• Journal of Practical Agriculture & Fisheries Research
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• v.22 no.2
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• pp.37-50
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• 2020

The purpose of this study is to identify professional development needs of Extension professionals and to evaluate competencies essential to be a successful Extension professional. For the purpose of this study, quantitative capacity data of extension professionals were collected from the survey instrument based on Extension Professional Evaluation Scale in Utah state university. Descriptive statistics, mean difference analysis, IPA(importance-performance analysis) analysis were used to analyze the data. The main results of the study are as follows. First, it is necessary to first reinforce education on specialized technical capacity among the three extension capacity areas. The current status of the professional capacity of extension professionals in the three areas was found to be at the average level, and the level of professional technical capacity was relatively low. In addition, the importance was evaluated that professional technology capacity is more important than the project development/evaluation capacity and communication capacity. Second, Second, in order to reinforce communication capacity, it is necessary to strengthen education on 'development of joint educational materials with colleagues'. Third, in order to reinforce project development/evaluation capacity, it is necessary to strengthen education on 'project planning'. In the IPA analysis results, the importance was high, but the capacity with relatively low performance were analyzed as 'project planning'. Fourth, in order to reinforce professional technical capacity, it is necessary to develop an education program for 'crop expertise' first. In the IPA analysis results, the importance was high, but the competencies with relatively low performance were analyzed as 'crop technology expertise'.

• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.31-36
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• 2022

In modern socio-cultural conditions, the requirements for the quality of professional training of graduates of higher educational institutions are increasing. This issue has become especially acute with the advent of pandemic conditions. The ability to apply the existing competencies in the situation of challenges of the 21st century to solve complex social and professional problems is an important criterion for the quality of higher education. Modern professional art education is undergoing many reforms and transformations. Particular attention is paid to innovative teaching methods, thanks to which future specialists experience the breath of innovative education. This issue is especially relevant during the spread of the COVID-19 pandemic. Since students of creative specialties must also have certain competencies, within the framework of the educational process, the competence-based approach to teaching plays a key role, is the methodological basis in the system of modernization of higher professional art education. Thus, the main task of the study is to analyze the process of formation of professional competence among students of art institutions of higher education in the context of COVID-19. As a result of the study, the main aspects of the process of formation of professional competence among students of art institutions of higher education in the context of COVID-19 were investigated.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.1
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• pp.160-169
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• 2015

The purpose of this study was to search and analyze the realities and needs of life long education, the necessity and perception of life competencies and the difference of competencies on experiences of education to support life long education system for adult learners in Busan and Ulsan. In this study, we conducted a questionnaire survey of 234 adult learners living in Busan and Ulsan. The results of this study were summarized as follows. First, adult learners perceived that life long education was very important to adults and appreciated an educational institution being managed by government. Second, adult learners thought that basic literacy competency and basic work competency were important and late fifties perceived that professional job is in important. Third, adult learners perceived that self directed learning and capacity of management are poor competencies. And they perceived that the government support adult learners who has economical difficulty. Forth, adult learners perceived that it was normal that 'professional job' and 'job transition abilities', 'women', 'the middle aged and old','the unemployed' and' low incomers' perceived that they have poor level. Fifth, according to the results of ${\chi}^2$ test for determining the statistical significance of differences in experience in lifelong learning among adult learner groups divided by their individual background, significant differences were observed in a few competencies(p<.05, p<.01).

• The Korean Journal of Emergency Medical Services
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• v.20 no.3
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• pp.37-47
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• 2016

Purpose: The purpose of the study was to establish an education curriculum subject program design for the department of emergency medical technology based on National Competency Standards (NCS) key competencies. Methods: A self-reported questionnaire was completed by 180 level 1 emergency medical technicians in K area from June 15 to 20, 2016. Except for 14 incomplete questionnaires, 141 data were analyzed. The study instrument included general characteristics of the subjects (7 items) and importance and satisfaction levels for 10 key competencies including 34 items of subfactors by a Likert 5-point scale using Borich Needs Assessment Model. A locus for focus model (LF model) was used to derive the top priority key competencies for the education curriculum. Data were analyzed by SPSS v. 20.0. Results: The order of education needs of the program included interpersonal competency (1.442), communication competency (1.384), problem solving competency (1.185) and professional ethics competency (1.149). In the LF model, the required jey competencies included interpersonal competency, communication competency, professional ethics competency, and problem solving competency. Conclusion: The study results coincided with standard education curriculum guidelines. Our resluts can provide a valid reference for the department of emergency medical technology.

• Journal of Engineering Education Research
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• v.21 no.3
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• pp.56-65
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• 2018

With rapid advance of technologies including information and communication technologies, jobs are evolving faster than ever. Architectural engineering is no exception in this regard, and the green architectural engineering is emerging fast as a promising new field. In this study, a Delphi study of expert architectural engineers are conducted to find out (1) near future prospects of the field, (2) near future emerging jobs, (3) competencies needed for these jobs, and (4) educational content necessary to build these competencies with regards to the green architectural engineering. Initial Delphi survey consisting of open-ended questions in the above four areas were conducted and came out with 65 items after duplicate removal and semantic refinements. Further refinements via second and third wave of Delphi results into 40 items that the 13 architectural engineering experts may largely agree upon as future prospects with regards to the green architectural engineering. Findings indicate that it is expected that the demand for green architectural engineering and needs for automatic energy control system increase. Also, collaborations with other fields is becoming more and more important in green architectural engineering. The professional work management skills such as knowledge convergence, problem solving, collaboration skills, and creativity linking components from various related areas seem to also be on the increasing need. Near future ready critical skills are found to be the building environment control techniques (thermal, light, sound, and air), the data processing techniques like data mining, energy monitoring, and the control and utilization of environmental analysis software. Experts also agree on new curriculum for green building architecture to be developed with more of converging subjects across disciplines for future ready professional skills and experiences. Major topics to be covered in the near future includes building environment studies, building energy management, energy reduction systems, indoor air quality, global environment and natural phenomena, and machinery and electrical facility. Architectural engineering community should be concerned with building up the competencies identified in this Delphi preparing for fast advancing future.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.1
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• pp.16-28
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• 2021

