• Journal of the Korean Applied Science and Technology
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• v.40 no.1
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• pp.59-70
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• 2023

This study is a meta-analysis study to comprehensively investigate the effects of flipped learning teaching applied to nursing students in Korea through systematic review. Data collection was conducted by a team of two researchers from November 20 to December 20, 2022. A total of 129 papers were searched through the domestic database, and duplicate papers were removed and the final 9 studies were selected. Flipped learning improved critical thinking disposition of nursing students 0.91(Z=8.36, p<.001), learning self-efficacy 0.35 (Z=2.62, p=.009), self-directed learning ability 0.81(Z=6.53, p<.001), academic achievement 0.60(Z=5.18, p<.001), and self-efficacy 0.66(Z=4.79, p<.001). Based on the results of this study, it was confirmed that flipped learning is an effective teaching method applicable to the domestic nursing education field, and an objective basis was presented for the direction of flipped learning class design. In the future, we suggest repeated studies that comprehensively analyze the effects of various outcome variables that have a positive effect on flipped learning.

• Journal of Engineering Education Research
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• v.16 no.3
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• pp.3-9
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• 2013

It is very difficult for students to understand "Computer System Architecture" written by M. Morris Mano only through theoretical education. This study has developed DigCom as a computer architecture practice kit to make it easier for students to understand computer operations. The practice kit operates in the same manner as the "simple computer" described in Computer System Architecture. The purpose of this study is to examine whether using DigCom is effective in improving learning outcomes. For the purpose, t-test and two-way ANOVA were used to determine if there is any difference in learning outcomes between the experimental group of students who used DigCom and the control group who took the course in a traditional setting without using DigCom. The main conclusions of the study are as follows: Students understand computer operations better when DigCom is used in class.

• Journal of Gastric Cancer
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• v.12 no.3
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• pp.156-163
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• 2012

Purpose: Laparoscopic gastrectomy is a widely accepted surgical technique. Recently, robotic gastrectomy has been developed, as an alternative minimally invasive surgical technique. This study aimed to evaluate the question of whether robotic gastrectomy is feasible and safe for the treatment of gastric cancer, due to its learning curve. Materials and Methods: We retrospectively reviewed the prospectively collected data of 100 consecutive robotic gastrectomy patients, from November 2008 to March 2011, and compared them to 282 conventional laparoscopy patients during the same period. The robotic gastrectomy patients were divided into 20 initial cases; and all subsequent cases; and we compared the clinicopathological features, operating times, and surgical outcomes between the three groups. Results: The initial 20 robotic gastrectomy cases were defined as the initial group, due to the learning curve. The initial group had a longer average operating time ($242.25{\pm}74.54$ minutes vs. $192.56{\pm}39.56$ minutes, P>0.001), and hospital stay ($14.40{\pm}24.93$ days vs. $8.66{\pm}5.39$ days, P=0.001) than the experienced group. The length of hospital stay was no different between the experienced group, and the laproscopic gastrectomy group ($8.66{\pm}5.39$ days vs. $8.11{\pm}4.10$ days, P=0.001). The average blood loss was significantly less for the robotic gastrectomy groups, than for the laparoscopic gastrectomy group ($93.25{\pm}84.59$ ml vs. $173.45{\pm}145.19$ ml, P<0.001), but the complication rates were no different. Conclusions: Our study shows that robotic gastrectomy is a safe and feasible procedure, especially after the 20 initial cases, and provides a satisfactory postoperative outcome.

• Journal of Engineering Education Research
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• v.13 no.1
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• pp.62-69
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• 2010

Program learning outcome is widely used for assessing and improving program quality. There are various methodologies that can measure program quality and improve program learning outcomes. In this paper, we used formative approach in Capstone design course, since it is the most effective in terms of improving program learning outcomes due to the course's intrinsic nature. To integrate a formative approach into Capstone design course, we develop a feedback structure which is a key element in formative approach and define several sub phases that manage feedback structures and their own evaluation criteria. As a result, we observed a noticeable improvement for students performance in capstone design course.

• Journal of Korean Neurosurgical Society
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• v.40 no.1
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• pp.16-21
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• 2006

Objective : Young neurosurgeons need to focus on the mortality and morbidity of aneurysmal neck clipping to develop a personal experience with an initial series. Methods : Total 88 aneurysms from 75 patients who underwent neck clipping by the same operator from 2001 to 2004 were reviewed. Patients were divided into three groups : first year [Group I], second year [Group II], and third year [Group III] in each group. Location of aneurysm, age, Fisher grade, Hunter-Hess grade [H-H grade], postoperative Glasgow outcome scale [GOS], and complications related to surgical procedures were evaluated with Chi-square and logistic regression analyses. Results : Fourteen patients had complications related to surgery [18.7%]. The major causes of mortality and morbidity related to surgery were cerebral infarction, hemorrhage and brain swelling due to intraoperative rupture, brain retraction and vasospasm. Among the 4 cases of mortality were 2 patients in Group I, 1 patient in Group II and 1 patient in Group III, and location of aneurysms were 2 internal carotid artery[ICA] and 2 posterior communicating artery[PCoA] aneurysms. There were 4 morbidity and new neurological deficits in Group I, 4 in Group II and 2 in Group III. Although mortality and morbidity during the learning curve had a statistical significance in H-H grade, age [>60 years old], and aneurysm location [especially ICA aneurysm] as variables, mortality mainly occurred in ICA and PCoA aneurysms. Conclusion : Experienced supervision or endovascular approach should be considered for the treatment of ICA and PCoA aneurysms during the learning curve.

