• Korean Medical Education Review
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• v.21 no.2
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• pp.125-126
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• 2019

• Korean Medical Education Review
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• v.17 no.3
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• pp.148-149
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• 2015

• The Journal of Korean Society for School & Community Health Education
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• v.13 no.3
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• pp.73-86
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• 2012

Objectives: This study was conducted to explore the effect of the sexuality education in elementary school in regard to students' knowledge, attitude, and role identity about sex. Methods: We classified students into experimental group and control group, and carries out the planned sexuality education to the experimental group. Study subjects were 200 students in one elementary school. Experimental group compromised of 50 boys and 50 girls, and control group so did. Self-administered questionnaire was used for preliminary investigation from 15th to 16th, October in 2009. The post investigation was carried out to the control group 5 weeks later, and to the experimental group for 5 weeks (total 10 hours, 2hours each a week) after the sexuality education from 23th of November to 25th of November, 2009. Results: Experimental group had significantly higher post-inspection scores of sex-related knowledge, attitude against sex, sex-related role identity (excluding leadership dominance, concession, cheerfulness gentleness and sympathy shyness) than pre-inspection scores. Conversely, control group had insignificantly higher post-inspection scores (excluding all scores of sex-related knowledge and scores of atttitude against sex including psychological development and pregnancy). Conclusions: Our study suggested that sexuality education in elementary school have an impact on forming knowledge, attitude, and role identity regarding the sex.

• The Korean Journal of Pain
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• v.25 no.1
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• pp.16-21
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• 2012

Background: The C-arm fluoroscope is known as the most important equipment in pain interventions. This study was conducted to investigate the completion rate of education on radiation safety, the knowledge of radiation exposure, the use of radiation protection, and so on. Methods: Unsigned questionnaires were collected from the 27 pain physicians who applied for the final test to become an expert in pain medicine in 2011. The survey was composed of 12 questions about the position of the hospital, the kind of hospital, the use of C-arm fluoroscopy, radiation safety education, knowledge of annual permissible radiation dose, use of radiation protection, and efforts to reduce radiation exposure. Results: In this study, although most respondents (93%) had used C-arm fluoroscopy, only 33% of the physicians completed radiation safety education. Even though nine (33%) had received education on radiation safety, none of the physicians knew the annual permissible radiation dose. In comparing the radiation safety education group and the no-education group, the rate of wearing radiation-protective glasses or goggles and the use of radiation badges or dosimeters were significantly higher in the education group. However, in the use of other protective equipment, knowledge of radiation safety, and efforts to reduce radiation exposure, there were no statistical differences between the two groups. Conclusions: The respondents knew very little about radiation safety and had low interest in their radiation exposure. To make the use of fluoroscopy safer, additional education, as well as attention to and knowledge of practices of radiation safety are required for pain physicians.

• The Journal of Korean Medicine
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• v.39 no.3
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• pp.28-40
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• 2018

Objectives: The aim of this study is to introduce the WFME Global Standards and Recognition process and to consider Improvement direction of Korean traditional medical curriculum. Methods: To Investigate the Standards and Recognition process of WFME and the traditional medical curriculum of each country(China, Taiwan, Japan, Korea). Results: The WFME Global Standards and Recognition process aims to train doctors who are educated and active in world standard medical Curriculum. The traditional medical colleges have not received recognition, but those colleges in Korea, China and Taiwan contain a lot of standards contents, and they need to be recognized if they belong to WDMS. Conclusions: Korea University of Oriental Medicine has a lot of subjects of WFME Standards and there is a medical education recognition association, which is advantageous for the standardization process of world medical education. Therefore, it is necessary to aim at world standard medicine while preserving the tradition of Oriental medicine, WFME Global Standards should be used to reorganize the curriculum and train a world-class medical professional.

• The Journal of Korean Medical History
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• v.29 no.2
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• pp.71-81
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• 2016

This paper discusses the research of preventive medicine in terms of philosophy and history, publication and people, branch research, applied research, Gi-gong, conduction exercise and so on. Currently, fields of philosophy, history, physical education and Korean Medicine are actively participating in the research on preventive medicine. From the philosophical view, theoretical aspects of preventive medicine are closely examined. From the historical view, the historical context is of focus. From the physical education viewpoint, Gi-gong, gymnastics and physical education philosophy are studied. In the field of Korean medicine where practicality is most important, plans to apply preventive medicine to life are creating new possibilities for research on preventive medicine. In this time where social interest on health is at peak, combined research of basic theory and application will have positive effects on the development of preventive medicine.

