• Journal of Korean Academy of Fundamentals of Nursing
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• v.26 no.3
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• pp.210-220
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• 2019

Purpose: In the nursing profession, it is imperative that students are able to transfer their undergraduate knowledge and skills into practice to become competent nurses. The aim of this study was to illuminate how infection prevention and control (IPC) education would be conducted in undergraduate nursing programs. Methods: A qualitative design utilizing focus group interviews as its data collection method was employed. Twelve professors from twelve South Korean universities that have undergraduate nursing programs were recruited as research participants and divided into two focus groups. Results: Focus group interview analysis showed that IPC education in undergraduate nursing programs for fostering IPC competency was composed of two categories: a pre-clinical course and a clinical course. Each included three subcategories-education contents, education strategies, and considerations of how infection control is taught to students as they continue from beginning to advanced-and the themes of each subcategory were derived. Conclusions: The findings of this study can provide an overview of how nursing professors should teach IPC education to undergraduates. As IPC education for nurses is very important, more in-depth discussions that include educators, clinical mentors, and nursing students regarding IPC education are needed to ensure patients' safety in clinical settings.

• Korean Journal of Clinical Laboratory Science
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• v.49 no.2
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• pp.161-170
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• 2017

This study aimed at characterizing policy directions to foster competent medical technologists by analyzing the opinions of professors and medical technologists regarding university education and national licensing systems. An online survey questionnaire was distributed to 255 professors and 4,000 medical technologists in August of 2016. Fifty-nine professors (23%) and 1,099 medical technologists (27.7%) responded to the survey. The results were evaluated using descriptive statistics and comparative analysis. Professors and medical technologists agreed that there needs to be an improvement and standardization in both education at universities and practical training at hospitals. Moreover, both groups also thought that it was necessary to reform practical examinations and make improvements in the current licensing system. According to the survey results, professors and medical technologists thought that, the improvement of the quality of university education and hospital practical training should be essential, and the reform of existing national licensing examination should be necessary.

• Journal of Korean Academy of Nursing
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• v.27 no.1
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• pp.83-95
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• 1997

This study analyzed the necessity of detailed items of fundamentals of nursing education in college by soliciting answers from clinical nursing educators in hospitals and nursing professors. The questionnaire consisted of four parts. The first part included questions about the general demographic characteristics of respondents, the second part. questions about the general necessity of fundamentals of nursing, the third part, questions about the necessity of 26 items in fundamentals of nursing in knowledge education and about the necessity of 81 items in fundamentals of nursing in practice education, the fourth part solicited free description of ideas about the problems education in fundamentals of nursing in Korea. Thirty professors from universities, 30 professors from community. and 30 clinical nursing educators were randomly sampled and the questionnaires were sent by mail. Seventy people returned completed questionnaires. Ninety three percent evaluated fundamentals of nursing as necessary for nursing not only in knowledge education but also in practice education. They also generally agreed on what items are necessary for fundamentals of nursing. However. opinions about some items were split between nursing scholars and clinical nursing educators. Clinical educators wanted fundamentals of nursing to be more practical and to incorporate recent developments and changes in clinical settings. They described several problems in fundamentals of nursing. One was that some the content of fundamentals of nursing overlaps with other subjects, especially with adult nursing. Some respondents also thought that fundamentals of nursing included too many topics. These problems make it difficult for students, scholars, and nurses identify what fundamentals of nursing is. This causes an identity problem in fundamentals of nursing. Some disparity between clinical nursing and knowledge education in fundamentals of nursing was also reported. This was also related to problems lack of clinical experience in teachers of fundamentals of nursing. Some respondents suggested requiring clinical experience for professors or establishing a system of clinical professorship. Problems of teaching material were also pointed out. Fundamental nursing skills and knowledge in teaching materials are often old or not appropriate for the Korean nursing situation. The respondents urged the development of teaching materials appropriate for Korean nursing. In order to solve these problems, the authors suggest forming an ad hoc committee which can reformulate and standardize education in fundamentals of nursing in Korea.

• The Korean Journal of Emergency Medical Services
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• v.22 no.3
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• pp.7-34
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• 2018

Purpose: The purposes of this research were to study the validity of the National Examination based on smart based test(SBT) by 7 types of healthcare occupation. Methods: We conducted a questionnaires survey among 1,219 people including 210 professors for all 7 types of healthcare occupation and 573 clinical specialists ; 436 students from random sampling participated and the reliability of the questionnaire was tested using Cronbach's alpha. Results: Professors from 7 types of healthcare occupation were investigated for their opinions on the introduction of the SBT system ; 65.9% of the professors answered positively on the introduction of the SBT National Examination System, while 40.1% of the clinical experts answered likewise. In particular, professors and the clinical experts recognized altogether that the multimedia questionnaire, being effective for the evaluation of clinical and practical competence of the subjects, enabling the evaluation of various areas and strengthening the school education in clinical practices, the 42.0% of the students from 7 departments answered that the future direction of the national test is in the SBT test system with significant difference (p=.000) found in students majoring in order of Emergency Medical Services, Radiology and Physical therapy, compared to students from other majors, showing the positive response to the SBT system. Conclusion: The results of this study comprehensively evaluated the positive recognition of development of multimedia items and SBT system in national examination of 7 types of healthcare occupation in professors, field specialists and students.

