• Korean Medical Education Review
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• v.16 no.3
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• pp.126-131
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• 2014

The purpose of this study is to analyze the medical education system of Korea and to propose a method of curriculum redesign. Although there have been many attempts by medical educators to improve the quality of medical education, the results have not been fruitful. First, there exists a limitation to the dualistic curriculum design based on Flexnerianism, and thus, this model does not provide an integrated experience to medical students. Therefore, we propose a unidimensional model for curriculum redesign. Second, it is impossible to promote excellence in medical education without solving the structural problems of teaching and learning, such as the teaching competency of the faculty, large-scale lectures, and team teaching systems. A curricular strategy that emphasizes mutual interaction and teaching accountability is necessary to promote meaningful learning. Third, the current clinical training system, the circulation model, provides incomplete training as well as a lack of sequence and articulation experiences. This system needs to be redesigned in a way that allows only those students who have mastered both the knowledge and the application of medical education to advance to the next step. Fourth, norm-referenced assessments of a medical college distort the learning process and create unconstructive system energy. A criterion-referenced assessment that values cooperation, independent study, and intrinsic motivation is more important for the reliability and validity of the assessment. Medical students should not focus on formative and informative learning. Medical colleges should investigate the multifaceted potential of the students and provide transformative learning to grow students into change agents. For this to take place, curriculum redesign-not new methods of medical education-is required.

• Korean Medical Education Review
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• v.15 no.2
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• pp.87-92
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• 2013

The purpose of this study was to assess third-year medical students' competency for development or revision of the undergraduate curriculum and assessments. One hundred and twenty-seven third-year medical students at the Pusan National University were included in the study. After third- and fourth-year students took a common written examination, clinical performance examination (CPX), and objective structured clinical examination (OSCE) with common items as a summative assessment, the third-year students' competency was compared with 132 forth-year students' results. The correlation of the written examination and CPX/OSCE was analysed, and the summative results were compared with the grade point average (GPA) through the second year, CPX/ OSCE in the second year, and GPA in the clerkship. On the written examination, the third-year students' mean score was lower than the fourth-year students' by over 11 points, whereas the gap in the CPX/OSCE was 4 points and there was no difference in the OSCE. There was a moderate correlation between the written examination and the CPX/OSCE scores (R=0.371, p<0.01). The written examination was highly correlated with GPA through the second year, which mainly evaluated medical knowledge (R=0.771, p<0.01). A relatively high correlation was observed between CPX/OSCE scores and GPA in the clerkship (R=0.641, p<0.01). The summative CPX/ OSCE scores showed a moderate correlation with formative CPX/OSCE scores in the second year (R=0.464, p< 0.01). The third-year students' score was quite low on the written examination and slightly low on the CPX/OSCE compared to that of the fourth-year students. The written examination and CPX/OSCE cannot replace each other and should be combined with other methods of evaluation to measure competency. Early OSCE and workplacebased assessment should be useful in the early assessment of clinical skills competency.

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.70-81
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• 2010

The present study aimed to understand high school students' environmental literacy for water and their attitudes toward environment. This study was conducted during the spring of the 2010 academic year with the participation of 123 students from a public international high school located in Seoul. The Environmental Science Literacy for Water test and the Revised New Ecological Paradigm scale were administered, and the data were analyzed by descriptive statistics and content analysis. The high school students in this study put strong emphasis on encouraging others to conserve water resources. This belief, however, was not aligned with self-recognition of their own roles in water supply shortages and other problematic water-use behavior. They also had difficulties in understanding the invisible part of matter transformations in water systems. Nevertheless, they showed favorable attitudes toward environmental conservation. In conclusion, the researchers suggest recognizing our own water problems and narrowing the gap between environmental and scientific knowledge of water and actual attitudes about the environment through curricular incorporation of interdisciplinary environmental science literacy into school science.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.2
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• pp.93-114
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• 2023

In accordance with the educational paradigm that values self-directed creative education, school libraries and public libraries emphasize self-directed learning support through curriculum-linked programs as their main tasks. For self-directed learning, it is essential to provide learner-centered educational knowledge information, and there should be abundant textbook-linked references that can deepen and expand the curriculum reflected in textbooks. This study established KDC-linked information related to unit and cross-curricular learning topics through the analysis of elementary school textbooks and curriculum-linked books, restructured KDC system based on major subjects in the elementary school curriculum, and established a curriculum-linked subject information. Libraries can strengthen support for self-directed creative learning for elementary school students in an online environment by linking library content targeted for each user with elementary school education content focusing on learning topics in the curriculum.

