• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.93-104
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• 2015

Strengthening of software education is a big trend worldwide recently. Based on this trend, the Ministry of Education issued a domestic content to enhance software education in September 2014. In this regard, the most important problems are the number of available teachers who can adequately teach computational thinking in the pursuit of new software education and the teaching competencies of teachers in charge of software education. These problems are the same issues emerged in the United Kingdom where computer science education became mandatory for all primary and secondary students from September 2014. This study examines how the United Kingdom and the United States have solved these problems and discusses the realistic solutions for our country.

• Journal of Korean Academy of Nursing Administration
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• v.20 no.5
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• pp.587-598
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• 2014

Purpose:This study was conducted to identify the effects of an action learning based creative problem-solving (CPS) course on problem solving, creativity and team-member exchange in nursing students. Methods: A quasi-experimental study applying a non-equivalent control group pre-post design was employed. Sophomore nursing students (32 in the experimental group and 33 in the control group) were recruited from a university in G-city, Korea. Problem solving, creativity and team-member exchange were measured for the pretest and posttest using self-report questionnaires. Kolmogorov-Smirnov test, Chi-square, Fisher's exact test, t-test, and ANCOVA with SPSS/Win 20.0 program were used to analyze the data. Results: The scores for problem solving, creativity and team-member exchange in the experimental group were significantly higher than those of the control group. Conclusion: Results of this study indicate that an action learning based CPS course is an effective teaching method to improve nursing students' competencies. In the future longitudinal studies are needed to assess the long term effects of the course.

• Korean Journal of Clinical Pharmacy
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• v.25 no.4
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• pp.209-215
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• 2015

The aim of the research was to explore post-registration training opportunities for NHS hospital pharmacists which contributes to promote structural reform of the professional development and lifelong learning for Korean hospital pharmacists. In UK, all pharmacists are required to complete at least 9 Continuing Professional Development (CPD) entries per each year to maintain their professional registration. Types of accredited postgraduate qualification (part-time) in Pharmacy Practice available for hospital pharmacists are Postgraduate Certificate (PgCert, year 1), Postgraduate Diploma (PgDip, year 2), Master of Science (MSc year 3), and Professional Doctorate in Pharmacy programme (DPharm, 4-5 years or more). Clinical pharmacy diploma is more likely to become a minimum qualification in order to progress whilst working for the NHS. Pharmacy independent prescribers are allowed to prescribe all medications except cocaine, dipipanone, and diamorphine for the purpose of treating addiction within their competencies. NHS pharmacists are also classified by band point system depending on their practical/clinical knowledge and skills which starting from band 5 (Pre-registration pharmacist) up to band 9. Various learning and development options are also offered including teaching sessions, conferences and local forums.

• Korean Medical Education Review
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• v.20 no.3
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• pp.150-155
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• 2018

End-of-life care competencies have been perceived as important and essential, so it has been suggested that end-of-life care be studied in undergraduate medical education. However, end-of-life care curriculum has mostly focused on acquisition of knowledge and skills rather than attitudes. Therefore, we aimed to explore whether education about death affects medical students' attitudes towards care for dying patients and perception of death anxiety, meaning in life, and self-esteem. A total of 15 first- or second-year medical students were surveyed with questionnaires before and after completing a 6-week death education course. Paired data analysis showed that participants' attitudes towards caring for terminally ill patients and their caregivers improved significantly (t=-2.84, p=0.013) with an effect size of 0.73. In contrast, no significant changes were found in death anxiety, meaning in life, or self-esteem. All participants agreed that formal teaching about death and dying must be encouraged in medical schools. Our results suggest that death education may positively influence attitudes towards end-of-life care. Although replication with larger samples is necessary, this preliminary finding may support the importance of developmentally appropriate end-of-life care education in medical schools.

• Korea Trade Review
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• v.44 no.4
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• pp.67-85
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• 2019

This study analyzes the trade issues and curriculum issues of universities in the 4th Industrial Revolution era with the aim of finding strategies to improve the curriculum of international commerce and to cultivate trade manpower by matching them with the trade job competencies required by trade enterprises. To this end, trade college students, GTEP partners, industry-academia partners, and expert groups of N university were asked to provide information on trade curriculum for the current curriculum. The resulting data were analyzed by questionnaire frequency analysis and FGI method to reveal that both students and graduates are interested in improving the trade curriculum of the university, and that companies are also demanding talents who are responsible for the comprehensive process of trade practice and can perform sincerely and comprehensively. Therefore, we have established a new curriculum that is suitable for the 4th industrial age, opened a certificate acquisition course suitable for the needs of the company, and developed the commercial practice, trade simulation, capstone design, and PBL teaching method. Ways are suggesting to reduce mismatch between universities and companies.

• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.310-314
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• 2022

Digitalization affects not only the content of education, but also its organization. These processes have ambiguous implications for the positioning of both universities and teaching staff. The necessary competencies are often acquired outside the walls of educational institutions, because educational programs often do not keep pace with the dynamics of technology. The teacher turns from a bearer of transmitted knowledge and skills into a navigator that helps to navigate the knowledge bases. All these issues are especially acute in relation to the reform of the higher education system in the context of pandemic consequences. The article examines and analyzes the features of the transformation of higher education in the context of a pandemic that faced the world in 2020. It has been proved that the processes of changes and transformations that the higher education system is going through both in an individual country and throughout the world should be defined as transformation, not modernization, reform or transformation.

• International journal of advanced smart convergence
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• v.11 no.2
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• pp.163-170
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• 2022

Nursing students who play a role as future nursing professions are provided with education through various teaching and learning methods in order to develop necessary competencies. The purpose of this study is to confirm the effect of nursing practice education using multimedia. A quasi experimental study with a nonequivalent control group pretest-posttest design was used, and the participants of the study were students from two nursing colleges, who received an educational intervention using multimedia as the experimental group and those without education were selected as the control group. Data collection was conducted immediately before and after educational intervention, and data analysis was performed using the SPSS 21.0 program by x²-test, Fisher's exact probability, and t-test. As a result of the study, the experimental group was statistically significant in self-efficacy (t=3.402, p=0.015), resilience (t=2.047, p=0.045) and performance confidence (t=2.128, p=0.018) compared to the control group. Through these results, we could confirm that multi-media practical education is effective educational method for enhancing nursing students' self-efficacy, resilience, and performance confidence. Therefore, in order to establish a systematization of the nursing profession, it is essential and should be continued for nursing students to use structured multimedia and core fundamental nursing skills.

• Journal of Korea Society of Digital Industry and Information Management
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• v.19 no.1
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• pp.153-172
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• 2023

We look into the theory of experiential learning, which allows learners to design and organize their own lives, as well as to develop the necessary competencies for students who will be living in intelligent information society. We also investigate the teaching and learning methods, as well as the educational contents of artificial intelligence education, and develop an approach to artificial intelligence education that will develop learners' capabilities. As a result, we have investigated the pedagogical needs for artificial intelligence education in elementary and secondary schools, critically reviewed the discussions on experiential learning-based education for artificial intelligence education in elementary and secondary schools, and proposed a plan. Experiential learning achieves comprehension and knowledge acquisition naturally, as well as subject connection and integration. When preparing for artificial intelligence education, practical methods and procedures for developing capabilities in artificial intelligence education, focusing on in-depth learning, inter-subject linkage and integration, life-related learning, and reflection on the learning process, should be considered unavoidable.

• Journal of Distribution Science
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• v.22 no.1
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• pp.69-78
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• 2024

Purpose: This study is undertaken from the standpoint of student-centered learning and theoretical paradigms that have developed in the business world and display conceptual affinities: the transfer of knowledge and training. Research design, data and methodology: Utilizing questionnaire surveys and multivariate data analysis are two research methodologies (CFA, SEM). Around 201 undergraduate students who were studying in Vietnam provided the data. Results: The results show importance of the faculty role in students' knowledge acquisition. The findings show that Ability to form a good relationship positively influences the development of competence. Additionally, neither ability to develop a good relationship nor learning drive or knowledge acquisition are significantly correlated with one another. The growth of competencies is positively impacted by the suitability of teaching approaches. Knowledge acquisition is favorably impacted by learning motivation, and knowledge acquisition in turn is positively impacted by competence development. Conclusions: Research has shown the important role of lecturers in students' knowledge acquisition. From this result, some implications related to lecturers are also given to help improve students' ability to acquire knowledge. Building good relationships with students (ready to answer questions, positive relationships) and good expertise will help increase learning motivation, ability to acquire knowledge as well as improve development for students.

• Korean Medical Education Review
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• v.26 no.1
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• pp.55-69
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• 2024

Amid the increasing interest in medical humanities education, this study developed a medical humanities course that utilized design thinking to foster creative thinking, problem-solving, and collaboration skills that pre-medical students should possess. The course's efficacy was assessed by evaluating improvements in core design thinking skills. The present study was conducted among 83 first-year medical students after planning and implementing a design thinking course. The reflection journals written by students along the course of the class were examined using the template analysis technique to evaluate the effectiveness of the class. The study's primary findings showed the successful development of step-by-step medical humanities education content utilizing design thinking and its practical implementation in a class. Moreover, the course improved students' core design thinking skills effectively, and in a balanced way. These results illustrate the effective application of design thinking in medical school through a medical humanities course. These findings indicate that a medical humanities course can help medical students showcase their abilities to collaborate and solve problems in the real world. This paper suggests the need for further research to develop a curriculum that integrates design thinking and investigate the relationship between medical students' core competencies and design thinking-based courses.