• Journal of Haehwa Medicine
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• v.19 no.2
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• pp.13-24
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• 2011

The medical profession has the problem of lack of bioethics, due to the expansion of capitalism and mannerism after modernization. Therefore, the need of education of bioethics is increasing, however, the cramming system of education is insufficient for promoting personal morals. So the author studied ancient and present bioethics and searched for the cause of current bioethics absence and the method of overcoming it. Especially, studying the vocational features of oriental medical doctor as profession and the problems of education of bioethics in oriental medical college, the author searched for the directions of educations of bioethics. The conclusions are as follows. The current medical profession have ethical problems because of social moral hazard, evils of capitalism, change of doctor-patient relationship due to expansion of consumerism, limitation of autonomy due to commercialize of hospitals, decrease of knowledge monopolism of professionals, moral indifference and frailty, and a missdeed preference. The education of bioethics needs "Rest's 4 components" but the current education of bioethics in oriental medicine college lacks of time and is composed of the cramming system of education. So it needs various types of education system. Morals are subjective and discretionary personal character. Therefore, informational education is insufficient for enhancing morals and complex education for various personal attainments (various social indirect experience, philosophical speculation, mental serenity) is needed. It has to be done on the basis of educational method by experience not lecture, long term expectation, and basic understanding of bioethics.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.571-582
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• 2005

This study aims to examine primary school teachers' interest and understanding of bioethical issues, and to analyze their perception of bioethics teaching in the primary school education. For this purpose, the questionnaires were constructed. The data were collected from 553 primary teachers in the whole country. Major findings of the studys are as follows. First, most primary school teachers showed high level of interest about bioethical issues, but they had the limited understanding about bioethical issues. Primary teachers showed the highest interest about' respect for human life' and the lowest understanding of 'awareness of current biotechnology' Second, the prior reasons why primary teachers wanted to teach specific bioethical issues in the classes were that 'they were closely related to social phenomena' and 'they were appropriate for enhancing students' awareness of the value of life'. Third, the lack of the teachers' knowledge about bioethics and limited supply of teaching materials were found to be barriers, which prevent them from teaching bioethical issues. The implications of these results are discussed for the improvement of bioethics teaching in primary school education.

• Korean Journal of Childcare and Education
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• v.14 no.2
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• pp.1-17
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• 2018

Objective: The purpose of this paper is to understand the bioethics and the Institutional Review Board (IRB) in the social and behavioral research area through "The Bioethics and Safety Act" and to examine the IRB's present situation, roles, responsibilities, and tasks. Methods: This paper reviewed articles, materials for education, and "The Bioethics and Safety Act" related with the IRB. Results: Bioethics included all the research in the social and behavioral area, and "The Bioethics and Safety Act" has been enforced in every research projects targeting human subjects since February 2, 2013. Accoding to the law, the IRB must review the research proposals for human subjects and was introduced in social and behavioral research as a self-regulating system. At present, all the related institutions including universities must establish and run the IRB. This paper introduced the definition of bioethics, the IRB's roles and review types, the total number of registered IRB, and "The Bioethics and Safety Act". Conclusion/Implications: Both the central government and the local government have to make an effort for the establishment and settlement of the IRB system. This paper also presented some of the problems of the IRB.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.1
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• pp.50-60
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• 2018

Purpose: This study aims to determine the bioethical subjectivity of nursing students with experience volunteering in elderly care facilities, and the characteristics that comprise the types thereof. Methods: Q methodology, which analyzes the subjectivity of each type, was used. The 37 selected Q statements from 32 participants were classified into the shape of a normal distribution using a 9-point scale. The collected data were analyzed using the PC-QUANL program. Results: The survey revealed that the bioethical subjectivity of nursing students with experience volunteering in elderly care facilities can be divided into three types: a rational dignity emphasis, an autonomous right to life belief, and conflict avoidance. All three attitudes regard human beings as possessing dignity, and life and death as elements to be experienced as aspects of human life. Bioethical values are critical to treatment and care; however, it is sometimes also held that humans have the right to commit suicide. Conclusion: This study enhanced our awareness of nursing students' bioethics. The findings can be used as a basis for the design of differentiated bioethics education according to each type of bioethical subjectivity. This calls for diverse research on bioethics and the implementation of effective bioethics education.

• Journal of Korean Academic Society of Home Health Care Nursing
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• v.29 no.3
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• pp.319-328
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• 2022

Purpose: This study investigated the relationship between artificial intelligence ethical awareness, bioethics awareness, and person-centered care of general hospital nurses. Methods: The participants were 192 nurses. Data were analyzed using descriptive statistics, t-test, analysis of variance, and Pearson's correlation coefficient with the SPSS program. Results: The average points for artificial intelligence ethical awareness, bioethics awareness, and person-centered care were 2.93, 2.77, and 3.50, respectively. Artificial intelligence ethical awareness and bioethics awareness had statistically significant negative relationships. Artificial intelligence ethical awareness, bioethics awareness, and person-centered care were not significantly correlated. Conclusion: Education, training, and organizational support are needed to improve artificial intelligence ethics awareness, bioethics awareness, and person-centered care for general hospital nurses.