• Asian Journal for Public Opinion Research
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• v.5 no.4
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• pp.319-345
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• 2018

Effective higher educational management in undergraduate nursing programs is an important issue from the viewpoint of stakeholders. This qualitative research aimed to examine the characteristics of nursing students and curriculum development of undergraduate nursing education from the opinions of Boromarajonani College of Nursing Saraburi, Thailand stakeholders. The population included 4 groups: 1) the alumni who have graduated within the past 5 years and currently work in primary, secondary, and tertiary care units, 2) the supervisors and colleagues of the alumni, 3) nursing lecturers, and 4) the current nursing students. The respondents who are the alumni, nursing lecturers, and current nursing student were selected using a purposive sampling, for the supervisors and colleagues were selected using snowball techniques. Semi-structured interview questions were used for data collection. Group discussions were conducted until saturation on 55 key informants. The qualitative data was analyzed using content analysis. Results showed the viewpoints of stakeholders on the characteristics of future nurse graduates were comprised of four elements: knowledge that meets standards; essential skills for self-development and lifelong learning process; good morals and professional ethics in providing nursing care; and nurse competencies in teamwork, communication, language, research, management, IT, life skills, and global literacy. The viewpoints on the development of the nursing curriculum focus on four elements: the learner, teaching and learning, course content, and instructor tasks. For learners, the admission criteria should include a minimum not only of knowledge, but also positive attitude, science, and art skills, since the nursing profession is both a science and the art of caring. Teaching and learning elements should be authentic, including exposure to real situations, an integrated network, and activities that improve nursing care. Course content was comprised of an updated curriculum, humanized nursing care, student center, theory and practice with moral integration, case-based study, critical thinking, multidisciplinary work, and love for the nursing profession. Instructor tasks are to elicit student ideas, provide opportunities to learn, support infrastructure, support technology use, and extra-curricular activities to develop the competencies of nursing students. Recommendations were that the curriculum administration should review the selection process of student candidates and instructional management to achieve expected outcomes of nursing characteristics in the future. The nurse lecturer should provide authentic and integrated instruction, decrease lecturing, cultivate a lifelong learning process, and sustain the nursing characteristics.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.572-581
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• 2000

Teachers' perceptions about curricular objectives are very important to achieve given educational objectives. This study examined teachers' perceptions about priority and hinderance of science objectives. The national science curriculum stated four areas of objectives: inquiry, knowledge, attitude, and STS. A total of 76 elementary and 217 secondary teachers were responded to questionnaire developed for this study. Non-parametric statistics, such as Friedman test, Kruskal-Wallis test, and chi-square test were used by using SPSS/PC program. Teachers in general ranked the inquiry first among the four areas at their perception on the national curriculum, on themselves, and on their instructions. Elementary teachers ranked inquiry higher than secondary science teachers, while secondary science teachers ranked knowledge higher than elementary teachers. As factors hindering teachers from achiving the objectives, elementary teachers pointed out overcrowded classroom and secondary science teachers pointed out college and university entrance examination respectively.

• Journal of Korean Academy of Nursing
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• v.18 no.2
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• pp.162-188
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• 1988

