• Journal of Korean Critical Care Nursing
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• v.5 no.2
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• pp.15-27
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• 2012

Purpose: To evaluate the applicability of Lasater Clinical Judgment Rubric (LCJR) as an evaluation tool for hypoglycemia simulation practicum on Korean nursing students. Methods: The methodological study was done to evaluate the reliability and validity of the LCJR. Based on Benner's 4 levels of nursing grading rubric, ten items of the LCJR was evaluated for interrater reliability and internal consistency. The content validity was tested by eight experts and concurrent validity was done by Clark (2006)'s clinical simulation grading rubric. Fifty five video-taped cases of senior nursing students in Y University were used for the reliability and concurrent validity of the LCJR. Results: The interrater reliability was r=.90 (p<.001); Kendall tau b=.87 (p <.001), and Cronbach's alpha was .90. A value of item content validity index of the LCJR was .97 and correlation coefficient between the LCJR and Clark's instrument was .90 (p<.001). The mean (${\pm}SD$) of the nursing students' clinical judgment was 2.04 (${\pm}50$). Conclusion: The LCJR is a useful tool to examine the simulation performance evaluation for improving competency among nursing students. The results indicated that the LCJR may provide valuable information regarding clinical judgment of nursing students and thus, suggested to use to develop a simulation-based education program.

• Journal of Chest Surgery
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• v.13 no.3
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• pp.274-279
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• 1980

A 21 years old male student was admitted because of mediastinal mass that was noticed in routine physical examination. He complained progressive hoarseness, mild dysphagia, and anterior chest pain on deep respiration. This mediastinal mass was diagnosed as aortic aneurysm involving ascending, transverse, and descending thoracic aorta with aid of aortogram. Total prosthetic replacement of aneurysm was performed successfully using extracorporeal circulation and hypothermia. For myocardial protection during aortic cross clamping, cardioplegic solution was used and topical myocardial cooling was also adapted For simplicity of cardiopulmonary bypass, Y-shaped connectors took cerebral perfusion catheters to the main perfusion line beyond the arterial pump. Total bypass time was 219 minutes, and aortic cross clamp time was 104 minutes. Recovery was uneventful except respiratory insufficiency for first 4 days. Isotope aortogram checked on post operative 30th day showed normal aortic configuration. He was discharged on post operative 35th day. A follow-up chest X-ray study 5 months later showed nearly normal anatomy.

• Journal of Oriental Neuropsychiatry
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• v.19 no.3
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• pp.245-254
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• 2008

This study was designed to evaluate the effects of an Schultz's autogens traning and herbal medicine with various scales on symptoms of UL-syndrom(鬱證). We treated UL-syndrom(鬱證) with Schultz's autogens traning, including herbal medicine and we evaluated the clinical progress of the patient using BDI. After treatment about 2-month, the chief complaint and most of symptoms were subsided and improved. BDI score were decreased 32 to 10. This study suggests that Schultz's auto gens traning and herbal medicine is significantly effective in the treatment of UL-syndrom(鬱證).

• Journal of Oral Medicine and Pain
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• v.22 no.2
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• pp.373-381
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• 1997

The anxiety and depression level of new outpatients wert studied clinically by means of The Hospital Anxiety and Depression Scale(HAD). 64 males and 97 females were subjected at local dental clinic and also 6l male and 91 females were studied at the Dept. of Oral Medicine, PNUH, during period from 1996 to 1997 The obtained results were as follows : 1. Anxiety disorder was 17.76% in the new dental outpatients of university hospital and 13.66% in the local dental Clinic find depression disorder was 7.23% In the University hospital and 3.72% in the local dental clinic. 2. Mean values of depression and anxiety level were within normal range. 3. Anxiety level in female was significantly higher than that in male at the local dental clinic (p<0.05). 4. Anxiety and depression level in university hospital outpatients decreased in order of clerk, housewife and student(p<0.01). 5. The outpatients of university hospital with lower education level showed more anxious and depressed. 6. Anxiety and depression of unmarried group of new outpatients in university hospital was higher than that of married group. Through the above results, proper treatment plans will be demanded In the dental procedure, because psychologic 야sorders as anxiety and depression were included in the 25% of new outpatients of university hospital and 17% at local dental clinic.

