• Archives of Plastic Surgery
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• v.48 no.1
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• pp.107-113
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• 2021

Background Applicants to integrated plastic and reconstructive surgery (PRS) residency in the United States spend exorbitant amounts of time and money throughout the interview process. Outside of first-hand experience through a visiting rotation, applicants utilize various resources in learning about a program. Today's applicants are "Millennials," the demographic cohort raised during the information age and proficient with digital technology. The authors evaluated whether programs have a presence on social media, and whether applicants are following these accounts. Methods An online survey was sent to applicants to a single integrated plastic surgery program evaluating basic demographics, social media utilization, and sources of information accessed throughout the residency application process. A manual search of popular social media platforms (Instagram, Facebook, and Twitter) was performed in October 2019. Accounts affiliated with integrated PRS programs were identified and analyzed. Results Eighty-four of 222 applicants (37.8%) completed the survey. Ninety-six percent of applicants were within the Millennial demographic. Ninety-six percent of applicants had some form of social media presence, with Facebook (90%) and Instagram (87%) being the most popular platforms. Seventy-three percent of applicants reported following a PRS residency social media account. As of October 2019, 59 integrated residency programs (73%) have active Instagram accounts. Conclusions Applicants still rely on the program website when researching potential residencies, but social media is being rapidly adopted by programs. Program social media accounts should be used as a dynamic form of communication to better inform applicants of program strengths and weaknesses.

• The Journal of Asian Finance, Economics and Business
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• v.9 no.8
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• pp.19-27
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• 2022

Graduate well-being is foundational to academic success, and they are becoming more and more vulnerable. This is as they suffer from mental health challenges like anxiety and depression at rates six times higher than the general population. When the nature of their educational experience changes, such as when they had to stay in their homes during the COVID-19 pandemic, the stress on their mental health increases. The number of cases of emotional wellness among university students is considered a public health problem, but these young people often do not seek appropriate treatment. This study, therefore, aims to identify the influence of health behavior factors on graduate emotional wellness. This study used a questionnaire with a cross-sectional survey design. Questionnaires were distributed online to graduates from selected Private and Public Higher Education Institutions in Malaysia. The Partial Least Square Equation Model (PLS-SEM) was used to analyze the results of the study. Overall findings indicate that the health behavior factors have a significant influence on graduate emotional wellness. The findings from this study will benefit the management, academics, counselors, and other entities, including the Students' Representative Council, in identifying ways to improve services and upgrade the necessary facilities to enhance the graduate's emotional wellness.

• Journal of Korean society of Dental Hygiene
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• v.21 no.6
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• pp.813-820
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• 2021

Objectives: This study was conducted to verify the effectiveness of the VR-applied head and neck anatomy class and to be used as basic data for the development of a teaching method using VR in the basic dental hygiene field. Methods: A convenience sample was extracted from 128 students and graduates who completed the head and neck anatomy class at the department of dental hygiene at a university in Gwangju. From June 1 to July 31, 2021, an online survey was conducted on class attitude and satisfaction, and statistical analysis was performed using frequency analysis and independent sample t-test. Results: Class attitude (3.79), interest (3.64), attention (3.88), learning motivation (3.80), and achievement motivation (3.84) were all high in the head and neck anatomy VR application group (p<0.01). Satisfaction (3.99), relevance of class content (4.06) and class achievement (3.96) were high in the head and neck anatomy VR application group (p<0.01). The suitability of class attitude (3.65) and class content (sub-item of class satisfaction) (4.13) was high in the group with the 4th industrial revolution education experience (p<0.05). Conclusions: The effect of VR application in the head and neck anatomy class was confirmed to increase students' class attitude and satisfaction. In the basic dental hygiene curriculum, it will be necessary to develop and utilize teaching methods related to the 4th industrial revolution and VR application classes.

• Clinics in Shoulder and Elbow
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• v.25 no.2
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• pp.145-153
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• 2022

Background: While online orthopedic resources are becoming an increasingly popular avenue for patient education, videos on YouTube are not subject to peer review. The purpose of this cross-sectional study was to evaluate the quality of YouTube videos for patient education in ulnar collateral ligament (UCL) injuries of the elbow. Methods: A search of keywords for UCL injury was conducted through the YouTube search engine. Each video was categorized by source and content. Video quality, reliability, and accuracy were assessed by two independent raters using five metrics: (1) Journal of American Medical Association (JAMA) benchmark criteria (range 0-4) for video reliability; (2) modified DISCERN score (range 1-5) for video reliability; (3) Global Quality Score (GQS; range 1-5) for video quality; (4) ulnar collateral ligament-specific score (UCL-SS; range 0-16), a novel score for comprehensiveness of health information presented; and (5) accuracy score (AS; range 1-3) for accuracy. Results: Video content was comprised predominantly of disease-specific information (52%) and surgical technique (33%). The most common video sources were physician (42%) and commercial (23%). The mean JAMA score, modified DISCERN score, GQS, UCL-SS, and AS were 1.8, 2.4, 1.9, 5.3, and 2.7 respectively. Conclusions: Overall, YouTube is not a reliable or high-quality source for patients seeking information regarding UCL injuries, especially with videos uploaded by non-physician sources. The multiplicity of low quality, low reliability, and irrelevant videos can create a cumbersome and even inaccurate learning experience for patients.