The purpose of this study is to guide the direction of the Korean nursing education to analysize ⑴ the philosophy and objectives ⑵ curriculum, and ⑶ educational environment. This analysis is based on the data from 50 nursing schools (14 4-year colleges and 35 3-year colleges) The survey was conducted from Dec. 1986 through Jan. 1987 by mail. 1) Educational philosophy and objectives 10 4-year colleges and 8 3-year college program have curricular philosoph. Most popular curricular philosophies are human beings, health, nursing, nursology, nursing education, nurses role in the present and in the future. 10 nursing schools mentioned that human being is the subject to interact with : environment physically, mentally and socially. 2 schools mentioned that health is the state of functioning well physically, mentally and socially. 13 schools mentioned that the nursing is the dynamic act to maintain and to promote the highest possible level of health. 4 schools mentioned that the nursology is an applied science. 4 schools mentioned that nursing education is the process to induce the behavioural changes based on the individual ability. There is different opinion about the nurses' role between 4-year college and 3-year college. In the responses from 4-year colleges they focus on the leadership in effective changes, self-regulating and self-determining responsibilities, applying the new technology, continuing education, and participation in research to further nursing knowledge. In the responses from 3-year colleges, they focus on the education in college, primary health care nursing, direct care provider and public health education. Among 50 respondents 40 schools have educational goals which can be divided into two categories. One is to establish the moral and the other is to develop the professionalism. 2) Curriculm The analsis of curriculum is only based on the data from the 4-year colleges because the most of 3-year colleges follow the curriculum guideline set by the Ministry of Education. a) Comparison of the credits in cultural subject and in nursing major. The average required credit for graduation is 154.6 and the median credit is the range of 140-149. The average credit of cultural subjects is 43.4. In detail, the average number of credit of required course and elective courses are 24.1 and 19.3 respectively. The average credit for major subject is 111.2. In detail, the average credit for required courses and electives course are 100.9 and 10.4 respectively. In 5 colleges, students are offered even on elective course b) Comparison of the credit by class. The average earned credits are as follows : 41.1 in freshman, 400 in sophormore 38.3 in junior and 32.4 in senior. Cultural subjects are studied in early phases. c) Comparison of the compulsory and elective cultural subject by institute. The range of credit is 7-43 in compulsory cultural subjects and there are lot of differences among institutions. While all respondents require liberal arts as compulsary subjects, few respondents lists social science, natural science and behavioral science as required subjects. Social science-related subjects are frequently chosen as cultural subjects d) Distribution of creditsin cultural subjects by institute. The liberal art subjects are taught in 20 institute. English and physical education courses are taught in all instituions. The social science subjects are taught in 15 colleges and the basic Psycology and the Basic sociology are the most popular subjects. The natural science subjects are taught in 7 colleges and Biology and Chemistry are the most popular subjects among them. e) Distribution of credits in major basic courses by institute. Most of the institutes select Anatomy, Microbiology, Physiology, biochemistry and Pathology as basic major courses. f) Comparison of the required and elective courses for nursing major by institutions. Subjects and credit ranges in major are varing by institute. More than half of the respondents select the following subjects as required major subjects. (1) Adults Health Nursing and Practice (19.5 credits) (2) Mother and Child Care and Practice (8.9 credits) (3) Community Health Care and Practice (8.5 credits) (4) Psychiatric Nursing Care and Practice (8.1 credits) (5) Nursing Management and Practice (3.9 credits) (6) Fundamental of Nursing, Nursing Research and Health Assessment and Practice. Three institutions select Introduction to nursing, Rehabilitation Nursing, School Nursing, Public Health Nursing, Nursing English, Communication, Human Development as electives in nursing major. 3) Educational environment a) Nursing institution There are forty-three 3-year colleges and seventeen 4-year colleges and 81.4% of which are private b) Number of students and faculty 19.2% of the students are in 4-year colleges and 80.8% of the students are in 3-year colleges. In 4-year colleges, the number of nursing faculty members is in the other of assistant professor, instructor and professor. In 3-year colleges, the orderiis lecturer, associate professor, full time instructor and assistant professor. In 4-year colleges, 18.8 students are allocated per nursing faculty and in 3-year colleges, 33.1 students are allocated per nursing faculty. c) Clinical practices 66.7% of the 4-year colleges practice over 1201 hours in clinic and 28.5% of 3-year colleges practice over 1201 hours in clinic. In 4-year colleges, 11.5 students are allocated per nursing faculty and in 3-year colleges,17 students are allocated per nursing faculty The survey shows no difference in the procedure between 4-year colleges and 3-year colleges but 3-year colleges choose the more variety practicing site such as special hospital and community health clinic. d) Audiovisual facilities The survey shows a lot of difference in audiovisual facilities among institution and 3-year colleges are less equipped than 4-year colleges.

