• 한국치위생학회지
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• 제19권1호
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• pp.19-31
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• 2019

Objectives: The aim of this study was to propose a standardized guideline for clinical training courses among dental hygiene departments of colleges in Korea. This study comparatively evaluated periods and durations of the curricula and specific domains, credits and hours of clinical training classes, and institutions providing practical lessons, and calculated the total credits and hours. Methods: From August 15 to September 15, 2017, a literature review was conducted in dental hygiene departments of 82 schools around the country in order to investigate the current conditions of clinical training in each educational system. Furthermore, 5 colleges were selected from each type of educational system, and their credits and hours for clinical training were analyzed in subjects of practical training for clinical dental hygiene, practical training for dental clinic, practical training for local community dental health, clinical training, and pre-clinical level practical training. The total credits and hours were calculated on the basis of analysis results. Results: The findings revealed that the hours of clinical training classes and hours per credit for practical training in the dental hygiene departments as well as the practical training institutions varied between the colleges. In some cases, the hours of practical training were not indicated. Standardized clinical training in the dental hygiene department was allotted 675 hours, whereas practical training in local community dental health studies was allotted 105 hours, which totaled to 780 allotted hours. Conclusions: There was a significant difference among the colleges in terms of the current conditions of clinical training in the dental hygiene department. The literature review revealed that a total of 780 hours was allotted to clinical training, and this was significantly more than the standard (500 hours) set by the. Moreover, these clinical training hours were lower than in advanced countries or other health and medical treatment occupations. Therefore, efficient improvement is required in order to provide a timely guideline for clinical training.

• 성인간호학회지
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• 제20권2호
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• pp.251-268
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• 2008

Purpose: This study aimed to develop the first standardized education & training program for education of senile long-term care managers to improve the quality of senile long-term care service. Methods: The study developed programs through literature review, specialists' conference and interview with the linear approach from February, 2007 to May, 2007. Results: Senile long-term care managers should have qualification of 51 items in knowledge, 35 items in technology and 17 items in attitude. Total 8 subjects were education & training subjects of senile long-term care managers and the study proposed targets of each subject and education & training level divided into top, middle and bottom. Total education & training hours were composed of 70 hours in theory, 50 hours in practical technique and 40 hours in social welfare practice in agencies. Conclusion: The study will contributed development of the first education & training programs for education of senile long-term care managers. Therefore, the study proposes that the study will be applied to a systematical education & training course through program verification after applying real programs to senile long-term care managers and that it is necessary to develop the standardized education & training program for higher senile long-term care managers.

• 대한치과기공학회지
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• 제25권1호
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• pp.203-218
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• 2003

The 3 year graduate school course of the dental technician, which has been enforced since 1994 till the present date, differs from the currently existing 2 year graduate course because of an 8 weeks clinical field training course being newly executed and an imposed curriculum about manufacturing specialized prosthetics like all-ceramic, double prosthetic technology, attachment, and implant. Even though nearly 10 years have passed, the education program of the 18 colleges have still not been standardized and the subjects differing a little, while some are still not following the 3 years graduate course. The goal of this research is to emphasize the qualities of the 3 years graduate program and enable the dental technician to handle clinical models in the dental technical clinic right after graduation by adding clinical field training in the dental technician education program of the 18 colleges. Also in accordance to a national and international increase in esthetical prosthetics, credits, weekly study hours, education practice time of specialized prosthetic dental technology can be analyzed as follows. 1. In the year 2003, currently colleges start clinical practice education starting from the 1st semester of the 2nd year junior year, to the 2nd semester of 3rd year the varying in time with adequate class time, and credits. The average credit is 9.56, and weekly average class time is 18.00 hours. later clinical trainee education will be adjusted to the 3 year graduate school course to 10 credits and 20 hours and the adequate education period should be the 2nd semester of 3rd grade when most basic clinical education has been covered. 2. Currently in the year 2003, all-ceramic education has an average credit of 8.01 in 17 colleges with an exception of Ma-san college. The weekly average theoretical education is 4.94 hours, weekly clinical education of 7.88 hours and currently in 14 colleges porcelain technical class usually starts in the 1st semester of the 2nd year. All-ceramic education is thought to have adequate credits, timing, and weekly study hours. 3. Currently in 2003 implant education is enforced in 11 colleges including Bu-san Catholic university and the education period is usually in the 3rd year. Out of the 11 colleges, only Bu-san Catholic univ., Ma-san and Shinheung college have practice training classes. We knew that Shingu, Dongu, Mokpo science colleges have practice training as a curriculum, namely specific prosthetics laboratory. Out of the 9 colleges enforcing implant education the average credits taken are 2.56, and the average hours of weekly theory education is 2.14, but with the exception of Shinheung college which has an implant practice training course theory and practice classes are not divided. Therefore implant education is thought to start in the 3rd year as a 3 credit course with 3 hours of theory and practice each. 4. Currently in 2003, theoretical attachment education is given in 15 colleges and including practical training it is given in 10 colleges. The education starts 1st semester of the 2nd year till the 2nd semester of the 3rd year. The average credit of attachment theory education in the 15 colleges was 3.64, the average weekly theoretical education was 2.64, and the average weekly practice training out of the schools teaching it was 3.20. Later attachment education is thought to start the 1st semester of the 3rd year as a 3 credit course with 2 hours of theory class and 3 hours of practice training. 5. Double prosthetic technology is currently carried out in Dae-jon Health Science college(2nd year 2nd semester, 2 credits, theory 2hours), Gimcheon college (1 credit, 2 hours of practical training), Bu-san Catholic university (4th year 2nd semester, 4 hours of theory. practice). When the 3 year course is enforced, education will start 1st semester of the 3rd year with 2hours of theory and practice each. 6. The newly installed programs of the 3 year education is clinical field training, and specialized prosthetic manufacturing practice like all-ceramic, double prosthetic technology, attachment, and implant. If such education is to be effectively managed, a primary precursor as systemic basic clinical education is thought to be important. 7. Nationally in the 18 colleges of dental technology the currently executed curriculum course had varying subjects, class time according to the subject, and credits by each college. The curriculum difference between the colleges must be settled.

