• Korean Journal of Radiology
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• v.24 no.3
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• pp.173-176
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• 2023

• Korean Journal of Radiology
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• v.24 no.5
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• pp.478-479
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• 2023

• Korean Journal of Radiology
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• v.24 no.4
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• pp.371-371
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• 2023

• Imaging Science in Dentistry
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• v.47 no.1
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• pp.51-55
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• 2017

Purpose: This study was conducted to suggest the development of a learning management system for dental radiology education using the Modular Object-Oriented Dynamic Learning Environment(Moodle). Materials and Methods: Moodle is a well-known and verified open-source software-learning management system (OSS-LMS). The Moodle software was installed on a server computer and customized for dental radiology education. The system was implemented for teaching undergraduate students to diagnose dental caries in panoramic images. Questions were chosen that could assess students' diagnosis ability. Students were given several questions corresponding to each of 100 panoramic images. Results: The installation and customization of Moodle was feasible, cost-effective, and time-saving. By having students answer questions repeatedly, it was possible to train them to examine panoramic images sequentially and thoroughly. Conclusion: Based on its educational efficiency and efficacy, the adaptation of an OSS-LMS in dental school may be highly recommended. The system could be extended to continuing education for dentists. Further studies on the objective evaluation of knowledge acquisition and retention are needed.

• Imaging Science in Dentistry
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• v.39 no.1
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• pp.1-5
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• 2009

Although x-ray had been used in Dental Clinic and taught as Roentgenology as a part of other lectures, the independent lecture was established at Seoul National University in 1953. The first independent Department was separated from the Department of Oral Surgery at Seoul National University in 1963. Nowadays, there are 6 national and 5 private dental schools in South Korea. Each dental school has a Department of Oral and Maxillofacial Radiology, which fulfills its role in student education and clinical service. What is specially noteworthy is that 8 of the 11 dental schools have changed or will change from the 2+4 year system to 4+4 year system (postgraduate course). The curriculum has also been or is being amended according to this change. Although the contents of courses for Oral and Maxillofacial Radiology are not much different among dental schools, the methods and structure of education are various. We have to do a systematic and comprehensive analysis of the present educational methods and structure of Oral and Maxillofacial Radiology and need to seek the new and more suitable ones based on competency.

• Journal of Korean Academy of Oral and Maxillofacial Radiology
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• v.26 no.1
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• pp.15-28
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• 1996

The system of Oral and Maxillofacial Radiology education, radiographic equipments and oral health care were evaluated in Korea. The objectives, the length, curriculum guidelines, instructional method and teaching means for undergraduate, and postgraduate education in 9 dental college were described. To investigate the radiographic ewuipments, surveys were received from 6 Dental College Hospitals(DCH), 23 Dental Hospitals(DH) and 373 Dental Clinics(DC). And the results of oral health care were obtained from the surveys of Kyunghee Dental College Hospital(KDCH), 14 Dental Hospital Hospitals and 52 Dental Clinics.

• Korean Journal of Radiology
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• v.24 no.3
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• pp.177-179
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• 2023

• Imaging Science in Dentistry
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• v.53 no.1
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• pp.35-42
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• 2023

Purpose: This study investigated the current dental radiology reporting methods and the recording rate of 10 mandatory reporting items in Korea. Materials and Methods: An original online survey created using Google Forms was distributed to dental practitioners. The survey asked about the participants' age, experience, workplace, use of radiologic equipment, radiology reporting methods, and recording reporting items. Results: In total, 354 responses were analyzed. Radiologic reporting in dental charts was the most commonly used method for each modality. Four out of 10 mandatory items were recorded at a high rate, but the remaining 6 items had substantially lower recording rates, often below 50%. The participants who reported radiographic findings through other separate methods had higher item scores than those who wrote findings in dental charts(P<0.05). Conclusion: Radiologic societies and dental associations should encourage the use of separate reports for radiographic examinations. Education regarding radiology reports and the justification for reporting items should be reinforced in dental schools, training courses on radiology, and the continuing education curriculum.

• Korean Journal of Radiology
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• v.22 no.12
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• pp.2006-2016
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• 2021

The expanding scope of interventional musculoskeletal procedures has resulted in increased pressure on general radiologists. The confidence of general radiologists in performing ultrasound-guided musculoskeletal procedures varies with their clinical exposure. This didactic review provides a methodologically and clinically oriented approach to enhancing user understanding and confidence in performing ultrasound-guided musculoskeletal procedures. The body of the text is accompanied by figures depicting the procedural approach, injection site, and labeled ultrasonography images. This paper aims to provide a teaching and bedside aid for education on and the execution of musculoskeletal procedures to ensure the provision of quality health care.

• Journal of the Korean Society of Radiology
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• v.17 no.6
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• pp.977-983
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• 2023

Due to the development of the domestic economy and science, the people's standard of living has increased. Accordingly, we want to improve the quality of life. In other words, we guarantee human rights and pursue dignity and value as human beings. Therefore, the medical field extends human life and helps maintain a healthy life. The social medicine that protects human rights is forensic medicine. Forensic medicine identifies deaths and analyzes the cause using forensic radiology images. Forensic radiology is the acquisition and provision of medical images by the radiographer. Therefore, the radiographer must have expertise by completing forensic science-related courses. Recently, medical and nursing schools have opened and operated various subjects such as forensic medicine and forensic nursing. However, the Department of Radiology science is the only school that offers courses related to forensic science. For the future development and exploration of the radiographer and department of radiology science, forensic education should be considered. For this purpose, we investigated the necessity and demand for forensic education in the department of radiology science undergraduate and graduate schools. The department of radiology science students' awareness of forensic science was found to be 2.977 points, but the need for forensic science education for the radiographer was high at 3.759 points. In addition, current students' demand for forensic science courses was high at 84.1%, with the majority responding that it was necessary to open and operate the course. This study was able to determine the demand for forensic science-related subjects among the department of radiology science undergraduate and graduate students, and there is a need to explore diversity and expertise in education. We hope that it will be used as basic data for the development of forensic medicine and radiology science.