• Journal of Korean Academy of Nursing
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• v.27 no.4
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• pp.933-942
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• 1997

There has recently been an increased interest in women's health from, various disciplines, with different perspectives presented according to each profession's academic background. This has led to many instances of incorrectly defining, or misinterpretation, of the issues even among professionals. Nurse scholars as well as practitioners who work in women's health care need to have a clear conceptual understanding of women's health in order to build a body of knowledge, delineate curricular activities, and set directions for professional nursing interventions. In addition, a conceptual model that may be directly utilized in practice is needed to maintain and promote women's health issues. The purpose of this study was to apply a Hybrid model, analyzing conceptual definitions and discussions related to women's health gathered from review of the literature. Further to compare analyticals the concepts and properties observed from field work, so as to present a final definition of women's health and, build a conceptual framework for a united comprehensive perspective on the concept as well as on nursing practice. Data collection and analysis consisted of a theoretical stage, field work stage, and final analysis. A heterogeneous group of professionals and lay persons, 39 in all, participated in the field work. Study findings Include several subconcepts under the concept of women's health : a woman's whole life, holistic health, quality of life, awareness of being a woman, individual nursing, self care ability, reproductive health, and family health. Thus, a comprehensive definition was built, 1. e., "Women's health care be defined as improvement in the quality of life of women through attainment of holistic health throughout the life span. With reproductive health at the core, the concept is directly related to family and national health, and includes taking care of one's own health based on awareness of being a woman and utilizing self care activities. Women's health care issues are unique and allow various responses, therefore women's health professionals need to apply individual approaches to reach solutions in attaining holistic health and improving quality of life." The constructual factors of women's health were found to be reproductive functions, diseases more common in woman, self actualization, mental health, women's health policies, sexuality, midlife changes, and marital relations, with each factor having more than three properties. Positive factors affecting women's health were found to be a normal childbearing process, a healthy lifestyle, active health management, health information, support, and resources, and interpersonal relationships. Negative factors were found to be overwhelming role stress, cultural oppression, gender inequality, distorted sexual identity, economic difficulties, misuse and/or abuse of substances, and stress. The model of women's health may be visualized as a balance scale set upon a woman's life, supporting 4 concentric circles. The innermost circle and second circle incorporate conceptual definitions of women's health, and the outer two circles represent the constructional factors and properties of women's health. Each circle has its own color that symbolizes the conceptual meaning. Positive and negative factors are represented as weights at either end of the scale, and are affected by nursing intervention, i. e., health and wellness increase when positive factors are stronger, whereas disease and illness increase when negative factors are stronger. This model is only a preliminary effort and requires much discussion and testing to be further developed. Continuous research is also required.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.256-270
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• 2011

This study was designed to explore how learners' participation develop if provided with opportunities for various scientific practices and experiences in writing science magazine articles as an extra-curricular club activity and what factors facilitate these participation development. Data from participant observations, in-depth interviews with students, and documents were used to extract the common characteristics of the practices. The learners' development was categorized into 3 stages in terms of participation in the community of practice: peripheral participation, transitional participation, and full participation. As participation develops, situational interest developed to individual interests and value attachment. Students sought to get ideas from every day life, and finally, in the stage of full participation, advances in writing showed the characteristics of knowledge transformation. Best of all, the participants enjoyed and valued their participation showing identities as journalists. The nature of science magazine article, external scaffolding, and internalization through enjoyment and value attachment appeared to be decisive factors that facilitate the development of participation. Student's enculturation of writing for learning offers a possibility that continue to do so, even after they have left formal schooling and make a basis for lifelong learning.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.565-574
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• 2018

The purpose of this study is to investigate the features of science classes of Science Core Schools (SCSs) perceived by students. 654 students from 14 SCSs were surveyed with two open-ended questions on the features of science classes. The students' responses were analyzed with NetMiner 4.5, in terms of the centrality (of betweenness and of degree) analysis and the community analysis. The results of the research are as follows: (1) the science classes of SCSs were perceived by students to be of the environment of free questioning, active participation and communication, caring teacher, more science experiments and advanced contents, and knowledge sharing; (2) science classes in SCSs were perceived to be different from those of ordinary high schools because SCSs provide more opportunities for science-related special courses (like project work, advanced science subjects), extra-curricular activities, inquiry and research activities, school supports, hard-working classroom environment, longer studying hours, R&E and club activities. The students' perceptions of SCS science classes appear to be in line with the characteristics of 'good' science lessons from previous studies. The SCS project itself and the features of SCS science classes would help us to see how we introduce educational innovations into actual schools.