• Radiation Oncology Journal
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• v.37 no.2
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• pp.73-81
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• 2019

Purpose: There is sparse literature on treatment outcomes research on resectable oral tongue squamous cell carcinoma (OTSCC). The aim of this study was to measure the treatment outcomes, explore the failure patterns, and identify the potential clinicopathological prognostic factors affecting treatment outcomes for resectable OTSCC. Materials and Methods: It is a retrospective analysis of 202 patients with resectable OTSCC who underwent upfront primary surgical resection followed by adjuvant radiotherapy with or without concurrent chemotherapy if indicated. Results: The median follow-up was 35.2 months (range, 1.2 to 99.9 months). The median duration of locoregional control (LRC) was 84.9 months (95% confidence interval, 67.3-102.4). The 3- and 5-year LRC rate was 68.5% and 58.3%, respectively. Multivariate analysis showed that increasing pT stage, increasing pN stage, and the presence of extracapsular extension (ECE) were significantly associated with poorer LRC. The median duration of overall survival (OS) was not reached at the time of analysis. The 3- and 5-year OS rate was 70.5% and 66.6%, respectively. Multivariate analysis showed that increasing pT stage and the presence of ECE were significantly associated with a poorer OS. Conclusion: Locoregional failure remains the main cause of treatment failure in resectable OTSCC. There is scope to further improve prognosis considering modest LRC and OS. Pathological T-stage, N-stage, and ECE are strong prognostic factors. Further research is required to confirm whether adjuvant therapy adds to treatment outcomes in cases with lymphovascular invasion, perineural invasion, and depth of invasion, and help clinicians tailoring adjuvant therapy.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7474-7484
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• 2015

This study was conducted by implementing a structural analysis regarding adult learners' learning outcomes and their affecting factors in the lifelong educational institutions in Daejeon area with 960 adult learners. Research result was as following. First, learner and educational characteristics were confirmed to have an indirect impact on learning outcomes, which were mediated by learning satisfaction and commitment. Second, adult learner's characteristics directly influenced to learning commitment and satisfaction as well as educational institutions did. Third, learning commitment also directly affected learning satisfaction and outcomes. Fourth, learning satisfaction had a strong influence on learning outcomes. By all accounts, learning outcomes was directly influenced by learner, educational characteristics, and learning satisfaction. In addition, learning outcomes was indirectly impacted by mediating with learning satisfaction and commitment. Therefore, lifelong educational institutions should reinforce any strategies in order to enhance learning outcomes such as developing and providing more variable programs, making better class atmosphere and facility, positioning highly qualified teachers, and one-stop administration services.

• Journal of Engineering Education Research
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• v.12 no.1
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• pp.57-63
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• 2009

This Paper presents a clearly explained and richly illustrated case study of assessment and evaluation for program outcomes in accreditation for engineering education, which describe what Program students are expected to be able to do by the time of graduation. In particular, the performance criteria based on performance level, assessment tools, and level-of-achievement rubrics for assessment of program outcomes in electrical engineering program of Kwangwoon university will be briefly addressed. Obviously, the assessment, evaluation, and improvement processes for the specified program outcomes should be continuously carried out to demonstrate that the program objectives and outcomes are being met.

• Journal of the Korean Society of Safety
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• v.34 no.6
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• pp.58-64
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• 2019

Over the past decades there has been a growing body of researches that examines the psychological traits related to safety outcomes. After briefly reviewing the relationships between psychological dispositions and safety outcomes, we empirically examine the relationships with 2 samples of 1,102 participants. Fifteen psychological dispositions (big 5 personality, locus of control, cognitive failure, affection from job and relations, 4 achievement goal orientations, self-efficacy, fatigue, and depression) and four psychological outcomes (safe behavior, unsafe behavior, accidents, and injuries) are examined. After covariance structure modeling variances of safety outcomes are well explained by simple 4 dispositions of consciousness, mastery-approach goal orientation, self-efficacy, and depression. We name them 'core safety disposition', and name four psychological outcomes 'safety consciousness', and the relationships between those latent variables are stronger than between measurement variables. We propose core safety disposition as a cause of safety consciousness, and discuss implications for research and practices.

• Journal of the Korea Society of Computer and Information
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• v.24 no.4
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• pp.113-121
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• 2019

The purpose of the study is to identify the influence of learning participation on learning outcomes in programming courses. Based on the literature review, learning participation is composed of three sub components: participation in preview, class, and review. Learning outcomes are categorized by academic achievement, learning satisfaction, and learning motivation. A survey was conducted with 267 students enrolled in programming courses from three IT departments at Myongji College. Findings revealed that participation in review and participation in class predicted all sub components of learning outcomes. Participation in review was found to have a greater effect on learners' achievement and participation in class was found to have a greater impact on learning satisfaction and motivation. However, the results showed that participation in class was not an influential factor for learning outcomes. Implications for enhancing learning participation and suggestions for future research are also discussed.

