• Journal of Chest Surgery
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• v.49 no.3
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• pp.165-170
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• 2016

Background: In elderly high-risk surgical patients, sutureless aortic valve replacement (AVR) should be an alternative to standard AVR. The potential advantages of sutureless aortic prostheses include reducing cross-clamping and cardiopulmonary bypass (CPB) time and facilitating minimally invasive surgery and complex cardiac interventions, while maintaining satisfactory hemodynamic outcomes and low rates of paravalvular leakage. The current study reports our single-center experience regarding the early outcomes of sutureless aortic valve implantation. Methods: Between October 2012 and June 2015, 65 patients scheduled for surgical valve replacement with symptomatic aortic valve disease and New York Heart Association function of class II or higher were included to this study. Perceval S (Sorin Biomedica Cardio Srl, Sallugia, Italy) and Edwards Intuity (Edwards Lifesciences, Irvine, CA, USA) valves were used. Results: The mean age of the patients was $71.15{\pm}8.60years$. Forty-four patients (67.7%) were female. The average preoperative left ventricular ejection fraction was $56.9{\pm}9.93$. The CPB time was $96.51{\pm}41.27minutes$ and the cross-clamping time was $60.85{\pm}27.08minutes$. The intubation time was $8.95{\pm}4.19hours$, and the intensive care unit and hospital stays were $2.89{\pm}1.42days$ and $7.86{\pm}1.42days$, respectively. The mean quantity of drainage from chest tubes was $407.69{\pm}149.28mL$. The hospital mortality rate was 3.1%. A total of five patients (7.69%) died during follow-up. The mean follow-up time was $687.24{\pm}24.76days$. The one-year survival rate was over 90%. Conclusion: In the last few years, several models of valvular sutureless bioprostheses have been developed. The present study evaluating the single-center early outcomes of sutureless aortic valve implantation presents the results of an innovative surgical technique, finding that it resulted in appropriate hemodynamic conditions with acceptable ischemic time.

• Journal of Engineering Education Research
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• v.5 no.1
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• pp.34-49
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• 2002

The School of Electrical Engineering and School of Civil, Urban, and Geosystem Engineering of Seoul National University (SNU) have conducted alumni surveys to evaluate the importance and preparedness of the engineering outcomes that are demanded in the industry and to feedback the survey results to the establishment of educational objectives and student capability and the revision of curricula. In this paper, first we analyzed the collected data to see the distributions of the respondents in terms of graduation year, profession, final degree, and so on. Second we evaluated the importance and preparedness of the engineering outcomes and compared them with those obtained at the Department of Mechanical and Aerospace Engineering of UCLA. The above-mentioned three groups gave very similar evaluation of the importance of each item of engineering outcomes, showing that the industry-demanding engineering outcomes are very similar regardless of country or major. Investigating the difference between the importance and preparedness, SNU showed relatively low preparedness compared to UCLA, meaning that SNU is somewhat behind UCLA in engineering education. On the other hand, all the three groups showed considerably poor preparedness in the abilities to function on multi-disciplinary teams and to communicate effectively, indicating that is needed education to strengthen these abilities.

• Journal of Engineering Education Research
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• v.12 no.1
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• pp.64-72
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• 2009

The objective of the current study is to establish the CQI procedure of leadership outcome education, which is emphasized in engineering education accreditation. Leadership includes many program outcomes, especially soft skills, such as communication skill, team work skill, and etc. This paper studied leadership education program in Yeungnam University. In particular, this research was conducted by using focus group interviews with experts and working level staffs of relevant organizations for the analysis of Yeungnam University curriculum and non-curriculum courses related to leadership education and for the preparation of leadership education CQI method. In addition, we conducted leadership competence diagnosis, leadership education demand survey and satisfaction level survey on the leadership camp participants. Interviews with experts, lecturers and focus group of Dale Carnegie Research Institute Daegu branch that administered the progress of leadership camp were conducted along with analysis of education contents through non-participation observation method during camp period and participant students interviews. The conclusions are summed up as follows: To educate global leaders in true meaning, first, psychological level competence strengthening method and study completing ability improvement method should be considered simultaneously. In particular, for non-capital region universities, emphasis should be given to education for self-confidence and vision establishment. Second, leadership education methods of mid/long term and systematic curricular and extra-curricular type should be pursued. For instance, with the use of engineering design subject completing system, leadership education can be consolidated to engineering subject courses with engineering design projects or the system of mentor-pupil among earlier leadership camp participants and later participants may be utilized. Third, it is determined necessary to pursue and realize practical methods of conducting various intramural leadership related education activities in mid/long term perspective by organizing leadership education advisory group consisting of major, departments and intramural and extramural relevant organization authorities that focus on leadership education.

