• Journal of the Korean Society of Food Science and Nutrition
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• v.43 no.3
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• pp.425-430
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• 2014

Foods contain various nutrients such as carbohydrates, protein, oil, vitamins, and minerals. Among them, carbohydrates, protein, and oil are the main constituents of foods. Usually, these constituents are analyzed by the Kjeldahl and Soxhlet method and so on. However, these analytical methods are complex, costly, and time-consuming. Thus, this study aimed to rapidly and effectively analyze carbohydrate, protein, and oil contents with near-infrared reflectance spectroscopy (NIRS). A total of 517 food samples were measured within the wavelength range of 400 to 2,500 nm. Exactly 412 food calibration samples and 162 validation samples were used for NIRS equation development and validation, respectively. In the NIRS equation of carbohydrates, the most accurate equation was obtained under 1, 4, 5, 1 (1st derivative, 4 nm gap, 5 points smoothing, and 1 point second smoothing) math treatment conditions using the weighted MSC (multiplicative scatter correction) scatter correction method with MPLS (modified partial least square) regression. In the case of protein and oil, the best equation were obtained under 2, 5, 5, 3 and 1, 1, 1, 1 conditions, respectively, using standard MSC and standard normal variate only scatter correction methods with MPLS regression. Calibrations of these NIRS equations showed a very high coefficient of determination in calibration ($R^2$: carbohydrates, 0.971; protein, 0.974; oil, 0.937) and low standard error of calibration (carbohydrates, 4.066; protein, 1.080; oil, 1.890). Optimal equation conditions were applied to a validation set of 162 samples. Validation results of these NIRS equations showed a very high coefficient of determination in prediction ($r^2$: carbohydrates, 0.987; protein, 0.970; oil, 0.947) and low standard error of prediction (carbohydrates, 2.515; protein, 1.144; oil, 1.370). Therefore, these NIRS equations can be applicable for determination of carbohydrates, proteins, and oil contents in various foods.

• Journal of dental hygiene science
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• v.18 no.2
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• pp.85-96
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• 2018

The purpose of this study is to propose learning objectives in social dental hygiene by analyzing and reviewing learning objectives in oral health administration area of the existing public oral health. This study is a cross-sectional study. The subjects of the study selected with convenience extraction were 15 members of the social dental hygiene subcommittee of the Korean Society of Dental Hygiene Science. Data collection was conducted by self-filling questionnaire. The research tool is from 48 items of A division in the book of learning objectives in the dental hygienist national examination, and this study classified each of them into 'dental hygiene job relevance', 'dental hygiene competency relevance', 'timeliness', and 'value discrimination of educational goal setting' to comprise 192 items. Also, to collect expert opinions, this study conducted Delphi survey on 7 academic experts. Statistical analysis was performed using the IBM SPSS Statistics ver. 23.0 program (IBM Co., Armonk, NY, USA). Recoding was performed according to the degree of relevance of each learning objective and frequency analysis was performed. This study removed 18 items from the whole learning objectives in the dental hygienist national examination in the oral health administration area of public oral health. Fifteen revisions were made and 15 existing learning objectives were maintained. Forty-five learning objectives were proposed as new social dental hygiene learning objectives. The topics of learning objectives are divided into social security and medical assistance, oral health care system, oral health administration, and oral health policy. As a result of this study, it was necessary to construct the learning objectives of social dental hygiene in response to changing situation at the time. The contents of education should be revised in order of revision of learning objectives, development of competency, development of learning materials, and national examination.

• Journal of dental hygiene science
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• v.17 no.6
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• pp.523-532
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• 2017

The purpose of this study was to provide basic data to standardize the clinical dental hygiene curriculum, based on analysis of current clinical dental hygiene curricula in Korea. We emailed questionnaires to 12 schools to investigate clinical dental hygiene curricula, from February to March, 2017. We analyzed the clinical dental hygiene curricula in 5 schools with a 3-year program and in 7 schools with a 4-year program. The questionnaire comprised nine items on topics relating to clinical dental hygiene, and four items relating to the dental hygiene process and oral prophylaxis. The questionnaire included details regarding the subject name, the grade/semester/credit system, course content and class hours, the number of senior professors, and the number of patients available for dental hygiene clinical training purposes. In total, there were 96 topics listed in the curricula relating to clinical dental hygiene training, and topics varied between the schools. There was an average of 20.4 topic credits, and more credits and hours were allocated to the 4-year program than to the 3-year program. On average, the ratio of students to professors was 21.4:1. Course content included infection control, concepts for dental hygiene processes, dental hygiene assessment, intervention and evaluation, case studies, and periodontal instrumentation. An average of 2 hours per patient was spent on dental hygiene practice, with an average of 1.9 visits. On average, student clinical training involved 19 patients and 26.6 patients in the 3-year and 4-year programs, respectively. The average participation time per student per topic was 38.0 hours and 53.1 hours, in the 3-year and 4-year programs, respectively. Standardizing the clinical dental hygiene curricula in Korea will require consensus guidelines on topics, the number of classes required to achieve core competencies as a dental hygienist, and theory and practice time.