• Korean Medical Education Review
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• v.22 no.1
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• pp.28-31
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• 2020

For the past 20 years, the medical education accreditation program of Korean Institute of Medical Education and Evaluation (KIMEE) has contributed greatly to the standardization and improvement of the quality of basic medical education in Korea. Now, it contributes to establishing and promoting the future of medical education. Since its inception in 2019, Accreditation Standard of KIMEE 2019 (ASK2019) aims to achieve world-class medical education through the application of learner-centered curriculum using a continuum framework for the three phases of formal medical education: basic medical education, post-graduate medical education, and continuing professional development. ASK2019 also promotes medical education which meets community needs and employs systematic assessments throughout the education process. These are important changes that can be used to gauge the future of the medical education accreditation system. Furthermore, internationalization, interprofessional education, health systems science, and on-going, permanent self-assessment systems in every medical school are emerging as important topics for the future of medical education. It's time for the medical education accreditation system in Korea to observe and adopt new trends in global medical education.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.102-114
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• 2009

This study investigates the performance of accreditation programs for engineering education in Korea using questionnaire. The survey includes workers who graduated the accreditation programs, supervisors of the workplace of the graduates, and professors or related persons of the universities. Overall the results shows that related three groups of individuals evaluates the program positively. The accreditation programs have positive effect on the labor market entrance and performances in the workplace estimated by earnings. Compared with major courses, courses of liberal arts and social science needs revision to have more positive response from graduates and employers. Also the program has to give more attention to strengthen the competencies related to professionals and ethics related with job, and adjustment in the work environment.

• Journal of Engineering Education Research
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• v.8 no.4
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• pp.20-30
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• 2005

The purpose of this study is the development of SPMP(Student Portfolio Management Program) to aid performance of student program outcomes related to program educational objectives. SPMP is developed to manage accreditation conditions, student materials, academic results through system database and to provide synthetic data for engineering education through statistical process. There are three functions to construct SPMP. First, the function of student information management is organized on various input data related to academic program, resume, etc. Second, the function of accreditation condition management is identified by the evaluation of program outcomes, subject grades, etc. Third, the function of course work data management is made by the operation of the academic reports and productions. The result of this study is expected to effectively provide constructive directions for continuous management in accreditation of engineering education and to support student portfolio for submission in required application.

• Health Policy and Management
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• v.25 no.3
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• pp.229-239
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• 2015

Background: The hospital accreditation program in Korea has been conducted since 2011 in order to improve patient safety and healthcare service quality. This study was conducted to find factors associated with satisfaction as surveyor and reliability of surveyors in hospital accreditation program. Methods: This study was performed targeting 217 responded to the survey among 412 surveyors who had participated in the accreditation survey for acute care hospitals from December 2010 to February 2014. Results: The average number of survey per surveyor is 2.35. We divided surveyors into those who participated in the survey more than 3 times and less than 3 times in order to judge the professionalism of surveyors according to the number of survey participation. Those factors that have an influence on the satisfaction as surveyors include: activity period as surveyor, role in the survey team, experience of survey in other fields, experience as consultant and the useful education and proper composition of survey team (p<0.05). Those factors that have an influence on the reliability for fellow surveyors include: number of beds of hospitals they belong, experience of survey in other fields, useful education, proper composition of survey team and difficulty in leadership interview (p<0.05). Conclusion: It is important to provide useful education and proper composition of survey team to increase the satisfaction as surveyors and the reliability for fellow surveyors.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.113-123
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• 2017

The purpose of this study is to investigate engineering students' attitude toward convergence and relevance with engineering education accreditation, gender, and academic year and attitude toward convergence. To be specific, fist, we examined whether the instrument for measuring attitudes toward convergence were reliable and valid for engineering students. Second, we compared levels of attitudes toward convergence in terms of engineering education accreditation, gender and academic year. Third, latent classes, which were distinguished in terms of attitudes toward convergence, were identified. Participants were 2076 engineering students. By using factor analysis and Rasch analysis, validity and reliability of instrument measuring attitudes toward convergence were confirmed. The differences in attitude toward convergence in terms of engineering education accreditation experience, gender, and academic year were examined by independent t-test and ANOVA. There were significant differences in attitude towards convergence in terms of engineering education accreditation, gender, and academic year. Students who experience engineering education accreditation program and male and high academic year have higher levels of attitude toward convergence than others. Lastly latent class analysis (LCA) was conducted to identify subgroups underlying engineering students in terms of attitude toward convergence and five latent classes were identified. In addition, the chi-square results showed that there were significant relationships between identified latent classes and engineering education accreditation, gender, and academic year. Based on these results, engineering education considering students' characteristics and diversity in attitude toward convergence were discussed.

