• Asian Pacific Journal of Cancer Prevention
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• v.15 no.11
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• pp.4643-4650
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• 2014

Background: For decades, studies have been performed to evaluate the association between ABO blood groups and risk of cancer. However, whether ABO blood groups are associated with overall cancer risk remains unclear. We therefore conducted a meta-analysis of observational studies to assess this association. Materials and Methods: A search of Pubmed, Embase, ScienceDirect, Wiley, and Web of Knowledge databases (to May 2013) was supplemented by manual searches of bibliographies of key retrieved articles and relevant reviews. We included case-control studies and cohort studies with more than 100 cancer cases. Results: The search yielded 89 eligible studies that reported 100,554 cases at 30 cancer sites. For overall cancer risk, the pooled OR was 1.12 (95%CI: 1.09-1.16) for A vs. non- A groups, and 0.84 (95%CI: 0.80-0.88) for O vs. non-O groups. For individual cancer sites, blood group A was found to confer increased risk of gastric cancer (OR=1.18; 95%CI: 1.13-1.24), pancreatic cancer (OR=1.23; 95%CI: 1.15-1.32), breast cancer (OR=1.12; 95%CI: 1.01-1.24), ovarian cancer (OR=1.16; 95%CI: 1.04-1.27), and nasopharyngeal cancer (OR=1.17; 95%CI: 1.00-1.33). Blood group O was found to be linked to decreased risk of gastric cancer (OR=0.84; 95%CI: 0.80-0.88), pancreatic cancer (OR=0.75; 95%CI: 0.70-0.80), breast cancer (OR=0.90; 95%CI: 0.85-0.95), colorectal cancer (OR=0.89; 95%CI: 0.81-0.96), ovarian cancer (OR=0.76; 95%CI: 0.53-1.00), esophagus cancer (OR=0.94; 95%CI: 0.89-1.00), and nasopharyngeal cancer (OR=0.81; 95%CI: 0.70-0.91). Conclusions: Blood group A is associated with increased risk of cancer, and blood group O is associated with decreased risk of cancer.

• Asian Pacific Journal of Cancer Prevention
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• v.15 no.12
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• pp.4929-4932
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• 2014

Objective: To compare the mammogarphic appearance between breast cancer patients aged <40 and ${\geq}40$ years. Methods: Needle localization and biopsy of suspicious mammographic lesions identified 1,959 breast carcinomas in a single institution from Jun 2012 to Apr 2013. According to the age, we divided patients into two groups: <40 and ${\geq}40$ years old, and analyzed mammographic appearance separately. Results: Young patients had 44.2% foci with calcification, but old patients only had 39.4% (P<0.001). In younger group, the ratios of cases according to mass density were 41.8% or higher, 58.2% equivalent and lower. In older group, the ratios were 55.5 % and 44.5%, respectively. There were statistical differences between high density and others (P<0.05). The ratios of cases according to mass margin were 13.9% circumscribed and microlobulated, 86.1% indistinct and spiculated in the younger group, as compared to 6.5% and 93.5%, respectively, in the older group (P<0.05). Conclusions: Mammographic findings differ between young and old patients with breast cancer, for example regarding mass density, mass margin and microcalcification ratios.

• Journal of Korean Medical classics
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• v.29 no.1
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• pp.125-137
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• 2016

Objectives : Introduction to Medicine(醫學入門, Yixuerumen) is one of the basic clinical texts in Korean medical history. This study is designed to prove clinical value of Introduction to Medicine for practitioners in their early stage of clinical practice. Methods : Introduction to Medicine is closely reviewed in various aspects in order to examine broad outlines of specificity as well as its distinctive constructional feature. Results : Since Introduction to Medicine showed peculiar intention of developing practitioner's clinical ability, it has been a preferential choice for Korean medicine practitioners to enhance their qualification at the early stage of one's career in Korean history. It is still valid for modern practitioners because composite medical texts are needed in order to systematize one's fragmental knowledge acquired from institutional education. Conclusions : Introduction to Medicine shows a large potential as a clinical textbook in the course of maximizing one's clinical ability with its aid. Through understanding multilateral aspects of clinical guidelines and directions engraved in Introduction to Medicine, learners will be able to derive full capacity from the text.

