• The Korean Journal of Emergency Medical Services
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• v.23 no.2
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• pp.7-18
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• 2019

Purpose: This study aimed to determine the core competencies for 119 emergency medical technicians (EMTs) and to provide evidence for the development and utilization of 119 EMTs, education and training programs. Methods: Data were collected with a questionnaire that consisted of items on the general characteristics of the subjects (8 items) and importance and satisfaction levels for 10 competencies, including 34 items on subfactors. The Borich Needs Assessment Model was used in designing the questionnaire. A locus for focus model was used to derive the top priority competencies for the improvement of core competency in the profession. Data were analyzed with by SPSS ver.21 (IBM, Armonk, NY, USA). Results: The core competencies for 119 EMTs were derived from technical competency, information competency, communication competency, problem-solving competency, self-development competency and interpersonal competency. In addition, among the sub-factors of these competencies, 16 abilities (including leadership), ability to apply technical knowledge, technical comprehension, conflict management ability, ability to create documents, problem handling ability, ability to think, technical selection ability, and computer literacy were included in the priority category. Conclusion: This study derived and presented the core competencies for 119 EMTs to enable them to meet the modern day requirements of their roles, which may contribute to enhancing their professionalism.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.2
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• pp.237-245
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• 2007

Purpose: This study was to investigate actual conflicts between newly graduated nurses and preceptors during preceptorship period and the preceptor's core competency related to their conflicts in order to prepare an educational program to develop a preceptor's core competency. Method: A total of 100 questionnaire sheets were collected for data analysis from a valid pair of 94 newly graduated nurses and 94 preceptors. The questionnaire consisted of the preceptor's core competency evaluation tool, and experiences of the conflicts between newly graduated nurses and preceptors. Data was analyzed using SPSS 12.0. Result: Preceptors faced more conflicts than newly graduated nurses, but the former went through conflicts for a shorter time. The conflict-experiencing newly graduated nurses evaluated their preceptor's core competency more excellently than the other's except 'role model'. The conflict-experiencing preceptors evaluated 'learning plan implementation' competency more excellently than the other's. Conclusion: It is advisable to have educational programs and opportunities for increasing preceptor's core competency.

• Journal of dental hygiene science
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• v.19 no.3
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• pp.170-180
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• 2019

Background: Recently, competency-based education has been reorganized in the dental hygiene curriculum. In education, non-cognitive factors are emphasized. Grit, the non-cognitive ability to persevere to achieve an individual's long-term goals, is emerging. This study aims to identify the degree of grit and core competencies in students and to investigate the relationship between them and the factors that affect these core competencies. Methods: This study was conducted using 350 dental hygiene students who were randomly assigned a structured questionnaire to complete. The final analysis included 321 students. The survey contents evaluated grit, core competencies, and general characteristics. The difference in the degree of grit and core competencies in conjunction with the general characteristics of the subjects was analyzed using the t-test/Mann Whitney U-test and the ANOVA/Kruskal-Wallis H test. Multiple regression analysis was then conducted to determine the factors affecting the core competencies of the subjects. Results: The difference of 'grit' according to general characteristics was statistically significant in 'major satisfaction', 'relationship', 'perceived academic achievement', 'grade point average (GPA)'. The difference in 'core competency' according to general characteristics was statistically significant in 'grade', 'department selection', 'major satisfaction', 'relationship', 'perceived academic achievement', 'GPA'. Among the sub-areas of 'grit', 'perseverance of effort' showed a high correlation with 'core competency' and was statistically significant. As a result of regression analysis, 'major satisfaction', 'perceived academic achievement' and 'grit' of dental hygiene students had a statistically significant influence on 'core competency'. Meanwhile, 'GPA' was not seen to be statistically significant in 'core competency'. Conclusion: Grit, a non-cognitive factor, had a statistically significant effect on core competency, while the effects on GPA, a cognitive factor, were not statistically significant. Among the sub-factors of grit, 'perseverance of effort' had a statistically significant effect on 'problem-solving competency' and 'academic competency', which are 'core competency' sub factors.

