• The Journal of Korean Medicine
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• v.42 no.4
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• pp.40-60
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• 2021

Objectives: This study aimed to evaluate the impact of a training course on pharmacovigilance for future doctors of Korean medicine (DKM). Methods: In 2020, a pharmacovigilance training course was conducted for 57 senior students of a Korean medicine (KM) college, and its impact to the students were assessed in terms of the knowledge, attitudes, and perceptions of these students at three-time points: pre-training, post-training, and 4-6 months after the end of the training. Results: A total of 38 students completed the survey. The average score from the knowledge test increased significantly after training compared to prior to the training (5.47±2.140, 6.61±1.001, respectively, p<0.001) and was maintained until the final survey (6.61±1.220). The rate of correct answers to most of the knowledge test questions increased after the training but decreased in the final survey. In terms of attitudes, self-confidence in causality assessment (2.63±1.025, 4.58±0.826, p<0.001) and spontaneous reporting (2.08±1.050, 4.74±0.446, p<0.001) significantly increased after the training and then slightly decreased (3.92±1.171, 4.40±0.755). The perception level was high prior to the training, and this pattern was maintained throughout the study period. Students responded that pharmacovigilance education was necessary for DKM after training, and for the undergraduates of KM colleges. Conclusions: This study shows that this pharmacovigilance training course is effective for students majoring in KM but that retraining is required at least 6 months after the initial training. Further follow-up studies are needed to ensure that students actively participate in spontaneous reporting after graduation, and continuous education should be provided to graduates.

• Korean Journal of Health Education and Promotion
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• v.13 no.2
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• pp.69-96
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• 1996

This study was conducted to investigate the awareness and practice level of health food intake and use the information for the development of Public Health Policy and Health Education Program in order to help healthy dietary life. The interview was done by trained surveyors on 1, 143 city dwellers who were selected randomly from Oct. 2, to Oct. 21, 1992. The results are summarized as follows: 1) General characteristics of subjects; Among 1, 143 respondents, there were more female(53.8%) than males(46.2%) and the age group of 20-29 account for the hightest portion, 46.7%. As for the education levels, 45.3% of the subjects were college graduates. And 38.9% of the subjects were students. 2) The percentage of subjects who assess themselves ‘Healthy’ was 46.7% and ‘Not Healthy’ was 17.4%. 3) The subjects who have irregular meals(3 times a day) was 48.7%, the rate of females was higher than males. The proportion of unmarried subjects, people with low economic level, high education level, and students was high. 4) As for the amount of 1 meal, 72.4% was ‘moderate’, 16.3% was ‘too much’ amount, which was higher in 19 years old, single, low economic level, elementary school graduate, than other groups. 5) As for the eating speed, 40.2% was fast, which was higher in single(44.3%), in low economic level(50.0%). college graduate(44.9%), student(44.7%) than other groups. 6) As for the level of preference to hot and salty food, 25.7% preferred to have hot and salty food. The difference in the degree of preference to hot and salty food by age and economic level was significant. 7) With regard to the individual food taste, the subjects who prefer to meat and fried food were 12.3%. Which was higher in the group under 19 years old, single, and college graduates. 8) With regard to having a snack, 38.7% have a snack. By characteristics, the subjects who have a snack were higher in female, under 19 years old, single, high economic level, apartment dwellers, college graduate, and student than other groups. 9) As for the coffee intake amount per day, 39.8% of subjects was more than 3 cups daily. 10) With regard to the self-assessment of body weight, the subjects who assess themselves over body weight had late dinner time. 11) As for the correlation among related variables, the age and taking breakfast was positive correlation. And sex and drinking alcohol was positively associated while age had negative correlation.

• Stress
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• v.26 no.4
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• pp.268-276
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• 2018

Background: The purpose of this study is to evaluate the effects of the Motivational Interviewing (MI) based communication training for third-year nursing students. Methods: This study use a quasi-experimental design with pre and post-test to evaluate a 4-hour MI based communication training. This training was offered to 35 third-year nursing students who were participating in elective psychiatric nursing clerkship course. Each student completed pre and post questionnaire which includes assessment of motivational interviewing skills as measured by Helpful Response Questionnaire (HRQ). Also confidence (5 items) in using MI based communication knowledge and core skills were included. Data were independently analyzed by two coders and blindly rated the pre and post HRQ self-reported responses. Data were analyzed using paired t-test, descriptive analysis. Results: Nursing students showed increasing use of reflection (4.10~5.67, p<.001), decreasing use of closed-ended question (2.00~0.73, p<.001), road blocks (2.94~0.64, p<.001), and improve in depth of reflection (12.79~20.86 p<.001). But they did not show significant changes in open-ended question (2.01~2.33, p=.257). Confidence in the interview has increased overall, except for reflecting. The overall satisfaction with the training was quite high, and the most helpful training method was group and individual feedback. Conclusions: This study provides evidences that 4 hour-training is effective in core skills such as reflection and depth of reflection, and also confidence in interviews. It is necessary to develop step-by-step training modules to enhance undergraduate communication skills. It is necessary to develop an effective training strategy focused on students' confidence in open-ended questions and reflection.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.101-127
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• 2021

