• 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.

• 한국치위생학회지
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• 제20권6호
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• pp.775-786
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• 2020

Objectives: The purpose of this study was to evaluate the effects that appeared to parents after conducting a dental caries management program for 12 months using a mobile application for systematic caries management of children. Methods: Parents responded to a questionnaire on oral care self-efficacy and oral health knowledge at the baseline, and received feedback on a management program suitable for their child's caries risk group for 12 months through a mobile application. At the end of 12 months, the questionnaire was re-written. Results: The self-efficacy of oral care increased in the low risk group, and oral care knowledge and program satisfaction were highest in the parents of low risk children. Conclusions: Base on the results of the this study, It was confirmed that parents' self-efficacy, knowledge, performance and satisfaction were all positively evaluated through the oral care program using a mobile application.

• 복식문화연구
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• 제20권2호
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• pp.169-183
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• 2012

This study was aimed at finding out the preferences and satisfaction levels regarding the type of fashion retailer's sales promotion based on consumers' empirical characteristics. A total of 223 questionnaires were used for the survey of this study. The methods of this study were descriptive analysis, factor analysis, reliability tests, one-way ANOVA, $t$-tests and ${\chi}^2$-test. The consumer groups were divided by habitual experience and self-evaluated knowledge relate to apparel product. The results of this study showed that consumers have different preferences and post-utilization satisfaction regarding the type of sales promotion offered by fashion retailers. Consumers with more experiences in apparel product and with higher self-evaluated knowledge were more active in utilizing the benefits offered through the value-added type of sales promotions, such as the gift certificate or coupon. Consumers with more experience in apparel product also showed higher satisfaction with both the utilitarian and hedonic types of sales promotions, such as gift certificate offer, special price, price discount event, and coupon or courtesy card offer. Furthermore, consumers with higher self-evaluated knowledge showed higher satisfaction with the utilitarian types of sales promotion, such as gift certificate offer and regular sale. Therefore, by identifying the accurate understanding of consumers'empirical characteristics, an enterprise might be able to satisfy consumer by offering more appropriate and subdivided types of sales promotion.

• Journal of Dental Anesthesia and Pain Medicine
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• 제21권3호
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• pp.227-236
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• 2021

Background: Emergencies in outpatient clinics are rare. However, potentially catastrophic events can be challenging to manage due to a variety of factors, including limited equipment and staff. The purpose of this quality improvement project was to improve the staff knowledge and familiarity with critical performance elements for emergencies encountered in the setting of a periodontics clinic. Methods: Emergency cognitive aids tailored to the clinic's resources were created for anaphylaxis, airway obstruction, and sublingual hemorrhage. The project pre-post-test repeated measures design evaluated the effectiveness of cognitive aids using a combination of hands-on simulation, written knowledge assessments, and self-efficacy surveys. Training sessions and simulations were provided to the clinic's existing care teams made up of a periodontist and two dental assistants with an anesthetist who was present for simulations involving sedation. Due to the small sample size (N = 14) and non-normal distribution, all metrics were evaluated using non-parametric statistics. Results: Significant improvements were found in knowledge assessment (-2.310, P = 0.021) and self-efficacy (-2.486, P = 0.013) scores when retention after a training session before and after the introduction of cognitive aid was compared. The mean simulation scores and times improved steadily or reached maximum scores during the project progression. Conclusion: Training sessions before and after cognitive aid introduction were effective in improving knowledge, self-efficacy, and simulation performance. Future projects should focus on validating the process for creating contextualized cognitive aids and evaluating the effectiveness of these cognitive aids in larger samples.

• 한국간호교육학회지
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• 제23권3호
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• pp.319-329
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• 2017