• The Korean Journal of Food And Nutrition
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• v.2 no.1
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• pp.61-72
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• 1989

This study was conducted to gather the baseline data on realities of experimental-practice and opinions toward spot-practice, and to examine how to cope with the problems raised at the Department of Food and Nutrition of Junior Technical College in Korea. Questionnaires were gathered from 42 chairmans of the Department of Food and Nutrition and 140 Present dieticians worked in Seoul, Bucheon am Seongnam area. The results are as follows, First, as a whole, each college had 2~3 experimental laboratory (Lab), in which Cooking Science Lab. Chemistry Lab and Microbiology Lab were occurred at higher frequency as Lab's name. Second, the numbers per experimental-practice class were more than 40 at most colleges. 85% of Present dieticians have answered to feel too much numbers per the class during their college days, whereas professors' opinions toward the numbers per class were suitable at 20~30 persons per class. Third, professors' opinion toward the adquate ratio of the theory subject classes to experimental subject classes was suitable at 60 : 40. Dieticians answered to take the theory subject classes partly or mostly on behalf of the experimental-practice classes. Fourth, the main reasons which inhibited normal experimental-practice class were the class for emphasis on examination, the shortage of experiment budget, the excess of class members, the shortage of experimental Lab Also, this results showed same propensity to present dieticians' opinion toward the same question above. Fifth, among the experimenta1-practice subjects established at the Department of Food and Nutrition, Diet Therapy Lab was highest frequency class emphasized on theory followed by Nutrition Counselling Lab, Food Processing and Storage Lab, Food Hygiene Lab and Food Microbiology Lab in that order. Here, Basic Chemistry Lab, Biochemistry Lab, Food Microbiology Lab were pointed as subjects far from the present task of dieticians. Sixth, Department of Food and Nutrition, as a whole, has conferred with spot-practice arrangement About 50% (all who want to join spot-practice) of second year students took part in spot-practice. In the other way, all colleges except for 2 colleges didn't give the credit for the spot-practice system. Seventh, according to the on analysis on spot-practice places, manufacturing company was at highest frequcney followed by hospitals, elementary school having group feeding system in that order. Especially, 16.7% (5 colleges) of the total colleges sent the students to the research institute related to food industry for spot-practice experience. Eighth, Professors' opinions toward the spot-practice time and period were preferable on summer vacation of second year and for 1~2 weeks, respectively. On the contrary, 74 dieticians answered to the adquate period as for 4 weeks. Ninth, 86 dieticians of the total 140 answered to complete the spot-practice during their college days, which helps the present task of them. Lacks of spot-practice program, Lacks of comprehension of upper personals and lacks of group feeding equipments ranks higher as difficulties in spot-practice management.

• Korean Medical Education Review
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• v.19 no.2
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• pp.90-100
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• 2017

The necessity of embracing selective courses in medical curriculum is increasing due to the expansion of medical knowledge and changes in the health care environment. In contrast to the abundant evidence regarding elective or selective courses during the clinical phase, articles focusing on the preclinical period are relatively scarce. This study aims to explore the development, implementation, and evaluation of newly-adopted selective courses in the first-year medical curriculum in a medical school which recently underwent a major curricular revision. First of all, the Curriculum Committee established goals and operating principles of the courses, and then the committee encouraged all participating professors to attend a related faculty development workshop after finalizing the list of courses. A survey was conducted at the end of each course for evaluation. Of the 36 courses opened in 2016, the overall satisfaction of students was $4.98{\pm}1.06$ (out of 6) and showed a strong correlation with students' previous expectations, reasoning- and participation-oriented teaching, and outcome of the courses including increased motivation. In the open-ended responses, students and professors described not only intended outcomes such as acquisition of medical knowledge and increased interest in new topics, but also unintended outcomes including positive impression for selective courses and even high satisfaction and rewarding experiences, especially from the teachers' perspective. Although long-term outcomes remain to be seen, the results of this study show the feasibility and impact of selective courses and will contribute to effective implementation in other medical schools.