• Journal of Digital Convergence
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• v.12 no.12
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• pp.589-599
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• 2014

Critical thinking includes creative thinking, open-mindedness, inquisitiveness. Critical Thinking Disposition was significantly higher in experimental group that was enhanced by the scenario-based learning contents than that of the control group(t=4.102, p<.001). Problem Solving process was significantly higher in experimental group that was enhanced by the scenario-based learning contents than that of the control group(t=5.082, p<.001). However, there was no significant difference between the two groups in Clinical Competence(t=2.646, p=.009). But experimental group was significantly higher score than that of the control group score decreased. These results support that the implementation of a scenario-based learning contents need to be continued as an effective educational material but we need more research to establish how this can be effectively implemented in a students' practicum.

• Child Health Nursing Research
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• v.23 no.1
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• pp.48-60
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• 2017

Purpose: This study was conducted to develop and test effects of a child health management program based on cooperative learning for mothers of preschool children. Methods: For this quasi-experimental study, a nonequivalent control group pretest-posttest design was used. Outcome measures were level of child health management self-efficacy, child health management practices, child's health behavior. Participants were 55 mothers (experimental group 28, control group 27). The program was composed of 6 categories of home health management for preschool children, and provided for three 120-minute sessions. Data were collected from September to October, 2015, at 3 times: baseline, 3 and 6 weeks after beginning the intervention. Data were analyzed using SPSS/WIN 21.0 program. Results: After 3 and 6 weeks, there were significant differences between the two groups in child health management self-efficacy (F=18.33, p<.001), child health management practices (F=8.91, p<.001), and child's health behavior (F=9.91, p<.001). Conclusion: Study findings indicate that this child health management program based on cooperative learning is effective and can be recommended as an intervention for mothers of preschool children. It will contribute to enhanced child health management self-efficacy and health management practices and improved child's health behavior.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.3
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• pp.235-249
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• 2018

Purpose: The purpose of this study was to investigate how interprofessional education has been designed, implemented, and evaluated in undergraduate programs in nursing through a systematic review. Methods: The literature was searched using the PubMed, CINAHL, EMBASE, and Cochrane central databases to identify interventional studies including teaching-learning activities among nursing students and other disciplines in English between January 2000 and May 2017. Thirty studies were selected for the analysis. Results: Twenty-four studies out of 30 were designed as a pre-post, no control group, quasi-experimental study design. Interprofessional education learners were primarily engaged in medicine, physical therapy, dentistry, occupational therapy, pharmacy, and respiratory therapy. Patient care related activity was the most frequently selected topic and simulation was the most common teaching-learning method. Evaluation of learning outcomes was mainly based on the aspects of teams and collaboration, professional identity, roles and responsibilities, patient care, and communication skills. Nursing students in 26 out of the 30 reviewed studies were found to benefit from interprofessional education, with outcome effects primarily related to changes in learning outcomes. Conclusion: The development and integration of interprofessional education with collaborative practices may offer opportunities in nursing education for training professional nurses of the future.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.180-187
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• 2010

Design and management of information and industrial engineering (DMIIE) is a project-oriented junior/senior class that integrates the methodologies of industrial and information engineering in order to solve real-world problems. It examines social issues, engineering approaches to solve the problems and business models that can generate sustainable value for society. This course help students use their engineering knowledge to assess and solve the problems faced by local community. By conducting real-world projects, students get an opportunity to refine their oral and written communication skills. In this paper, the experience of DMIIE course is presented. The effects of the community-based learning for a senior design course are discussed. The possibility of using this blended type of design course to meet the ABEEK outcomes is also stated.

• Journal of Internet Computing and Services
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• v.15 no.4
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• pp.9-20
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• 2014

Making good predictions about the outcome of one's actions would seem to be essential in the context of social interaction and decision-making. This paper proposes a computational model for learning articulated motion patterns for action recognition, which mimics biological-inspired visual perception processing of human brain. Developed model of cortical architecture for the unsupervised learning of motion sequence, builds upon neurophysiological knowledge about the cortical sites such as IT, MT, STS and specific neuronal representation which contribute to articulated motion perception. Experiments show how the model automatically selects significant motion patterns as well as meaningful static snapshot categories from continuous video input. Such key poses correspond to articulated postures which are utilized in probing the trained network to impose implied motion perception from static views. We also present how sequence selective representations are learned in STS by fusing snapshot and motion input and how learned feedback connections enable making predictions about future input sequence. Network simulations demonstrate the computational capacity of the proposed model for motion recognition.