• Journal of the Korean Society for Library and Information Science
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• v.49 no.2
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• pp.195-213
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• 2015

As the role and functions of public libraries have become more diverse and complex, professionalism of librarianship in public libraries is more emphasized than before. Meanwhile, the importance of humanities has been highlighted and as a result, humanities lectures are diffused along with the social change and advancement; something that most public libraries take into consideration. In that, this study look into the case of the Dongdaemun-Gu Public Digital Library with emphasis on 2013 and 2014 when the library tried to develop professionalism of librarianship in relation to lectures on humanities. And, based upon the analysis on the process of the program and survey results, this study intends to examine the relationship between professionalism of librarianship in public libraries and humanities lectures for public in oder to enhance our understanding on professionalism of librarianship in public libraries.

• Korean Medical Education Review
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• v.12 no.1
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• pp.23-31
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• 2010

Medical humanities has become a third area of medical education following basic and clinical medicine. Also, in the national evaluation of medical schools, medical humanities education is an important factor. However, there are many difficulties in teaching medical humanities in medical schools. First, it is still an unfamiliar education area to medical schools and professors. Second, still, there is no consensus on the definition and contents of this education. Third, it is usually very difficult to find professors who have interest and the ability to teach medical humanities. Fourth, even medical students do not understand why they should study medical humanities and sometimes do not eagerly participate in class. This paper suggests some solutions for these problems. First, medical humanities need to be divided into sections according to how easily the contents can be accepted by existing medical education system and apply these sections in the introduction of this education gradually and in stage. One example of the division can be as follows: Group 1) medical ethics and medical law which can be most easily accepted. Group 2) medical communication skills which can be relatively easily accepted. Group 3) medical history and medical professionalism which is relatively difficult to accept, and Group 4) medical philosophy, medicine and music, medicine and literature, medicine and art, medicine and religion, etc. which is the most difficult to accept. In this paper, four things are suggested. Second, divide the contents into mendatory courses and elective courses. Third, allocate the contents throughout the four years from the first year though the fourth year according to the spiral curriculum model. This paper reports some new ideas and methods for medical humanities education. First, to stimulate students' participation, several methods were applied in a large size lecture and student projects. Second, the emphasis of writing in class and evaluation were discussed. Third, the provision of hands on experience is more emphasized than lectures. Fourth, inviting some doctors who work in non-medical areas such as journalism, pharmaceutical industry, etc is suggested. Trial and error is inevitable in this education, but it is essential in molding a good doctor, so medical professors who are interested or in charge of this medical humanities education need to share their ideas and experiences.

• Korean Medical Education Review
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• v.14 no.1
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• pp.25-36
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• 2012

For decades medical educators have continually emphasized medical professionalism, which is reflective response to the challenges of a rapidly changing medical environment. This study aimed to review the experience of implementing medical professionalism education at Yonsei University College of Medicine (YUCM). YUCM introduced a new curriculum in 2004 designed by Curriculum Development Project 2004 (CDP2004), a project that was launched in 2001. CDP2004 reorganized lectures as organ-based integrated lectures, introduced an introductory course for clinical medicine and medical humanities courses for premedical and medical students. Problem-based learning (PBL), elective courses, and self-study sessions in the afternoon were implemented in order to equip students with a self-directed learning attitude as medical professionals. Professors were asked by the CDP2004 curriculum to spend more time on student education and to adopt new teaching methods. Experiences of the CDP2004 curriculum reveals 1) difficulty of motivating professors to be PBL tutors 2) students' dissatisfaction with the medical humanities course (major critique was that the course was impractical and unrealistic), and 3) students' optimistic understanding about their future role as medical professionals in influencing and helping people in spite of their perception of the general medical environment not as promising. To foster professionalism, the following are necessary in our experiences: 1) faculty development of medical humanities and medical professionalism, 2) establishment of an environment throughout the whole institution to support medical professionalism education and to integrate the concept into praxis, 3) emphasis on the fact that medical professionalism education is not contradictory to biophysical medical education.

