• Korea Journal of Hospital Management
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• v.8 no.3
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• pp.32-48
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• 2003

Korea is to open its medical markets to foreign hospitals starting in the year 2006 regardless of our will(DDA, Doha Development Agenda). To accurately understand the characteristics of Korean medical users, their detailed and various needs, their attitudes toward the opening of Korean medical markets, and factors affecting these users in choosing foreign medical service providers would be first step needs to be taken by the Korean medical facilities that need to survive and develope through the fiercely competitive era coming with the opening of Korean medical markets to foreign medical service providers and would be very important in hospital management. The subjects of this study were 500 patients randomly selected from the outpatients who visited one of university hospitals in Seoul on the 14th-16th days of April 2003, and conducted a self-completion questionnaire. The answers of 463 respondents among the selected patients(93% of a responding rate)were analyzed through the Excel and statistics programs. The attitudes on the opening of the medical markets were shown in agreement 56.5%(247 persons), disagreement 6.9%(30 persons), and no idea 36.6%(160 persons). In consideration of only the answers as agreement and disagreement exclusive of the answer as no idea, 89.2% of the respondents agreed to the opening of the medical markets while 10.8% objected to the opening. The approval rate was higher with the higher education and income levels. Moreover, The approval rate for the opening of the medical markets was relatively high regardless of the satisfaction in the medical service, and the most important reason of the agreement was the guarantee of the patients(national)option. The main reason of the disagreement was high medical fee(50.5%), and the other reasons showing low rates were outflow of the domestic fund to the foreign countries(13.6%), damage of medical influences on the public(11.4%), lack of competition of the domestic medical industry(9.1%)and so on. As for the factors of selecting the foreign hospitals in the opening of the medical markets, the patients considered the authority(competency)of doctors firstly, and the other principal factors were worldwide fame and reliance, specific explanation of doctors, modernized medical instruments, convenient consultation procedure, etc. The patients agreed to the opening of the medical markets at a high rate regardless of the satisfaction in the medical service, and the most principal reason of the agreement was the guarantee of the patients(national)option for the medical care. Connected with the factors to select the hospitals, the approval reasons for the opening of the medical markets were the authority(competency)of the doctors as the first one, and then fame and tradition, reliance, overall diagnosis and modernized medical instruments, doctors specific explanation, and so on. However, these factors are actually associated with the Quality of the medical care, and consequently the approval reasons for the opening of the medical markets are connected with the security of the medical care. Accordingly, the guarantee of the patients(national)option answered as the main reason of the agreement can be also understood as the awareness of the right to have a variety of options for the security of the medical quality.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.129-149
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• 2018

This study has attempted to analyze the achievement standards in the 2015 revised curriculum, based on the revision of Bloom's Taxonomy and aims to identify the knowledge and required competencies in the fourth industrial era. The results of this study are as follows: First, the knowledge dimensions was the highest 'metacognitive knowledge' in middle school, while 'factual knowledge' was the highest in high school, and 'knowledge of specific details and elements' was the highest subtype of all of the knowledge dimensions. The dimensions of the cognitive process, such as the terms 'apply' and 'analyze' in middle school, as 'understand' and 'evaluate' in high school have been treated inattentively. Second, the knowledge dimension and the cognitive process dimension according to key concepts display the metacognitive knowledge and 'understand' in development, the conceptual knowledge and 'understand' in relationship. While the 'metacognitive knowledge' and 'apply' in life culture, the 'procedural knowledge' and 'evaluate' in safety, the 'factual knowledge' and 'apply' in management and the 'metacognitive knowledge' and 'understand' in life design were extremely high. Third, the verbs used in the achievement standards displayed as 'explore', 'understand', 'analyze', 'practice', 'suggest', 'recognize' and 'evaluate'. Since the statement of the action verb is the very basis for determining the performance process, specific competencies may be achieved by reflecting on the actual achievement standards. These standards should provide us with a effective cognitive process for to understand a learner's performance skills and support the direction of the education required, through a strategy that refines the connection between content elements and functions and develop their competences for the future.

• Journal of Preventive Medicine and Public Health
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• v.19 no.2 s.20
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• pp.193-202
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• 1986

The activities of general physicians (GPs) in health subcenters and their competency for clinical skills were assessed to develop a scheme to improve the training program. One hundred-twenty GPs in southern four provinces (Kyungpook, Kyungnam, Chunpook, Chunnam) were randomly selected and 97 were interviewed between January 9 and February 10, 1984. Of the 97 GPs, 86 provided all the information we requested. Average number of patient visits per health subcenter in a day was 30-40 in the demonstration project area for the class II medical insurance whereas it was 3-4 visits in other area. The interviewees were asked to rate their competency in 63 clinical skills. The skills in which over 50% of the interviewees rated themselves competent were only 12 items including IM injection, IV injection, wound dressing, etc. Less than 10% of the interviewees rated themselves competent in such skills as maternal health care, emergency medical care, preventive and promotive health services. Most part of the training program of the NIH for the GPs were not applicable to their field work as the training contents were unrealistic. Clinical training at a local general hospital was of great help in 38.8% and the rest of training was not much helpful as the training was inadequate due to lack of trainer or indifference of the trainer. For more effective training of the GPs, the training program of the NIH should be modified to be more realistic and utilize competent field workers as the instructors. It may be more effective if the training is carried out at several local centers. Ideal length of the clinical training for the GPs is 4 months. A pocketbook should be developed that includes specific skills to master during the clinical training and require the trainer to confirm the achievement. The Ministry of Health and Social Affairs should provide the training hospitals with a training guideline and evaluate the training activities and make sure that the training hospital has specialist for each of the 4 major clinical departments. The Ministry of Health and Social Affairs should provide the GPs with a continuing education to assist the problem solving in the field and motivate them to actively carry out the health program. A province may be divided into several regions and a supervisory committee may be organized with specialists in each region. The committee may hold a meeting for the GPs periodically and respond to the specific questions of the GPs by mail.