• Korean Medical Education Review
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• v.18 no.3
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• pp.119-124
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• 2016

The Korea Association of Medical Colleges (KAMC) has been developing learning outcomes for basic medical education (BME) since 2012. This initiative is designed to help medical schools implement competency-based medical education. KAMC divided the BME competencies into three domains (clinical practice, scientific concepts and principles, and human beings and society) with learning outcomes for each domain. KAMC plans to revise the learning outcomes to reflect feedback from medical schools, changes in social health needs, and changes in the healthcare environment and healthcare system in the near future. KAMC also plans to specify learning outcomes that integrate the three domains.

• The Journal of Internal Korean Medicine
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• v.41 no.6
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• pp.984-992
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• 2020

Objectives: This survey research was conducted to evaluate real-time non-face-to-face education in clinical Korean medicine conducted during the COVID-19 outbreak. Methods: This study was conducted with all 3rd and 4th grade students of the Department of Korean Medicine, Gachon University. The Korean Internal Medicine (Pulmonary) lecture course was held from April 1st to July 1st, 2020 for one semester. The lectures were conducted through real-time non-face-to-face education using the Cisco Webex program, and the lectures were mainly conducted by sharing a PowerPoint summarizing textbook. The questionnaire consisted of 3 parts and a total of 18 questions. The survey was conducted anonymously to ensure the confidentiality of all responses. Results: The overall score for real-time non-face-to-face education was 74.69±18.15 points. The efficiency of real-time non-face-to-face education was 2.12±0.78 points, and opinions on the expansion of future use were 2.08±0.91 points and were generally positive. The ratio of non-face-to-face education and face-to-face education in future clinical Korean medicine theory lectures was about 63:27, with a higher proportion of non-face-to-face education. Conclusions: Promoting clinical Korean medicine as a non-face-to-face education has generally been positively evaluated in terms of efficiency and overall, and its use should be expanded in the future. In particular, it will be necessary to use non-face-to-face education in the theory classes of clinical Korean medicine. However, technical problems involving internet, video, equipment, and communication tools will need to be improved in the future.

• Korean Medical Education Review
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• v.17 no.1
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• pp.5-9
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• 2015

A teaching hospital is a place where both patient care and learning occur together. To identify the role of the teaching hospital in an effective clerkship, we first determined the features of workplace learning and the factors that affect learning in the workplace, and then we proposed a role for the teaching hospital in the clinical clerkship. Features of learning in a clerkship include learning in context, and learning from patients, supervising doctors, others in the team, and colleagues. During the clerkship, medical students learn in three-way learner-patient-teacher relationships, and students' participation in the tasks of patient care is crucial for learning. Factors that influence learning in the workplace are associated with tasks, context, and learner. Tying the three factors together, we proposed a role for the teaching hospital in the three categories: involvement in the tasks of patient care, engagement in the medical team, and engagement in the learning environment and system. Supervising doctors and team members in a teaching hospital support students' deep participation in patient care, while improving the learning environment through organizational guidelines and systems. Gathering both qualitative and quantitative data for the evaluation of a teaching hospital is important.

• Korean Medical Education Review
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• v.21 no.3
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• pp.143-149
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• 2019

In 2018, The Ministry of Health and Welfare announced its first comprehensive plan for patient safety, which included the imperative to develop a patient safety curriculum for students studying to become health professionals. The aim of this study is to assess current patient safety education and points of consideration for introducing new curriculum. An online survey was used to understand the status of patient safety education in medical schools, and key informant interviews and focus group interviews were used to collect qualitative data on the experience of patient safety education. The results of the online survey from 16 out of 40 medical schools (40% response rate) and the qualitative data analysis were integrated and analyzed. Twelve schools (75%) had established courses related to patient safety. The qualitative responses suggest that patient safety education is appropriate both before and after clinical training through a variety of educational methods, and that the topics should be linked with clinical training. The challenge of securing lecture time to address patient safety was mentioned as a realistic obstacle. When patient safety education is integrated in future curriculum, it is necessary to consider it as a priority. Moreover, in the early stages of introducing patient safety education, a step-by-step, policy-based approach is required for seamless adoption and settlement.