The purpose of this study is to design and develop a teaching-learning process plan for process-based assessment, focusing on the unit related to life design in middle school home economics(HE: Home Economics part of 「Technology and Home Economics」), to propose a feedback plan after implementing it, and to evaluate the plan through participatory observation and interviews. The student reflection journals, teacher's class journals, participatory observation journals, interviews, and performance tasks, were collected and analyzed to provide foundational date to be utilized for feedback to students, and class improvement. The research results are as follows: First, the developed teaching-learning process plan consists of a total of 8 sessions, i.e. 2 sessions for each of the four learning themes, under the practical question of "What should I do to live the life I want?" The portfolio was composed of five evaluation topics and for evaluation, oral presentation, observational evaluation, self-assessment, and peer evaluation were considered. Second, during the class, feedback from teachers, feedback from fellow students, feedback through results, and a plan to record them were provided. Third, from the analysis of collected data including observation journals and interviews, it was apparent that the students recognized the necessity of process-based assessment after the class, and students acknowledged that through the process-based evaluation in which they are evaluated on the efforts they made and provided with feedbacks, they participated more in class, and it lead them to experience a sense of growth and a feeling that they took a step forward into their future. Teachers suggested that the class through feedback was suitable for the unit and the capacity of the class, but the difficulty they experienced in giving feedback was presented as a disadvantage. For the process-based assessment, follow-up research is needed on various ways to provide feedback on-line and off-line through changes in the perception of assessment.

• Culinary science and hospitality research
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• v.19 no.5
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• pp.280-295
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• 2013

This study analyzes the differences to examine which education is more effective for practical cooking skills. A survey was conducted on the 4 year university students majoring in culinary arts to examine the recognition levels of culinary practice education for the purpose of searching for an improvement plan for culinary education. The results are as follows. Seniors recognize the importance of learning theory, while the classes offered now are focusing on getting cooking certificates. The students approach cooking not only for eating food but also for the arts, showing increased interests in 'creative food' and 'fusion food.' In class, they feel the necessity of establishing a standard for a fair assessment and English skills for the globalization of food service. Hereupon this study recognizes the current state of culinary education service, draws factors which decide the quality of culinary arts education, and examines student satisfaction with theoretical education, practical education, assessment, and external education by using a factor analysis of twenty quality attributes. Through the development and application of various programs, operation of open practice classes and culinary organization reflecting social changes in learning courses, the culinary arts education is considered to be more vitalized. In this respect, this study introduces four measures which were designed to facilitate the education of highly-skilled human resources in the culinary field.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.6
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• pp.3807-3818
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• 2015

The objective of this study is to develop an on-line system for improving undergraduate students' competency development. After drawing elements necessary for the competency development such as assessment and planning, competency development, analysis of competency assessment, portfolio, analysis of job ability and community, based on the literature research related to competency and the analysis of the existing system, the direction of the system design was set up. The system was developed by using Microsoft Windows operating system in Windows server, ORACLE ver.10 as its database management system, and JSP and JAVA as its programing language. Reviewing errors and improvements of the system, it was modified and complemented. In order to examine the content functional utilization of the final competency development system, the utilization was verified. The competency development system for undergraduate students can be used as on-line space filled with the internalization of knowledge, self-directed competency development, convenience of record management and interactions between students-professors-alumna, owing to its functions such as boosting competency activities, cultivating career-pioneering ability and introspecting. When it is rare to find researches on the competency development system for undergraduate students, it is expected to be helpful to the development of competency education and the career education for undergraduate students as a new alternative for the competency development.

• 대한공업교육학회지
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• v.38 no.1
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• pp.1-27
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• 2013

The purpose of this study was to find out the areas and their constitute elements of new apprenticeship through the expert of vocational education to improve the growth potential in the field of industry. Through the three times Delphi research process final composing areas and elements(total 6 areas and 41 sub-elements) of new apprenticeship were extracted. Followings are specific study results of 41 sub-elements for the 6 areas. In area A(Technology Skill aspect) total nine sub-elements were deducted as follows. Technology skill's field appling ability, new technology skill's acquisition, quality assurance ability, research development ability, material management using ability, problem solving ability, core technology skill understanding ability, idea's imagery expressing ability, creative design ability. In area B(Institutional aspect) total five sub-elements were deducted as follows. Flexible human material support, precise division of works, objective result assessment, institutionalization of responsibilities and liabilities between teacher and student, institutionalization of duty invention reward. In area C(Affective aspect) total eight sub-elements were deducted as follows. Manners and cooperation between teacher & student and peer, values for job, basic attitude for technology, job ethic sense, respect of other organization, active action to organization change, attitude of technology successor, service mind. In area D(Self-improvement aspect) total nine sub-elements were deducted as follows. Self evaluation and reflection, cultivate of organization understanding, career planning and developing ability, sound philosophy of life, communication ability, decision making ability, prepare of individual competence enhance system, self-control ability improvement, reaction of unexpected situation. In area E(Knowledge aspect) total four sub-elements were deducted as follows. Basic knowledge of relevant area, knowledge of new technology & preceding technology, fusion and relocation of knowledge, practical knowledge. In area F(Environmental aspect) total six sub-elements were deducted as follows. Awareness of business environment, understanding of education and practice environment, understanding of apprenticeship's business demand, connectivity of region community, adapt ability of labor market's change, awareness of society environment change.

