• 한국비블리아학회지
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• 제15권2호
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• pp.255-270
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• 2004

미국의 대학평가인정제를 개관하였다. 그리고 2000년을 전후하여 대폭적으로 개정된 여섯 개 지역별 대학평가 인정기준을 대학도서관에 대한 평가기준을 중심으로 분석하였다. 그 결과 여섯 가지 특징적 변화 경향을 파악 하였다. 즉 목적 기반의 평가, 성과 중심의 정성적 평가, 학생의 학습성과 강조, 도서관의 가르치는 역할 강조, 원격교육 서비스 강화, 그리고 규범성과 구체성의 후퇴가 그것이다. 연구자는 이러한 최신 경향에 대한 이해를 바탕으로 우리나라의 대학평가기준 중 도서관 관련 평가항목이 지향해야 할 방향을 제안하였다.

• 정보교육학회논문지
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• 제10권1호
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• pp.143-152
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• 2006

기업에서 실제로 수행된 블렌디드 학습(Blended Learning)의 효과성을 규명해보고 이를 토대로 온라인 학습과 오프라인 학습을 효과적으로 병행하기 위한 시사점을 도출하고자 본 연구가 수행되었다. 연구 목적을 달성하기 위해 블렌디드 학습의 효과성에 대한 설명적 혼합설계 방식으로 체제적 분석을 시도하였다. 블렌디드 학습의 효과에 대한 양적 분석 결과, 종합진단과 타인진단에서는 블렌디드 학습이 리더십 역량을 향상시키는데 유의미한 영향을 미치는 것으로 나타났고, 사후 설문조사 및 핵심 면담대상자집단과의 면담 결과 블렌디드 학습의 유용성을 확인할 수 있었다. 이러한 연구 결과를 바탕으로, 블렌디드 학습 방식으로 운영한 프로그램의 분석을 통해 블렌디드 학습 효과에 영향을 주는 특성을 분석하고, 블렌디드 학습의 효과성 검증에 대한 방향을 제시하고자 하였다.

• 공학교육연구
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• 제7권4호
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• pp.22-31
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• 2004

이미 여러 분야에서 모집단의 실향에 대한 질적 평가 방법 중 우수하다고 정립이 된 조사기법인 '초점그룹(focus group)'을 공학교육의 학습 성과의 성취도 평가에 이용하려면, 본 기법에 대한 정확한 이해를 바탕으로 우리 교육 실정과 공학 교육의 특징을 살펴 적용하여야 한다. 본 연구는 '초점그룹'에 대한 소개와 함께, 공학 교육의 학습 성과 평가에 활용할 때 제기될 수 있는 문제점들을 파악하고 대안을 제시함으로서, 학습 성과 평가의 새로운 기법으로써 '초점그룹'을 활용하고자 하였다. 조사 기획, 실행, 분석 단계에서 일어날 수 있는 문제점들을 정리하고 가능한 해결 방안에 대해 연구하였다. 실제 공학교육에 적용을 위한 실행에 이용할 수 있도록 조사 지침서의 간단한 예도 연구 제시하였다.

• 한국임상약학회지
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• 제32권4호
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• pp.328-335
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• 2022

Background: Case-based learning (CBL) is becoming an important approach for improving interprofessional collaboration education. Previous studies have examined learners' satisfaction with interprofessional education (IPE) in medical institutions. However, there are few studies on the implementation of university-led CBL interventions and their direct effects on learning outcomes. The aim of this study was to evaluate the effectiveness of CBL interventions on changes in the participants' perception and knowledge acquisition ability. Methods: The CBL approach consisted of team-based case-based learning, self-directed learning, and post-feedback. It was conducted as a single course for pharmacy students in their 5th year in a university setting. Changes in the participants' perceptions and self-assessments of competence levels were evaluated using survey responses. The effect of the CBL intervention on knowledge acquisition ability was directly evaluated using the exam score. Results: The majority agreed or strongly agreed that team-based case-based learning, and self-directed learning helped them to improve their knowledge and skills to a higher level and to increase the self-assessment of competency level. The average score of knowledge acquisition ability (average score of 75.0, p=0.0098) was significantly higher in the CBL intervention group than the lecture-based learning intervention group (average score of 52.0). Conclusion: The participants positively perceived that CBL intervention helped them to effectively improve their knowledge and the self-assessment of competency level. It also enhanced knowledge acquisition ability. These data, based on the survey responses, suggest that it is necessary to implement CBL interventions in a university-led single professional education.