• The Korean Journal of Emergency Medical Services
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• v.21 no.3
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• pp.35-48
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• 2017

Purpose: The purpose of the study was to investigate the core competency of disaster management of 119 paramedics. Methods: A self-reported questionnaire was completed by 242 paramedics in C area from April 28 to May 12, 2017. The study instrument included general characteristics of the subjects (4 items), disaster experience, recognition, and preparedness (20 items), and importance and performance of disaster management core competency (24 items) by Likert 5-point scale. Data were analyzed using t-test, ANOVA, Pearson's correlation coefficient using IBM SPSS 24.0. Results: The seriousness of personal disaster was 4.02 points and the importance of disaster-related education was 4.28 points. The importance to core competency of disaster management was 4.39 points and the ability to perform core competency was 3.58 points. The seriousness of personal disaster and the importance of disaster-related education were positively correlated (r=.600, p=.000). The importance and ability to perform core competency were positively correlated (r=.389, p=.000). Conclusion: It is necessary to strengthen core competency of disaster management in paramedics who are the first defense line of disaster.

• Journal of Distribution Science
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• v.16 no.6
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• pp.77-84
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• 2018

Purpose - The aim of this study was to analyze the educational needs of distribution company salespeople in core competencies for convergence and their general perception of convergence education. Furthermore, this study provides basic data on core competencies for convergence needed by them. Research design, data, and methodology - A survey was conducted on 104 distribution company salespeople who worked near Seoul, Korea to analyze the perceptions of their educational needs in core competencies for convergence education, according to their socio-demographic characteristics. The socio-demographic characteristics were gender, age, workplace size, education background, work experience and business category. The questionnaire consisted of demographic factors (7 questions), general perception of convergence education (5 questions), perception of importance of core competency for distribution company salespeople (9 questions), and current perception of distribution company salespeople on core competency of convergence workers (9 questions). Park et al.(2014)'s categorization of convergence core competencies was used: Cognitive convergence (creative thinking, critical thinking and understanding of convergence knowledge), convergence performance (problem solving, communications, collaboration and application of convergence tools) and attitude toward convergence (empathy and responsibility). Data was collected through an independent sample of t-tests and a one-way analysis of variance and the Borich Needs Assessment Model was used to identify the educational needs of distribution company salespeople in the core competencies of convergence education. Results- The results show that the subjects recognized the need for convergence education to be high among the general perceptions. The perception scores for workers of different backgrounds only varied according to the size of the business. Moreover, the results of the educational needs analysis and the ranks of the required core competencies of convergence workers by the subjects were as follows: 1. convergence knowledge understanding competency, 2. creative thinking competency, 3. convergence tool application competency, 3. communications competency, 4. problem solving competency, 5. collaboration competency, 6. critical thinking competency, 7. empathy competency, 8. responsibility competency. Conclusions - This study highlights the necessity of developing university curriculum that can nurture the core competencies of conversion education reflecting distribution company salespeople's requests as well as cultivating qualified convergence workers required by distribution company workers.

• The Korean Journal of Emergency Medical Services
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• v.24 no.3
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• pp.65-78
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• 2020

Purpose: The purpose of the study was to investigate the core competency and educational needs of paramedic students in disaster management. Methods: A self-reported questionnaire was completed by 207 paramedic students between June 1 and October 29, 2017. The study instrument included disaster preparedness (15 items), disaster management core competency (26 items), disaster education needs (26 items). Data were analyzed using t-test, ANOVA, and Duncan's multiple range test using IBM SPSS 24.0. Results: The students reported that only 13% had experienced or witnessed disasters; however, 95.2% would be willing to help in the event of a disaster. Their disaster preparedness was 1.84 points on a 3-point scale. We did see differences in disaster preparedness by background: hospital practice (F=5.352, p=.001); fire-fighting practice (F=8.994, p=.000). The students had a core competency of disaster management at 3.25 points on a 5-point scale with differences depending on major satisfaction (F=3.760, p=.006). The level of student demands for disaster education was 4.29 points. Conclusion: If variety of educational environments are provided for disaster-related learning and training, the core competency of disaster management for paramedic students will improve. The students will be available as disaster management experts in various fields, even after graduation.

