• The Journal of Korean Obstetrics and Gynecology
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• v.32 no.2
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• pp.100-118
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• 2019

Objectives: The purpose of this study is to analyze clinical performance examination (CPX) ability using standardized patient (SP) in Korean traditional medical school. Methods: Standardized middle-aged female patients were used for clinical examination of 53 medical students, grade 6. The SP and professors assessed their communication skills and level of medical interviews. Results: 1. There is no statistically significant difference between SP score, communication skill score, medical skill score and inter-test score at the extracurricular activities level. 2. There is no statistically significant difference between SP score, communication skill score, medical skill score and inter-test score at number of medical service. 3. There is no statistically significant difference between SP score, communication skill score, medical skill score and inter-test score at personality type. 4. There is a statistically significant positive correlation between SP score, communication skill score and medical skill score. Conclusions: A variety of educational programs and practices should be conducted to improve the level of medical care and communication of Korean traditional medicine students.

• International Journal of Advanced Culture Technology
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• v.10 no.1
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• pp.24-35
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• 2022

The purpose of this study was to form a linked model in which local institutions related to lifelong education for the disabled can cooperate based on the Daegu University K-PACE Center. The contents of the study started with recognizing the problem that the adult-centered lifelong education support system does not effectively cope with these factors, even though the independent life of people with developmental disabilities is a major factor determining the quality of life. Regarding this problem recognition, this study primarily emphasized the view that educational support for independent life of people with developmental disabilities should establish the context of the school foundation. The context of the school foundation is established for lifelong education centered on adulthood for people with developmental disabilities because the curriculum is embodied through the standards of subject matter education. In this regard, the Daegu University K-PACE Center, which established a curriculum that supports the independent life of people with developmental disabilities in terms of linking higher and lifelong education, actually reflects the context of the school foundation. As a result, this study prepared a strategy that could be considered as a transition to advance the curriculum organized by the Daegu University K-PACE Center, and the strategy was secondarily reflected as a procedure that could be linked to local lifelong education-related institutions for the disabled. Finally, this study presented a form of transition in which people with developmental disabilities can access the curriculum of lifelong education through the connection of local lifelong education-related institutions for the disabled, centering on the entire life of adulthood.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.40-51
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• 2021

This study was conducted with the aim of constructing a unified model according to the structure of qualification types of lifelong education professionals for the disabled. The research method consisted of procedures in which literature analysis and expert meetings were constructed in connection with each other. The contents of the study were suggested from the classification of qualification types into professional teacher type and coordinator type by focusing on special education and rehabilitation, which are related convergence fields that affect the qualification training of lifelong education professionals for the disabled. The two convergence fields, such as special education and rehabilitation welfare, lead to a separate application base from the perspective of education and welfare for the qualification of lifelong education professionals for the disabled, and finally confusion and conflict in the nature and contents of the curriculum and related services. A dichotomy structure system in which this phenomenon results in a divided type of qualification training for lifelong education professionals with disabilities was composed of several samples. In this regard, the curriculum and related services that can build convergence fields related to lifelong education for the disabled were reflected in the context of priority through the criteria that should be emphasized from the standpoint of the disabled in the overall category of establishing lifelong education support system for the disabled. In addition, by forming four qualification criteria centering on this, the common convergence field was composed of special education, thereby enhancing the aspect of inclusion in the rehabilitation welfare field and specific convergence into lifelong education for the disabled. As a result, the two qualification types were unified.