• Journal of Korea Game Society
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• v.9 no.3
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• pp.23-33
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• 2009

This study aims to uncover the gamers' cognitive process during the gameplay and explore the differences between groups in the gamers' playing behavior according to their expertise: experts, intermediate players, and novices. To this end, the empirical experiment was conducted in 'World of Warcraft' game which is a good representative of MMO(Massively Multi-player Online) game currently. Verbal protocol and action protocol collected from the empirical experiment were analyzed according to the gamers' expertise. As a result of this study, we found that the different behavior patterns result from standardizing pattern of their actions for experts and forming the learning curves and the specific patterns of action for intermediate game players and novices. While three functional-actions as a collection action concentrates on the early stage of the game for experts, the novices' behavior pattern dispersedly appeared in all seven functional-action, such as search, combat, three type collections, avoid, and communication in the whole gameplay. This study represents the consistency and the difference derived from the comparison analysis between groups according to the expertise. This study is concluded with key implications to support game design guidelines according to experts, intermediate players, and novices. Consequently, the result of this study provides the basic to the development of MMO content for game novices.

• Korean Journal of Radiology
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• v.25 no.7
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• pp.613-622
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• 2024

Objective: In Korea, radiology has been positioned towards the early adoption of artificial intelligence-based software as medical devices (AI-SaMDs); however, little is known about the current usage, implementation, and future needs of AI-SaMDs. We surveyed the current trends and expectations for AI-SaMDs among members of the Korean Society of Radiology (KSR). Materials and Methods: An anonymous and voluntary online survey was open to all KSR members between April 17 and May 15, 2023. The survey was focused on the experiences of using AI-SaMDs, patterns of usage, levels of satisfaction, and expectations regarding the use of AI-SaMDs, including the roles of the industry, government, and KSR regarding the clinical use of AI-SaMDs. Results: Among the 370 respondents (response rate: 7.7% [370/4792]; 340 board-certified radiologists; 210 from academic institutions), 60.3% (223/370) had experience using AI-SaMDs. The two most common use-case of AI-SaMDs among the respondents were lesion detection (82.1%, 183/223), lesion diagnosis/classification (55.2%, 123/223), with the target imaging modalities being plain radiography (62.3%, 139/223), CT (42.6%, 95/223), mammography (29.1%, 65/223), and MRI (28.7%, 64/223). Most users were satisfied with AI-SaMDs (67.6% [115/170, for improvement of patient management] to 85.1% [189/222, for performance]). Regarding the expansion of clinical applications, most respondents expressed a preference for AI-SaMDs to assist in detection/diagnosis (77.0%, 285/370) and to perform automated measurement/quantification (63.5%, 235/370). Most respondents indicated that future development of AI-SaMDs should focus on improving practice efficiency (81.9%, 303/370) and quality (71.4%, 264/370). Overall, 91.9% of the respondents (340/370) agreed that there is a need for education or guidelines driven by the KSR regarding the use of AI-SaMDs. Conclusion: The penetration rate of AI-SaMDs in clinical practice and the corresponding satisfaction levels were high among members of the KSR. Most AI-SaMDs have been used for lesion detection, diagnosis, and classification. Most respondents requested KSR-driven education or guidelines on the use of AI-SaMDs.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.232-243
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• 2021

This study analyzed how K-MOOC was used and identify the academic achievements in higher education. The participants who completed the survey questionnaire were composed of 379 students who were in curriculum-related extra-curriculum using K-MOOC. Results show that the participation rate in individual learning activities was high, thus indicating the activities were perceived positively. In addition, students perceived positively their academic achievements of receiving, valuing, and responding in affective area, as well as synthesis and evaluation of knowledge in cognitive area. Students were also satisfied that they had no psychological burden to the credit of the course and they could take a course from another college. By contrast, platform instability, too much online content, and tedious activities in the lessons were perceived negatively. Nonetheless, the group assessment results suggested that the students taking a course related to their major had further engagement in discussions, and their academic achievement was higher. Based on the foregoing findings, the study proposed developing a subject matter with various theme, utilization plans, interaction reinforcement, and quality management by supporting instructional design strategies in order to expand the use of K-MOOC both as a general education and a major curriculum. The results obtained in this study represent baseline data that may assist in the decision making for university system and operation plan.

