• Korean Medical Education Review
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• v.17 no.1
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• pp.33-38
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• 2015

During the education reform in 2009, the Catholic University of Korea College of Medicine (CUMC) adopted body systems as the basis for structuring basic medical education. After running the new program for 5 years, we need to evaluate the program by comparing it with nationwide standards. This study was designed to evaluate the coverage of our basic medical education program by comparing it with the assessment items of the medical licensing examination for physicians in the Republic of Korea. We built a relational database populated with 3,017 learning outcomes from all the courses on basic medical education. We tagged each learning outcome according to 2 criteria: 206 physician encounters and 9 outcome domains. A majority of the learning outcomes were in the domains of 'knowledge' and 'critical thinking'. In addition, we repeated the categorization process with 584 assessment items of the medical licensing examination in the Republic of Korea and compared them with the categorization results of the learning outcomes. Among the 206 physician encounters, we found that outcomes on family violence and sexual violence were missing in the learning outcomes of CUMC. Eighty-two physician encounters were associated with more than one outcome domain, and 96 physician encounters were covered in more than one course. Twenty-one physician encounters were repeated in 5 or more courses and 34 physician encounters had outcomes categorized into 3 or more domains. Thus, we showed that the 2-way categorization could be applied to the comparison and evaluation of two different education formats.

• Journal of Engineering Education Research
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• v.19 no.2
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• pp.8-13
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• 2016

This paper is concerned with the development case of CEA(Course-Embedded Assessment) design tool for engineering education accreditation operations department for CEA system implemented. Each university or programs are already devoting efforts to build research and CEA system for CEA applied to. In order to effectively apply the CEA studies for each program it is required and particularly, the preferred way to build an operating system is considered a difficult situation of the course unit. Therefore, this case study and to propose a method and procedures required to assessment the design basis for curriculum and program assessment unit in terms of the applicability of CEA, proposes a virtual application results. The information proposed in this case study is determined that could be used in the design for the outcomes and assessment of a variety of programs as one of the steps to build the CEA systems.

• Proceedings of the Korean Institute of Building Construction Conference
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• 2009.05b
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• pp.143-147
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• 2009

Graduates from engineering colleges are demanded to have been acquired some abilities and qualities during their undergraduate years through the standard of the so-called "programmed learning results and evaluation" This paper aims at analyzing the learning results evaluation tool for graduates from the architectural engineering department through the examples of the colleges with engineering accreditation in Korea, and suggesting a more appropriate programmed learning result evaluation tool. The basic theories on programmed learning results were studied, and then the previous study examples were researched. The study objects were limited to the fourteen colleges which offered the examples of the learning results evaluation tools of the colleges with engineering accreditation in Korea. Types and the present situation of those evaluation tools were analyzed. In addition, the proposals for the evaluation tool of programmed learning results and the performance standard were suggested for those with an engineering accreditation, based on the case study of the performance standards of each college with an engineering accreditation. The study results showed that much more national research needs to be conducted to clarify the standards of selecting an evaluation tool and a performance standard appropriate for the level of each college so that it can make a proper proposal.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.553-560
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• 2022

The research of course-embedded learning evaluation method, which can be used to measure the competency of learners by evaluation of learning outcomes, has been performed for competency-based education in the university. In this paper, we propose an learning evaluation and adaptive feedback model based on learning outcomes, learning subjects, learning concepts graph, and an evaluation matrix. Firstly, we define the layered learning outcomes, a graph of learning subjects and concepts, and two association matric. Secondly, we define algorithms to calculate the level of learning achievement and the learning feedback to learners. We applied the proposed method to a specific course, "Java Programing", to validate the effectiveness of our method. The experimental results show that our proposed method can be useful to measure the learning achievement of learners and provide adaptive feedbacks to them.

• Journal of Engineering Education Research
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• v.22 no.4
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• pp.43-49
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• 2019

A case of course-embedded assesment in electronic engineering was studied. In particular, a realistic evaluation system was developed in consideration of characteristics of the major field and university realities. 10 program outcomes were mapped with all courses in the program. 5 probe courses were selected and their course learning objectives were defined. Measurements of the course learning objective were made by term project and written course test. With using course-embedded assesment, the measurement system of the program outcomes should be changed.