• Korean Medical Education Review
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• v.17 no.2
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• pp.69-77
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• 2015

Including the research in the medical curriculum is regarded as an important issue for medical education. Research experience at medical school has a positive impact on students and it motivates them to undertake further research in the future. The purpose of this study is to explore the factors to activate the research of medical school students. We investigated students' perception of the research curriculum in medical school. The survey for this study was conducted among 41 targeted medical school students from across the Republic of Korea. A total of 370 students from 26 medical schools responded. Benefits through research activities were to study about the areas of interest, as researchers had the opportunity to interact with professors and career. Students, furthermore, had difficulties in research due to data collection, the lack of research space and research funding. Requirements to activate the research were the time to participate in research activities, opening regular research courses, preparation of practical research program and motivation for such research. The medical school would need to improve the medical curriculum through the analysis of the environment and situation the school is facing based upon the in-depth analysis results of what the medical school is pursuing through the research activities, what the students want, what the potential difficulties are, and what the requirements are to improve the research curriculum.

• Korean Medical Education Review
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• v.10 no.1
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• pp.9-17
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• 2008

Objectives: Medical schools are trying to improve the quality of medical education by offering students better medical curriculum. In this study, we intend to provide basic information for improvement and development of medical curriculum by analyzing the medical curriculum of domestic and foreign medical schools. Methods: Based on various materials, we selected out 5 domestic medical schools and 11 foreign medical schools and collected materials relevant to medical curriculum of each medical school. Then, we divided collected materials into four domains(educational objectives, educational contents, educational assessment, and curriculum implementation), and analyzed them synthetically. Results and Conclusion: First, concerning the educational objectives, it is necessary that more various educational objectives are included to medical curriculum. Especially, there is a growing need for medical curriculum reflecting social responsibility and requests of local community. Second, educational contents should be constantly improved and constructed considering students' academic achievement levels and traits. Third, not only students but also educational program, educational contents, and professors should be included to the objects of educational assessment. Also, various assessment methods should be developed. Finally, especially for domestic medical schools, it is necessary to make use of more educational specialists in medical education.

• Korean Journal of Acupuncture
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• v.28 no.1
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• pp.61-69
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• 2011

Objectives : The purpose of this study is to investigate effects of White Ginseng-Ejung-tang acupuncture solution (EJ) on nitric oxide (NO) and of hydrogen peroxide production in RAW 264.7 mouse macrophages stimulated by lipopolysaccharide (LPS). Methods : Cell viability was measured by modified MTT assay. NO production was measured by Griess reagent assay. Hydrogen peroxide production was measured by dihydrorhodamine 123 (DHR) assay. Significant differences were examined by using a Student's t-test. Results : The results of the experiment are as follows. 1. EJ did not show cell toxicity against RAW 264.7 cells for 24 hr incubation at the concentrations of up to $200\;{\mu}g$/mL in RAW 264.7 cells. 2. EJ significantly inhibited NO production for 24 hr incubation in RAW 264.7 cells (p <0.05). 3. EJ significantly inhibited the LPS-induced production of NO for 24 hr incubation in RAW 264.7 cells (p <0.05). 4. EJ significantly inhibited the LPS-induced production of hydrogen peroxide for 16, 24, 40, 48, 64, and 72 hr incubation in RAW 264.7 cells (p <0.05). Conclusions : These results suggest that EJ has an anti-inflammtory property related with its inhibition of NO and hydrogen peroxide production in LPS-induced macrophages.