• Korean Medical Education Review
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• v.25 no.3
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• pp.258-272
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• 2023

This study investigated the current status and educational needs of global health education (GHE) at medical schools in Korea. Among the 40 medical schools nationwide, 32 schools that agreed to participate in the study collected data through a survey in 2022, and the results were examined by frequency analysis and content analysis. In total, 87.5% of medical schools included global health-related graduation outcomes. In the curriculum, global health lessons within courses were present at 71.9% of medical schools. Regarding extracurricular activities, 66.7% and 63.0% of medical schools offered overseas clerkships and overseas volunteer work, respectively. Although there were not many medical schools with a global health-related educational environment, 96.9% of schools agreed with the necessity of GHE in medical education. The prevailing opinion was that it was appropriate to continuously cover GHE as lessons within courses throughout all years of the program in medical education. The main opinions regarding the improvement of GHE related to curriculum development, personnel expansion, and awareness improvement at medical schools. These findings are expected to serve as a basis for identifying the current status of GHE at Korean medical schools and specifying future directions of GHE.

• Journal of Distribution Science
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• v.22 no.2
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• pp.71-82
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• 2024

Purpose: Despite significant research on decision-making, researchers struggle to comprehend the decision-making process. This paper aims to not only examine the relationship between problem-solving skills, cognitive competency, and decision-making but also develop measurement instruments for cognitive competency and problem-solving skills to better model decision-making. Research Design, Methodology and Approach: A cross-sectional study was conducted by surveying 292 university students in HCM City, Vietnam, via email sent randomly by Google Forms. This study identifies the conceptual framework and tests the hypotheses using a deductive approach. The SPSS program was used to evaluate the scales' reliability, and the SmartPLS program was used to assess the measurement and structural models. Results: The results show that the research model better modelled the relationship between problem-solving skills, cognitive competency, and decision-making. Although thinking ability has no direct impact on decision-making, both creativity and problem-solving skills have a positive impact on decision-making. The mediating role of problem-solving skills is also determined by the positive relationship between cognitive competency and decision-making. Conclusions: This study highlights decision-making efficiency through the cognitive process from low to high levels and provides for policymakers and managers to explain the decision-making process in a variety of sectors, such as distribution chains, marketing, and human resource distribution.

• Journal of the Korea Society of Computer and Information
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• v.29 no.3
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• pp.155-163
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• 2024

This study was conducted to determine the relationship between nursing students' empathy, communication skills, and major immersion, and to identify factors that affect major immersion. The subjects of the study were 247 nursing students from one university in the G province, and data collection was conducted from November 20 to December 1, 2023. Data analysis was performed using SPSS 22.0 using descriptive statistics, t-test, one-way ANOVA, Scheffe test, Pearson correlation coefficient, and multiple regression analysis. The subject's empathy ability was 3.49 points, communication ability was 3.64 points, and major immersion was 3.61 points. Major immersion has a positive correlation with empathy and communication ability, and the factors affecting major immersion are major satisfaction and communication ability, with an explanatory power of 42.9%. To improve nursing students' immersion in their major, it is necessary to set the direction of learning activities and develop and apply various extracurricular programs.

• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.179-189
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• 2018

Objective: This study composed a melody program through handbells, and applied it to the mixed-age edu-care children. Methods: This study implemented a handbell melody program suitable for children's interest and development characteristics, based on Nuri Curriculum, to 15 mixed-aged edu-care children aged 3 to 4 at C Kindergarten located in Seoul for 12 weeks (once a week) from October 2015. Results: The program consisted of the origin of handbell, promises to keep in playing the handbell, partial literary introduction, and musical note activities using teaching aids or games in an integrated way with other areas. Through the program, dynamic class could be carried out with mutual leading participation of a teacher and children. Consequently, children aged 3 to 4 could easily encounter playing the handbell, being interested in playing, and showed cooperative spirit and society-friendly behaviors. The mixed age edu-care teacher felt pleasure and achievement of challenge by performing the class herself, which had depended upon extracurricular activities. Conclusion/Implications: A further study as action research for edu-care teachers, focused on change of edu-care teachers themselves, is proposed.

