• Journal of Preventive Medicine and Public Health
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• v.42 no.6
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• pp.371-376
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• 2009

In this article, we reviewed the literature on risk assessment (RA) models with and without molecular genomic markers and the current utility of the markers in the pharmacogenetic field. Epidemiological risk assessment is applied using statistical models and equations established from current scientific knowledge of risk and disease. Several papers have reported that traditional RA tools have significant limitations in decision-making in management strategies for individuals as predictions of diseases and disease progression are inaccurate. Recently, the model added information on the genetic susceptibility factors that are expected to be most responsible for differences in individual risk. On the continuum of health care, from diagnosis to treatment, pharmacogenetics has been developed based on the accumulated knowledge of human genomic variation involving drug distribution and metabolism and the target of action, which has the potential to facilitate personalized medicine that can avoid therapeutic failure and serious side effects. There are many challenges for the applicability of genomic information in a clinical setting. Current uses of genetic markers for managing drug therapy and issues in the development of a valid biomarker in pharmacogenetics are discussed.

• Asian Oncology Nursing
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• v.10 no.2
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• pp.240-246
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• 2010

Purpose: Advancing genetic knowledge for oncology nurses is especially important in Korea because physicians have launched to incorporate genetic risk assessment and genetic testing into their practice. The purpose of this paper was to identify the effect of the first academic cancer genetic risk assessment and counseling course for Korean nurses. Methods: Thirty-five nurses were recruited and educated from June 8 to 14, 2006 in Seoul, Korea. Two measurement tools were used: 'knowledge about the hereditary breast and ovarian cancer (HBOC)' and 'knowledge about the cancer genetics'. Results: Students' score of knowledge about HBOC at pre-education was $12.22{\pm}2.23$ and after education, it increased to $13.62{\pm}1.76$. This change was statistically significant (t=-3.253, p=.003). The score of knowledge about cancer genetics at pre-education was $11.31{\pm}3.44$, and after education it has increased to $16.17{\pm}1.94$. It also was statistically significant (t=-6.92, p=.000). Conclusion: This program was effective to be a starting point for establishing genetic educational planning for the oncology nurses in Korea. This academically-based course is recognized as valuable by oncology nurses. With this new knowledge, nurses can begin to expand their role in delivering comprehensive cancer care services in Korea.

• Korean Journal of Clinical Pharmacy
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• v.32 no.4
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• pp.328-335
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• 2022

Background: Case-based learning (CBL) is becoming an important approach for improving interprofessional collaboration education. Previous studies have examined learners' satisfaction with interprofessional education (IPE) in medical institutions. However, there are few studies on the implementation of university-led CBL interventions and their direct effects on learning outcomes. The aim of this study was to evaluate the effectiveness of CBL interventions on changes in the participants' perception and knowledge acquisition ability. Methods: The CBL approach consisted of team-based case-based learning, self-directed learning, and post-feedback. It was conducted as a single course for pharmacy students in their 5th year in a university setting. Changes in the participants' perceptions and self-assessments of competence levels were evaluated using survey responses. The effect of the CBL intervention on knowledge acquisition ability was directly evaluated using the exam score. Results: The majority agreed or strongly agreed that team-based case-based learning, and self-directed learning helped them to improve their knowledge and skills to a higher level and to increase the self-assessment of competency level. The average score of knowledge acquisition ability (average score of 75.0, p=0.0098) was significantly higher in the CBL intervention group than the lecture-based learning intervention group (average score of 52.0). Conclusion: The participants positively perceived that CBL intervention helped them to effectively improve their knowledge and the self-assessment of competency level. It also enhanced knowledge acquisition ability. These data, based on the survey responses, suggest that it is necessary to implement CBL interventions in a university-led single professional education.

• Journal of the Korea Safety Management & Science
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• v.2 no.2
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• pp.1-10
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• 2000

This study deals with the application of knowledge engineering and a methodology for the assessment and measurement of reliability, availability, maintainability, and safety of industrial systems using fault-tree representation. A fuzzy methodology for fault-tree evaluation seems to be an alternative solution to overcome the drawbacks of the conventional approach (insufficient information concerning the relative frequence of hazard events). To improve the quality of results, the membership functions must be approximated based on heuristic considerations. The purpose of this study is to describe the knowledge engineering approach, directed to integrate the various sources of knowledge involved in a FTA.

