• Journal of Preventive Medicine and Public Health
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• v.39 no.4
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• pp.293-301
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• 2006

The preventive medicine learning objectives, first developed in 1977 and subsequently supplemented, underwent necessary revision of the contents for the fourth time to create the fifth revision. However, the required educational contents of health promotion and disease prevention have been changed by the new trends of medical education such as PBL and integrated curriculum, the rapid change of the health and medical environment and the globalization of medicine. The Korean Society of Preventive Medicine formed a task force, led by the Undergraduate Education Committee in 2003, which surveyed all the medical colleges to describe the state of preventive medicine education in Korea, analyzed the changing education demand according to the change of health environment and quantitatively measured the validity and usefulness of each learning objective in the previous curriculum. Based on these data, some temporary objectives were formed and promulgated to all the medical schools. After multiple revisions, an almost completely new series of learning objectives for preventive medicine was created. The objectives comprised 4 classifications and 1 supplement: 1) health and disease, 2) epidemiology and its application, 3) environment and health, 4) patient-doctor-society, and supplementary clinical occupational health. The total number of learning objectives, contained within 13 sub-classifications, was 221 (including 35 of supplementary clinical occupational health). Future studies of the learning process and ongoing development of teaching materials according to the new learning objectives should be undertaken with persistence in order to ensure the progress of preventive medicine education.

• Journal of Korean Clinical Health Science
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• v.11 no.1
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• pp.1607-1615
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• 2023

purpose: In addition to evaluating the quality of sleep of college students, the effect on non-face-to-face online learning satisfaction is identified and used as basic data for improving the quality of remote lectures. Methods: From June 1 to June 24, 2022, a self-entry survey was conducted on students enrolled in the dental hygiene department of D University in Daegu. To evaluate the non-face-to-face online learning satisfaction and sleep quality of the study subjects using the lBM SPSS Statistics 21 program, ANOVA analysis was conducted on the difference between individual stress levels and non-face-to-face online learning satisfaction. The correlation between sleep quality, stress, and non-face-to-face online learning satisfaction was analyzed using Pearson's correlation coefficient. Results: The lower the quality of sleep, the higher the stress, resulting in statistically significant results (p<0.001). The higher the quality of sleep, the higher the learning satisfaction, resulting in statistically significant results (p<0.001). There was a statistically significant positive correlation between learning satisfaction and stress (r=0.591, p<0.01). Conciussions: Through the above results, in order to improve the satisfaction of non-face-to-face online learning, it is necessary to manage the individual's learning environment and health to relieve stress. Instructors also need to communicate with learners and apply teaching methods considering learners' academic abilities.

• Korean Medical Education Review
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• v.17 no.1
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• pp.5-9
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• 2015

A teaching hospital is a place where both patient care and learning occur together. To identify the role of the teaching hospital in an effective clerkship, we first determined the features of workplace learning and the factors that affect learning in the workplace, and then we proposed a role for the teaching hospital in the clinical clerkship. Features of learning in a clerkship include learning in context, and learning from patients, supervising doctors, others in the team, and colleagues. During the clerkship, medical students learn in three-way learner-patient-teacher relationships, and students' participation in the tasks of patient care is crucial for learning. Factors that influence learning in the workplace are associated with tasks, context, and learner. Tying the three factors together, we proposed a role for the teaching hospital in the three categories: involvement in the tasks of patient care, engagement in the medical team, and engagement in the learning environment and system. Supervising doctors and team members in a teaching hospital support students' deep participation in patient care, while improving the learning environment through organizational guidelines and systems. Gathering both qualitative and quantitative data for the evaluation of a teaching hospital is important.

• Korean Journal of Clinical Pharmacy
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• v.23 no.3
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• pp.278-283
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• 2013

Background: Problem-based learning (PBL) has introduced as an important part of pharmacy education in Korea as it is effective method to help students gain and apply knowledge with development of problem-solving, critical-thinking, and decision-making skills. In order to provide the effective PBL, a number of trained facilitators and suitable PBL rooms are required. However, these become a barrier in Korea as most pharmacy schools have one or two faculty members who majored in clinical pharmacy. Objective: This study was performed to implement and evaluate a modified PBL in gastrointestinal (GI) pharmacotherapy class facilitated by one instructor. Methods: A general information of traditional PBL for 6 hours through 3 days is introduced before initiating GI pharmacotherapy class. After 3 hour-GI pharmacotherapy classes for 6 weeks, modified PBL was implemented with one instructor to facilitate PBL for four small groups with 19 pharmacy students simultaneously. Modified PBL was incorporated with weekly mini-case discussion and presentation. Results: Students completed 15-question survey to evaluate modified PBL course, student performance, group performance, and facilitator performance. Eighty-four percent of students answered modified PBL was helpful to understand what they have learned. Mean score in group performance was higher than that of individual performance during modified PBL course. Overall, students reported modified PBL was useful in knowledge building. Conclusion: Modified PBL model without individual group facilitators in one classroom helped students to achieve self-directed, independent learning skills in an interactive and engaging environment.

