• Journal of Gastric Cancer
• /
• v.6 no.3
• /
• pp.167-172
• /
• 2006

Purpose: The laparoscopy assisted gastrectomy has been increasingly reported as the treatment of choice for early gastric cancer. However, expert surgeons, who have performed a conventional open gastrectomy for a long time, tend to have a negative attitude toward laparoscopic procedures. The aim of this study was to determine the learning curve of a laparoscopy assisted distal gastrectomy (LADG) for a surgeon expert in performing an open gastrectomy and to analyze the factors that have an effect on a LADG. Materials and Methods: Between April 2005 and March 2006, 62 patients underwent a LADG with D1+beta lymph-node dissection. The 62 patients were divided into 10 sequential groups with 6 cases in each group (the last group was 8 cases), and the time required to reach the plateau of the learning curve was determined by examining the average operative times of these 10 groups. Other factors, such as sex, BMI, complications, transfusion requirements, the number of retrieved lymph nodes, and change of postoperative hemoglobin level, were also analyzed. Results: With the $5^{th}$ group (after 30 cases), the operative time reached a plateau (average: 170 min/operation). The differences between before the $30^{th}$ case and after the $31^{st}$ case with respect to changes in the postoperative hemoglobin level, the number of retrieved lymph nodes, the transfusion requirements, and the complications rate were not significant. Conclusion: According to an analysis of the operative time, experience with 30 LADGs in patients with early gastric cancer is the point at which the plateau of the learning curve (7 months) is reached. Abundant experience with a conventional open gastrectomy and a well-organized laparoscopic surgery team are important factors in overcoming the learning curie earlier.

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.21 no.3
• /
• pp.302-310
• /
• 2014

Purpose: The purpose of this study was to compare the effectiveness of training using an intravenous (IV) arm model versus a computer simulator for IV injections. Method: Study was a quasi-experimental study conducted with 106 nursing students. Participants were divided into two groups: the IV Arm Group using a mannequin arm model (control group) and the Computer Simulator Group using the Virtual IV demonstration (experimental group). Theoretical lectures and video presentations on IV injections were given to both groups. Each group went through the training practice using the IV arm or computer simulator. After the completion of training, questionnaires were given to the students to evaluate their learning attitudes and experiences, self-confidence in IV injection, and satisfaction with the training materials. Results: Student satisfaction with the training materials including the reality, usefulness, and educational effects showed notable differences between the two groups with the Computer Simulator group reporting more positive effects that the IV Arm group. However, there was no statistical difference between the two groups in the categories of learning attitude, learning experience, or self-confidence. Conclusion: While there was a differences in strengths and weaknesses of the two methods, both methods should be considered for practice and further study needs to be done on educational effectiveness.

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

• Korean Medical Education Review
• /
• v.16 no.1
• /
• pp.25-31
• /
• 2014

As a preliminary approach to developing a bedside teaching program, this study analyzed the instructional models that have been suggested for bedside teaching. The objects of analysis were four models: the 'Cox model,' which is composed of an experience cycle and an explanation cycle; the 'best teaching practice model' by Janicik and Fletcher; the 'twelve tips to improve bedside teaching' by Ramani; and the SNNAPS model for outpatient education by Wolpaw, Wolpaw, and Papp. This study was conducted in three steps. First, we identified the major components of each model and analyzed their characteristics and limitations. Second, we compared each model in terms of four aspects: the learner, learning interaction, learning context, and organization management. Third, on the basis of prior analysis, the possibilities and potential problems of the models were explored. Based on this review of the existing instructional design models, we proposed an additional four key elements for designing a bedside teaching program: multi-layered learners, various learning environments and contexts, time management by using media, and self-directed design.

• International Journal of Contents
• /
• v.15 no.4
• /
• pp.1-7
• /
• 2019

As the recent developments of artificial intelligence, particularly machine-learning, impact every aspect of society, they are also increasingly influencing creative fields manifested as new artistic tools and inspirational sources. However, as more artists integrate the technology into their creative works, the issues of diversity and fairness are also emerging in the AI-based creative practice. The data dependency of machine-learning algorithms can amplify the social injustice existing in the real world. In this paper, we present an interactive visualization system for raising the awareness of the diversity and fairness issues. Rather than resorting to education, campaign, or laws on those issues, we have developed a web & ML-based interactive data visualization system. By providing the interactive visual experience on the issues in interesting ways as the form of web content which anyone can access from anywhere, we strive to raise the public awareness of the issues and alleviate the important ethical problems. In this paper, we present the process of developing the ML-based interactive visualization system and discuss the results of this project. The proposed approach can be applied to other areas requiring attention to the issues.

