• Journal of Korean Society of Disaster and Security
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• v.16 no.4
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• pp.101-108
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• 2023

This study conducted an empirical analysis based on the results of a survey conducted to determine the level of awareness of disaster safety management work of public officials working in disaster-related departments in 22 cities and counties in Jeollanam-do. Men were found to have more positive perceptions of individual competencies and organizational environments according to gender, and women were found to have more positive perceptions of disaster education than men. It was found that men and women had the same positive perception of departmental competency. Respondents to individual competency, organizational environment, departmental competency, and disaster education according to individual characteristic factors generally had positive perceptions.

• The Journal of Korean Physical Therapy
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• v.36 no.1
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• pp.45-51
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• 2024

Purpose: Since core competence-based training is in demand, this study aimed to develop a suitable talent model and major competencies for the Department of Physical Therapy at U University and use it to propose appropriate educational subjects. Methods: This case study was conducted at U university in Gyeongju-si, Gyeongsangbuk-do. To study curricula based on major competence, related documents were analyzed, expert opinions were obtained, and a consumer survey was conducted. Results: U University assigns major competencies for each department, develops subjects accordingly, maps them, and constructs a competency matrix. The four major competencies of physical therapy were defined as musculoskeletal system, nervous system, cardiorespiratory system and sports injury, and physical management abilities. In order to realize these major competencies, U University added subjects to its curriculum. Conclusion: The results of internal and external environmental analysis should be more actively considered to enable changes in subjects at the departmental level. In addition, the setting of major competencies should be subjected to more detailed, specific reviews to maintain the basic principles of major curricula.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.159-165
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• 2018

This study was conducted to investigate the convergence effects of key vocational competency on career decision making in dental hygiene students. To this end, 196 students with an experience of clinical field training, who were enrolled in the department of dental hygiene in universities of Busan and Ulsan area. The collected data were analyzed by frequency analysis, correlation analysis and linear regression analysis using SPSS 24.0 program. The subjects' awareness level of key vocational competency was 3.38 points, while that of career decision making was 3.30 points. Among the sub-factors of key vocational competency, the awareness level of professional ethics was 3.46 points, which was the highest. As factors of key vocational competency affecting career decision making, interpersonal skills(p<0.01), skills for understanding groups(p<0.01), resource management skills(p<0.01), self-development skills(p<0.05), problem-solving skills(p<0.05), and mathematical skills(p<0.05) were found to be significant. It is necessary to make student individual, departmental, and university level convergence efforts and to develop curriculum so that dental hygiene education can help students equip with the key vocational competency as well as major competency.

• Journal of Korean Biological Nursing Science
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• v.22 no.3
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• pp.213-221
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• 2020

Purpose: The purpose of this study was to explore the role performance and related factors of clinical research nurses (CRN) in the process of clinical trials of new drug development. Methods: Study participants were CRN whose affiliation was in non-capital areas and who had been working longer than three months at the time of the data collection. The data collection was conducted with a semi-structured questionnaire development by Hwang & Go, 2011 comprising 16 items of participants' characteristics and 60 items of role performance via in-person and online. Additionally, opinions which would be necessary to establish the CRN role were questioned for the future. A total of 141 questionnaires of 151 questionnaires responses were analyzed using descriptive statistics, t-test, and ANOVA for data analysis as appropriate. Results: The level of overall role performance was above average (5.61±0.90) with the highest in subject care (6.04 ± 0.96) and management and the lowest in self-development (4.39 ± 1.52). The only factor affecting overall role performance was employment status and the only sub-category affected by factors of employment status, and some general characteristics was self-development. Conclusion: From study results, it can be concluded that the CRN seem to perform their proper role. Nonetheless, self-development should be considered as critical aspect for better CRN competency, which is an important aspect toward improving the CRN role performance. Additionally, efforts to improve the level of role performance must be established through stable employment and concrete departmental placement as suggested in this study.

• Journal of Fisheries and Marine Sciences Education
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• v.18 no.3
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• pp.364-373
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• 2006

Each roles of school community members as principals, assistant principals, head teachers, teachers, parents of pupils, and persons of regional society by questionnaire method. The opinions of 805 subjects of school members in Pusan city by stratified random sampling are analyzed. The results of analysis are as follows : The major roles of principals in school community are considered as (1) converging various schools members' opinions and reflecting them to school management (2) setting manifest educational goals of school and projecting visions of school development in the future (3) managing efficient, rational school. The major roles of assistant principals in school community are defined as (1) mediating and co-ordinating relation between principal and teachers (2) combing and harmonizing school members (3) dividing and co-ordinating school members' roles. The major roles of head teachers are defined as (1) driving departmental services and acting teaches' professional competency (2) mediating relation between school managers and teachers (3) converging teachers' opinions, delivering and reflecting them to the school managers. The major roles of teachers are defined as (1) supporting pupils' growth (2) completing teaching-learning activities (3) devoting pupul discipline. The major roles of pupils in school community are (1) believing schooling and teachers (2) self-initiative, positive learning activities (3) comprehending, caring, co-operating others. major roles of parents of pupils in school community are (1) believing schooling and teachers (2) The participating schooling (3) supporting schooling. The major roles of persons of regional community in school community are defined as (1) concerning and believing schooling (2) supporting and co-operating schooling (3) comprehending and loving schooling.

• Korean Medical Education Review
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• v.11 no.2
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• pp.15-24
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• 2009

Medical Students' competencies depend on the medical school curriculum. Basic medical education, in particular, is an important starting point for further medical competency development. We aimed to identify the most important areas of reform in the basic medical education curriculum of Yonsei Medical School. To accomplish this, we sought case studies of different medical schools and discussion points for quality improvement methods. A qualitative comparison method saturated through the systematic discussions on the emerging thematic approaches to determine the current directions in medical school curriculum reform. The discussions, which involved 7 experts, spanned 8 months and were based on a literature review, with focus on the 7 selected case studies. From the discussions, we concluded that in order to improve basic medical education curriculum, the following measures need to be carried out. First, an outcome-based curriculum is to be designed. The expected outcome is to be deliberately and succinctly defined and should be expressed as teaching and learning objectives. Second, the core subjects and elective subjects are to be classified on the basis of the aim, content, and passage level of the subjects. Hence, the core curriculum must be treated as a standard part of medical knowledge, and the elective curriculum must be richer and more in-depth. Third, universities should institutionalize regular evaluation of their departments. Appropriate and just evaluations should be made, and feedback given to the school's administrative department. Fourth, the departmental and administrative management of the basic medical education curriculum should be harmonized with each other. Finally, teaching and learning resources are to be increased and diversified and made available to professors and students for basic medical education.