• Journal of Korean Biological Nursing Science
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• v.20 no.1
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• pp.1-10
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• 2018

Purpose: This is a descriptive study to investigate the relevance between biological nursing science subjects (structure and function of the human body (SFHB), mechanism and effects of drugs (MED), clinical microbiology) and examination workbook items for Registered Nurse Licensure Examination (RNLE) in Republic of Korea (ROK) and the United States of America (USA). Methods: RNLE 8 workbooks which were published by the Korean Nurses Association were utilized for analysis of Korean RNLE. Saunders comprehensive review for the $NCLEX-RN^{(R)}$ examination was used for analysis of US RNLE. The relevance between items in the standard syllabuses of biological nursing science subjects (SFHB, MED, clinical microbiology) and the RNLE items of these workbooks in ROK and the USA was analyzed. Results: The relevance rates of ROK and the USA were 3.6% vs 0.4% in SFHB, 8.9% vs 23.0% in MED, and 4.5% vs 5.8% in clinical microbiology. Conclusion: In SFHB, the relevance of the RNLE in ROK was higher than that of the USA. However in MED the relevance of the RNLE in USA was higher than that of the ROK. Since medications are one of major tasks of nurses, it is necessary to increase the number of related items in the RNLE in ROK.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.3
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• pp.474-485
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• 2012

Purpose: The Quality and Safety Education for Nurses [QSEN] initiative group has identified six competencies (patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics) for pre-licensure nursing education along with related knowledge, skills, and attitudes for each competency. The purpose of this article is to illustrate a teaching strategy that uses films to demonstrate the QSEN competencies in undergraduate nursing students. Method: A literature review was conducted to define QSEN competencies, and six feature-length commercial movies were selected through a systematic process. We provided film titles and their synopses that can be useful in teaching the QSEN six competencies to undergraduate nursing students. Results: Patch Adams for patient-centered care, Wit for teamwork and collaboration, Lorenzo's Oil for evidence-based practice, Am$\acute{e}$lie for quality improvement, Blindness and The Island for informatics can be applied in nursing classroom practices. Conclusion: Establishing the connection between QSEN competencies and cinenurducation is novel, yet it would provide a unique opportunity for nurse educators seeking to overcome the challenge of better preparing future nurses. In future studies, additional films should be considered to enhance nursing educational strategies.

• The Journal of Korean Medical History
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• v.30 no.1
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• pp.43-50
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• 2017

In the United States, California is well known for its rigorous education and licensing system regarding East Asian Medicine and acupuncture. As in most other states in America, the State government controls the practice of acupuncture, massage, acupressure therapy, food therapy, and natural therapy using a board established to set, maintain, and uphold licensing credentials for acupuncturists and practitioners of East Asian medicine. In California the system started in the 1970s when the State Legislature passed a bill to measure competency, and license acupuncturists. This study briefly describes the California Acupuncture Board (CAB), which is authorized to control the related education, examination, continuing education, and management of licenses already awarded. This study addresses the essential and minimum educational requirement established by the CAB for licensure, that is mandate classroom lecture with additional 950 hours clinic training, and the 50 hours of continuing education credits earned every two years, for maintaining the license.

• The Journal of Korean Physical Therapy
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• v.31 no.4
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• pp.184-192
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• 2019

Purpose: This study was conducted to review the curriculum and license examination of physical therapists in the United States. Methods: The doctor of physical therapy (DPT) curriculum was evaluated by a review Course Work Tool version 6 (CWT6) data and current physical therapy licensure examination (National Physical Therapy Exam, NPTE) category in the United States. Results: The results indicated that they were required to meet the doctor of physical therapist degree based on 'Guide to Physical Therapist Practice' of American Physical Therapy Association (APTA). This includes general education in the areas of communications and humanities, physical science, biological science, social and behavioral science, and mathematics. A minimum of one course must be completed successfully in each area of general education. Moreover, there should be at least 68 didactic credits of professional education and 22 clinical education credits, which is a minimum of two full-time clinical internships with no less than 1050 hours in total, which were supervised by a physical therapist. Regarding the physical therapy licensure examination, National Physical Therapy Exam (NPTE, 2016) consisted of a physical therapy examination (26.5%), evaluation, differential diagnosis, baseline of prognosis (32.5%), intervention (28.5%), protection, responsibility, and research (6.5%) based on the 'Guide to Physical Therapist Practice'. Conclusion: Based on the study results provided above, it is considered a standard to meet domestic reality as the Guide to Physical Therapist Practice of APTA for South Korean physical therapists.

• Therapeutic Science for Rehabilitation
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• v.13 no.1
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• pp.65-74
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• 2024

Objective : This study assessed ChatGPT, an artificial intelligence system based on a large language model, for its ability to pass the National Korean Occupational Therapy Licensure Examination (NKOTLE). Methods : Using NKOTLE questions from 2018 to 2022, provided by the Korea Health and Medical Personnel Examination Institute, this study employed English prompts to determine the accuracy of ChatGPT in providing correct answers. Two researchers independently conducted the entire process, and the average accuracy of both researchers was used to determine whether ChatGPT passed over the 5-year period. The degree of agreement between ChatGPT answers of the two researchers was assessed. Results : ChatGPT passed the 2020 examination but failed to pass the other 4 years' examination. Specifically, its accuracy in questions related to medical regulations ranged from 25% to 57%, whereas its accuracy in other questions exceeded 60%. ChatGPT exhibited a strong agreement between researchers, except for medical regulation questions, and this agreement was significantly correlated with accuracy. Conclusion : There are still limitations to the application of ChatGPT to answer questions influenced by language or culture. Future studies should explore its potential as an educational tool for students majoring in occupational therapy through optimized prompts and continuous learning from the data.

