• 월간양계
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• 제50권7호
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• pp.192-195
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• 2018

• 월간양계
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• 제52권3호
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• pp.170-176
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• 2020

• 한국임상약학회지
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• 제33권3호
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• pp.202-209
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• 2023

Background: With the emergent transition of online learning during the COVID-19 pandemic, the need for online/offline blended learning that can effectively be utilized in a team-based learning (TBL) course has emerged. Methods: We used the online metaverse platforms, Gather and Zoom, along with face-to-face teaching methods in a team-based Introductory Pharmacy Practice Experience (IPPE) course and examined students' learning satisfaction and achievement, as well as their preferences to the learning platforms. A survey questionnaire was distributed to the students after the IPPE course completion. All data were analyzed using Excel and SPSS. Results: Students had high levels of course satisfaction (4.61±0.57 out of 5) and achievement of course learning objectives (4.49±0.70 out of 5), and these were positively correlated with self-directed learning ability. While students believed that the face-to-face platform was the most effective method for many of the class activities, they responded that Gather was the most effective platform for team presentations. The majority of students (64.3%) indicated that blended learning was the most preferred method for a TBL course. Conclusion: Students in a blended TBL IPPE course had high satisfaction and achievements with the use of various online/offline platforms, and indicated that blended learning was the most preferred learning method. In the post-COVID-19 era, it is important to utilize the blended learning approach in a TBL setting that effectively applies online/offline platforms according to the learning contents and activities to maximize students' learning satisfaction and achievement.

• 한국임상약학회지
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• 제25권2호
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• pp.68-73
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• 2015

With the changes in the pharmacy curriculum from a 4 year program to a 6 year program in 2009, a new subject called Pharmacy Practice Experience (PPE) has been launched into the curriculum. The purpose of introducing this subject is to increase the competency of new pharmacy graduates in providing quality healthcare to the community. This study has been done, via comparison among different pharmacy schools in Canada and Korea, to ensure that the competency of future Korean pharmacists can be increased with the introduction of this subject. In general, the Introductory Pharmacy Practice Experience (IPPE) in Korea consists of 60 hours while Canada consists of 320 hours (minimum). Furthermore, the Advanced Pharmacy Practice Experience (APPE) required in Korea is 1340 hours while Canada requires minimum of 960 hours. Specifically, comparing the Korean PPE curriculum to the PPE curriculums of University of Toronto (UT) and University of Waterloo (UW), UT and UW required a minimum of 75% and 89% direct clinical patient care experience respectively, either in hospital or community setting, compared to 45% in Korea; the remaining percentage in any of the universities can be fulfilled by taking other electives that may not require direct patient care experience. Observing these differences, it seems clear that the current PPE experience in Canada takes more of a patient focused approach than in Korea. Thus, with the recent movement in the Korean pharmacy community towards a more patient focused approach rather than a product focused approach, it would be beneficial to learn the differences between the PPE curriculums in Korea and Canada and apply any new understandings to the relatively newly introduced PPE program in Korea to further enhance the value of the new curriculum in helping to deliver quality patient care.

• 한국임상약학회지
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• 제24권4호
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• pp.304-310
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• 2014

Objective: The objective of this study was to evaluate the 6-year clinical pharmacy curriculum in Korea among 35 schools of pharmacy and to compare the pharmacy practice experience curriculum with the U.S. Methods: Data on the 6-year clinical pharmacy curriculum was collected and analyzed from 35 schools of pharmacy in Korea. Data were collected from each school's website, or through professors in clinical pharmacy or the administrative office, when not available online. Guidance for U.S. clinical pharmacy curriculum was referenced from the Accreditation Council for Pharmacy Education (ACPE) Accreditation Standards and Guidelines. Results: Pharmacotherapy was the only course that was offered in every school of pharmacy with average of $11.5{\pm}2.8$ credit hours offered. Only six subjects were offered in more than half of the schools. Average pharmacy practice experience credit hours in Korea were $1.8{\pm}0.6$, $7.8{\pm}1.5$, $4.9{\pm}1.2$, $3.5{\pm}1.1$, $11.8{\pm}1.2$ in introductory, hospital, community, pharmaceutical industry and administration, and intensified pharmacy practice experience, respectively. While the U.S. required introductory pharmacy practice experience (IPPE) to be conducted in the real pharmacy setting, the IPPE in Korea was conducted as an in-class simulation. The total required hours of IPPEs and APPEs were 1400 hours in Korea and 1740 (300+1440) hours in the U.S. Conclusion: Clinical pharmacy curriculum in Korea is offered through a variety of courses and the pharmacy practice experience curriculum has been adopted by every school of pharmacy. A guidance outlining the major required contents of clinical pharmacy curriculum could help standardize and advance the clinical pharmacy education in Korea.