Purpose: The purpose of this study was to develop nurses' core competencies and sub-competencies and to verify the validity and importance-performance of core competencies. Methods: The core competencies of nurses were derived through an analysis of strengths, weaknesses, opportunities, and threats, as well as a literature analysis of domestic and foreign accreditation institutions. Validity and importance-performance analyses were conducted on the core competencies derived from nursing colleges nationwide. Results: Six core competencies of nurses were revealed: integration of knowledge and nursing skills, critical thinking, communication, leadership, safety management, and global competency. Further, eighteen sub-competencies were derived. The content validity ratio values for the core competencies were higher than 0.74. Communication skills among multidisciplinary teams and communication skills among nursing teams were shown to be the most important competencies to be improved. Conclusion: The results of this study are meaningful in terms of how the core competencies of nurses were derived and evaluated for the fourth cycle of nursing education accreditation according to the changes of time and culture.

• Culinary science and hospitality research
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• v.24 no.3
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• pp.47-59
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• 2018

Vocational education has been constantly blamed for training skills that are not suitable for the field. This study was sought for finding out the necessary skills for the hotel entry-level cooks by conducting in-depth interviews, questionnaires, and case studies in terms of NCS's basic competencies and competencies required at work environment. The results of this study are as follows: First, in the field, job performance ability is more important than skills and knowledge. Second, among the NCS's basic competencies, communication skills, interpersonal skills, self-development skills, information skills, and professional ethics are prioritized competencies for hotel-entry level cooks. Third, in terms of competency factors at work, it is necessary to learn the adaptability of the field. Fourth, in case of overseas culinary institutes, the core of their culinary education was the system to learn how to operate the site rather than the education about cooking skills or knowledge. Fifth, in holistic approach, the result showed that four elements which are skills, knowledge, field practice, and simulation training are required for Culinary Arts curriculum.

• Korean Medical Education Review
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• v.19 no.2
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• pp.63-69
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• 2017

Resident training programs in South Korea lag far behind that of advanced countries. Given the problems the current system in South Korea has, it is time to consider a new resident training system, resident training for general competencies. Training for the general competencies was practiced in medical fields in advanced countries such as the USA, Canada, and the UK as early as 20 years ago. This system has rendered itself a key component of resident training. Although a few theoretical procedures on general competencies have been practiced in South Korea, the awareness of this concept is still very weak, and the application of the theory to actual training is a long way off from becoming effective. It is urgent for South Korea to adopt competency- and outcome-based training for general competencies. To this end, the knowledge of the concept of this type of training should be improved. Also, the system should be carefully designed to cover a doctor's whole career, and be applied immediately. The competency- and outcome-based training for general competencies is a system that assures high level qualifications. It reflects the needs of our society under the recognition that a professional organization should be committed and accountable in order to respond to social demands. As the benefits of the new training system reach the public and medical care consumers, training-related expenses should be borne by social costs.

• The Korean Journal of Health Service Management
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• v.13 no.4
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• pp.253-263
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• 2019

Objectives: This study evaluated the perception on importance of interprofessional core competencies (PI-ICCP) scale. Methods: Data were collected from 353 college students of health. Content validity was tested using the content validity index for individual items(I-CVI) and for scale(S-CVI). Criterion validity was tested using the professional competencies scale developed by Choi. Reliability was evaluated using Cronbach's coefficient alpha. The goodness-of-fit of the construct validity was determined through exploratory and confirmatory factor analyses. Results: The I-CVI of each item was .8 or higher for all items, and the S-CVI was .98. The reliability of the PI-IPCC was Cronbach's α=.98. The goodness-of-fit indices of the model were χ2=1811.54(p<.001), the comparative fit index (CFI)=.91, and root mean square error of approximation (RMSEA)=.08, which satisfied the criteria. Conclusions: The construct and criterion-related validity of the perception for PI-ICCP scale were a good fit, so the instrument is appropriate for measuring perception on importance of interprofessional core competencies. Further research will be required using this instrument to investigate perception of interprofessional core competencies of health professionals.

• Korean Medical Education Review
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• v.24 no.1
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• pp.35-45
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• 2022

Needs for public healthcare have recently increased. This paper proposes education topics for competency development in public healthcare in line with the needs of the times. In Korea, various lifelong education providers have already provided public health-related education. For example, the Research Institute for Health Policy (RIHP) under the Korean Medical Association provided an "executive course for physicians' public health care competencies" in 2019 and 2020. At the end of the course, the RIHP published a comprehensive report, entitled "Curricular development and evaluation for doctors' public healthcare competencies." This article is based on a summary of that report. To develop a curriculum for public healthcare, the RIHP adopted the following methodologies for a needs analysis; reviewing already-existing education subjects, evaluating end-of-course reports, and conducting in-depth focused group interviews and questionnaire surveys with doctors at public healthcare-related institutions. The results from the needs analysis can be categorized into two domains of education topics for public healthcare. The first domain includes education subjects related to the theory and practice of public healthcare, as follows: a general overview, community or population health, organizational administration, planning and evaluation, budget and finance, responses to disasters such as infectious diseases, health policy, and the legal system. The second domain contained education topics related to general professional competencies: leadership, communication, cooperation, teamwork, and professionalism. In conclusion, the curricular content for public healthcare will be an appropriate combination of competencies specific to public healthcare and core competencies for health professionals.