• Journal of the Korean Professional Engineers Association
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• v.42 no.1
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• pp.34-38
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• 2009

There are three major international agreements governing mutual recognition of engineering qualifications and professional competence of the International PEs; namely, Washington Accords, APEC engineer agreement and EMF agreement. International Organizations of APEC Engineer Coordinating Committer and Engineers Mobility Forum established international registries with the goal of improving international mobility. APEC and EMF membership requires minimum qualifications for licensure with the minimum standards including engineering education, Professional experience, compliance with home jurisdiction requirements, having verified record of responsible charge, and demonstrating a commitment to continuing education.

• Research in Community and Public Health Nursing
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• v.9 no.2
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• pp.291-302
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• 1998

The Japanese colonial authorities promulgated the 'Nurses Ordinance(Kanhoboo Kyuchick), in 1914. It was the first act that regulated nurses' licensure in Korea. The gendarme did the administrational work of the ordinance. After the Nurses Ordinance of 1914, nurses without licenses could no longer work with the name of nurse, and Korean nursing gained a more professional status. After the March 1st Movement of 1919, Japan realized that its iron rule had to be more sophisticated. The gendarme gave way to an ordinary constabulary force. The Nurses Ordinance was amended to set the nurses quality as good as that of Japanese nurses, and the nurses licensure of Korea could also be used in Japan. In 1931 the Japanese war against China began, and the Japanese imposed military rule once again. The Nurses Ordinance was amended to 'The Korea Nurses Ordinance'. After the outbreak of the Sino-Japanese War(1937) and of World War II in the Pacific(1941), the Japanese desperately needed additional manpower to re plenish the dwindling ranks of their military and labour forces. To produce more nurses, the colonial authorities amended the 'Korea Nurses Ordinance' and lowered the age and educational status of nurses to produce more numbers. Until the Japanese surrender in August 1945, Korea was under Japanese rule. Koreans had no say in the passing of these acts, and the colonial authority could make and pass any act at will.

• Korean Medical Education Review
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• v.18 no.1
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• pp.1-15
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• 2016

In preparing for the unification of North and South Korea, rather than unilaterally over-writing the North's human resource training system with the South's health care human resource development system, it is important to understand the North's system and its ecology and to achieve a balance by seeking out aspects of each of the systems that could be consolidated with each other. The training period in both the North and South's health care human resource development systems is specified to be 6 years, but there is no system for internships or residencies in the North. South Korea introduced a 6-year system for pharmacist education in 2009, but North Korea has been using such a system since the 1970s (currently 5.5 years). In North Korea, training of health care personnel is conducted at various levels: at universities, at vocational schools, and at institutes for training health officials. Various types of training (daytime training, online, and ad hoc programs) are carried out. Also of interest is the North's licensure examination system. Rather than a state examination system as in South Korea, the North favors a graduation exam given by a national graduation examination committee composed of university professors, which awards both graduation certificates and 'permits,' that is, licenses for doctors and pharmacists. In working out a plan for the integration of the two Koreas' systems based on the study and analysis of the North's educational and testing system for doctors and pharmacists, this paper does not place exclusive focus on the distinctions between the systems or cling to negative views. Rather than claim that unification/integration is a practical impossibility, the paper focuses on the similarities between the two systems and maximizes them to uncover an approach for arriving at solutions. It is hoped that the practical data offered in this paper can contribute to the design of a forward-minded unification/integration model.

• Korean Medical Education Review
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• v.15 no.3
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• pp.136-143
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• 2013

Clinical skills assessment was recently introduced to the Korean Medical License Examination to test medical school graduates' competencies in clinical skills. Various measures, including research and rehearsals, had been undertaken to prepare for the assessment for several years before the clinical skills assessment was first implemented. The assessment has been repeated annually for about 3,500 examinees over the course of 50 days per year for the past 4 years. The introduction of the assessment had significant effects on education in Korea's medical schools. Many schools have established clinical skills labs and the teaching of clinical skills has also been strengthened. The residents who have taken the clinical skills exam now express more confidence in caring for patients. To improve the quality of the assessment, it should be performed on a year-round schedule and a pilot test and various forms of the items should be introduced.

• Journal of The Korean Association For Science Education
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• v.22 no.5
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• pp.1071-1081
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• 2002

This article describes the status of science teacher education in Taiwan. The pre-service and in-service science teacher training system, institutes, curricula, programs, and evaluation on the institutes were briefly introduced. The differences before and after the 1996 reform of science teacher training system were compared. Finally, the attempts and efforts that have been done through the channels of research to promote science teachers' professional development were addressed. These efforts include the Case studies of exemplary science teachers' teaching performances, the development of licensure instruments for the certification of science teachers, the use of computers and distance education for supervising student teachers, the exploration of promoting science teachers' understanding about the nature of science, the exploration of promoting science teachers' pedagogical content knowledge, the exploration of promoting science teachers' ability of increasing effective student-teacher and student-student interactions, and the exploration of effective teaching strategies.