• Journal of Educational Research in Mathematics
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• v.22 no.2
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• pp.277-292
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• 2012

Teacher's competence in student assessment can be developed by the successive experiences that they choose assessment methods, develop assessment instrument, administer the assessment, score and grade students' responses, analyze, interpret, use, and communicate assessment results, and reflect the whole assessment processes. In this study I educated pre-service teachers in order for them to improve their assessment competence. Mathematics pre-service teachers practiced and reflected the assessment processes. In the aspects of reflections, I analyzed their journals about the knowledge of assessment, the dual situation as a student and a teacher, and their assessment practices. These areas are proved to interact each other, contribute pre-service teachers' assessment competence and construct the elements of assessment competence. And I identified the development of pre-service teachers' assessment competence quantitatively by the teacher's assessment competence test.

• 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 Radiation Protection and Research
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• v.47 no.4
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• pp.181-194
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• 2022

Internal dosimetry is a discipline which brings together a set of knowledge, tools and procedures for calculating the dose received after incorporation of radionuclides into the body. Several steps are necessary to calculate the committed effective dose (CED) for workers or members of the public. Each step uses the best available knowledge in the field of radionuclide biokinetics, energy deposition in organs and tissues, the efficiency of radiation to cause a stochastic effect, or in the contributions of individual organs and tissues to overall detriment from radiation. In all these fields, knowledge is abundant and supported by many works initiated several decades ago. That makes the CED a very robust quantity, representing exposure for reference persons in reference situation of exposure and to be used for optimization and assessment of compliance with dose limits. However, the CED suffers from certain limitations, accepted by the International Commission on Radiological Protection (ICRP) for reasons of simplification. Some of its limitations deserve to be overcome and the ICRP is continuously working on this. Beyond the efforts to make the CED an even more reliable and precise tool, there is an increasing demand for personalized dosimetry, particularly in the medical field. To respond to this demand, currently available tools in dosimetry can be adjusted. However, this would require coupling these efforts with a better assessment of the individual risk, which would then have to consider the physiology of the persons concerned but also their lifestyle and medical history. Dosimetry and risk assessment are closely linked and can only be developed in parallel. This paper presents the state of the art of internal dosimetry knowledge and the limitations to be overcome both to make the CED more precise and to develop other dosimetric quantities, which would make it possible to better approximate the individual dose.

• Journal of the Korea Society of Computer and Information
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• v.28 no.11
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• pp.227-234
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• 2023

The evaluation of students' computational thinking begins with the evaluation of knowledge about the concepts and principles of computing. In this study, we analyzed the differences in teachers' perceptions depending on the description method of the bebras challenge questions to evaluate computer science knowledge. First, we classified the questions into two types depending on whether computer science terms were included or not. Also we made a computational thinking questionnaire with two types of questions and surveyed 72 major teachers. As a result, teachers expressed the opinion that the evaluation questions that revealed computer science terms were appropriate as evaluation questions for information subjects. They also perceived it as more helpful in assessing computational thinking and coding skills. Through the results of this study, we suggested that the way the questions are worded is important in the process of assessing students' understanding of computer science concepts and computational thinking skills.

• 유체기계공업학회:학술대회논문집
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• 2002.12a
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• pp.459-464
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• 2002

In this paper, the recent trends of conformity assessment activity which is carrying out at ISO is summarized. It is an increasing requirement of quality assurance systems that a company's engineers and technicians are able to demonstrate that they have the required level of knowledge and skill. This is particularly so since maintenance and Inspection activities are very operator dependent and those in authority have to place great reliance on the skill, experience, Judgement and integrity of the personnel involved.

• The Transactions of the Korean Institute of Electrical Engineers
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• v.43 no.2
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• pp.179-188
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• 1994

This paper deals with implementation of an expert system to obtain an optimal plan of load transfer for fault restoration with the capability of security monitoring and assessment in distribution systems. Based on the technique of load transfer tree analysis, the proposed expert system can afford to assist system operators in proposing an optimal plan of load transfer for fault restoration, In paticular, an application of the proposed ES to practical distribution systems yields an optimal load transfer plan which ensures system security by considering security assessment for contingency of feeders and main transformers in the knowledge based sense.