Purpose: This study evaluated the acquisition and retention effects on diabetes knowledge and academic self-efficacy of patient simulation-based hypoglycemia scenario using a high-fidelity simulator. Methods: A nonequivalent control group pretest/posttest repeated measures quasi-experimental design determined if nursing simulation using a high-fidelity simulator helps students acquire and retain diabetes knowledge and academic self-efficacy. A total of 101 nursing students from two universities participated in this study, comprising the experimental and control groups. The experimental group (n=52) at a university in S city comprised participants in an adult nursing class, nursing practicum, and simulation education. The control group (n=49) at a university in C city participated in an adult nursing class and nursing practicum without simulation education. Results: The experimental group had statistically significant group-time interaction effects on diabetes knowledge (p=.044) and self-confidence (p<.001) of academic self-efficacy compared to the control group. Conclusion: The results indicated that the patient simulation-based hypoglycemia scenario using a high-fidelity simulator applied to nursing education is useful in encouraging nursing students to engage in strategies with acquisition and retention effects, enhancing their diabetes knowledge and self-confidence of academic self-efficacy. Therefore, educators should use simulation programs effectively with nursing classes and practicum to enhance the effects of nursing competencies.

• Asian Pacific Journal of Cancer Prevention
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• 제15권7호
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• pp.3227-3231
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• 2014

Background: This research evaluated the effectiveness of an online education model in teaching breast self-examination to university staff and students. Materials and Methods: 1,679 women participated in a breast self-examination online training program. Breast self-examination knowledge evaluation forms developed by Maurer (1997) were used in the research and were evaluated on a 100 point scale. Paired t-test and McNemar's Test statistics were employed. Results: The participants scored an average of 46.5 (14.0%) on knowledge on breast self-examination before training, but 77.4 (11.0%) one month after education and 76.7 (9.52%) after six months. There was a clear significant difference between these knowledge levels (p<0.05). Similarly, while the rate for systematic practice of breast self-examination among women was 30.8% before training it increased to 47.8% afterwards. Again the difference was significant (p<0.05). Conclusions: Online education is an effective method for teaching breast self-examination to women.

• 종양간호연구
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• 제12권4호
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• pp.257-266
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• 2012

Purpose: The purpose of this study was to evaluate the effectiveness of patient education interventions on distress, self-care knowledge and self-care behavior in cancer patients. Methods: A total of 1,102 studies were retrieved from 6 electronic databases in Korea. From these studies, 18 studies met the inclusion criteria with a total of 850 participants. Two authors independently assessed the methodological quality by Cochrane's Risk of Bias and Methodological Items for Non Randomized Studies. The data were analyzed by the RevMan 5.1 program of Cochrane library. Results: Overall effect size of education interventions on anxiety was -2.12 (95% CI:-3.90, -0.34) (p<.001). The effects on self-care knowledge and self care behavior were -1.08 (95% CI:-1.73, -0.43) (p=.001), and -1.41 (95% CI:-2.13, -0.68) (p<.001), respectively. Publication bias was detected as evaluated by funnel plot, but the fail-safe number was moderate. Conclusion: This study suggests that patient education interventions can relieve anxiety and self-care. Further randomized controlled trials studies are needed to evaluate the effects of patient education intervention on depression.

• 대한간호학회지
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• 제23권2호
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• pp.170-186
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• 1993

This study evaluated the effect of diabetic group teaching programs in one university hospital in Seoul to predict when re-education would be needed. This study examined the patients’ knowledge at four points (before, directly after, three months and six months after the teaching program) and self-care performance related to diabetes twice (three months and six months after the teaching program). The subjects of the study were 24 admitted diabetic patients who participated in four-day teaching programs. Data were gathered from January to October, 1992 by means of an instrument developed from two diabetic knowledge tests which were equivalent in item differentiation and item discrimination coefficients. Collected data were analyzed by paired t-test, Pearson correlation, t and F tests. The results of study were as follows. 1. The analysis of the effect of the diabetic group teaching program and the duration of the effect of teaching. 1) The first hypothesis, that the diabetes knowledge score directly after the teaching program would be higher than before, was rejected (t=-1.40 ; p=.172). 2) The second hypothesis, that the diabetes knowledge score directly after teaching would be higher than three months later, was rejected(t= -4.27 ; p=.000). 3) The third hypothesis, that the diabetes knowledge score three months after teaching would be higher than six months later, was supported(t=2.43 : p=.020). 2. The relation of knowledge and self-care performance 1) The forth hypothesis, that the level of self-care performance related to diabetes three months later would be higher than six months later, was rejected( t=1.49 ; p=.146). 2) The fifth hypothesis, that the higher the diabetes knowledge, the higher the level of self-care performance, was rejected(r=.2086 ; p=.118). 3. The relation of diabetes knowledge and self-care performance according to demographic variables and structural variables of diabetes. 1) Diabetic knowledge scores varied according to the educational levels of the clients directly after the teaching. Three months after the teaching program higher educational levels and higher economic status were related to higher diabetic knowledge scores and men had higher knowledge scores than women. 2) Self-care performance scores of men were higher than those of women at three months and six months after the teaching program. 3) Before the diabetes teaching, the diabetic knowledge scores of subjects who had a diabetic patient in the family were higher than those who did not have patient in their family. Six months after the teaching, the diabetic knowledge scores of subjects who read the distributed books about diabetes were higher than those who did not read them. 4) No significance differences were found be-ween self-care performance and structural variables of dialetes. The results of this study indicated that the levels of diabetes knowledge and self-care performance incense of three months after the teaching program but decrease of six months. Reeducation would be needed between three and sir months. The investigator thinks that a study of the content and teaching methodology is needed to increase the education effect. The subjects want to hear patient histories of diabetic management. Group discussion would be helped after the teaching sessions.

