• Journal of Korean language education
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• v.29 no.4
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• pp.1-29
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• 2018

This study aims to develop the constructs for evaluating team presentations performed by undergraduate international students in Korea. To achieve the goal, this study reviews related research and sets the criteria to analyze the problems of team presentations performed in Korean by undergraduate international students. Through this analysis we got to know which problems they were making. They were failing to reorganize the resources they had referenced and to organize the contents into one. And errors or mistakes of grammar and spelling were found often in their PPT files, and the editing styles of the PPTs were not consistent. Moreover, their performances were not unlike their PPT files. One made a good presentation but the other students just recited the script without interaction with the audience. Moreover, they could not operate the Q&A part and lead the discussion well, and components for wrapping up the presentation also were omitted frequently. After the analysis, this study conducted a survey with 23 Korean language educators asking about the validity of the construct and description of the survey. Based on the collected feedback, the construct list has been modified primarily, and carried out a second survey with an expert group. Based on their opinion, the final construct list was fine-tuned.

• Archives of Plastic Surgery
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• v.47 no.2
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• pp.182-186
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• 2020

We report our experience of treating two patients with ankle amputation with different presentations. The first case was a clean-cut sharp amputation. The second case was an avulsion injury following a motor vehicle accident in a patient who arrived 8 hours after the injury. Replantation was successful in both cases. In avulsion injuries, a secondary operation for wound coverage is required at a later stage. With good strategy and a support team, encouraging limb survival outcomes are possible post-replantation.

• Journal of the Korea Fashion and Costume Design Association
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• v.23 no.2
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• pp.43-52
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• 2021

This case study developed and operated "Fashion & Film" as a fashion-related liberal arts course. The class was designed to include fashion styles exhibitted in films, fashion-related PPL, fashion design through film, fashion images of movie characters, considering gender & color images expressed in movie costumes, and the history of western costumes and asian folk costumes in films. The class was counducted through various teaching methods, such as lectures, student's presentation of movie plots, and team discussions, which created a student-led class. The team presentations at the end of the term were intended to enhance the understanding of fashion through movies. The results of subjective lecture evaluation of "Fashion & Film" showed the most satisfaction with the communication with professor. Students said that it was good to understand fashion through film. They expressed a burden with the team project; however, they were satisfied with the team project outcomes. Students said that PowerPoint was used very effectively. On the other hand, there was an prevelent opinion that the content of PowerPoint and workbook did not match. To address this inconvenience, a textbook called "Fashion in Film" was published and used in the first semester of 2020. The multiple-choice evaluation showed that students were generally satisfied with the "Fashion & Film" class.

• Journal of Practical Engineering Education
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• v.12 no.2
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• pp.255-264
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• 2020

In the database design course, the team project is a very important process to develop students' database design competencies. In order to carry out team projects smoothly, active interaction between students and the professor as well as collaboration among team members are very important. However, a full uncontacted class was suddenly decides in the first semester of 2020, it was questionable whether it would be possible to effectively manage this course, where team projects to construct database take up a big portion. However team projects were able to proceed without major problems through interaction using real-time video media such as zoom, and discussions, quizzes, and Q&A supported by the online education support system (LMS), and online presentations, mutual evaluations, and so on. This paper shares the experience of managing engineering team projects in uncontacted classes and based on three surveys introduces desirable improving directions of this instruction and some suggestions to improve uncontacted classes overall.

• Korean Journal of Clinical Pharmacy
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• v.33 no.3
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• pp.202-209
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• 2023

Background: With the emergent transition of online learning during the COVID-19 pandemic, the need for online/offline blended learning that can effectively be utilized in a team-based learning (TBL) course has emerged. Methods: We used the online metaverse platforms, Gather and Zoom, along with face-to-face teaching methods in a team-based Introductory Pharmacy Practice Experience (IPPE) course and examined students' learning satisfaction and achievement, as well as their preferences to the learning platforms. A survey questionnaire was distributed to the students after the IPPE course completion. All data were analyzed using Excel and SPSS. Results: Students had high levels of course satisfaction (4.61±0.57 out of 5) and achievement of course learning objectives (4.49±0.70 out of 5), and these were positively correlated with self-directed learning ability. While students believed that the face-to-face platform was the most effective method for many of the class activities, they responded that Gather was the most effective platform for team presentations. The majority of students (64.3%) indicated that blended learning was the most preferred method for a TBL course. Conclusion: Students in a blended TBL IPPE course had high satisfaction and achievements with the use of various online/offline platforms, and indicated that blended learning was the most preferred learning method. In the post-COVID-19 era, it is important to utilize the blended learning approach in a TBL setting that effectively applies online/offline platforms according to the learning contents and activities to maximize students' learning satisfaction and achievement.