• 한국임상약학회지
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• 제32권2호
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• pp.106-115
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• 2022

Background: The World Health Organization (WHO) has focused on the need for interprofessional education (IPE) to improve interprofessional collaboration competency and patient health outcomes. Accordingly, most European and North American medical colleges have established IPE for students. However, IPE learning activity in medical wards for the clinical experience of pharmacy students has not been fully reviewed in Korea. Therefore, this study aims to examine the current status of IPE learning activities in wards at tertiary and secondary hospitals in order to identify ways to improve the program. Methods: The official document of cooperation consists of six self-administered questions regarding IPE learning activities in wards. The preceptor's response in each hospital was evaluated. Results: Of the 22 hospitals, 9 tertiary hospitals and 12 secondary general hospitals responded. For the introductory pharmacy practice experience (IPPE), participating in intensive care (IC) was provided at one secondary general hospital (8.3%) and no tertiary hospital. Ward rounds with medical staff members were provided at two tertiary hospitals (22.2%) and one (8.3%) secondary general hospital. A major barrier to executing IPE was lack of rewards and incentives for the faculty and preceptors who participated in the program. Conclusion: In both tertiary hospitals and secondary general hospitals, pharmacy students have limited exposure to IPE learning activities in wards at hospital, and IPPE at most hospitals was carried out in pharmacy settings only. This study suggests that it is necessary for the hospitals to improve and support IPE learning activities in wards in order to improve learners' competency.

• Tuberculosis and Respiratory Diseases
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• 제44권4호
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• pp.889-898
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• 1997

연구배경 : 폐동맥 색전증은 여러 다양한 상황에서 발생할 수 있으며, 비특이적인 증상과 징후로 인하여 진단이 지연될 수 있으며, 이로 인하여 불행한 결과를 초래할 수 있고, 따라서 조기 진단과 적절한 치료가 필수적인 응급 질환이다. 폐관류주사는 이 질환의 진단에 유용한 검사법이며, 음성 결과는 이 질환을 배재시킬 수 있으나, 관류 결손이 언제나 배제시킬 수 있으나, 관류 결손이 언제나 폐동맥 색전증을 의미하는 것은 아니다. 따라서 폐관뷰주사검사의 해석에 있어 보다 유용한 정보를 얻기 위하여 폐관류주사상 폐동맥 색전증소견을 보이는 환자들에 대한 임상적 고찰의 필요성이 제기되었다. 방 법 : 1996년 1월 1일부터 1997년 7월 31일 사이에 서울대학교병원에 입원하여 임상적으로 폐동맥색전증이 의심되어 시행한 폐관류주사상 폐동맥 색전증의 소견을 보인 49예를 대상으로 그들의 임상기록을 통한 후향적 조사를 시행하였다. 결 과 : 입원시 폐동맥 색전종이 의심되었던 환자군에서의 최초 임상 진단은 폐동맥 색전증, 심장 질환, 폐렴의 순이었으며, 입원 중 폐동맥 색전증의 발생이 의심되었던 환자군에서의 기저 질환은 약성 종양, 두강내 출혈, 패혈증, 전신성 홍반성 낭창 등의 순이었다. 유발 인자로는 수술, 악성 종양, 부동화, 결합조직 질환, 심장 질환, 고령(>70세), 임신 및 골반내 질환, 신장 질환 등의 순이었다. HPPE가 40예(26.8%), IPPE가 21예(14.1%), LPPE가 88예 (59.1%) 였고, 이 중 치료를 시행한 경우는 HPPE가 34예(85%), IPPE가 9예(42.9%)였으며, LPPE소견을 보인 환자 중 치료를 시행한 경우는 없었다. 치료로는 heparin과 warfarin을 선택한 경우가 39예(79.7%)로 대부분을 차지하였고, 색전 제거술 2예(4.1%), 혈전 용해제와 IVC filter가 각 1예 (2.0%)씩이었으며, 우강내 출혈(3예), 대량 출혈 (2예), 증상의 소실(1예) 등을 이유로 치료를 시행하지 않은 경우가 6예(12.2%)였다. 추적 관찰은 34예(69.4%)에서 가능하였고, 이 중 재발은 5예(10.2% )에서 발생하였으며, 3예에서는 항응고제의 조기 중단에 의한 것이었고, 2예는 유발 인자의 재발에 의한 것이었다. 조사 대상 중 사망은 16예(32.6%)였으나, 이 중 폐동맥 색전증과 관련된 사망은 1예(2.04%)로 진단 후 혈전 용해제 투여 직전에 사망하였다. 결론 : 폐동맥 색전증 환자의 예후 개선을 위하여 증상 발생부터 진단까지의 소요 기간의 단축, 즉 이 질환에 대한 의심이 필요하리라 사료된다.

