• Journal of Agricultural Extension & Community Development
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• v.13 no.1
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• pp.173-184
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• 2006

This study was diagnosed the managing of educational progress of homehelper training center proceeded with a goal to improve the proper direction to grasp of the contentment of education programs. In order to attain a research objective, I surveyed 18 charge of education person in homehelper training center. Through the problem of the mananging of homehelper education, I try to show the point for growth of homehelper training. First, the course of the education and training for home helper should be classified in the field of the service activity for home helper. Second, the education centers need to establish the weekend lecture or the night lecture for volunteer with an occupation. Third, the education centers need to division the educational course according a characteristic of student. Fourth, when the course is opened, the number of persons is suitable thirty. Fifth, it needs to add the education contents to establish an attitude with volunteer for elderly people.

• Journal of Welding and Joining
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• v.33 no.3
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• pp.40-46
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• 2015

Welding is one of the most fundamental and necessary work in the industry that demand sophistication of skilled workers. This study is to introduce welding simulator as a training tool, to verify its effectiveness and to measure satisfaction of the trainees. A group of freshman students at a Korea Polytechnics College in their twenties with less experience of welding participated in the study. They were divided into two groups and took a traditional training course (comparison group) and a training course with welding simulator applied reality/haptic technology (experimental group) for same hours respectively. To evaluate training effect, a national certificate test and a survey based on Phillips' ROI (Return on Investment) methodology were conducted by the students and the college respectively. And satisfaction survey among the students based on Kirkpatrick's Four-Level Evaluation Model was also carried out. The results showed that all students in the experimental group passed the national certificate test and the ROI of the experimental group for five years were 110% higher than the comparison group. Furthermore, 25% more students in the experimental group replied "very satisfied" about the overall training course and 75% more students in the same group found that the simulation was very similar to the real welding.

• Journal of Radiation Protection and Research
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• v.41 no.4
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• pp.436-441
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• 2016

Background: Although nuclear disaster is considered rare, its effects are serious, and we must prepare a system to enable an effective response. Materials and Methods: Since 2010, we have been offering a two-day seminar to provide current nurses and radiological technologists with basic knowledge and train them in radiation emergency medicine (REM) techniques. This training offers lectures to deepen each specialty from the perspective of REM, as well as exercises on ways to handle irradiated and/or contaminated patients. Participants were expected to treat patients according to the concept of REM. Results and Discussion: All participants learn to assess and decontaminate contaminated wounds through drills. The questionnaire survey for participants indicated that participants were satisfied with this training and wanted to attend again. Conclusion: We believe that this training course will provide a valuable opportunity for medical professionals to gain knowledge and expertise in REM.

• Journal of Trauma and Injury
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• v.33 no.4
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• pp.219-226
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• 2020

Purpose: Although the Advanced Trauma Life Support (ATLS) course is now taught internationally, it has not been implemented in Korea. In recent years, interest has increased in simulation as a teaching tool in the ATLS course. We therefore hypothesized that simulation training would be a useful adjunct to the ATLS course. Methods: We designed a 1-day curriculum that included skill development workstations, expert lectures, trauma patient simulations, and group discussion for general surgery residents. We conducted a survey to evaluate participants' level of understanding of the initial evaluation and treatment of trauma patients, their degree of knowledge and technical improvement, their satisfaction with the learning goals, and their overall satisfaction with the curriculum. We then analyzed the effects before and after the training. Results: Nine residents attended this course. None of the residents initially reported that they could perform a primary survey of trauma patients. The analysis revealed significant improvements after training in the questionnaire areas of "assembly of the team and preparation for resuscitation of a trauma patient" (p=0.008), "performance of a primary survey for trauma patients" (p=0.007), "resuscitative procedures for trauma patients" (p=0.008), "importance of re-evaluation" (p=0.007), "identifying the pitfalls associated with the initial assessment and management" (p=0.007), and "importance of teamwork" (p=0.007). Conclusions: After the ATLS simulation training, all participants showed significant improvements in their understanding of how to manage multiple trauma patients. Therefore, ATLS simulation training for residents will help in the management of trauma patients.

• Proceedings of KOSOMES biannual meeting
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• 2009.06a
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• pp.105-111
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• 2009

Marine pollution prevention manager system has been operated for the purpose of preventing marine pollution from ships and marine facilities in Korea. As a new "marine environment management act" replacing an old "marine pollution prevention act" had entered into force from January 20, 2008, the works and business of the education and training courses for marine pollution prevention manager are scheduled to transfer from KIMFT(Korea Institute of Maritime and Fisheries Technology) and FHRDI(Fisheries Human Resource Development Institute) to KOEM(Korea Marine Environment Management Corporation) on January 1, 2011. The present state of the education and training for marine pollution prevention managers on board ships was surveyed and analyzed In order to prospect trainee demands for the education and training and to provide KOEM with basic data for establishing a new system for the education and training. The existing education and training courses of KIMFT for marine pollution prevention manager on board ships are classified into a regular course of 21 classes for 3 days, a reeducation course of 18 classes for 2 days and a NLS course of 17 classes for 2days. The annual numbers of trainees in 2008 were 516 persons for regular course, 1085 persons for reeducation course and 135 persons for NLS course in KIMFT. The trainee demands for the education and training were attempted to be predicted on a basis on annual increase rate of ships. The predicted demands for the education and training are changeable depending on the major factors such shipping market, naval architecture industry, etc.