• Journal of Engineering Education Research
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• v.13 no.1
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• pp.62-69
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• 2010

Program learning outcome is widely used for assessing and improving program quality. There are various methodologies that can measure program quality and improve program learning outcomes. In this paper, we used formative approach in Capstone design course, since it is the most effective in terms of improving program learning outcomes due to the course's intrinsic nature. To integrate a formative approach into Capstone design course, we develop a feedback structure which is a key element in formative approach and define several sub phases that manage feedback structures and their own evaluation criteria. As a result, we observed a noticeable improvement for students performance in capstone design course.

• Therapeutic Science for Rehabilitation
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• v.11 no.4
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• pp.23-39
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• 2022

Objective : To summarize clinical and demographic variables and machine learning uses for predicting functional outcomes of patients with stroke. Methods : We searched PubMed, CINAHL and Web of Science to identify published articles from 2010 to 2021. The search terms were "machine learning OR data mining AND stroke AND function OR prediction OR/AND rehabilitation". Articles exclusively using brain imaging techniques, deep learning method and articles without available full text were excluded in this study. Results : Nine articles were selected for this study. Support vector machines (19.05%) and random forests (19.05%) were two most frequently used machine learning models. Five articles (55.56%) demonstrated that the impact of patient initial and/or discharge assessment scores such as modified ranking scale (mRS) or functional independence measure (FIM) on stroke patients' functional outcomes was higher than their clinical characteristics. Conclusions : This study showed that patient initial and/or discharge assessment scores such as mRS or FIM could influence their functional outcomes more than their clinical characteristics. Evaluating and reviewing initial and or discharge functional outcomes of patients with stroke might be required to develop the optimal therapeutic interventions to enhance functional outcomes of patients with stroke.

• Journal of Engineering Education Research
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• v.14 no.1
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• pp.74-81
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• 2011

In this paper, the author researched to enhance course outcomes while increasing the interest in engineering design through the 'Introduction to Engineering Design Course'. Deviating from the current practice of engaging in content-oriented lectures, the redesign of the weekly lecture has been conducted with a focus on learning achievement in order to enhance design competency, teamwork and communication skills, which are the goals of the PO3, PO6 and PO7, respectively. Moreover, assessment tools have been developed according to learning achievement, and rubrics, the measurement criteria, have been defined according to the respective assessment tools, along with course goals for learning achievement and results analysis. To enhance course learning achievement, as well as to induce interest in and satisfaction with the 'Introduction to Engineering Design Course', a design project utilizing a Boe-Bot robot has been carried out. An evaluation on learning achievement and lecture has identified an increase in learning achievement and interest in design in comparison with that of previous lectures.

• Korean Medical Education Review
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• v.15 no.1
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• pp.31-38
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• 2013

This paper focuses on the outcome-based curriculum of Inje University College of Medicine to describe our curriculum development process and results. Starting in 2006, we have revised the curriculum based on the competency-based clinical presentation curriculum. We stated clearly the learning outcomes from the social needs and educational goal of our university. We defined 8 exit outcomes and specified phase outcomes, course outcomes, lesson outcomes, and outcome objectives. By 2012, we identified 128 clinical presentations and 149 basic scientific concepts. Various evaluation and assessment methods and teaching-learning strategies were assigned to each outcome. Problem-based learning, standardized patient practice, and learning portfolios are the main strategies of our curriculum. We have performed a progress test to assess the level of achievement of students' outcomes. We have also collected feedback from students and faculty members about the curriculum, including every lesson, course, and the overall curriculum. To maintain this change of the curriculum, we reorganized the curriculum committee, educational faculty and teams, and administrative support system. To fine tune this curriculum, we have held three 3-day workshops on curriculum development and weekly meetings. We believe this is just the beginning of developing the curriculum of Inje University. Further upgrades will be necessary to continue to improve medical education.

• Journal of Engineering Education Research
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• v.18 no.1
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• pp.61-73
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• 2015

The purpose of this study is to suggest some direction to support learning of students in college of engineering. It results from the assumption that engineering education accreditation should come with assessment of the educational process. To analyze the learning process, this study analyzed 5 categories - involvement in and out of instruction, faculty-student interaction, teaching-learning outcomes, and the system of student support. The Research method was questionnaire, and T-test and hierarchical linear model were used. The major findings are as follows. Major-level of satisfaction in teaching-learning and optional-level of satisfaction in teaching-learning are good. But the degree of self-directed learning activities and student-faculty interaction is low, and writing attitude and learning outcomes are not good. Student-faculty interaction, high-order thinking activities and active involvement have a good influence on learning outcomes. So this study suggests to enhance active involvement in instruction, high-order thinking activities, writing skills, and interaction with faculty for the improvement of quality of higher education.