• 대한지역사회영양학회지
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• 제14권2호
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• pp.190-205
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• 2009

The purposes of the study were to identify knowledge and skill levels required for effective nutrition teachers and to compare perceived need and dietitians' self-evaluation of the knowledge and skills. A total of 60 knowledge statements and 70 skill statements associated with 11 job functional areas were specified through a literature review and expert panel reviews. A total of 457 dietitians working at school foodservices in Seoul and Gyeonggi province were surveyed using a self-administrated questionnaire and 148 responses were returned. Excluding responses with significant missing data, 142 responses were used for data analysis. In terms of knowledge, 'sanitation, food safety and employee safety(4.60)' category received the highest perceived need score, followed by 'nutrition education(4.56)' and 'nutrition counseling(4.45).' The knowledge category that received the highest self-evaluation was 'nutrition and menu management(3.66)' while the category that received the lowest self-evaluation was 'teaching practices(2.83).' In terms of skills, the highest perceived need was associated with 'nutrition education(4.49)', followed by 'sanitation, food safety and employee safety(4.46)' and 'nutrition counseling(4.39).' The dietitians rated their skills related to 'sanitation, food safety and employee safety(3.67)' the highest but their skills related to 'teaching practices(2.84)' the lowest. The dietitians' self-evaluated knowledge and skill scores were significantly lower than their perceived need of the knowledge and skills in all job functional areas(p<0.001). A quadratic analysis based on the requirement and self-evaluation of the knowledge and skills revealed that priorities of the education programs targeting school nutrition teachers or students preparing to be a nutrition teacher should be placed on improving knowledge and skills related to nutrition education, nutrition counseling, teaching practices, sanitation and employee safety, and nutrition and menu management. Educational programs for nutrition teachers should be designed to decrease the gaps between the need and self-evaluation of the knowledge and skills for effective nutrition teachers. The findings of the study can be used to develop education materials for nutrition teachers. The knowledge and skills identified in the study should be updated and revised regularly to reflect changes in regulations and current practices in school foodservice programs.

• 한국학교ㆍ지역보건교육학회지
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• 제13권2호
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• pp.1-15
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• 2012

Objectives: This is an explanatory correlational study to identify the relationship among knowledge, attitudes about cancer, self efficacy and health behavior for cancer prevention in school-age children. Methods: Data were collected from 488 students in grades 5 or 6 who understood the purpose of the study and agreed to participate. Data were analyzed by descriptive statistics, t-test, Pearson's correlation coefficient, and multiple regression using SPSS 18.0. Results: There were significant differences in health behavior for cancer prevention between upper 25% and lower 25% group of attitudes about cancer and self efficacy. Result from the multiple regression analysis revealed difference in the related factors and in the magnitude of the relationship evaluated by the standardized beta coefficients. Significant factors, listed by the magnitude of beta coefficients, were self efficacy, attitudes about cancer, perceived health status. These variables accounted for 30.5% of health behavior for cancer prevention. Conclusions: Based on results of the present study, systemic health education about cancer prevention for school-age children is suggested. Further research is necessary in order to draw consensus on roles of the related factors of health behavior for cancer prevention.