• 의학교육논단
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• 제16권1호
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• pp.42-49
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• 2014

The purposes of this study were to identify and analyze students' attitudes and satisfaction to the portfolio process and assessment for the Introduction to Clinical Medicine course at Ewha Womans University School of Medicine in Seoul, Korea. The subjects consisted of 64 medical school students. Questionnaires consisting of 20 5-point Likert-type items were developed, including three question domains: 1) orientation, 2) portfolios in general, 3) individualized feedback. The mean and median were found and frequency analysis was performed to identify the common characteristics of the participants. A major finding was that 54.7% of the respondents felt that the self-reflection involved in building the portfolio was a valuable learning experience. Plus, the majority of respondents perceived that the individualized feedback had a positive tone and its contents were specific, practical, and constructive. The students perceived that building and writing portfolios heightened their understanding of exit learning outcomes and enhanced their reflective thinking and self-directed learning skills. Meanwhile, some students perceived that there was too much paperwork in the portfolio process and that the process was time consuming. Furthermore, 32.8% of the respondents said that they had difficulty establishing their learning strategies by themselves and self-directing their learning during the portfolio process. In conclusion, it is expected that building a portfolio can help students not only to enhance their ability to accumulate and use their personal learning resources but also to develop the professional qualities required by doctors, such as self-directed learning, self-reflection, lifelong learning, team work, organizational skills, time management and prioritization, and professional thinking and behavior.

• Journal of Gastric Cancer
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• 제18권2호
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• pp.172-181
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• 2018

Purpose: This study aimed to evaluate the surgical outcomes and investigate the feasibility of reduced-port laparoscopic gastrectomy using learning curve analysis in a small-volume center. Materials and Methods: We reviewed 269 patients who underwent laparoscopic distal gastrectomy (LDG) for gastric carcinoma between 2012 and 2017. Among them, 159 patients underwent reduced-port laparoscopic gastrectomy. The cumulative sum technique was used for quantitative assessment of the learning curve. Results: There were no statistically significant differences in the baseline characteristics of patients who underwent conventional and reduced-port LDG, and the operative time did not significantly differ between the groups. However, the amount of intraoperative bleeding was significantly lower in the reduced-port laparoscopic gastrectomy group (56.3 vs. 48.2 mL; P<0.001). There were no significant differences between the groups in terms of the first flatus time or length of hospital stay. Neither the incidence nor the severity of the complications significantly differed between the groups. The slope of the cumulative sum curve indicates the trend of learning performance. After 33 operations, the slope gently stabilized, which was regarded as the breakpoint of the learning curve. Conclusions: The surgical outcomes of reduced-port laparoscopic gastrectomy were comparable to those of conventional laparoscopic gastrectomy, suggesting that transition from conventional to reduced-port laparoscopic gastrectomy is feasible and safe, with a relatively short learning curve, in a small-volume center.