• Journal of Engineering Education Research
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• v.20 no.1
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• pp.28-44
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• 2017

This paper deals with analyzing accreditation findings and the causes for the Weakness in the review by the EAC(Engineering Accreditation Committee) of ABEEK in 2015. As results of accreditation review by the EAC and CAC of ABEEK, Weakness findings were 697 cases which made up 56.94% of total findings. Deficiency and Weakness are considered to have been resolved only when the correction or revision has been implemented. The criterion which has the most Weakness findings in the 2015 accreditation review was the criterion 3 Curriculum. By the way the variety and quantity of the Weakness findings are so huge that the analysis of the causes for Weakness findings is focused on the Criterion 3 Curriculum. The findings on program accreditation are made on the basis of the Accreditation Actions Guide. Accordingly in view of formal logic in the accreditation review, the accreditation findings should comply with the Accreditation Actions Guide consistently. In this respect, the Weakness findings in the accreditation review can not be justified. On the other hand changeover in the accreditation policy of the ABEEK may be necessary. If the quality of the engineering education is improved continuously through the accreditation review, accreditation fulfills its purpose.

• Korean Journal of Child Studies
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• v.21 no.4
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• pp.177-196
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• 2000

A large sample (1090) of randomly selected early childhood education professionals and government officials rated each of the 133 standards of "A Model for Institutional Accreditation for Early Childhood Education and Care"(Yang, 1999) on a scale of 1 (least important) to 5 (most important). Findings were that all kindergartens and child care centers should be evaluated for accreditation every 3 years with 3-6 months for self-study and on-site validation visits by representatives of the appropritates agencies for 1-2 days. Evaluation results are should be used by institution personnel as a guide to self-supervision, by government officials as a funding standard and by parents as criteria of program quality. Essential accreditation standards included: facilities and equipment; curriculum; nutrition, health and safety; administration and management; and support systems. Safety and teacher-child interactions were most highly rated while parent involvement was not highly rated.

• Journal of Engineering Education Research
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• v.14 no.2
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• pp.13-20
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• 2011

This study aimed to seek the ways of improving program outcomes assessment systems for engineering education accreditation of South Korea through performing comparative analysis on those of the United States. Case-study research method was implemented to achieve the research goal. Five university programs, which have been well recognized as good practices in engineering education accreditation in the United States, were selected and analyzed. In addition, those of three universities in South Korea were chosen for comparative analysis, which were reformed by university affiliated Engineering Education Innovative Centers. The analysis results indicated that there were differences in each program's program outcomes, assessment level of program outcomes, evaluation methods on program outcomes achievement, and analysis and improvement records. It was drawn up that the evaluation methods on program outcomes achievement should be paid full attention. For better program outcomes assessment system, however, the followings are in more attention. Firstly, to establish program outcomes reflecting program goal. Secondly, to set up the detailed plans for analysis and quality improvement on program outcomes. Thirdly, to keep continuing efforts on curriculum update.

• Journal of Engineering Education Research
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• v.18 no.3
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• pp.33-38
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• 2015

Engineering education accreditation, such as by ABEEK in Korea or ABET in USA, centers around outcomes-based education (OBE). Outcomes are the abilities or competencies which students are expected to achieve by the time of graduation. Engineering programs must design the curriculum, educate their students, and assess the performance of them in accordance with the program outcomes. Consequently, sound understanding of the program outcomes is crucial to the successful implementation of OBE. Most of the 12 outcomes of ABEEK KEC2005 criteria came from ABET criteria written in English. It means that, apart from sound understanding of the outcomes, we need to care about the correct translation of the ABET outcomes from English to Korean. The translation of them as in KEC2005, however, leaves something to be desired. This paper tries to present the correct translation of some program outcomes as well as sound understanding of a few outcomes difficult to define.

• Korean Journal of Clinical Laboratory Science
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• v.41 no.3
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• pp.93-104
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• 2009

This short review was aimed to provide the information for the people who are interested in genetic counselor education and certification system in Korea. A large part of this study is indebted to HJ Kim's articles on the genetic counselor system, the global standards of genetic counseling curriculums, training program accreditation (TPA), and a certification process for genetic counselors (CPGC) in the US and Japan. The US and Japanese educational systems showed a high degree of similarities in curriculum, accreditation, and certification programs. Based upon this review, we hereby propose that the Korean Society for Medical Genetics should take a key role in providing the TPA and CPGC for non-MD genetic counselors. Requirement for the entrance to a Master's degree genetic counseling program should be open to successful four year undergraduate students for all areas, provided the candidates demonstrate the abilities to master the graduate level study in human genetics, statistics, psychology, and other required subjects. Besides accredited program graduates, eligibility for certification should also include the qualified candidates of genetic counseling with no formally approved education, but with a sufficient amount of clinical experience.