• Korea Journal of Hospital Management
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• v.7 no.2
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• pp.99-123
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• 2002

This study was conducted to determine whether follow-up management is carried out continuously following CQI activity and to analyze the factors behind the success and failure of follow-up management. Past presentations from 1994-1999 of CQI coordinators and lecturers from various institutions who presented at The Korean Society of Quality Assurance in Health Care(KoSQA) on the conditions of follow-up management in each institution were analyzed. The results of this study were as follows; Since the number of subjects on CQI increased each year at symposiums, this has expanded to all medical institutions. Although medical institutions usually conduct 11-20 subjects on CQI per year, there were many such occasions where more than 31 subjects were conducted. Moreover, institutions with less than 800 beds have come up with more projects than those with more than 800 beds, thus 23.3% of these institutions had at least 1 person involved in 4 projects. This had created an overload of responsibilities for specific persons' involvement, prompting them to incline toward formalities in their work rather than substantial activities. Among the projects presented at the symposiums, 51.7% demonstrated that follow-up management could be carried out. In particular, 55.3% of the projects from provincial regions could carry out follow-up management compared to 48.8% in Seoul. Moreover, it was demonstrated that 80% of the projects from institutions with 600-799 beds carried out follow-up management most effectively. With regards to previous presentations, the older they were, it was found that follow-up management could not be effectively carried out. Some institutions that responded that follow-up management was carried out effectively in their institutions were found to have conducted follow-up management without any inspection strategies or the appropriate tools. CQI activities were executed and terminated with no consistency and team members had no real concern for it. The most important factors that contribute to an effective follow-up management are the need for concern and interest from the directors of the hospitals, from the relevant departments and team members in addition to the role of the supervising department, follow-up management through management of target goals, consistency in tasks along with communication between all team members. The biggest problems were perceived to be overload of work due to accumulation of proposed projects in addition to lack of awareness pertaining to follow-up management. CQI is beneficial for all staff for the improvement of the mind and business administration and thus it is believed to be desirable. To carry out follow-up management effectively, leadership, analysis and application of information, follow-up management and planning, as well as quality management are perceived to be essential, on the other hand, the results showed a significant difference. To prevent CQI activities from becoming just an activity, the basic system should be reconstructed and augmented based on the problems derived from the results of this study. Moreover, we hope this study will be used as reference material that would encourage the administration of follow-up management after CQI activities in most hospitals. Furthermore, various studies on follow-up management should be conducted for CQI activities in the future.

• Journal of Yeungnam Medical Science
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• v.39 no.1
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• pp.67-71
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• 2022

This report describes a case of coinfection of Sphingomonas paucimobilis meningitis and Listeria monocytogenes bacteremia in a 66-year-old immunocompetent female patient. The patient had undergone traditional procedures, including acupuncture, which possibly caused the coinfection. During treatment with susceptible antibiotics for bacterial meningitis, she developed hydrocephalus on the third day. Consequently, the patient recovered with a mild neurological deficit of grade 4 motor assessment in both upper and lower extremities at discharge. S. paucimobilis and L. monocytogenes are rare pathogens in developed countries, occurring only during environmental outbreaks. S. paucimobilis meningitis is rarely reported. Hence, the various presentations of S. paucimobilis meningitis and the antibiotic regimen for its treatment are hereby reported, in addition to a review of other similar reported cases. This case is a possible traditional procedure-related infection. Appropriate oversight and training should be emphasized regarding preventive measures of this kind of infection. A team approach with neurologists and neurosurgeons is imperative in treating patients with hydrocephalus-complicated meningitis.