• Journal of Korean society of Dental Hygiene
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• v.13 no.5
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• pp.777-786
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• 2013

Objectives : The purpose of the is to investigate the teaching effectiveness of clinical practice instructors and the satisfaction level of dental hygiene majoring students in clinical practice training. Methods : Subjects were second and third grade 480 dental hygiene majoring students in Seoul and Gangwondo. Except 48 incomplete answers, 438 data were analyzed. Questionnaire consisted of general characteristics, teaching of clinical practice instructors, educational content, organization al skills, leadership, learning environment, evaluation skills and clinical practice satisfaction level. Results : 1. A strong positive correlation (r = 0.832) was found between teaching effectiveness and clinical practice satisfaction. A positive correlation more than 0.50 was found between the clinical practice satisfaction, encouragement and support for teaching effectiveness, educational contents, and leadership. 2. There were significant correlations between the encouragement and support (B = 0.209), educational content (B = 0.199), leadership ability (B = 0.257) and ability to create an environment (B = 0.084), evaluation ability (B = 0.083). Conclusions : Teaching effectiveness of the clinical practice instructors had influences on the clinical practice satisfaction. It is necessary to connect clinical practice instructions with satisfaction towards clinical practice to the students.

• Korean Journal of Clinical Pharmacy
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• v.26 no.4
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• pp.283-290
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• 2016

Experiential education is a core curriculum of 6-year pharmacy education. Practicing pharmacists lie at the heart of experiential education serving as preceptors for undergraduate pharmacy students during experiential education. Preceptors are, however, confronted with a challenge of caring for patients and teaching students at the same time in a time-constrained environment. To improve the effectiveness and outcomes of experiential education, practicing pharmacists are required to demonstrate educational competence. Even small teaching moments can provide students with valuable learning opportunities that they could not have from on their own. Thus, it is vital to provide education and training for preceptors to advance their teaching skills. This article will describe practical and effective teaching skills that preceptors could adopt in the experiential education for pharmacy students. It is important that preceptors should use different teaching skills for different learners, according to their level of experience and knowledge, learning styles and needs, as well as the type of the practice. Therefore, possessing diverse teaching skills provides flexibility to adapt teaching to each student's learning levels and needs, and to the charateristics of the practice environment. Preceptors' level of confidence and comfort in using teaching skills can be enhanced through continuous practice and training, which consequently leads to the improved effectiveness of experiential education and student's satisfaction with the education.

• The Korean Journal of Health Service Management
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• v.8 no.4
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• pp.149-161
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• 2014

The purpose of this study was to identify the association of factors related to clinical practice training for clinical competence among nursing students, and to analyze those factors influencing clinical competence, providing recommendations for improving their clinical competence and clinical learning environment. This descriptive correlative study completed organized questionnaires from 557 nursing students. The data was analyzed by SPSS 19.0. The most important factor affecting the clinical competence among nursing students was teaching effectiveness (${\beta}=.22$). followed by critical thinking (${\beta}=.19$). and the professional self-concept (${\beta}=.19$). The explained variable for clinical competence was 45.2% in nursing students. Thus, the development of an effective clinical internship program is important for strengthening nursing students' clinical competence. We suggest that the capability of nursing students should be strengthened and effective clinical internship programs should be developed to improve the clinical competence of nursing students.

• Journal of the Korea Convergence Society
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• v.10 no.11
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• pp.523-532
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• 2019

Metacognition is a core element for nurses' clinical competency as a result of the learner's development and evaluate goals and plans for problem solving. The study aimed to analyze factors related to metacognition among undergraduate nursing students. The 205 nursing students participated from August 15 to October 19, 2017 to measure metacognition, self-directed learning, grit, learning environment and learning style. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression with the SPSS/Win 22.0 program. Metacognition represented a positive correlation with self-directed learning, grit, learning environment. The self-directed learning and grit were significant factors on undergraduate nursing students' metacognition. As a result of this study, it is necessary to develop curriculum that can improve metacognition level by increasing self-directed learning ability and grit of undergraduate nursing student.

• Korean Medical Education Review
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• v.18 no.3
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• pp.132-144
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• 2016

The aim of this study is to provide the background of developing guides to clinical performance and basic clinical skills and to introduce how to teach and learn using the guide. The students' performance problems presented in an objective clinical skills examination were disease-centered tertiary hospital clinical care, incomplete performance, doing by rote, and an exam-oriented learning attitude. The problems were caused by a tertiary hospital-based educational environment as well as schools and faculty who are unfamiliar with the concept of patient-centered care. The purpose of the guide to clinical performance and basic clinical skills is to overcome these problems and address the causes. The guides show a clinical presentation approach to primary care; clinical care integrated with knowledge, skills, and attitude; a schematic approach; and a patient-centered attitude. To achieve these goals, a strategy to change the educational culture is important. Curricular reform, faculty development, and improving educational facilities and environments are suggested.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.547-557
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• 2022

Online learning at a medical school was evaluated and improved based on the results of the evaluation and the principles of online learning environments design. The purpose of this study was to compare the results of online learning satisfaction between semesters from medical students and professors. To evaluate online learning, satisfaction surveys for an online learning platform, student participation, learning methods, learning contents, student assessments, and learning supports were developed and distributed to research participants. 223 students and 37 professors participated for the 1st semester, and 218 students and 49 professors participated for the 2nd semester, and paired t-tests were used for the analysis. Student satisfaction for the online learning platform, learning methods, learning contents, and learning supports were positively changed. However, the differences in the satisfaction for the student participation and student assessments were not statistically significant. In particular, students' satisfaction in basic medical sciences and clinical medicine periods decreased, whereas students' satisfaction in preclinical medicine and clinical clerkship periods increased. Based on the results, this study will contribute to the improvement of online learning at medical schools.