• Korean Journal of Cognitive Science
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• v.28 no.4
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• pp.315-328
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• 2017

Even though assessment using information and communication technology will most likely lead the future of educational assessment, there is little domestic research on this topic. Computerized assessment will not only cut costs but also measure students' performance in ways not possible before. In this context, this study introduces a tool which can overcome the problems of multiple choice tests, which are most widely used type of assessment in current Korean educational setting. Multiple-choice tests, in which options are presented with the questions, are efficient in that grading can be automated; however, they allow for students who don't know the answer, to find the correct answer from the options. Park(2005) has developed a modified multiple-choice testing system (CMMT) using the interactivity of computers, that presents questions first, and options later for a short time when the student requests for them. The present study was conducted to find out if penalizing wrong answers could lower the possibility of students choosing an answer among the options when they don't know the correct answer. 116 students were tested with the directions that they will be penalized for wrong answers, but not for no response. There were 4 experimental conditions: 2 conditions of high or low percentage of penalizing, each in traditional multiple-choice or CMMT format. The results were analyzed using a two-way ANOVA for the number of no response, the test score and self-report score. Analysis showed that the number of no response was significantly higher for the CMMT format and that test scores were significantly lower when the penalizing percentage was high. The possibility of applying CMMT format tests while penalizing wrong answers in actual testing settings was addressed. In addition, the need for further research in the cognitive sciences to develop computerized assessment tools, was discussed.

• Research in Community and Public Health Nursing
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• v.11 no.1
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• pp.21-36
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• 2000

The purpose of this study was to assess the needs of breast self examination education (BSEE) programs for developing nursing centers. A first, we reviewed the literature of activity and management-related factors of nursing centers: and, second. we used a questionnaire to discover the degree of knowledge, attitude, and practice on breast cancer, as well as an individual's intention to participate BSEE program. 1. Reviewing the literatures of nursing center activities. Nursing centers which were administered by a professional nurse are an ideal site for faculty and student practices. With the use of nursing models of health. professional nurses in nursing centers diagnose and treat human responses to potential and actual health problems and offer holistic, client-centered health service. In nursing centers professional nursing services include health education, health promotion, and health-related research. A nursing center is comprised of the advisory and exacutive commitee; the advisory commitee serves consultants and links community needs to the nursing center, while the director of the exacutive commitee identifies the potential resources to generate funds, support, and facilitate the activities of staffs in a nursing center. Nursing centers mobilize various financal resources for reimbursement of services from college and insurance companies, collect minimum service fees from the client, and further collect fees for providing programs to community groups, this also includes membership fees, and donations. The services provided by nursing centers focus on services related to primary prevention, health maintenance & health promotion, direct nursing care for acute & chronic diseases, and holistic care for actual and potential health problems. The client satisfaction for the services was high. Students also showed positive reponses for their clinical experiences and independent working conditions. 2. The degree of knowledge, attitudes, and practices for breast cancer. and an individual's intention to participate in the BSEE program. The subjects of this study were 308 females in K-city in the Republic of Korea. Data were collected using a self-administered questionnaire. The mean age of the respondents was 35.0 years old. Those who already participated in the BSEE were 64.9%, and those who had support and encouragement to practice BSE from significant others were 25.1 %. Clients intent to participate in the BSEE were 37.0%. The mean score of knowledge(2.4 out of 5 points) and practices(1.8 out of 5 points) for breast cancer were quite low, but the mean score of attitudes was relatively positive04.5 out of 20 point) for breast cancer. Those who already had BSEE showed significantly high scores in knowledge(t=6.48, p<0.01), attitudes (t=10.54, p<0.01). and practices(t=57.07, p<0.001) for breast cancer than those who had not participated in the BSEE. In all age groups no intention to participate in the BSEE was higher than who the intention to participate. These findings suggest some strategies should be developed to increase the awareness of breast cancer's early detection.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.148-157
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• 2017

This study provided an overview of how action learning runs in parents' education classes by analyzing the case of parent education program for prospective early childhood teachers. The subjects of this study were 32 pre - service teachers (30 students in early childhood education, 2 double major students) who were enrolled in the department of early childhood education at P university in Daejeon. The research was conducted theoretical and practical action learning program for 12 weeks. The data collection was organized by students preparing weekly diaries, group assignments, in-depth interview materials, colleagues and self-assessment, and analysed with the qualitative case study approach. The results of the qualitative analysis are as follows: Action learning teaching method provided opportunities to encounter diverse cases through student led and group activities. Students could experience a specific problem solving method between parents-children relationships as prospective parents. Students could have a chance to solve real-life situations that are difficult to experience in theoretical classroom situations between teachers-parents relationship as prospective teachers. Although the realization of practical knowledge of real-world conflict has been challenging, it has become a chance to have confidence with the role of parents and the role of teachers in the future.