• 해양환경안전학회지
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• 제24권6호
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• pp.709-716
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• 2018

2017년 승선실습 중이던 위탁실습생이 사망하는 사고가 있었다. 이 실습생은 1일 12시간씩 작업을 했다고 한다. 실습생에 대한 업무시간과 휴식시간을 규정하는 법령은 아직까지 없다. 이 연구는 상선에서 승선실습을 하는 위탁실습생의 업무실태 파악과 위탁실습생의 처우 개선을 위해 설문조사와 통계분석을 수행했다. 설문은 상선에서 위탁실습을 다녀온 학생을 대상으로 진행했다. 설문결과는 다음과 같다. 첫째, 선종에 관계없이 1일 평균 10시간씩 업무했다는 의견이 43.0 %를 차지했고, 휴식시간은 평균 8시간이었다는 의견이 35.2 %를 차지했다. 응답자의 15.6 %가 12시간 이상 업무한 경험이 있다고 했다. 라면 끓이기, 휴식 중에 작업, 사적인 심부름 등 부당한 지시 사례가 있었다. 둘째, 선종별 교육만족도에 대해 LNG운반선에서 실습한 학생들의 만족도가 높았던 반면, 산적화물선과 컨테이너운반선의 교육만족도는 낮았다. 선박의 크기와 선령, 업무시간, 휴식시간, 실습지원비가 교육만족도에 미치는 영향은 미약함을 확인했다. 끝으로, 위탁실습생의 근로자성 판단에 대해 56.8 %가 '근로에 해당된다'고 응답했다. 설문결과를 통해 위탁실습의 열악성과 위탁실습생이 근로와 휴식에 대한 법령의 사각지대에 있음을 확인했다. 이를 위해 업무시간과 휴식시간의 법령 마련, 폭력 및 성희롱에 피해방지시스템 구축 등을 개선방안으로 제시했다. 이 연구는 위탁실습생의 업무와 휴식에 논문의 초점을 맞춰 선박의 종류와 크기, 선령별로 실습만족도를 분석했다는 것에 의의가 있다.

• The Journal of Korean Physical Therapy
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• 제26권3호
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• pp.196-201
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• 2014

Purpose: The novelty of intensive mobility training (IMT) is its intensive nature. The purpose of this study was to examine the effect of IMT in patients with Parkinson's disease. Methods: Subjects participated in 3 hours/day for ten days (30 hours). Gait parameters of interest were the timed up-and-go test, 10-m walk test, and step length and width. Measures were made at baseline before commencement of training (pre-training) and at the end of the two-week training period (post-training). Results: Seven patients with Parkinson's disease enrolled in the study. On average, participants are able to tolerate 141 minutes of activity during a 180-minute session. Results showed that, after 10 consecutive days training, subjects significantly improved for all parameters; the timed up-and-go test, 10-m walk test, and stride length and step width. Conclusion: This study's findings show that gait properties in patients with Parkinson's disease can be improved with IMT.

• 한국철도학회:학술대회논문집
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• 한국철도학회 2007년도 추계학술대회 논문집
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• pp.1846-1851
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• 2007

According to the Railroad Safety Act and section 42 of the Enforcement Ordinance, railway operators should conduct railway safety training regularly(6 or 3 hours per three months). But Overall Railroad Safety Audit conducted 2006 pointed out nonfulfillment of a regulations on railway worker's safety training to each of every 4 railway operators, which proved that the training management had not carried out properly. E-learning is used in various fields with development of Internet and IT technologies. It might be a good alternative tool for railway workers who is in shift working of the company 24 hours a day. Because it is difficult to collect those employees for training, e-learning could overcome obstacles of time and distance. In order to find out suitable e-learning model to railway sector, e-learning system for railway safety training has been researched through investigating e-learning technology and present railway safety training condition.

