• Journal of Gastric Cancer
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• v.4 no.4
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• pp.219-224
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• 2004

Purpose: Through a survey on an Internet homepage, we conducted research concerning the need of patients and their families for information on gastric cancer. We also assessed their interest in gastric cancer. Materials and Methods: We analyzed 619 inquiries presented from June 2002 to September 2003 and 524 replies submitted to a questionnaire survey delivered by the Internet homepage (www.gastriccancer.co.kr) from August to October 2003 to gastric cancer patients and their families. Results: Analysis of Inquiries: The classified inquiries listed in order of frequency are as follows: treatment, prognosis, stages, symptoms, pathophysiology, diagnostic modalities, favorable food, etiology, follow-up, etc. Among the inquiries about treatment, the most frequent subgroup was about the scope of surgery or perioperative implications. Next came questions concerning chemotherapy. Among the questions from patients yet to be operated, on those about operability and the prognosis were most frequent. Among the patients who had undergone a resection, questions on complications and the corresponding prognosis were most frequent. The concern from patients with inoperable or recurrent cancers was related to terminal care and/or chemotherapy. Analysis of Questionnaires: The respondents acquired information on gastric cancer from the Internet ($40\%$), doctors ($32\%$), the mass media ($15\%$) and acquaintances ($13\%$). Only $6\%$ of the respondents were sufficiently satisfied with the information provided by doctors. Among the respondents, $89.9\%$ were interested in complementing treatment with folk remedies while only $5\%$ were not. Conclusion: Patients and their families were eager to get information about gastric cancer. However, many of them found the doctors' information to be insufficient. Our suggestion is that the public health, academic societies, medical institutions, and public organizations should endeavor to provide through an activated Internet network correct information on gastric cancer. (J Korean Gastric Cancer Assoc 2004;4:219-224)

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.11-27
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• 2024

This study aimed to investigate the role of scientific empathy in influencing students' productive disciplinary engagement in scientific activities and analyze the key factors of scientific empathy that manifest during this process. Twelve fifth-grade students were divided into three subgroups based on their general empathic abilities. Lessons promoting productive disciplinary engagement, integrating design thinking processes, were conducted. Subgroup discourse analysis during idea generation and prototype stages, two of five problem-solving steps, enabled observation of scientific empathy and practice aspects. The results showed that applying scientific empathy effectively through design thinking facilitated students' productive disciplinary engagement in science. In the idea generation stage, we observed an initial increase followed by a decrease in scientific empathy and practice utterances, while during the prototyping stage, utterance frequency increased, particularly in the later part. However, subgroups with lower empathic abilities displayed decreased discourse frequency in scientific empathy and practice during the prototype stage due to a lack of collaborative communication. Across all empathic ability levels, the students articulated all five key factors of scientific empathy through their utterances in situations involving productive science engagement. In the high empathic ability subgroup, empathic understanding and concern were emphasized, whereas in the low empathic ability subgroup, sensitivity, scientific imagination, and situational interest, factors of empathizing with the research object, were prominent. These results indicate that experiences of scientific empathy with research objects, beyond general empathetic abilities, serve as a distinct and crucial factor in stimulating diverse participation and sustaining students' productive engagement in scientific activities during science classes. By suggesting the potential multidimensional impact of scientific empathy on productive disciplinary engagement, this study contributes to discussions on the theoretical structure and stability of scientific empathy in science education.