• Journal of the Korean earth science society
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• v.34 no.4
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• pp.368-377
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• 2013

The purpose of this research was to investigate ways of restructuring key competencies (KCs) in preparation for a revision of Korean science curriculum. Recently a number of countries have reformed their curricular using competencies as a key element because they believe that competencies-based curriculum helps students build up the necessary skills to live in the future society. Through literature reviews, in-depth interviews with experts and teachers, expert meetings, Delphi methods, and surveys with teachers, three major categories of KCs emerged as follows: Character competencies, Intellectual competencies, and Social competencies. For each major category, its definition, characteristics and teachers' comments are discussed. The specific components of KCs for each major category and implementing KCs should be determined at the subject- and teacher-level based on teacher professionalism. In the conclusion section, we suggested a couple of important points that deserve readers' attention when we reconstruct science curriculum by incorporating three major categories of KCs. When we develop a science curriculum in the future, we need to include three major categories of KCs, and set up KCs as a minimum set of goals for all students. We need to remember that specific components of KCs for each major category and linkage among KCs may vary depending on science topics and objectives.

• The Mathematical Education
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• v.62 no.4
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• pp.531-549
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• 2023

Despite the significance of mathematics teacher guidebooks as a support for teacher learning, there are few studies that address how elementary mathematics teacher guidebooks support teacher learning. The purpose of this study was to analyze the educative features of elementary mathematics teacher guidebooks for grades 3 and 4. For this, six units from each of ten kinds of teacher guidebooks were analyzed in terms of seven dimensions of Teacher Learning Opportunities in Korean Mathematics Curriculum Materials (TLO-KMath). The results of this study showed that mathematics content knowledge for teaching was richly provided and well organized. Teacher guidebooks provided teacher knowledge to anticipate and understand student errors and misconceptions, but were not enough. Sample dialogues between a teacher and students were offered in the teacher guidebooks, making it easier for teachers to identify the overall lesson flow and key points of classroom discourse. Formative assessment was emphasized in the teacher guidebooks, including lesson-specific student responses and their concomitant feedback examples per main activity. Supplementary activities and worksheets were provided, but it lacked rationales for differentiated instruction in mathematics. Teacher knowledge of manipulative materials and technology use in mathematics was provided only in specific units and was generally insufficient. Teacher knowledge in building a mathematical community was mainly provided in terms of mathematical competency, mathematical classroom culture, and motivation. This paper finally presented implications for improving teacher guidebooks to actively support teacher learning.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.87-103
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• 2024

The content system table of the subject-matter curriculum is considered important in the Korean national curriculum, textbook writing, and teaching and learning in the classroom. However, studies that comprehensively organize the issues concerning the format of the subject-matter curriculum content system have been scarce. This study scrutinized the evolution of the content system from its inception in The 6th Curriculum to the most recent 2022 Revised National Curriculum, focusing on science curricular. The following issues and suggestions were derived for the format of the subject content system. First, caution should be exercised in using terms such as "domain," "field," and "category," and it should be clarified whether these terms are intended simply for logical differentiation or to serve as a content organizer with a specific emphasis. Second, the nature of components such as "core ideas," which can serve as innovative content organizers, should be strictly defined. Third, while the introduction of three-dimensional content elements such as "knowledge and understanding," "process and skill," and "value and attitude" is viewed positively, it is suggested that a further delineation be made, elaborating how each can be utilized to form core competencies. Fourth, the construction of the subject-specific content system in national curriculum needs caution because whether it will resolve or exacerbate the 'disparity between general curriculum and subject-matter curriculums' is uncertain. Finally, as an apparent pendulum motion of the subject-matter content system is observed in national curriculum documents, efforts should be made to ensure that it does not result in meaningless repetition, but instead achieves meaningful dialectical progress.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.4
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• pp.145-157
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• 2017