• Journal of Korean Academy of Nursing
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• v.31 no.2
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• pp.169-179
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• 2001

Recently, there has been an increasing interchange between South Korea and North Korea. Accordingly, there has been active research to understand the society and culture of North Korea, it has been attempted to have comparative study about nursing education to increase understanding between South and North Korea. In the current educational system, 12 years of education is required for entering a nursing college or university in South Korea, but there are only 10 years for entering nursing college in North Korea. After finishing undergraduate studies one can enter graduate school for a masters degree and or a doctoral degree, but there is a longitudinal relation to medical education in North Korea. Regarding the number of nursing educational institutions, there are 50 BSN programs & 61 Diploma programs in South Korea and 11 Diploma programs in North Korea. In regards to curriculum, South Korea has diverse subjects for general education for freshmen, then is subjects to basic specialities sophomore year, and speciality subject and clinical practices from junior year corresponding to the student's intentions. North Korea has minor subjects for general education and basic specialities in freshmen, speciality subjects sophomore year, speciality subjects and clinical practice in the junior year that may not correspond with the student's intentions. The most outstanding difference in the curriculum is North Korea has various subjects for oriental medicine with clinical application. North Korea also does not teach computer science and English is at a very low level. In clinical practice, South Korea has various settings for clinical practice including community health institutions under the nursing professor or clinical instructor. However, North Korea has limited settings for clinical practice (general hospitals) under a doctor's instruction. Also both South and North Korea have a similar licensing system. Therefore, there must be many more studies regarding North Korea, especially in nursing and nursing education in order to decrease differences and confusion between the Koreas and to prepare for a future unification.

• Korean Medical Education Review
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• v.15 no.2
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• pp.75-81
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• 2013

The subinternship (student internship), a subtype of bedside and clinical training was first developed in the United States. Currently, some medical schools conduct a student internship and many other universities are considering the implementation of a student internship in Korea. If the intern system is abrogated beginning in 2016 as in the United States, then the importance of the student internship will be greatly emphasized for clinical training. To produce good and competent medical doctors, members of medical schools and affiliated hospitals must acknowledge the role of the educational hospital and support student internships. In addition, the effort of the medical community to develop and apply a standard curriculum to the student internship is also required. Above all, the attention of society and the nation is essential to make legal policy changes regarding the conducting of student internships and enhance understanding about the authorized practices in university hospitals. The medical community's effort to draw attention to this issue is greatly required to implement a student internship at this time.

• Korean Medical Education Review
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• v.12 no.2
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• pp.27-33
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• 2010

The purpose of this study was to review the definition of cognitive load (CL), the relationship between CL and instructional design, and to provide a viewpoint of CL in curriculum and instructional design in medical education. Cognitive load theory (CLT) makes use of three hypotheses about the structure of human memory: working memory (WM) is limited in terms of the amount of information it can hold, in contrast with WM, long term memory is assumed to have no limits and organizes information as schemata. CL indicates the mental load on the limitation of WM. CLT has been used to design instructional interventions that help to ease the learning process. Extraneous CL is related to irrelevant instructional interventions, while intrinsic CL is the complexity of the information itself. Germane CL is the cognitive process for acquiring schema formation. It is a necessary CL to achieve deeper comprehension and solve problems. The range of medical education includes complex, multifaceted and knowledge-rich domains with clinical skills and attitudes. Therefore, CLT may be used to guide instructional design in medical education in terms of decreasing extraneous CL, adjusting intrinsic CL and enhancing the germane CL.