• Journal of Korean society of Dental Hygiene
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• v.16 no.2
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• pp.165-172
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• 2016

The purpose of the study is to develop the integrated basic dental hygiene curriculum after reviewing and analyzing the traditional curriculum. First, the standardization of curriculum in three years and four years dental hygiene department curriculum is needed. Second, integration between subjects should include learning objectives of the curriculum. Third, the basic subjects of dental hygiene should provide and satisfy the learning goals of dental biochemistry, nutrition, dentistry and dental pharmacology, and the basic subjects should be integrated into clinical considerations. Fourth, the integration of the curriculum should make the students dental hygiene experts by nurturing and integration of basic sciences. The integration of curriculum is able to provide the unified subject that does not same and duplicated contents.

• Korean Medical Education Review
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• v.15 no.3
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• pp.125-135
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• 2013

Since the establishment of the national medical licensing examination board in 1992, the medical licensing examination system has changed enormously and this has had a number of impacts on examination services. All those reforms were aimed at improving the relevance and reliability of the test. Several attempts of the testing system have appeared in the new examination service, and which have also brought about the changes in the medical school curriculum such as introducing integrated courses instead of traditional subjects, using test scores as a reference to the post-graduation selection test. Some examples of changes in the examination system are as follows: 1) choosing three integrated test subjects and outlines of their reference content instead of 15 academic subjects, 2) adjusting the ratio of multiple choice question items to focus more on the problem solving level, 3) introduction of 'one-best answer' single set and 'extended matching type items, 4) item construction based on real clinical cases and real clinical materials. Recently, a clinical skill test system has been introduced to measure examinees' basic clinical skills competencies. Despite continuing efforts, the examination system still has many issues remaining to be solved. These problems include the differential weighting of test items, appropriate threshold for passing, and practicality of pre-testing to stabilize the passing rate and avoid the hazards of newness and undesirably difficult test items.

• Journal of Korean Academy of Nursing Administration
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• v.14 no.2
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• pp.159-166
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• 2008

Purpose: The purpose of this study was to identify the degree of critical thinking disposition of nursing students and the factors influencing critical thinking disposition. Method: The subjects were 406 nursing students attending at one university who have been taught by the integrated nursing curriculum. Data was collected by a self-administered questionnaire from Nov. 11, 2007 to Nov. 30, 2007. The survey tool developed by Yoon(2004) was used. Data was analyzed by t-test, one way ANOVA and Scheffe test using SPSS Win 12.0. Result: The mean score of critical thinking disposition was 3.57. The sub scales of critical thinking disposition were statistically significant in regard to grade, age and character of subjects. Overall mean score of critical thinking disposition and its sub scales were statistically significant according to the degree of satisfactory of majoring nursing, reason of choosing nursing as a major and satisfaction on integrated nursing curriculum. Conclusion: Critical thinking ability is very important in various nursing situations. Integrated nursing curriculum was developed to improve critical thinking ability of nursing students. It is recommended that evaluation on the goal attainment of the integrated nursing curriculum needs to be monitored continuously.

• Journal of Korean society of Dental Hygiene
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• v.7 no.4
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• pp.595-609
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• 2007

The purpose of this study was to classify the courses of the dental-hygiene curricula into several categories by field, to incorporate the subjects in the same category into an integrated course, and to suggest how to ensure the successful phase-in application of integrative education according to Ronald M. Harden's 11-stage integrative ladder model. The findings of the study were as follows: 1. When the existing curricula were analyzed, it's found that many credits were provided to the courses in the area of basic dentistry that offered both theory and practice. In particular, the subjects tested by the national examination were offered by every college. In the field of public oral health, the largest number of credits was allocated to theory of oral prophylaxis and practice courses. In clinical area, clinical practice, in the area of dental office management, dental insurance course was given the largest credit. There were 31 to 61 major subjects in the colleges, which indicated that the major subjects were segmented in detail. 2. It seemed necessary to incorporate the subjects in the field of basic dentistry into oral biology, and theory of oral prophylaxis/practice, preventive dentistry/practice, preclinical stage, emergency treatment and introduction to dental hygiene should be integrated in to clinical dental hygiene. The courses in clinical area should be combined into clinical dentistry, and in the field of medical management, dental insurance, hospital management and medical relation law should be incorporated into management of dental clinic. 3. In the 11-stage integrative ladder, the subjects in the same field could perfectly be incorporated as the stages advanced. Each of the subjects was less emphasized, and communication and joint plans among teachers who were respectively in charge of the courses were increasingly considered important. Specifically, there should be a consensus among the teachers in regard to the outline of teaching programs, order of education. objects and objectives of programs and what and how to evaluate.