SMEs play an important role in the domestic economy. Regarding competency to respond flexibly to unpredictable changes, agility of SMEs is more emphasized. Entrepreneurship orientation is an important factor in the source of SMEs that enable such competency. Entrepreneurial orientation refers to the tendency of a CEO or a member of a corporation to be innovative, risk-taking, and active in the face of various market opportunities. In other words, it refers to the tendency to be expressed in the activities of the entire company without regard to specific technologies or industries. Entrepreneurial orientation has a direct or indirect effect on business performance. Therefore, in this study, we conducted theoretical and empirical studies on the effect of entrepreneurial orientation of SME managers on business performance. Research hypotheses were derived through theoretical research. We focused on the mediating effect of innovation activity and tried to identify the mechanism that entrepreneurial orientation leads to business performance through product innovation and service innovation activity. We investigated whether innovativeness, proactiveness, and risk-taking, which are sub-variables of entrepreneurial orientation, affect business performance through product innovation and service innovation. We conducted a survey of SMEs in Busan and Kyungnam regions to examine the research hypotheses. The results show that product innovation and service innovation have mediating effects. The results of the study are as follows. Product innovation has mediating effect of innovativeness and risk-taking on business performance. Service innovation has been found to mediate innovativeness, proactiveness, and risk-taking on business performance. There was a difference in the mediation effect between the two innovations. Product innovation showed a low mediating effect and a large direct effect. On the other hands, service innovation is relatively more mediating than product innovation. The implications of the research results are derived in relation to the essential differences between product innovation and service innovation. Limitations of the study and directions for future research are presented.

• Journal of the Korean Society for information Management
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• v.26 no.3
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• pp.295-316
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• 2009

This research applied the concepts of IT architecture and IT governance for managing with an integrated computing environment and organized structure, which base a digital library's management and operation. It also aims to analyze the structural system between information technology of human resources and strategy alignment elements of business, which both constitute the core content. Social network analysis software was used to investigate the complicated relationship between IT and business-related strategy alignment elements. The following is the results of carrying out this research on the social network structure and features of strategy alignment elements for a digital library. First, analysis indexes for strategy alignment elements and social network of a digital library were developed. Second, an analysis model was designed based on the analysis index for social network as to strategy alignment elements. Analysis model was appraised by collecting social network datasets for such strategy alignment elements as Communications, Competency and Value, Governance, Partnership, Scope and Architecture, and Skills against the Business strategy, Information strategy, Business and Technology of a digital library. As for the content of analysis, social network structure and specific features were analyzed in relation to a digital library's (1) General social network, (2) Structure of strategy alignment elements, (3) Strategy fit and Functional integration.

• Journal of Korean Library and Information Science Society
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• v.39 no.4
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• pp.51-69
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• 2008

This study tired to develop the web credibility evaluation model by calculating weighted values and sensitivities of indicators which presented on preceding researches using Analytic Hierarchy Process. "Expert Choice 2000" was used as the tool for analysing AHP. 25 experts are answered for this questionnaire who are selected by judgement sampling method, one of the non-probability sampling method. Also, sensitivity analyses was performed to graphically see how the alternatives change with respect to the importance of the indicators or sub-indicators. The main results are summarized as followings; i) importance analysis in first level factors: trust-worthiness(0,606), expertness(0.222), safety(0.173), ii) importance analysis in second level factors: trustfulness (0.519), reputation(0.087), usefulness (0.102), timeliness(0,093), competency(0.027), security(0.115), reliability(0,058). iii) some of the importance analysis in third level factors: the site provides comprehensive information that is attributed to a specific source(0.252), the site has articles that list citations and references(0.153), the site contains user opinions and reviews(0.072), etc. iv) sensitivity analyses showed that the importance of the indicators or sub-indicators are slightly changed with respect to the alternatives change.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.2
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• pp.212-221
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• 2003

The purpose of this study was to evaluate the effects and define the educational strategies of the cyber education offered to students for Bachelor of Science degree program(RN-BSN). The participants in this study were 67 students in two courses, Growth and Development, and Nursing Process. The main components of the cyber classes were the electronic board and on-line discussion board. The study was conducted from March 4, 2001 to July 23, 2001 at Y University in Seoul, Korea. To examine the effects of the cyber education, learning motivation, and learning satisfaction were measured by questionnaires to the students before the initial class and after completing the class. Learning achievement was measured by the grades for each course. The data were analyzed using frequencies, t-test, and paired t-test. The specific results of the course evaluation were compared and analysis was done to examine differences between traditional classroom teaching and cyber teaching. The study results are as follows: 1. There were no significant differences on total scores for learning motivation between pre-cyber education and post-cyber education. However, there were significant decreases in the post test compared to the pre test for the items, ' I'd like to get as high a score as possible compared to other students (t=-2.20, p=.03)' and ' I'm sure to acquire good grades(t=-5.22, p=.00) '. 2. The average score for learning satisfaction using cyber education was high at 3.52. 3. To define learning achievement using cyber education, grades for students taking cyber classes this year were compared to student grades for a class using traditional lassroom teaching last year. The score was significantly higher for classroom students in the 'Growth and Development' course (t=-3.5, p<.001), and the score was significantly higher for the cyber education students in the 'Nursing Process' course (t=4.3, p<.000). 4. The average of post scores on computer competency was significantly higher on six items, general knowledge about computers, data management and data research, ability to communicate using computer, and internet surfing. On the basis of the above findings, this study suggests that cyber education in nursing courses is effective and readily available. However, it is recommended that consideration be given to characteristics of the course when developing cyber education programs for nursing courses.