• Korean Medical Education Review
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• v.20 no.3
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• pp.164-172
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• 2018

The aim of this study is to determine whether the 65 competencies, defined in "the role of Korean doctor, 2014", are suitable for basic medical education phase in Korea. It seeks to analyze the gap among the educational reality and expectation, assessment situation of the competencies above. We also try to define issues of the development, application and assessment phases of competency-based medical education (CBME) at individual medical schools. We designed survey tools based on the Miller's assessment pyramid (knowledge, explanation, demonstration, and performance) for each of the 65 competencies. The survey distributed to 41 medical schools in April 2015 and 38 replies were received (92.7%). Competencies that matched both the educational reality and expectation were numbers 1 (patient care), 33 (social accountability), and 49 (professionalism). However, all the other competencies ranked lower in current status than that of desirable level. 54 out of 65 competencies (83.07%) remained at the knowledge and explanation level when each competence were assessed. In the development, application, and assessment phases of CBME, common issues that medical schools commonly noted were difficulty linking competencies to curriculum preparation and student assessment, the lack of faculty's understanding, difficulty to reach consensus among faculties, and absence of teaching and learning methods and assessment tools that fits CBME. For the successful settle down of CBME, there is a need for efforts to develop the model of graduate outcomes, to share information and experience, and to operate faculty development program by the medical education communities.

• Journal of Engineering Education Research
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• v.8 no.3
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• pp.17-25
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• 2005

Changwon National University has been developing and using a computerized supporting system named SAVIORS for ABEEK(Accreditation Board for Engineering Education of Korea) related tasks since the year of 2001. The main purpose of the development of SAVIORS is to totally computerize all tasks related to ABTEK so that faculty staff may perform their job as readily and efficiently as possible. In this paper, detailed functions and utilization records of the SAVIORS are introduced for sharing the advantages of the system with other institutes.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.135-153
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• 2019

The purpose of this study was to develop teaching-learning plans applying ARCS strategies for food safety education, focusing on units related to the 'food selection and safe cooking'. To achieve this purpose, this study was conducted in the following order of analysis, design, development, assessment I, revision I, assessment II, revision II, and completion. In the analysis stage, 2015 revised curriculum and middle school technology-home economics textbooks(12 kinds) contents of 'food selection and safe cooking' among content elements of core concept 'safety' were analyzed. In the design and development stages, teaching-learning plans, teaching-learning materials, and evaluation rubric for teaching-learning outcomes using the ARCS motivation strategy were developed. In the phases of assessment I and revision I, evaluation items were selected as open-ended questions about food safety education factors and ARCS strategies, and their validities were verified by four experts. The teaching-learning plans for nine lessons were revised based on the feedbacks such as evaluation plans considering the correspondence between instruction and evaluation, strategy to reinforce intrinsic motivation, correction of improper contents composition, and so on. In the phases of assessment II and revision II, the validity of the three items, including relevance of each teaching-learning to food safety education, suitability of learning goals, and appropriateness of motivation strategy, was verified by seven experts. The final teaching-learning plans for 10 lessons were developed by revising and supplementing the data by compiling opinions of the assessment II. It is expected that this study can contribute to food safety education for middle school students, and that teaching-learning plans which apply ARCS strategies for food safety education will be used as good references for school teachers and curriculum developers.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.132-142
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• 2010

The purpose of this study is to suggest the assessment method for PO6(teamwork) and PO7(communication skill), one of the most important assessment items in engineering accreditation. In this paper, we used the assessment criteria of Rubric, to empirically measure the teamwork and communication skill. Teamwork and communication skill (PO6, PO7) are the most critical social competences in modern society. Numerous studies on education showed that teamwork and communication skill can be enhanced through learning. We, therefore, need to investigate teamwork and communication skill in terms of education. However, research on the assessment method of the engineering accreditation, based on educational view is scarce. In this study, we suggest the assessment criteria of Rubric for PO6 and PO7 with the perspective of the education. We also tried to apply the developed criteria to the related subjects.

• Korean Medical Education Review
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• v.17 no.3
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• pp.110-121
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• 2015

Competency-based medical education (CBME) is an outcome-oriented curriculum model for medical education that organizes learning activities and assessment methods according to defined competencies as the learning outcomes of a given curriculum. CBME emerged to address the accountability of medical education in response to growing concerns about the patient safety in North America in the 1970s, and the number of medical schools adopting CBME has dramatically increased since 1990. In Korea, CBME has been under consideration as an alternative curriculum model to reform medical education since 2006. The purpose of this paper is three-fold: (1) to review the literature on CBME to identify the challenges and benefits reported in North America, (2) to summarize the process and experiences of planning and implementing CBME at Inje University College of Medicine, and finally (3) to provide recommendations for Korean medical schools to be better prepared for the successful adoption of CBME. In conclusion, one of the key factors for successful CBME implementation in Korea is how well an individual school can modify the current curriculum and rearrange the existing resources in a way that will enhance students' competencies while maximizing the strengths of the school's existing curriculum.