• The Journal of the Korean dental association
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• v.54 no.1
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• pp.27-38
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• 2016

Objectives: This study evaluated the outcomes of continuing professional education in implant dentistry using Kirkpatrick's four-level evaluation model. Material and methods: The study was carried out through a questionnaire distributed to dentists who attended a continuing professional education in implant dentistry, 2008~2012. They were asked to fill out questionnaires at least 6 months after its completion. Results: Mean ages of total 23 dentist was $44.8^{\circ}{\ae}8.2$. Mean period after completion of education was $2.7^{\circ}{\ae}1.2$. Knowledge (level 2) (r=0.71, p<0.01) and behavior (level 3) (r=0.68, p<0.01) was positively correlated with topic and methods of education in reaction (level 1). Behavior was positively correlated with knowledge (r=0.79, p<0.01). Result (level 4) was positively correlated with knowledge (r=0.64, p<0.01) and behavior (r=0.86, p<0.01). Conclusion: Reaction affects on knowledge, behavior and result in order.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.37-49
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• 2010

In the present study, we analyzed plans and outcomes on the information society and Information technology in education in the European Union to provide implications for national policy in Korea. For this, we examined a political program of the European Union, called the eEurope initiative, as well as programs of the eLearning Initiative. Particularly, we analyzed European Union e-learning policy and discussed its implications for national convergence in Korea. In addition, we offer four suggestions for Korean policy on the information technology in education after analyzing outcomes, issues, and directions related to the European Union's policy.

• The Journal of the Korea Contents Association
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• v.20 no.10
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• pp.247-258
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• 2020

The purpose of this study is to synthesize and specifically analyze the effects of elementary SW-STEAM Education on learning outcomes by using meta-analysis. 29 papers are selected and total of 60 effect sizes are deduced. Total effect size is a medium effect of .35, which reveals significant effect on the cognitive and affective domains, and 8 moderator variables explain the difference in total effect sizes as well. The results show that SW-STEAM education is effective for elementary students' learning outcomes. Practical implication for design and implementation are addressed.

• Journal of Practical Engineering Education
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• v.11 no.2
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• pp.219-229
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• 2019

The purpose of this study was to examine the effect of on-site training environments and goals on learning outcomes of trainees. For this purpose, the study analyzed survey data collected from 752 students who participated in KOREATECH's Industry Professional Practice (IPP) on-site training program from 2017 to 2018. The following summarizes some important findings from the study results: First, on examining whether the effect of job characteristics on the academic competencies differs according to the characteristics of the group, it was found that the factors that affect the whole group were job content, coaching, and welfare benefits, but the effect of job scope was statistically significant. Second, on examining whether the effect of job characteristics on job competencies differs according to the characteristics of the group, it was found that the factors that affect the whole group were job content, coaching, and job scope, but the effect of welfare was statistically significant. Analyzing by training goals, it was found that the major influencers were job content in the Recruitment-intended group; and job content, coaching and job scope in the Training-intended group. Based on the results, the implications of the study and follow-up studies are suggested.

• Korean Medical Education Review
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• v.15 no.1
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• pp.1-8
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• 2013

Outcome-Based education (OBE) is reviewed from the institutional perspective. The demand for and international trends in OBE are briefly examined and several term related to OBE, especially educational objective and program outcomes (POs), are introduced. It is stressed that systems for continuous quality improvement and quality assurance should be established to ensure the maintenance of the OBE system. Because the criteria for accreditation contain a criterion regarding the quality assurance related to program outcomes, several critical issues are considered regarding the POs themselves and the reduction of the POs. The core value of OBE is not only to provide appropriate education services to students to prepare them with the minimum skills and abilities for advancing their professional service, but also to guarantee the quality of graduates. In addition, the educational program should be continuously improved by employing the evaluation results acquired during the operation of the OBE systems. It is certain that an OBE system is one important aspect of student-centered education.

• Journal of the Korean earth science society
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• v.24 no.2
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• pp.74-81
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• 2003

The Iowa Chautauqua Program has provided effective staff development for over 2,700 K-12 science teachers during the past two decades. This is a review of the features of the program, its instructional staff, and a description of the outcomes as disclosed from evaluative studies conducted by staff, teacher participants, doctoral students, and outside evaluators. Examples of outcomes are included as revealed from the qualitative studies reported in newsletters, published papers, dissertations, annual staff reports, and evidences of success reported to accrediting groups. The Chautauqua stresses student-centeredness, constructivist learning, and the visions of reform featured in the National Science Education Standards.

• Journal of Engineering Education Research
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• v.13 no.1
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• pp.62-69
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• 2010

Program learning outcome is widely used for assessing and improving program quality. There are various methodologies that can measure program quality and improve program learning outcomes. In this paper, we used formative approach in Capstone design course, since it is the most effective in terms of improving program learning outcomes due to the course's intrinsic nature. To integrate a formative approach into Capstone design course, we develop a feedback structure which is a key element in formative approach and define several sub phases that manage feedback structures and their own evaluation criteria. As a result, we observed a noticeable improvement for students performance in capstone design course.