfaction survey in subject and nonsubject is performed. Study results show the example of the marine robot-based maker and design education and the need for additional study.

• Journal of the Korea Convergence Society
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• v.11 no.6
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• pp.349-357
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• 2020

This study explored the theoretical basis of the teaching competency of university professors in the future society represented by the Fourth Industrial Revolution through literature analysis and the researcher's council. To this end, this study first derived the implications for cultivating of teaching competency of university professors according to the social needs of future social universities. Next, according to the social needs of future social universities, the teaching competency required for university professors was presented. Finally, based on this theoretical argument, the concept of teaching competency of professors in the future society was defined and its sub-elements were presented. As a result of this study, the teaching competency frame of professors in the future society was proposed with 8 capabilities in 3 areas including 2 ability to respond to change, 2 ability to promote innovation, and 4 ability to instruct. Through the theoretical basis proposed in this study, it is hoped that the university professors' teaching competency development plan will be established to prepare for the instability of the uncertain future in the era of the fourth industrial revolution. In addition, it is expected that innovation and change strategies of each university will be established, and class innovation strategies will be established to meet the needs of students.

• Journal of the Korean Society of School Health
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• v.25 no.1
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• pp.1-13
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• 2012

Purpose: This study was intended to identify the competency model for korean health teachers. In order to enhance job effectiveness and talent development of health teachers in schools, this study would provide policy makers and school administrators with a competency model to be used as a valid and reliable tool for selection, development, and appraisal of health teachers. Methods: This study used three-round Delphi technique, which was a series of surveys to obtain a consensus of experts in school health and health education. 31 experts were finally involved in Delphi panel, which consisted of professors, administrators, and school teachers. Results: This study found that the competency model of health teachers was composed of fourteen competencies and 75 performance indicators. The fourteen competencies were as follows: consulting and teaching competency, students understanding competency, health problem solving competency, health assessment competency, relationship building competency, information management competency, curriculum management competency, teaching activity competency, writing competency, professional expertise competency, health business management competency, self control competency, school commitment competency, and achievement orientation competency. Conclusion: Based on the results of this study, policy makers and school administrators would be able to use the competency model as a tool of new health teachers selection, existing health teachers appraisal, and new and existing teachers training and education. Future research needs to classify the levels of each performance indicator as a kind of behavior indices.

• Journal of Engineering Education Research
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• v.23 no.4
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• pp.3-13
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• 2020

The purpose of this study is to analyze the differences in the perception and education requirements between industry and engineering students on engineering convergence competency, and to suggest implications for fostering engineers suitable to industry demand and direction of focus improvement in the current engineering education field. To this end, 73 industrial representatives and 104 engineering students are surveyed the engineering convergence competency and educational needs. The results of this analysis are as follows: first, the difference in engineering convergence competency by background variable was significantly different in gender of engineering students. Second, it is found that there is a significant difference between the current level and the required level of engineering convergence competency from an industry perspective. In the IPA results, it shows that new knowledge generation and future-oriented vision skills are urgently needed to be improved. And it is showed that the creative thinking, knowledge utilization, communication, and cooperation capabilities skills need to be maintained continuously. Third, as a result of the analysis of the differences in recognition of the current competency levels between industry and engineering students, there is statistically significant differences in systemic thinking, communication and cooperation, understanding of other academic fields, humanities, and future-oriented perspectives. Therefore, it is necessary to specific plans and efforts to reduce this perception gap should be prepared at the university.

• Journal of the Korea Convergence Society
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• v.11 no.2
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• pp.331-339
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• 2020

The purpose of this study was to develop and validate future teacher competencies diagnosis tools required for pre-service teachers. In this study, the hypothesis model was established by hierarchizing basic competency and job competency in three dimensions such as knowledge, practice, and personality as teachers' competencies required in future society. Based on this hypothesis model, 54 preliminary questions were developed, and competencies diagnosis test was conducted for 237 pre-service teachers in J area, Korea. The results of this study are as follows: First, as a result of this study, a total of 53 questions were extracted, including 18 questions with 6 factors in the knowledge dimension, 17 questions with 6 factors in the practice dimension, and 18 questions with 6 factors in the personality dimension. Second, the goodness-of-fit of future teacher competencies diagnosis model required was verified, and convergence and discriminant validity were verified. The results of this study were discussed. Finally, the implications and suggestions for further research were presented.

• Journal of the Health Care and Life Science
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• v.10 no.1
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• pp.69-80
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• 2022

The purpose of this study is to advanced and develop a core competency diagnosis tool that junior college students must have in order to implement competency-oriented education to nurture talents required by the future society, and to verify its validity and reliability. To this end, the existing diagnostic tools were analyzed and preliminary questions were derived through analysis of prior research, collecting opinions of members, FGI, and expert advice. A total of 46 items were derived, which were verified as content validity. Afterwards, a preliminary survey was conducted targeting 380 applicants among current students. To verify the validity of the construct, an exploratory factor analysis was performed using AMOS 18.0. As a result, 30 final questions composed of 6 core competencies were derived. The core competency diagnosis tool is expected to be actively used as a future-oriented competency education execution, evaluation, and quality management tool by diagnosing the competencies of current students.

• Journal of Christian Education in Korea
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• v.74
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• pp.135-157
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• 2023

Competency means 'the ability to do something', and competency-based education means 'the process of education based on the concept of competency'. Competency-based education is generally implemented in general education. However, competency-based education has not yet been actively conducted in the field of Christian education. In particular, it has not been established academically on what competencies Christian alternative schools provide in common. Most of the previous studies related to competency-based education in Christian education are related to competency-based education conducted by Christian universities. Research related to competency in Christian alternative schools is mainly related to the professionalism of teachers or the ideology of Christian alternative schools. In other words, there are few specific studies on what kind of competency they provide to students attending Christian alternative schools. Therefore, this study aims to understand the reality of competency-based education conducted by Christian alternative schools using Delphi analysis techniques. Through this study, four goals and 20 competency elements of competency education pursued by Christian alternative schools were found. By categorizing the goals and elements of competency education, it can be divided into relationships with God, relationships with oneself, and relationships with others and the world. In conclusion, it was suggested that Christian alternative schools should provide education that pursues the universal purpose of Christian education based on specificity and reflect the goals and elements of competency education in the curriculum.

• The Korean Journal of Emergency Medical Services
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• v.27 no.2
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• pp.41-50
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• 2023

Purpose: This study aimed to identify research trends related to the job competency of paramedics and paramedic students in Korea. It also presents further research directions. Methods: Papers from three databases (RISS, KISS, and DBpia) were reviewed. The keywords were 'paramedi^* and competency,' 'paramedi^* and job competency,' 'paramedi^* and student and competency,' and 'paramedi^* and student and job competency.' No limit was imposed on the research period. Four researchers conducted the inclusion and exclusion processes. Differences in opinion were resolved through sufficient discussion. Results: Twelve studies were selected for review, of which 11 were descriptive survey research studies and 1 was quasi-experimental. Eight studies aimed to determine the current level of competency, and three aimed to identify competency. The remaining study was designed for the development of and application in competency-related programs. The subject of most studies was competency during disasters. Conclusion: Based on these results, future research on paramedic job competency should include a wider variety of methods and subjects.