• The Korean Journal of Coaching Psychology
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• v.5 no.1
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• pp.33-65
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• 2021

This study is an exploratory study to investigate the concept of student success recognized by college students. In order to listen to students' free thoughts, an open questionnaire was conducted using an online questionnaire and 99 responses were analyzed. The response results were analyzed using CQR-M (Consensual Qualitative Research-Modified). As a result of the analysis, 25 categories were derived from three domains. The frist domain, 'meaning of student success' recognized by college students is with 9 categories: 'academic achievement', 'job competency improvement', 'gaining diverse experiences', 'satisfactory employment', 'setting of desired career path', 'relationship-building ability improvement', 'setting and achievement of own goals', 'self-development', and 'satisfactory college life'. The second domain, 'college environmental factors for student success' is with 7 categories: 'career development support', 'job competency improvement system', 'support for participation in college life', 'opportunities to form human networks', 'learning capability enhancement system', 'expansion of economic support', and 'environment for student convenience'. The third domain, 'psychological factors necessary for student success' is with 9 categories: 'learning ability', 'self-efficacy', 'interpersonal competence', 'self-awareness and improvement', 'job competency', 'self-regulation ability', 'rich experience', 'career awareness', and 'self-esteem'. The frequency and results of each domain were analyzed and presented, the significance and limitations of the study were discussed, and suggestions for subsequent studies were made.

• Journal of Science Education
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• v.47 no.2
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• pp.180-191
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• 2023

The purpose of this study was to investigate the preferred SSI topics of students and teachers in elementary, middle, and high schools. It analyzed the similarity of students' and teachers' preferred SSI topics by school level using the cosine similarity measure. A total of 566 students and 327 teachers from elementary, middle, and high schools participated in the study. Sixty topics were identified and listed in the areas of environment, science and technology, health and medicine, and other social issues based on the literature and SSI programs. Students and teachers were asked to select five of their favorite topics. The data was collected online using SurveyMonkey. The collected data was divided into six groups of students and teachers, and the frequency of topic selection was analyzed within each group. The topic preference similarity was analyzed by calculating vector values based on the frequency of the selected topics and measuring the cosine similarity between students, teachers, and teachers and students by school level. The results are as follows: First, the cosine similarity of SSI Preferred Topics between students' school-level cohorts was higher between middle and high school students (0.982) than between elementary and middle school students (0.651) or between elementary and high school students (0.662). Second, the cosine similarity of SSI Preferred Topics between teachers' school-level cohorts was similar for all comparison groups between elementary, middle, and high school. Third, the SSI topic preference similarity between students and teachers by school level had a higher cosine similarity between the elementary student and teacher cohorts (0.974) than the other school level comparisons, middle school (0.621) or high school (0.645). Access to topics of interest to students in SSI education is strongly associated with motivation and persistence in learning, as well as an enjoyable learning experience and positive attitudes toward learning. Therefore, when designing SSI lessons, it is important to examine topics from the perspective of student interest, especially if the teacher has selected SSI topics that are different from students' preferences. Careful instructional design will be needed to overcome the gap.

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.111-137
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• 2024

The purpose of this study is to identify the expected difficulties and necessary support when applying the 2022 revised mathematics curriculum to elementary schools, and to support the establishment of the field. To this end, we explored the major changes in the 2022 revised mathematics curriculum, and based on this, we conducted a survey of elementary school teachers to identify the expected difficulties and necessary support when applying it in the field. In particular, when analyzing the results, we also examined whether there were any differences in the expected difficulties and necessary support depending on the size of the school where it is located and the teaching experience of the teacher. The research results are as follows. First, the proportion of teachers who expect difficulties in applying the 2022 revised mathematics curriculum was mostly below 50%, but the proportion of teachers who demand support was much higher, at around 80%. Second, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was found to be the greatest in evaluation. Third, in relation to the use of edutech, teachers in elementary schools are also expected to have difficulties in teaching and learning methods to foster students' digital literacy, assessment using teaching materials or engineering tools, and assessment in online environments. Fourth, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was also significant in relation to mathematics subject competencies. Fifth, it was found that there is also difficulty in understanding the major changes of the achievement standards, including the addition, deletion, and adjustment of the achievement standards, and the impact on the learning of other achievement standards. Finally, the responses of elementary school teachers to the expected difficulties and necessary support in applying the 2022 revised mathematics curriculum did not differ depending on the size of the school where it is located, but statistically significant differences were found in a number of items depending on the teaching experience of the teacher. Based on these research results, we hope that various support will be provided for the 2022 revised mathematics curriculum, which will be applied annually from 2024.