• 성인간호학회지
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• 제22권2호
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• pp.200-210
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• 2010

Purpose: The purpose of this study was to examine the training effectiveness and behavior towards the elderly of 180 caregiver trainees. Methods: Data were collected from five caregiver training institutions located in G city. All subjects were surveyed about the training effectiveness and behavior towards the elderly by using the Training Effectiveness Scale and the Behavior towards the Elderly Scale. Data were analyzed by SPSS/WIN 12.0 program. Results: The study subjects gained a training effectiveness score of 3.84 out of 5 points and a behavior towards the elderly score 3.40 out of 4 points. The training effectiveness differed significantly depending on subject's characteristics, intention to work as a caregiver, and hours of training. There were significant differences in behavior towards the elderly depending on their age and hours of training. The training effectiveness was significantly correlated with the level of behavior towards the elderly. Conclusion: These findings demonstrated the necessity of developing a level of educational training that will help improve caregiver trainees' care by positively changing their behavior towards the elderly.

• 산업진흥연구
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• 제1권2호
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• pp.19-25
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• 2016

본 연구는 중소기업 사내 교육훈련이 직무만족 및 직무성과 향상에 미치는 영향을 분석하였다. 연구결과 직무만족도에 영향을 미치는 요인은 교육훈련 활용도와 참여형 실습시간 충분도였으며 직무대응도에 영향을 미치는 요인은 사내 교육훈련의 품질, 교육훈련 활용도, 실습시간 충분도로 나타났다. 향후 지속적 교육훈련 참여 의지에 영향을 미치는 요인은 교육훈련 정보 접근성, 교육장 위치 및 교육 환경, 실습시간 충분도로 나타났으며 여성과 생산직 근로자의 교육훈련 참여 의지가 높았고 20대, 3-5년 근속 근로자의 교육훈련 만족도가 상대적으로 낮아 이를 높일 필요가 있다고 평가된다. 본 연구는 중소기업 사내 교육훈련이 직무만족 및 직무성과 향상에 미치는 영향을 분석함으로써 사내 교육훈련의 성과를 높이기 위해 효과적인 요인을 탐색하고 그 영향력을 검증한 데 연구의 의의가 있다.

• 항공우주시스템공학회지
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• 제7권3호
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• pp.45-50
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• 2013

This is a research report about the method of how to maintain qualification of certification flight test crews. KCA(Korea Certification Agency) have completed the KC-100 airplane certification flight tests which is the first time experienced flight tests operation. After the certification flight test, it has been found that annual flying time requirement of 100 hours to the certification flight test pilot is too strict, and other several requirements to maintain the qualification of the certification test crew such as aircraft certification introduction training, initial flight test pilot and flight test engineer certification training, crew resource management training, aviation physiology training, and survival training was difficult to implement in Korean civil aviation environments. In this study, it was suggested that 30 hours of flying time for maintaining certification flight test pilot qualification could be applied to contribute for safe operation of certification flight test and the other training requirements of the certification flight test crew could be fulfilled using self made training courses, existing FAA training courses and Korean Air Force training resources. Therefore, it is recommended that the regulation of maintaining the certification flight test crew qualification should be refined to implement the requirement practically.

• 시큐리티연구
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• 제13호
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• pp.259-277
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• 2007

경찰대학, 종합경찰학교, 중앙경찰학고, 일선 경찰서의 태권도 교육훈련 실태 및 경찰의 태권도 유단자 실태를 알아 본 결과는 다음과 같다. 1. 경찰대학 태권도 교육훈련은 경찰대학 1학년 교육시간이 1주일에 4시간, 2학년, 3학년, 4학년은 1주일에 2시간 교육을 하고 있다. 2. 종합경찰학교 태권도 교육훈련은 경위기본${\cdot}$경사기본, 교육과정에는 태권도훈련시간이 배정되어 있지 않고 자율생활체육으로만 배정되어 있다. 무도사범 과정은 71%가 경찰 기초 및 현장 체포술과 태권도, 유도등 경찰무도 교육훈련이 많은 비중을 차지하고 있다. 간부후보생은 경찰무도 중 하나를 선택하여 52주 간 태권도 교육훈련을 150시간 받고 초단을 획득해야 졸업과 함께 경위 임용을 받는다. 3. 중앙경찰학교의 신임 경찰 태권도 교육훈련, 범인검거${\cdot}$체포 및 자신을 보호하는 호신술을 104시간, 101경비단은 84시간, 미 이수자는 60시간을 교육훈련하고 있다. 4. 경찰관서에서의 태권도 교육훈련은 경찰관 사범에게 월 2회(4시간) 이상 교육을 받거나 경찰무도 동호회 활동에 참여 해야만 상위점수를 받아 승진 점수에 반영된다. 5. 경찰 태권도 유단자는 유도보다 2.6배, 검도보다 4.6배, 합기도보다 5.9배 많고 5단 이상자는 유도보다 5.5배, 검도보다 17배, 합기도보다 5.7배 많다.