• The Journal of Sustainable Design and Educational Environment Research
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• v.16 no.3
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• pp.37-50
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• 2017

The Ministry of Education selected and implemented 'science core school' since 2009 as a policy to strengthen science education to produce talented science students. This study judged that it is necessary to examine the current management practice and diagnose problems to propose improvement measures for more successful management of science core school in the future. To this end, we interviewed and observed teachers and students at a high school specialized in science based in Gyeonggi province which was selected as a science core school, as qualitative study methods such as interview and observation to survey and analyze the current management practice of the school. The management outcome was that the school contributed to fostering talented students in natural sciences and engineering because more varied activities were implemented at the school to develop scientific knowledge of students including experiment, excursion, and circle activity. Identified problems were increased amount of private education due to intense competition over school achievement, negligence of extracurricular activities, burdensome workload for teachers of specific subjects, and lack of expertise of math and science teachers. In conclusion, the following improvement measures are suggested for sustainable management of science core schools: greater liberty should be granted to science core schools; more training opportunities should be given to teachers; college admission program should be improved for science core school students; and it is necessary to introduce courses taught by external teachers, and provide systematic support such as increasing administration staff.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.10
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• pp.139-146
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• 2016

The purpose of this study is to investigate the necessity of safety awareness and education regarding the use of laboratories, and to foster safety awareness during intramural and extracurricular activities in high schools. The study conducted a questionnaire to 290 eleventh grade students of three high schools located in Seoul. The collected data were statistically analyzed. The result illustrates that 64.8% of students have experienced safety education during a regular class, 6.6% have experienced accidents, and 68.0% have experienced safety education during field activities. The result concludes that there is a lack of prior safety education as well as overall low awareness on the necessity of safety education. In particular, students who have experienced safety education recognizes the necessity of emergency education regarding laboratory accident more than those who did not receive such education. Thus, a systematic management of laboratory safety education and multilateral management measures for students' safety are required. There is a relatively high correlation between safety intention of R&D and Education factors and Community and Laboratory Safety Education. As much as there is a high safety demand regarding the laboratory instruments and experiment, it shows high intention of safety lab operation as well as count measurement of lab accident. This study recommends developing a laboratory safety education program and management methods appropriate for high school students.

• Korean Journal of Community Nutrition
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• v.15 no.1
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• pp.50-60
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• 2010

The purpose of this study was to conduct nutrition education using animations for the establishment of proper eating habits among elementary school students and to evaluate its effectiveness. The subjects of this study were two classes of fourth grade students in an elementary school located in Daegu-city. There were 29 students in each class. One class, the "nutrition-education" group, received nutrition education; the other class, the "no-education" group, did not receive the education. After completing the eight nutrition lessons, the effectiveness of the education was analyzed by measuring changes in the nutrition knowledge, eating habits and food preferences of the nutrition-education group vs. the no-education group. Before nutrition education, there was no significant difference between the two groups in terms of nutrition knowledge. However, after the nutrition education, the nutrition-education group's nutrition knowledge was significantly improved, compared to that of the no-education group (p < 0.001). Following education, the nutrition-education group's responses to the "eating habit" item, "I eat fruits every day," were significantly more positive, compared to the responses of the no-education group (p < 0.01). However, for the ten food groups listed as food preferences, except for fish and shellfish (p < 0.05), there was no significant difference in the responses of the two groups. Following the education, the nutrition-education group showed significantly increased preferences for 12 food items (red beans, mackerels, yellow corvinas, dried laver, kelps, radish, lettuce, pears, kiwi fruits, plums, grapes and sweet drinks made from fermented rice) out of 112 items, compared to the selected preferences of the no-education group. After education, 75.9% of the students in the nutrition-education group indicated changes in their eating habits, and 89.6% of them answered that the nutrition education helped them change their eating habits. The most helpful medium for changing their eating habits was animations (31.0%), followed by songs (20.7%) and lectures (17.2%). As a result of this study, after completing the nutrition education, students in the nutrition-education group showed significant changes in food preferences, and their level of nutrition knowledge was significantly increased. However, their eating habits did not actively change. Therefore, in order to establish proper eating habits, a longer period of consistent education is required, using various educational media and learning methods such as extracurricular activities and discretionary activity programs.