• Journal of dental hygiene science
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• v.22 no.2
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• pp.115-125
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• 2022

Background: In the dental hygiene curriculum, efforts are being made to introduce an integrated curriculum based on the competency of a dental hygienist. Because there is a connection and overlap in learning contents between Dental Nutrition and Oral Biochemistry, which are basic dental hygiene subjects, it is possible to integrate these two subjects. This study aims to derive Nutritional Biochemistry as an integrated curriculum for Dental Nutrition and Oral Biochemistry, and to develop learning goals and competencies for Dental Nutritional Biochemistry. Methods: The learning contents of the integrated curriculum were composed by referring to the contents of the Dental Nutrition and Oral Biochemistry textbooks, and learning goals were derived from the learning contents. Moreover, competency was developed by analyzing the duties of a dental hygienist that can be performed through the learning goals. The Delphi survey was conducted twice to verify the content validity ratio (CVR) of the competence and the learning goal of the integrated curriculum. Results: In the first Delphi survey, the CVR for two competencies was 0.56 or higher. Moreover, it was revised based on expert's opinions, and as a result of the second Delphi survey after the revision, the CVR was either increased or maintained. Eighty-five learning goals were derived by referring to the textbook. According to CVR and expert opinions, after the first Delphi survey, the number of learning goals was reduced to 69. After the second Delphi survey, 68 learning goals were finally derived. Conclusion: The development process of the integrated curriculum conducted in this study can be utilized for integration between subjects in basic dental hygiene.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.2
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• pp.221-233
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• 2011

The purpose of this research was made to suggest the improvement for problems of indication subject of Fisheries & Maritime High School teacher's certificate issued by the operation of the 7th national curriculum in 2000. After analyzing the integrated indication subjects related with fisheries & Maritime high school, among the middle school teacher's 24 subjects of industrial world, the problems and improvements can be arranged as followed. Firstly, the subjects of fisheries & Maritime high school teacher's certificates are fishing industry, aquiculture, sailing, engine and freezing and new subjects are ocean shipping and ocean logistics. Because the teacher's certificate was changed to integrated indication subjects, there were problems of teacher cultivation, teacher hiring, etc. So, in the actual field of school, teacher cultivating university and related department are necessary to strengthen high-quality majoring education/subjects and practical education as well as need to establish teacher cultivating system by teacher cultivating organization's evaluation system and teacher cultivating education program related by differentiation and easiness of majoring characterization. Secondly, teacher cultivating for new departments and new subjects can apply related major system, free major system, etc. Thirdly, if professional high schools find majoring areas whose content is same one another and introduce common indication subject system, it will be helpful to improve the quality of teachers, teacher certification examination, etc. of professional area.

• The Journal of Internal Korean Medicine
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• v.30 no.4
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• pp.772-779
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• 2009

Object : In the present study, we investigated the obesity and blood parameters between Qi-deficiency and Fire/Heat pattern identification/syndrome differentiation (PI/SD) in acute stroke patients. Materials and Methods : A total of 391 stroke patients within 7 days after onset were consecutively recruited from 12 hospitals across South Korea from Nov. 1st, 2006 to Jun. 31st, 2009. They were diagnosed as Fire/Heat or Qi-deficiency among five PI/SD subtypes by two independent stroke experts. We investigated the differences of obesity and blood characteristics between Fire/Heat and Qi-deficiency by statistical analyses. Results : In male subjects, obesity was significantly associated with Fire/Heat PI/SD. The averaged mean BMI ($24.13kg/m^2$) and waist circumference(89.34cm) of the Fire/Heat group were higher than those of the Qi-deficiency group ($22.60kg/m^2$ and 83.43 cm, respectively). The number of obese patients was larger in the Fire/Heat group than in the Qi-deficiency group (p = 0.001). Hyperlipidemia was also related with Fire/Heat. However, obesity was not associated with PI/SD in female subjects where the number of hyperlipidemic patients was higher in the Qi-deficiency group. Among blood parameters, the levels of triglycerides and fasting blood sugar were higher in the Fire/Heat group compared with the Qi-deficiency group in male subjects. However, total cholesterol of the Qi-deficiency group was higher than in the Fire/Heat group among female subjects. Conclusion : This study shows that obesity and hyperlipidemia are significantly difference between Qi-deficiency and Fire/Heat. We suggests that PI/SD may be associated with clinical characteristics and large population study between PI/SD and clinical characteristics including blood parameters are needed.