• Journal of Engineering Education Research
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• v.13 no.1
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• pp.78-86
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• 2010

Training Curriculum Integrated Information Network is allowed to searching the all curriculums and courses related with training but also is a one stop handling integrated learning system to cover a course registration, learning and analysis of learning performance. Through developing and managing the Training Curriculum Integrated Information Network, it is available to get the various curriculum thus it is for trainers able to enforce the self oriented course choice and then high quality of training could be proposed by the diverse training curriculums and competitions. To manage Training Curriculum Integrated Information Network more effectively, active public relations marketing activities, high reliable correct information service and rich contents are required. It is essential to manage the learner and learning contents supplier, stable financial resources, personal security issue and protecting a copyright of training curriculum to be a successful network system.

• Proceedings of the Korean Radioactive Waste Society Conference
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• 2017.10a
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• pp.41-42
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• 2017

• Archives of Plastic Surgery
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• v.41 no.3
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• pp.213-217
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• 2014

The widespread use of microsurgery in numerous surgical fields has increased the need for basic microsurgical training outside of the operating room. The traditional start of microsurgical training has been in undertaking a 5-day basic microsurgery course. In an era characterised by financial constraints in academic and healthcare institutions as well as increasing emphasis on patient safety, there has been a shift in microsurgery training to simulation environments. This paper reviews the stepwise framework of microsurgical skill acquisition providing a cost analysis of basic microsurgery courses in order to aid planning and dissemination of microsurgical training worldwide.

• Journal of Navigation and Port Research
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• v.40 no.5
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• pp.299-304
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• 2016

The importance of clear and effective communication at sea has been greatly emphasized due to the increase in multiculturalism on board both ocean-going and coastal vessels, and the necessity of systematic English training based on 'Knowledge, Understanding, and Proficiency' specified in STCW has also been recognized. With these growing needs in mind, the International Maritime Organization (IMO) updated the Maritime English (ME) Model Course 3.17 in 2015 by providing guidelines on language education within two separate categories, General Maritime English (GME) and Specialized Maritime English (SME). The IMO is now attempting to create a new, global framework of ME education and training, and this this new course model must first be thoroughly understood in order to explore the ways to apply the modified version into the context of current ME education in Korea and to design an updated language curriculum. Therefore, the general structural features of the new model course will be explained in this paper, and the course focus set by IMO and to be considered and/or adopted by the Republic of Korea will be closely examined. Finally, suggestions will be made on how to implement this revised model course in practice with the following focus: the development of localized curriculum for GME and SME; the provision of practical teaching guidance through relevant online and offline materials for class and self-study; and the establishment of qualification guidelines and a teaching support system for language teachers in maritime and language education.

• Journal of the East Asian Society of Dietary Life
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• v.6 no.1
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• pp.1-16
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• 1996

This study was conducted to obtain basic data for reinforcing and developing course programs in department of Food Science and Nutrition. For this purpose, data was collected from dietitians and professors who work at 2-and 4-year colleges. Results are as follows. 1. Many respondents (95.7%) support that It Is desirable to separate dietitian license into two types. Reasons are (1) specific knowledge required by job type is different(29.5%), and (2) to increse job performance (29.3%). 2. Most respondents(95.4%) agree that course programs are needed to be revised. Because (1) current programs are inadequate to provide specific knowledge required at field work (67.8%), and (2) the programs are not helpful to increase job performance of dietitians (54.1%). 3. Respondents of dietitians want to extend applied science area(37.7%) and reinforce lab training (63.1%), as principles of program revision. 4. Course titles which need to be reinforced are Internship(95.8%) and Lap training(67.8%). 5. Specialized areas which need to be reinforced are Food Service Managemant and Practical Training(90.9%), Nutrition Education and Guide(88.9%), Public Health Nutrition(79.0%), Basic Area for Clinics(85.6%), Basic area for Education and Counselling(87.1%), and Cooking Science(77.5%) 6. Courses which are needed to be reinforced by respondents(over 75% agree) are Computer Management for Food Service, Counselling, Nutrition and Disease, Diet Therapy, Quantity Cooking, Internship, Public Health (Health Care), Community Nutrition(Environment and Nutrition), Clinical Nutrition, Psychology, and Communication.