• Imaging Science in Dentistry
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• v.51 no.3
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• pp.237-242
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• 2021

Purpose: The aim of this study was to analyse and review deep learning convolutional neural networks for detecting and diagnosing early-stage dental caries on periapical radiographs. Materials and Methods: In order to conduct this review, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses(PRISMA) guidelines were followed. Studies published from 2015 to 2021 under the keywords(deep convolutional neural network) AND (caries), (deep learning caries) AND (convolutional neural network) AND (caries) were systematically reviewed. Results: When dental caries is improperly diagnosed, the lesion may eventually invade the enamel, dentin, and pulp tissue, leading to loss of tooth function. Rapid and precise detection and diagnosis are vital for implementing appropriate prevention and treatment of dental caries. Radiography and intraoral images are considered to play a vital role in detecting dental caries; nevertheless, studies have shown that 20% of suspicious areas are mistakenly diagnosed as dental caries using this technique; hence, diagnosis via radiography alone without an objective assessment is inaccurate. Identifying caries with a deep convolutional neural network-based detector enables the operator to distinguish changes in the location and morphological features of dental caries lesions. Deep learning algorithms have broader and more profound layers and are continually being developed, remarkably enhancing their precision in detecting and segmenting objects. Conclusion: Clinical applications of deep learning convolutional neural networks in the dental field have shown significant accuracy in detecting and diagnosing dental caries, and these models hold promise in supporting dental practitioners to improve patient outcomes.

• 대한공업교육학회지
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• v.40 no.2
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• pp.239-258
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• 2015

The purpose of this study is to provide basic data that can be used in a reasonable assessment of the learning outcomes of STEAM. It presented a learning outcome evaluation method, relative weights of key competencies standard that a learner should cultivate. For this study, a pairwise comparison questionnaire about the key competencies was conducted on the STEAM professionals, and AHP was applied to analyze the priority of main factors of key competencies. The results of this study are as follows. First, the importance of capabilities of convergence accomplishment and capabilities of convergent cognition, in the first layer of key competencies, were 39.4% and 36.8%, respectively. In the education evaluation of the STEAM, capabilities of convergence accomplishment and capabilities of convergent cognition showed similar level of importance, and were considered more important factor than capabilities of convergence attitude (23.8%). Second, the relative importance of capabilities of problem solving (20.0%) was highest in the second layer of key competencies, and followed by capabilities of creative thinking (18.3%), responsibility (15.3%), and understanding convergence knowledge (11.0%). Third, it will be a foundation of a competency evaluation, which reasonably evaluates, based on the relative weights, whether to accomplish educational objectives of the STEAM program In addition, this results is expected to become a guide to develop an education program that can improve the teaching and learning process and raise the learning outcome, as well as an education evaluation of the STEAM.

• Educational Technology International
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• v.11 no.2
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• pp.77-103
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• 2010

The purpose of this study was to develop an instructional model using new technologies aiming to secure students' learnability and to enhance the public school values in the rural districts. The present study attempts to suggest a practical e-learning instructional and learning model named Group Dynamics- based Debate Instructional Model', which utilizes unique technology environment conditions in most. To develop the model, concepts of group dynamics and debate-based instructional models were reviewed. And in-service teachers in two public schools in a certain rural district were interviewed in order to collect and analyze their needs for a teaching and learning model with which they utilizes unique technology conditions as environment in most. Based on literature review and the need analysis, a group dynamics-based debate instructional model has been suggested in terms of conceptual model. And then expert assessment composing of five in-service teachers from the model schools was implemented twice in order to acquire the suggested model validation, followed by the model validation by a group of experts. Then a revised group dynamics-based debate instructional model has been finally suggested. The group dynamics-based debate instructional model is expected to build up members' affective connection in the process, to generate group value, or collective intelligence, and to establish positive discussion culture. Furthermore, beyond of just utilizing the existing materials, learners are encouraged to develop and collect their own materials and data such as expert's interview, or public news for their argument or refutation. In doing so, learners enhance their learnability as well as accountability, prompting self-directed learning, and establishing appropriate discussion culture resulting in positive learning outcomes.

• Journal of Trauma and Injury
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• v.36 no.1
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• pp.3-7
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• 2023

Purpose: As resuscitative endovascular balloon occlusion of the aorta (REBOA) is performed in an extremely emergent situation, achieving competent clinical practice is mandatory. Although there are several educational courses that teach the REBOA procedure, there have been no reports evaluating the impact of training on clinical practice. Therefore, this study is aimed to evaluate the effects of the course on procedural performance during resuscitation and on clinical outcomes. Methods: Patients who were managed at a regional trauma center in Dankook University Hospital from August 2016 to February 2018 were included and were grouped as precourse (August 2016-August 2017, n=9) and postcourse (September 2017- February 2018, n=9). Variables regarding injury, parameters regarding REBOA procedure, morbidity, and mortality were prospectively collected and reviewed for comparison between the groups. Results: Demographics and REBOA variables did not differ between groups. The time required from arterial puncture to balloon inflation was significantly shortened from 9.0 to 5.0 minutes (P=0.003). There were no complications associated with REBOA after the course. Mortality did not show any statistical difference before and after the course. Conclusions: The endovascular training for REBOA pilot course, which uses a modified form of flipped learning, realistic simulation of ultrasound-guided catheter insertion and balloon manipulation, and competence assessment, significantly improved procedural performance during resuscitation of trauma patients.

• Korean Medical Education Review
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• v.11 no.1
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• pp.3-9
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• 2009

Outcome based education, a competence based approach at the cutting edge of curriculum development, offers a powerful and appealing way of reforming and managing medical education. The emphasis is on the product that is to say what sort of doctor will be producted rather than on the educational process. In outcome based education, the outcomes are clearly and unambiguously specified such as Tyler's curriculum design. The design of outcome based curriculum plans in the opposite direction, starting with the good doctor and working backwards. Outcome based curriculum offers many advantages as a way of achieving this. It emphasises relevance in the curriculum and accountability and can provide a clear and unambiguous framework for curriculum planning which has an intuitive appeal. It encourages the faculty and student to share responsibility for learning and it can guide the assessment.