• Journal of Korean society of Dental Hygiene
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• v.3 no.1
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• pp.59-72
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• 2003

The purpose of this study was to examine what the role of denial hygienist was. The subjects were 751 dental hygienists from dental clinics, dental hospitals, general hospitals, public dental clinics and their branches throughout the nation. After a survey was conducted, the collected data were analyzed with SPSS WIN 10.0, and variance analysis and post-analysis were implemented. And Forgarty's 8th integrated model, out of 10 ones, was selected to delve into the practical role of dental hygienist in detail. The findings of this study were as follows: 1. The three age groups had a significantly different opinion on the significance of individual subjects. The dental hygienists of thirty six and over found the basic and preventive public dental care courses most important, and the 31~35 age group placed most stock in education and research. Overall, the post-analysis results showed that prevention and clinical courses were considered most vital, followed by education and fundamental courses. 2. There was a significant gap between four groups from the different work places in their view of the weight of the individual subjects. According to the post-analysis, the dental hygienists from the general hospitals, public dental clinics and their branches gave more weight to fundamental, education and research areas. Those who were with the dental clinics, dental hospitals and general hospitals put higher value on clinical course than the dental hygienists from the public dental clinics and their branches. 3. Two groups with a different career also had a different outlook on the importance of the individual subjects. The post-analysis results illustrated that the dental hygienists who had worked for three years or more put higher stress on the fundamental course than those with a less career, and the dental hygienists with a five-year or higher career attached more importance to the education and research field than those with a smaller career. 4. There was a significant difference between the three age groups in their clinical role. The post-analysis results indicated thai the younger dental hygienists were more of assistants than of professionals, as they chiefly took X-ray photograph, handled treatment materials or performed treatment-related works. Overall, handling treatment materials was most common. 5. The three groups from the different work places significantly varied in their clinical role. According to the post-analysis, those from the dental clinics and dental hospitals took more x-ray photographs, handled more treatment materials and performed more relevant works, compared to those from the general hospitals, public dental clinics and their branches. 6. The two groups with a different career differed significantly in their clinical role. The post-analysis results suggested that the dental hygienists with a less career played an assistant role more, which handled treatment materials or carried out other relevant works. 7. The fundamental courses (I) and (II), preventive class (I) and (II) and its practice course were regarded as integrated subjects that they should take 10 offer preventive treatment, which was one of the dental hygienist missions. What's needed to act as dental-care educators was the basic courses (I) and (II), dental hygiene education and its practice. Finally, integrated clinical courses (I) and (II) and clinical practice were viewed as necessary for their role performance as dental treatment collaborators.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.277-290
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• 2010

This study reviewed elementary school teachers' opinions on the integrated curriculum in terms of the 2007 curriculum draft revision, as well as surveying their requests in regards to the 2009 curriculum draft revision. This study was conducted by means of questionnaires with 183 elementary school teachers. Most agreed that a theme-based-integrated curriculum was better than studying separate subjects, but most also argued that it takes considerable time reorganize and implement the integrated curriculum. Successful implementation also requires further teachers' training and their cooperation. The theme-based texts have already been in use from 2009 for first and second grades. Teachers prefer training courses which focus on the integration of the subjects, understanding the nature of each subject and sharing ideas and tips. Such training can assist in identifying the gaps between the curriculum plans and real classroom applications. Furthermore it can present clear guidelines to help ensure that the curriculum is organized effectively and well managed. Networks of specialized personnel or programs were also found to be very good resources both in and out of school.

• Journal of Korean Academy of Nursing Administration
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• v.14 no.4
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• pp.387-395
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• 2008

Purpose: The purpose of this study was to evaluate the educational outcome of applied integrated curriculum in a nursing college. In order to evaluate the educational outcome students' ability was surveyed for the four main elements of the curriculum. Four main elements were ability in application of nursing process, communication skill, critical thinking disposition, and competence in nursing profession. Method: The subjects were 97 nursing students who had been educated by the integrated curriculum for 4 years. Data were collected using self-report questionnaire on Dec. 6, 2006, and analyzed by using ANOVA, t-test, and pearson correlation coefficient. Result: The mean score of ability in application of nursing process was 3.78/5.00, communication skill was 3.98/5.00, critical thinking disposition was 3.73/5.00, and competence in nursing profession was 4.04/5.00. There was a significant correlation between four main elements of the curriculum. There was a significant difference in students' level of ability according to subjects' evaluation to the curriculum. Conclusion: The study results suggested that review and supplementation of the integrated curriculum. And further study on the educational outcome in order to upgrade the curriculum are needed.