• 대한치위생과학회지
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• 제5권1호
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• pp.39-45
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• 2022

Background: Dental hygienists undergo 3 or 4 years of college education, and dental hygienist education must receive continuous feedback through evaluation. The purpose of this study was to compare the educational performance of students from the Department of Dental Hygiene in 2018 with those from other departments in the healthcare field. Methods: We used data from the National Assessment of Student Engagement in Learning, conducted by the Korean Educational Development Institute in 2018. The survey data of 55 dental hygiene students and 60 healthcare students at K University were provided after excluding all identifying information. An independent t-test was used for comparisons between the Department of Dental Hygiene and other healthcare departments. Results: Regarding class-related activities, dental hygiene students were passive in presentations, discussions, and projects and had significantly lower grades in cooperative learning and challenging learning. Regarding extra-class activities, dental hygiene students had significantly lower global learning and external experiences, domestic experiences, club activities, and interactions with professors. Regarding learning outcomes, students had significantly lower grades in writing, speaking, critical and analytical thinking, data evaluation, understanding of data meaning, problem-solving ability, goal setting and execution, core content extraction, human and material resource utilization, creative convergence thinking, statistical understanding and analysis, information technology use, collaboration, sense of community, stress management, time management, and foreign language proficiency. Conclusions: Dental hygiene education requires innovation in educational methods and efforts of instructors to improve poor learning activities and outcomes.

• 공학교육연구
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• 제17권6호
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• pp.62-68
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• 2014

The purpose of this work is to provide systematic lecture materials for instructers who search for the effective teaching of applied mechanics of materials course with respect to lecture contents, teaching methods, and itemized course evaluations according to each class learning objective. For this. the evolution of teaching contents since 2010 until 2014 are briefly depicted and then most recent course learning objectives, lecture contents, and evaluation schemes are presented in detail. The results of this study may be used as base line data for the lecturers who teach similar courses and for the evaluation of program outcomes in ABEEK scheme through course-embedded assessment.

• 의학교육논단
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• 제21권1호
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• pp.31-40
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• 2019

The Dr. LEE Jong-wook-Seoul Project (DLSP) in the Lao People's Democratic Republic (PDR) is a long-term development cooperation initiative aimed at upgrading the medical education capacity at the University of Health Sciences (UHS) in the Lao PDR. Under the project, eight faculty members from UHS were trained at the Seoul National University College of Medicine for a 12-month period during 2010-2011. Using a training-of-trainers model, we estimated the effect of DLSP on the learning outcomes of students, which was measured using the standard test scores of the students. The questionnaire developed by the Medical Education Assessment Consortium in Korea was given to the students and both the percent-correct and standardized scores were examined. The evaluation strategy was to compare the learning outcomes of the students taught by the trainees with those that were not and to compare the medical topics taught by the trainees with other topics. It was found that the first group of trainees in the DLSP was associated with an increase of 1.5 in the percent-correct test scores for basic medicine. While the interpretation requires caution, it is consistent with the view that a training program for faculty members could be effective in improving the teaching capacity of medical schools in developing countries.

• 한국과학교육학회지
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• 제19권2호
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• pp.315-328
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• 1999

과학 및 과학교과에 대한 학생들의 정의적 인식이 어떻게 하면 긍정적인 방향으로 행동변화를 가져올 수 있는가?에 연구의 목적을 가지고서, 과학수업 과정에서 교사에 의한 학습환경의 분위기나 풍토를 조성하는 심리적 측면이 학생들의 성취도에 미치는 영향을 조사하였다. 1년간 동일한 교사로부터 과학수업을 받은 중 고등학교 2, 3학년학생들이 가지고 있는 교사인식을 바탕으로 심리적 학습환경을 측정하고, 이 환경인식에 따른 과학불안 인식, 과학에 대한 태도, 과학 탐구능력, 과학성취도와의 관계 및 효과를 조사하였다. 이를 토대로 밝혀진 결과는 심리적 학습 환경은 학생들의 정의적 인식 성향과 인지적 학습결과에 직 간접적인 효과를 주며, 유의한 정적 상관을 보였다. 즉, 교사가 조성하는 수업태도, 인성특성, 학습분위기, 수업행동, 지원적 행동 등은 학생들의 과학에 대한 정의적인 행동특성을 변화시킬 수 있는 수업의 사태로써 유의하게 작용할 수 있으며, 과학 성취에도 의미있게 작용한다는 점을 시사해주고 있다.