• Perspectives in Nursing Science
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• v.6 no.1
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• pp.21-37
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• 2009

The purpose of this GWP project was two-fold:(1) to launch an organizational culture improvement for great workplace (2) to improve the perception of nursing personnel on communication and team work in a surgical nursing department of a teaching hospital in Seoul. Using one group pretest-posttest design, nursing personnel's perception on organizational culture related to communication and team work was evaluated. A 10-item, 5-point scale (1.5) survey was administered to 209 nursing personnel in January 2009 and again to 191 nursing personnel in October 2009. From January 2009, AMANNA team has taken activities focused on trust, pride, and fun. AMANNA is an abbreviation of Korean language, which means wonderful meeting and sharing in English. Monthly activities are as follows: choral concerts by nurse managers, welcome and farewell events, praising members for their services, explaining current circumstances, etc. Special activities are as follows: a New Year's greeting party, a spring picnic, beauty classes, a lecture on drug administration, cultural lectures using videos, and presentations of academic posters and another activity. The reliability of measurement was Cronbach's ${\alpha}$: 0.917(pretest), 0.954(posttest). Most nursing personnel's perception on organizational culture was improved (pretest mean=3.50 and posttest mean=3.78, p<.001). "A sense of belonging" showed the greatest improvement among the 10 items(3.18 vs. 3.56, p<.001). "Trust each other" showed the highest score (mean=3.98) in posttest. Frequency of participation and satisfaction showed a significant relationship(r=0.179, p=.021). We believe that this project has made a contribution towards a positive organizational culture. The keys to this initiative's preliminary success have been the leadership support and flexibility in implementing the interventions tailored to the hospital.

• Journal of the Korea Convergence Society
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• v.12 no.4
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• pp.369-375
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• 2021

The study explores the kinds of emotions freshmen in South Korea universities experience. Specifically, the study examines their emotional experiences on level-differentiated classes, team-teaching by native speakers and Korean professors, and communicative activities. 327 freshmen participated in the survey based on 'Academic Emotions Questionnaire (AEQ)' and the statistical results are as follows: Firstly, research showed that the participants in advanced classes feel higher negative emotions such as 'worries' and 'boredom' than those of beginner and intermediated classes (P < .05). Secondly, participants feel higher level of 'fun', 'satisfaction' and lower level for 'boredom' in the native speaker classes than those of Korean professors (P < .001). Thirdly, participants feel games are the most 'fun' and 'satisfying', while presentations are viewed as the most 'worrying' and 'boring' among the communicative activities (P < .001). Finally, the pedagogical implications and suggestions are discussed.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.73-86
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• 2019

The purpose of this study is to investigate the characteristics of problem solving strategies that gifted students use in science inquiry problem. The subjects of the study are the notes and presentation materials that the 15 team of elementary and junior high school students have solved the problem. They are a team consisting of 27 elementary gifted and 29 middle gifted children who voluntarily selected topics related to dimple among the various inquiry themes. The analysis data are the observations of the subjects' inquiry process, the notes recorded in the inquiry process, and the results of the presentations. In this process, the knowledge related to dimple is classified into the declarative knowledge level and the process knowledge level, and the strategies used by the gifted students are divided into general strategy and supplementary strategy. The results of this study are as follows. First, as a result of categorizing gifted students into knowledge level, six types of AA, AB, BA, BB, BC, and CB were found among the 9 types of knowledge level. Therefore, gifted students did not have a high declarative knowledge level (AC type) or very low level of procedural knowledge level (CA type). Second, the general strategy that gifted students used to solve the dimple problem was using deductive reasoning, inductive reasoning, finding the rule, solving the problem in reverse, building similar problems, and guessing & reviewing strategies. The supplementary strategies used to solve the dimple problem was finding clues, recording important information, using tables and graphs, making tools, using pictures, and thinking experiment strategies. Third, the higher the knowledge level of gifted students, the more common type of strategies they use. In the case of supplementary strategy, it was not related to each type according to knowledge level. Knowledge-based learning related to problem situations can be helpful in understanding, interpreting, and representing problems. In a new problem situation, more problem solving strategies can be used to solve problems in various ways.