• The Journal of Korean Medicine
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• v.26 no.1 s.61
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• pp.103-114
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• 2005

Objective; Childhood obesity has become one of the most common health problems facing children in the world. Although a number of regimens have been developed and distributed for the treatment of adult obesity, few studies have focused on therapeutic programs for obese children. The objective of this study was to develop and measure the effects of Taeumin childhood obesity by a sasang constitution­based education program. Methods ; A total of 14$(\%RBW\geq20)$ among 18 taeumin with childhood obesity from June to August 2003 participated in the constitution-based education program. It was designed to examine the effects of a constitution-based education program through anthropometric measurements, body composition indicates, biochemical indicates and serum level of taeumin childhood obesity. Results; The results of this study were as follows: 1. The anthropometric measurement of subscapular skinfold thickness was reduced after 4 weeks of the constitution-based education program. 2. The body composition indicates reduction in degree of obesity, percent body fat, and fat distribution. The other side increased in height, total body water, soft lean mass, and lean body mass. 3. For biochemical indicates, HDL-cholesterol was increased significantly after 4 weeks of the constitution-based education program. The other side decreased in AST and ALT. 4. There was a significant reduction in BMI and $\%RBW$ after the constitution-based education program. Conclusion : A constitution-based education program for weight control results in reduced degree of obesity among taeumin children.

• Korean Medical Education Review
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• v.25 no.1
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• pp.68-77
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• 2023

Basic medical education is important for developing the competencies of medical doctors, and it includes basic biomedical sciences, preventive medicine, medical ethics, and clinical science. This study aimed to reveal the current status of the Korean Medical Licensing Examination (KMLE) regarding its evaluation of competencies in basic biomedical sciences. The basic medicine-related questions were screened and selected from the test forms of the KMLE (2016-2018) by personnel conducting basic biomedical science education, and the selected questions were analyzed by three independent groups of undergraduate students at Chonnam National University Medical School in terms of the learning outcomes of basic medical education. The study scope includes the proportion of basic medicine-related questions, which consist of basic medicine questions and basic medicine-related clinical medicine questions, its annual change, discipline distribution, and associated learning outcomes. The average proportions of basic biomedical sciences, preventive medicine and medical law, and clinical sciences were 2.3%, 5.8%, and 91.9% of all questions, respectively. The proportion of basic medicine-related questions, except those on preventive medicine and medical law, was 22.0% of the total, and questions on pharmacology and microbiology accounted for 83.0% of the basic medicine-related questions. The proportion of sub-enabling learning outcomes linked with basic medicine-related questions comprised 14.0% of the total outcomes for basic biomedical sciences and 30.4% for preventive medicine and medical law. It is concluded that the KMLE questions may not sufficiently cover the essential competencies of basic medical education for medical doctors, and the KMLE may need to be improved with regard to competencies in basic biomedical sciences.

• Korean Medical Education Review
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• v.24 no.2
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• pp.79-92
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• 2022

With increasing demands for medical care by society, the medical system, and general citizens and rapid changes in doctor's awareness, the competencies required of doctors are also changing. The goal of this study was to develop a doctor's competency framework from the patient's perspective, and to make it the basis for the development of milestones and entrustable professional activities for each period of medical student education and resident training. To this end, a big data analysis using topic modeling was performed on domestic and international research papers (2011-2020), domestic newspaper articles (2016-2020), and domestic social networking service data (2016-2020) related to doctor's competencies. Delphi surveys were conducted twice with 28 medical education experts. In addition, a survey was conducted on doctor's competencies among 1,000 citizens, 407 nurses, 237 medical students, 361 majors, and 200 specialists. Through the above process, six core competencies, 16 sub-competencies, and 47 competencies were derived as subject-oriented doctor's competencies. The core competencies were: (1) competency related to disease and health as an expert; (2) competency related to patients as a communicator; (3) competency related to colleagues as a collaborator; (4) competency related to society as a health care leader (5) competency related to oneself as a professional, and (6) competency related to academics as a scholar who contributes to the development of medicine.

• Korean Medical Education Review
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• v.23 no.1
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• pp.68-69
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• 2021