• Korean Journal of Medical Ethics
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• v.21 no.4
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• pp.330-343
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• 2018

This article explores some of the ethical issues associated with the fourth industrial revolution and suggests new directions for bioethics education in Korean universities. Some countries have recently developed guidelines and regulations based on the legal and ethical considerations of the benefits and social risks of new technologies associated with the fourth industrial revolution. Foreign universities have also created courses (both classroom and online) that deal with these issues and help to ensure that these new technologies are developed in an ethically appropriate fashion. In South Korea too there have been attempts to enhance bioethics education to meet the changing demands of society. However, bioethics education in Korea remains focused on traditional bioethical topics and largely neglects the ethical issues related to emerging technologies. Furthermore, Korean universities offer no online courses in bioethics and the classroom courses that do exist are generally treated as electives. In order to improve bioethics education in Korean universities, we suggest that (a) new course should be developed for interprofessional education; (b) courses in bioethics should be treated as required subjects gradually; (c) online courses should be prepared, and (d) universities should continually revise course contents in response to the development of new technologies.

• Hwankyungkyoyuk
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• v.20 no.3
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• pp.1-17
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• 2007

The purpose of this study was to establish objectives for ninth grade studies of heredity and evolution in middle school in an attempt to foster students' consciousness of bioethics, and it's additionally intended to develop and apply lesson plans handling different points at issue and to determine the effects of the lesson plans on the bioethics of middle school students. The subjects in this study were 152 ninth graders in a middle school, whose science scores were similar. An experimental group and a control group were made up of 76 students respectively, and a pretest was conducted with test paper developed by this researcher to assess their awareness of bioethics. The experimental group took lessons by using the teaching plans prepared in this study, and the control group received typical education according to the curriculum. And then a posttest was implemented with test paper developed in this study to compare the two groups. In addition their science grades were compared as well. The findings of the study were as follows: First, seven learning objectives were selected from three units related to bioethics in the third-year 8th category of heredity and evolution of middle school. Second, in order to attain the selected learning objectives, four session lesson plans were prepared. Third, the experimental group that studied using by the lesson plans made better progress in bioethics awareness and the gap between the two was statistically significant(t=6.61, p<.001). The former were ahead of the latter in consciousness about species equity(t=7.71, p<.001), the dignity of life (t=3.78, p<.001), human rights(t=2.99, p<.01) and equity among generations(t=2.66, p<.01), but not in awareness of the diversity of species. Fourth, there was no significant gap in science scores between the students studied according to the curriculum and those who received instructions by using the lesson plans developed in the study.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.513-530
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• 2009

Many kinds of teaching methods have been used to instruct ethical issues that arise in the field of science and technology. However, few teaching methods of bioethics have been validated by ethical theories, or justified based on practical utility in bioethics teaching. The aim of this article is to suggest teaching methods of bioethics that are appropriate for ethical theories and socio-scientific issues related to biological sciences in secondary schools. In the article, the teaching methods are classified into three types of ethical theories and into three types of socio-scientific issues in biological sciences. The characteristics of nine teaching/learning methods are then described in terms of appropriate bioethical issues or contexts, and ethical theories or principles.

• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.475-484
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• 2023

This study was conducted to identify the influences of bioethics awareness and patient-centered care on attitude of terminal care of hospice nurses. The participants were 145 nurses working in hospice care center of hospitals in Korea. Data were collected during May and June in 2018 and were analyzed with descriptive statistics, t-test, one way ANOVA, Pearson's correlation coefficient, and multiple hierarchecal regression analysis using SPSS 24.0 program. Attitude of terminal care was influenced by hospice specialist certification (β=.15, p=.031), bioethics awareness (β=-.24, p=.003), and patient-centered care (β=.36, p<.001) in the regression model. These variables explained 36.9% of attitude of terminal care. In order to improve the attitude of terminal care of hospice nurses, programs for improving patient-centered care competence including bioethics awareness should be provided.

• Clinical and Experimental Pediatrics
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• v.52 no.8
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• pp.851-855
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• 2009

Death is not only a medical problem; it is also an ethical problem. When doctors face a dying neonate, their knowledge of bioethics and the opinions of ethical specialists and religious leaders are helpful for them and the family of the dying baby. In recent years, due to the increase of surviving babies who have suffered from severe illness, those born too small or too early, and those with severe anomalies in neonatal intensive care unit (NICU), we have met with complicated bioethical problems frequently. To lessen the burdens of doctors and the parents of the dying baby, I reviewed medical, ethical and religious articles about bioethics in adult death. My suggestions are listed as follows: 1) regular bioethical education and activation of bioethical committees in NICU, 2) a well-controlled nationwide database, 3) a hospice unit space and programs for dying baby in NICU, and 4) social support for pregnant women and financial support for the NICU.