• Journal of Korean Society of Occupational and Environmental Hygiene
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• v.32 no.4
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• pp.414-424
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• 2022

Objectives: This study was established to ascertain the requirements and implementation of core competencies for employees of the a workers' health center. Methods: The study consisted of a four-step process: a literature review, focus group interviews, expert opinions, and a questionnaire. The survey was conducted online among 119 employees of the National Workers' Health Center. Results: As a result of the research, eleven core competencies and 37 sub-competencies were derived in three areas: Competence as a social worker, competence to perform duties, and competence for maintaining expertise. The key demands for core competencies were "health consultation" and "understanding of small businesses.". They responded that they needed to "maintain an ethical attitude" and "consult on workers' health.". The largest score difference between core competency requirements and competency implementation was "collaboration with the community.". Conclusions: It is necessary to increase competencies not only for competencies with high core requirements, but also for relatively low competencies. In addition, efforts should be made to improve the core competencies of the employees of the Workers' Health Center to effectively respond to changes in the industrial structure and crises such as COVID-19.

• Journal of the Korean earth science society
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• v.39 no.4
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• pp.361-377
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• 2018

The purpose of the study was to define five science core competencies introduced in the 2015 revised science curriculum with each component and practical indicators into the frame. Science teachers on site could use it in teaching and developing science program to equip students with the competencies to creatively solve problems which is the aim of science education in the $21^{st}$ century. To develop this frame, we contacted 10 experienced science educators and collected the data through a questionnaire. We coded all responses and categorized into the components and practical indicators of each competency which were all compared with those from well-known theories in order to validate. We then contacted other 35 science educators again to construct the validity to fill out the survey of Likert scale. The finalized science core competency included 19 components in total with practical indicators that can be observable and measurable in the classroom. This frame was used to see how it fits into a STEAM program. The finding was that two different topics of the STEAM program displayed the different description of science core competency usage, which could be used as the prescription of the competency as to whether or not it is more promoted in science class.

• Journal of the Korea Society of Computer and Information
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• v.27 no.9
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• pp.169-176
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• 2022

This study was conducted to find out the relationship between the perception of the necessity and importance of creative teaching methods and core competencies in universities. A total of 142 people who voluntarily agreed to participate in the study were selected and surveyed using the Naver online questionnaire. It was found that the necessity and importance of creative teaching methods was related to the sub-factors of core competencies such as practical field competency, problem-solving competency, convergence competency, communication competency, job ethics, community consciousness. University education should actively introduce and apply creative teaching methods such as action learning and PBL, focusing on improving core competencies, which are actual abilities to be performed in the field.

• Journal of Korean society of Dental Hygiene
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• v.16 no.5
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• pp.651-660
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• 2016

Objective: The purpose of the study is to investigate clinical skill proficiency in core dental hygiene competency in dental hygienists. Methods: The study subjects were 208 dental hygienists in Seoul and Gyeonggido. A complete self-reported questionnaire was filled out by 171 dental hygienists. The questionnaire consisted of general characteristics of the subjects, assessment of core dental hygiene competency, implementation of core dental hygiene competency, and education of core dental hygiene competency. Data were analyzed by PASW Statistics 18.0 to carry out a frequency analysis, one-way ANOVA and Pearson's correlation. Results: Chief complaint confirmation($4.08{\pm}0.91$), scaling (ultrasonic scaler)($4.36{\pm}0.88$), and toothbrushing education($4.35{\pm}0.86$) were found to be the most important in the areas of dental hygiene assessment, implementation, and education, respectively. In dental hygiene education, statistically significant differences were identified by 'level of education,' 'working career,' 'type of workplace,' 'department,' and 'main task.' Conclusions: Respondents were found to think that their level of proficiency should be above average for most jobs. Proficiency in core competency was shown to be different according to 'general characteristics of dental hygienists,' 'type of workplace,' and 'department.'