• Dementia and Neurocognitive Disorders
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• v.21 no.1
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• pp.1-16
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• 2022

Background and purpose: We investigated existing nonpharmacological programs for people with dementia (PWD) to explore critical factors related to the effectiveness of these types of programs. Methods: We conducted a qualitative systematic literature review to identify nonpharmacological intervention programs developed for PWD and reviewed 36 randomized controlled trials. Among several outcomes reported in each study, we focused on the most common outcomes including quality of life (QoL), neuropsychiatric symptoms, depression, agitation, and cognition for further review. Results: Several factors were identified that might affect the outcomes of nonpharmacological interventions for PWD including study design, characteristics of the intervention, maintaining research participants, heterogeneity issues, and implementation fidelity. About half of studies in this review reported positive program effects on their targeted outcomes such as Well-being and Health for PWD on improving quality of life, neuropsychiatric symptoms and agitation; cognitive stimulation therapy on QoL, neuropsychiatric symptoms and cognition; and a stepwise multicomponent intervention on neuropsychiatric symptoms, depression and agitation. Conclusions: We found some programs even with a rigorous study design did not produce expected outcomes while other programs with poor designs reported positive outcomes, which necessitates further investigation on the validity of the assessments. Factors such as individual tailored and customized interventions, promoting social interactions, ease of administration and compatibility of interventions, and developing program theory need to be considered when developing nonpharmacological intervention programs.

• Journal of Korean Academy of Nursing
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• v.42 no.5
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• pp.719-729
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• 2012

Purpose: This study was done to examine relationships between nurse staffing level and postsurgical patient outcomes using inpatient database from the National Health Insurance. Methods: Records of 111,491 patients who received one of 12 types of surgery between January and December, 2009 were identified and analyzed in this study. Nurse staffing level was measured using adjusted nurse staffing grades from 0 to 7. Patient outcomes were defined as in-hospital mortality, or pneumonia, sepsis, or urinary tract infection after surgery. Logistic regression analyses estimated by Generalized Estimation Model, were used to analyze the association between nurse staffing level and patient outcomes. Results: An inverse relationship was found between nurse staffing and patient mortality. Compared with patients who were cared for in hospitals with the highest nurse staffing (Grades 0-1), increases in the odds of dying were found in those with Grades 6-7 [OR (odds ratio)=2.99, 95% CI (confidence interval)=1.94-4.60], those with Grades 4-5 (OR=1.78, 95% CI=1.24-2.57) and those with Grades 2-3 (OR=1.57, 95% CI=1.25-1.98). Lower nurse staffing level was also associated with higher number of cases in pneumonia and sepsis. Conclusion: Policies for providing adequate nurse staffing is required to enhance quality of care and lead to better perioperative patient outcomes.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.305-316
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• 2013

Despite the potential implications of Facebook use, there is a distinct lack of empirically derived theory for designing learning environment. This may be because Facebook is a social tool and there has been limited opportunity for exploratory research regarding Facebook based learning. Therefore, the purpose of this study is to investigate learning presence factors affecting learning outcomes in Facebook-based collaborative learning. Forty two college students participated in the Facebook-based collaborative learning activity, and the data from thirty nine were used for step-wise multiple regression analysis. In addition focus group interview was conducted to examine learning presence of Facebook-based collaborative learning. The results reported that cognitive presence predicted significantly learning outcomes, however, social and emotional presence did not predict learning outcomes. The implication of this study and future research were discussed in this research.

• Journal of the Korean Institute of Landscape Architecture
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• v.26 no.3
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• pp.162-177
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• 1998

Conentionally, LS factor for the USLE suggested by Wischmeier has been computed manually on topographic maps based on one dimensional approach. But outcomes of the equation could be severely affected by the convergence and divergence of surface runoff at complex terrains. Thus the objective of this research are to develop a method to automatically compute LS factor based on the multiple flow algorithm, and to test the accuracy of this method by comparing outcomes of this method to previous measurements or estimations of soil erosion. The program for the automatic calculation of LS factor was developed by utilizing Fox Pro 4.5, and outcomes of the program is designed to input to IDRISI. The accuracy test of LS factor was carried out by comparing the actual measurements of soil loss at two test sites in and around of Suwon. The calculated volume of soil erosion at Buju mountain, Mokpo, was also compared to the outcome of a previous research based on the LS factor calculated by the conventional onedimensional approach. The outcomes of this research are as follows. First, the computed L based on the multiple flow algorithm for concae slopes are greater than those of convex slopes,. Second, the estimated soil loss based on this method at the test site in Mokpo is much greater than the outcomes based on the conventional one-dimensional approach. It can e concluded that the application of this automatic calculation method of LS factor can improve the accuracy of USLE and facilitate soil erosion prevention methods.

• Journal of Digital Convergence
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• v.18 no.11
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• pp.311-318
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• 2020

This study was done to explore the correlation among self-determination, learning commitment and learning outcomes and identify factors related learning outcomes under academic credit bank system. The survey was conducted self-report questionnaire. The data collection period was form April to November 2018. Participants were 144 registered nurses working currently under academic credit bank system. Collected data were analyzed using SPSS/WIN 24.0. Learning outcomes had a positive correlation with self-determination and learning commitment. learning commitment. Self-determination was positively correlated learning commitment. Factors affecting learning outcomes included self-determination and learning commitment. And self-determination and learning commitment accounted for 32.1% of the variance in learning outcomes. Therefore, developing learning outcomes support for improving self-determination and learning commitment. Future research will be needed to clarify the effects of learning outcomes promotion program on self-determination and learning commitment.