• 한국원자력학회:학술대회논문집
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• 한국원자력학회 1998년도 춘계학술발표회논문집(2)
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• pp.285-290
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• 1998

KALIMER 고속로의 기본 핵연료인 U-l0Zr 핵연료봉의 노내 성능시험을 위해, 러시아의 BR-10 연구용 고속원자로에서 핵연료노내조사 Program이 1997년부터 수행되고 있다. 1 차년도에는 핵연료 시편의 설계 및 제조와 금속합금 핵연료의 균질도, 밀도, 열전도도 등의 노외 특성 시험이 수행되었다. U-l0Zr 핵연료심은 Arc 용해로 제조되었는데, 합금의 구성 원소들은 비교적 균일하게 분포되었다. 핵연료 시편은 2 개가 제작되었는데, BR-10 원자로에서 각각 연소도 1.08 % 및 2.15 %까지 연소된 후, 조사 후 검사가 수행될 것이다. 금속핵연료는 대개 낮은 연소도에서 급격한 변화틀 보이기 때문에, 본 핵연료 노내조사시험 Program의 결과는 금속핵연료봉의 성능해석 모델 개발에 활용될 수 있을 것이다.

• 한국임상약학회지
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• 제24권2호
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• pp.90-97
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• 2014

Learning portfolio is a collection of evidence that learning has taken place. It has gained its reputation as a useful assessment tool in the education of health professionals. The purpose of this study is to describe the pharmacy students' experiences and perceptions upon the introduction of a learning portfolio into the Introductory Pharmacy Practice Experience course. Methods: Fifty five students from one pharmacy school who used a learning portfolio to document their progress in the IPPE course participated in 16-item questionnaire exploring opinions and experiences of learning portfolio preparation, assessment, and personal and professional development and reflection. Results: Most students agree that a learning portfolio is a valuable tool in promoting self-directed and reflective learning. However most of them (46/55) also feel developing a portfolio is time-consuming, and when compared to their effort, an appropriate reward has not been given. Conclusion: To make the use of learning portfolios successful students should receive clear guidelines on their purpose, content and structure. Also the assessment criteria should be provided before the introduction of learning portfolio and their effort in developing learning portfolio should be rewarded.

• KSBB Journal
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• 제11권2호
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• pp.159-164
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• 1996

폐식용유와 알코올의 에스테르화 반응에 의한 바이오 디젤유 제조 실험을 하였다. 실험 조건은 폐식용유 대 얄코올의 흔합 몰비0:3, 1:5, 1:7), 촉매 의 양(0.5, 1.0, 1.5wt.% , 촉매종류(sodium meth-oxide, NaOH, KOH), 반응온도(30, 45, $50^{\circ}C$), 알코올 종류(메탄올, 에탄올, 부탄올) 등이다. 폐식용유 대 알코올 혼합 몰비가 증가하면 할수록 전환율 은 증가하였고, sodium methoxide, NaOH, KOH 촉매 종류의 영향은 크지 않았다. 반응 온도(30, 45, $50^{\circ}C$), 의 영향에서 반응 온도가 증가할수록 전환율은 증가하였고, 메탄융,에탄융,부탄올 중 메탄올 사용시 전환율이 가장 높았다. 에스테르반응 후 경 유와 물성을 비교하여 보면 점도가 다소 높게 나타 났으나,전체적무로 폐식용유의 물성이 개선되어 연료로서의 사용성이 개선되었다.