• Korean Medical Education Review
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• v.14 no.1
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• pp.25-36
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• 2012

For decades medical educators have continually emphasized medical professionalism, which is reflective response to the challenges of a rapidly changing medical environment. This study aimed to review the experience of implementing medical professionalism education at Yonsei University College of Medicine (YUCM). YUCM introduced a new curriculum in 2004 designed by Curriculum Development Project 2004 (CDP2004), a project that was launched in 2001. CDP2004 reorganized lectures as organ-based integrated lectures, introduced an introductory course for clinical medicine and medical humanities courses for premedical and medical students. Problem-based learning (PBL), elective courses, and self-study sessions in the afternoon were implemented in order to equip students with a self-directed learning attitude as medical professionals. Professors were asked by the CDP2004 curriculum to spend more time on student education and to adopt new teaching methods. Experiences of the CDP2004 curriculum reveals 1) difficulty of motivating professors to be PBL tutors 2) students' dissatisfaction with the medical humanities course (major critique was that the course was impractical and unrealistic), and 3) students' optimistic understanding about their future role as medical professionals in influencing and helping people in spite of their perception of the general medical environment not as promising. To foster professionalism, the following are necessary in our experiences: 1) faculty development of medical humanities and medical professionalism, 2) establishment of an environment throughout the whole institution to support medical professionalism education and to integrate the concept into praxis, 3) emphasis on the fact that medical professionalism education is not contradictory to biophysical medical education.

• PNF and Movement
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• v.11 no.1
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• pp.27-33
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• 2013

Purpose : The purpose of this research was to research on Needs for the Construction of the CSFT(Cluster with a Strongpoint for Field Training) on students and professors of health-related majors. Methods : We investigated 164 students and professors using a self-reporting method with experience of Field Training. A statistical analysis was performed using SPSS 17.0 for window version. Results : It showed that educational satisfaction had scored 4.05 in curriculum, 4.00 in environment, 3.52 in schedule, 3.71 in evaluation and 3.71 in teaching and 3.84 in industrial-college systems for Field Training. Needs for the Construction of the CSFT had scored 4.17 in $mean{\pm}standard$ deviation. Conclusion : Characterization of Nursing, Department of Health and local health care environment and conditions, if you think the quality of education for the Department of Health Nursing, gradually, the acquisition and improvement of the base hospital is necessary. Therefore, it is considered to be institutionalized by installing the strongpoint hospital at least one in each region, so that they can contribute to the improvement of people's health.

• Korean Medical Education Review
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• v.12 no.1
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• pp.33-41
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• 2010

Purpose: This study aimed at investigating the current situation of Medical Humanities and Sociology-related-curriculum in Korean medical schools, and suggesting the courses of study for the contents and methods of the Medical Humanities and Sociology examination, which can be included in the National Examination for Medical Practitioners. Methods: We analyzed Medical Humanities and Sociology-related courses which are offered in Korean medical schools, and a survey was conducted by medical school professors and students and medical journalists. In the survey, the Medical Humanities and Sociology-related courses were divided into 8 parts, and the participants were asked to evaluate the importance of duty, necessity of education, necessity of evaluation and the evaluation method of each part using a seven-point scale. Results: A total of 207 medical school professors and students and 9 medical journalists participated in the survey. The results were similar for the importance of duty and necessity of education of each part, but those for the necessity of evaluation were different. - As a result, there seems to be a gap between the importance of duty and the importance of education of each course. Medical journalists and students group answered differently on the necessity of evaluation of each course was also reserved. Conclusion: It is necessarily recommended to include Medical Humanities and Sociology-related courses such as medical ethics, self-improvement and doctors' social responsibilities in the National Examination for Medical Practitioners.

• The Journal of Churna Manual Medicine for Spine and Nerves
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• v.5 no.1
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• pp.157-168
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• 2010

Objectives: The aim of this study was to investigate the curriculum of Chuna manual medicine (CMM)-related subjects in oriental medicine college and to let CMM have opportunities to develope current curriculum and basic circumstance for CMM. Methods: Questionnaire was obtained from 11 oriental medicine college and 1 school of Korean medicine, Pusan National University, bye-mail. If there was any insufficient information from response, we asked more information by direct call. Results and Conclusions: The findings from our study can be summarized as follows: 1. There are three CMM-related subjects, CMM, Oriental Rehabilitation Medicine (ORM) and Neuromusculoskeletology(NMS). All curriculums of 8 colleges belonged to classification I have CMM and DRM courses. Curriculums of 4 colleges belonged to classification II, have ORM or NMS course without CMM course. 2. 10 colleges of 11 ones which have ORM course, have major compulsory courses, 1 college has a major optional course. 5 colleges of 8 ones which have CMM course, have major compulsory courses, 3 colleges have major optional courses. 2 colleges have only part-time lecturers for CMM course, other 2 college have cooperation of specialized professors and part-time lecturers, another 8 colleges have only specialized professors. 3. Most CMM-related subjects is teached at 3 or 4 grade of medical course. The units taken for CMM-related subjects is minimum 4 units to maximum 8 units in total about 160 units. 4. Total class hour for CMM-related subjects is minimum 120 hours to maximum 225 hours, and practice hours is about minimum 30 hours to maximum 75 hours. 5. The systematic regulation and financial support is needed for patients to get the best CMM treatment, because the present curriculum of CMM is insufficient for carrying out the best manual therapy for patients.