• Korean Medical Education Review
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• v.26 no.1
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• pp.41-47
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• 2024

The ultimate goal of career guidance is to help medical students develop a career plan that matches their personal characteristics, allows them to train in their desired subspecialty, and helps them to adapt well to medical practice after graduation. Gachon Medical School has designed a longitudinal career guidance program called GLORI (Gachon Longitudinal Orientation and Career Development), which is based on the outcome of each phase. The program consists of regular courses and portfolio-based career guidance from a mentor professor. In phase 2 (basic medical science), the "Career Seminar" course was developed. This course focuses on self-understanding through a psychological inventory, exploration of postgraduate career paths, and interviews with professors in specialties of interest. In phase 3 (the integration of basic and clinical science), the "Exploring Nonclinical Career Options" course was introduced. This course presents perspectives from doctors who have followed various pioneering career trajectories, including biomedical engineering, medical journalism, writing, public health, health care administration, the pharmaceutical and medical device industries, and other areas. All teaching methods were designed to encourage student participation. The assessment methods are assignment-based, including self-reflective reports and presentations. In addition, a portfolio-based career guidance program is implemented in phases 3 and 4 (clinical clerkship). It is expected that this case study will serve as a practical example for developing comprehensive career guidance programs for medical schools.

• Journal of Acupuncture Research
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• v.33 no.2
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• pp.89-96
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• 2016

Objectives : The aim of this study is to investigate the needling depth of Hwangmun (BL51) and Jisil (BL52) retrospectively using an L-spine MRI. Methods : We measured the shortest distance from the skin to transversalis fascia at both sides of Hwangmun and Jisil, and analyzed the difference between male and female using a student t-test, and between the left and right sides with a paired t-test. Results : In the case of males, the average depth of left Hwangmun was $48.24{\pm}10.16mm$, and that of right was $47.23{\pm}9.59mm$ ; left Jisil was $56.91{\pm}9.00mm$ and right was $55.74{\pm}8.75mm$. In the case of females, the average depth of left Hwangmun was $42.26{\pm}9.29mm$, and that of right was $41.63{\pm}9.32mm$ ; left Jisil was $49.21{\pm}10.77mm$ and right was $48.41{\pm}11.38mm$. The depth of male insertion was deeper than that of female in Jisil, but there was no significant difference according to gender in Hwangmun. Conclusion : For males, the needling depth of left Hwangmun is 37.21 ~ 68.23 mm and right is 36.91 ~ 70.50 mm, while left Jisil is 42.97 ~ 70.84 mm and right is 43.75 ~ 72.00 mm. For females, the needling depth of left Hwangmun is 26.80 ~ 68.28 mm and right is 25.70 ~ 65.59 mm, while left Jisil is 30.94 ~ 79.06 mm and right is 28.13 ~ 77.27 mm.

• Korean Medical Education Review
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• v.12 no.1
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• pp.23-31
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• 2010

Medical humanities has become a third area of medical education following basic and clinical medicine. Also, in the national evaluation of medical schools, medical humanities education is an important factor. However, there are many difficulties in teaching medical humanities in medical schools. First, it is still an unfamiliar education area to medical schools and professors. Second, still, there is no consensus on the definition and contents of this education. Third, it is usually very difficult to find professors who have interest and the ability to teach medical humanities. Fourth, even medical students do not understand why they should study medical humanities and sometimes do not eagerly participate in class. This paper suggests some solutions for these problems. First, medical humanities need to be divided into sections according to how easily the contents can be accepted by existing medical education system and apply these sections in the introduction of this education gradually and in stage. One example of the division can be as follows: Group 1) medical ethics and medical law which can be most easily accepted. Group 2) medical communication skills which can be relatively easily accepted. Group 3) medical history and medical professionalism which is relatively difficult to accept, and Group 4) medical philosophy, medicine and music, medicine and literature, medicine and art, medicine and religion, etc. which is the most difficult to accept. In this paper, four things are suggested. Second, divide the contents into mendatory courses and elective courses. Third, allocate the contents throughout the four years from the first year though the fourth year according to the spiral curriculum model. This paper reports some new ideas and methods for medical humanities education. First, to stimulate students' participation, several methods were applied in a large size lecture and student projects. Second, the emphasis of writing in class and evaluation were discussed. Third, the provision of hands on experience is more emphasized than lectures. Fourth, inviting some doctors who work in non-medical areas such as journalism, pharmaceutical industry, etc is suggested. Trial and error is inevitable in this education, but it is essential in molding a good doctor, so medical professors who are interested or in charge of this medical humanities education need to share their ideas and experiences.