• International Journal of Computer Science & Network Security
• /
• v.21 no.11
• /
• pp.97-104
• /
• 2021

The authors provide characteristics of the open educational platforms, classification and quantitative analysis regarding the availability of IT courses, teaching language, thematic directions on the following platforms: Coursera, EdX, Udemy, MIT Open Course Ware, OpenLearn, Intuit, Prometheus, UoPeople, Open Learning Initiative, Open University of Maidan (OUM). The quantitative analysis results are structured and visualized by tables and diagrams. The authors propose to use open educational resources (teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows free use, adaptation, and distribution) for organization of independent work; for organization of distance or correspondence training; for professional development of teachers; for possibility and expediency of author's methods dissemination in the development of their own courses and promoting them on open platforms. Post-project activities are considered in comparing the courses content of one thematic direction, as well as studying the experience of their attending on different platforms.

• SUVANNABHUMI
• /
• v.11 no.1
• /
• pp.7-40
• /
• 2019

The essay reflects on the work of Adrian Lapian (1929-2011), an Indonesian scholar of archipelagic/maritime Southeast Asia and its "sea people-sea pirates-sea kings." The essay suggests that Lapian's writing mirrors navigation at sea, and the constant re-orientation and ever-changing, multiple points of view that are part of it. This is contrasted to Foucault's "panopticism" and academic desire for discipline. Taking cue from Lapian's writing and from the present author's experience of seafaring, the essay envisions Southeast Asian studies as a fluid, precarious, disorienting, even nauseating multiplicity of experiences, dialogues, and moving, unstable, and uncertain points of view; a style of learning that is less (neo)colonial, more humble, and closer to experiences in the region, than super-scholarship that imposes universalizing, panoptic standards, theories and methods (typically self-styled as "new") that reduce the particular into a specimen of the general, a cell in the Panopticon. The essay concludes with reflections on certain learning initiatives/traditions at the National University of Singapore, including seafaring voyages-experiences, encounters, and conversations that make students and scholars alike to move and see differently, to be touched, blown away, rocked, swayed, disoriented, swallowed, transformed, and feel anew their places, roots, bonds, distances, fears, blindness, powerlessness.

• Proceedings of the Korea Contents Association Conference
• /
• 2018.05a
• /
• pp.251-252
• /
• 2018

의미 있는 '하나의 경험'은 성장을 가져온다. 존 듀이는 '하나의 경험'을 하나의 예술작품이 만족스럽게 완결에 이르게 되고, 계속해서 고민하던 어떤 문제에 대한 해결책이 마침내 도출되는 것이라 말한다. 독서를 하거나 책을 쓰는 것 등도 언젠가는 종결에 이르게 되는데, 이러한 경우의 종결은 단순히 중지(cessation)가 아닌 하나의 과정의 결과인 것이다. 이러한 경험은 하나의 통일체(a whole)이며 그것 자체의 개별화된 특질과 자급자족(self-sufficiency)을 갖추고 있다. 바로 이러한 특징을 갖는 경험을 '하나의 경험'이라고 부르는 것이다. 학교 현장의 교육과정에서 '하나의 경험'이 되는 배움이란 교육적인 의미와 가치로서 인정되고 평생 기억에 남는 교육 경험 활동이라 할 수 있다. 학습자 입장의 배움, 자발성에 근거한 들뢰즈의 '배움' 이론이 '하나의 경험'으로 기억되는 의미 있는 가치로의 가능성을 탐구하고자 한다.

• Journal of Korea Multimedia Society
• /
• v.21 no.10
• /
• pp.1182-1194
• /
• 2018

The Dynamic Adaptive Streaming over HTTP(DASH) is envisioned to evolve to meet an increasing demand on providing seamless video streaming services in the near future. The DASH performance heavily depends on the client's adaptive quality selection algorithm that is not included in the standard. The existing conventional algorithms are basically based on a procedural algorithm that is not easy to capture and reflect all variations of dynamic network and traffic conditions in a variety of network environments. To solve this problem, this paper proposes a novel quality selection mechanism based on the Deep Q-Network(DQN) model, the DQN-based DASH Adaptive Bitrate(ABR) mechanism. The proposed mechanism adopts a new reward calculation method based on five major performance metrics to reflect the current conditions of networks and devices in real time. In addition, the size of the consecutive video segment to be downloaded is also considered as a major learning metric to reflect a variety of video encodings. Experimental results show that the proposed mechanism quickly selects a suitable video quality even in high error rate environments, significantly reducing frequency of quality changes compared to the existing algorithm and simultaneously improving average video quality during video playback.

• Journal of Elementary Mathematics Education in Korea
• /
• v.17 no.2
• /
• pp.285-299
• /
• 2013

Problem posing activity of which a learner reinterprets an original problem via a new problem suggested, is a learning method which encourages an active participation and approves self-directed learning ability of the learner. Especially gifted students need to get used to a creative attitude to modify or reinterpret various mathematical materials found in everyday usual lives creatively in steady manner via such empirical experience beyond the question making level of the textbook. This paper verifies the possibility of lesson on question making strategy utilization for creativity development of gifted class, and analyzes various cases of students' trials to modify the rules of a board game called Rummikub in application of their own mathematics after learning What-If-Not strategy.