• Korean Educational Research Journal
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• v.41 no.2
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• pp.71-98
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• 2020

The university is a top-level educational institution that requires not only the education of undergraduate and graduate students but also the education of ordinary citizens in the community. However, in civil society, university education is mainly focused on lifelong education, and additional measures are needed for universities to implement more education about civil society. Since 2014, the Korea Research Foundation has implemented humanities city support projects, and universities have implemented programs such as humanities lectures, humanities experiences, and humanities week by utilizing local humanities assets. Although these projects are meaningful in that they are carried out through the medium of the area where the university is located, and the scope of participation is wider than that of previous academic projects related to humanities, because they are still carried out by one-off projects, a regional literature center should be established that can continue to conduct the projects even after completion. Furthermore, an efficient network should be established with the institutions in the area in which the university is located.

• Korean Medical Education Review
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• v.17 no.3
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• pp.140-147
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• 2015

Medical education can provide students with an opportunity to encounter marginalized communities and motivate them to become involved with the needs of disadvantaged people. The College of Medicine of The Catholic University of Korea includes a social service program in the medical humanities and social sciences curriculum. The course has lectures on social welfare, human rights, and social service, as well as four days of social service in 'Flower Village,' which is a Catholic social welfare institution. This study analyzes the satisfaction, feedback, and reflection papers of students who completed the social service program and provides an educational model for the medical humanities and social sciences. Students' satisfaction with the program was scored at 4.23 out of 5. A qualitative study of students' reflection papers derived 7 key phrases, among which 'nature and practice of social service,' 'holistic understanding of humans,' 'empathy and communication,' and 'social responsibility' are identified as goals of this program and 'happiness,' 'respect for human life,' and 'compassion' are good indicators of students' compassionate participation. Encounters with marginalized communities within the medical curriculum allows students to serve people with social difficulties and work for the improvement of their living conditions. Students learn to approach social needs with concern and empathy and seek ways to contribute to those communities.

• International journal of advanced smart convergence
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• v.11 no.3
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• pp.142-149
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• 2022

This study aims to develop the education for college students who should perform the social role of the fut ure by conducting trekking activities including the characteristics, history, and culture of Cheonan area and then investigating the sociality and history of 36 college students. Taejosan, Seonggeosan, and Heukseongsan, which are part of the independent ring of Cheonan city, were selected as courses. The training was conducted by six instructors majoring in humanities, history, physical education and medicine. Teachers of humanities and history majors conducted theoretical lectures to raise the historical awareness of Cheonan area related to trekking course. In trekking practice, instructors of physical education and medicine majored in trekking safety education and course progress. Among the social development factors, responsibility, autonomy, and sociality were high. After the education, students recognized that the interest and necessity of history were high in order to understand the present society, thought that they made a lot of development compared to the previous one, and answered that the main development factors of history were the people and that there was a change in perception through this education. This study was composed of the survey after the education, so the psychological characteristics of the individual were not reflected, and it is difficult to generalize it because the number of subjects is small. In the future, more subjects need to be investigated and local residents need to investigate changes in local awareness.

• Journal of the Korea Society of Computer and Information
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• v.23 no.5
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• pp.73-78
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• 2018

Recently, Flipped Learning is attracting attention as a method for qualitative growth of university education. Flipped Learning is a kind of computer based education and consisted of online video lectures and offline student activities. This paper introduces the results of applying Flipped Learning for one semester to Korean linguistic norms course. As for this course, the contents related to the knowledge and information were provided individually before the class through online video, and the offline classes focused on student-led activities. When qualitatively evaluating the results of the course, students developed a more comprehensive and flexible mind set beyond the preexisting normative attitudes and showed increase in analytical and critical thinking in understanding the principles of linguistic norms and spelling system. According to these results we argue that it is necessary to actively adopt Flipped Learning in the humanities education, including the grammar classes.

• (The)Korea Educational Review
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• v.14 no.2
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• pp.155-179
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• 2008

The objective of this study was to analyze the satisfaction of graduate students participating in the Brain Korea21 (BK21) project in five supporting areas of the project: curriculum, job searching and career development, academic development, the globalization of education, and educational environment. A further objective was to find efficient methods of providing students with stable academic and financial support for their research in order to develop them as distinguished researchers. In order to answer research questions, this study conducted a survey of the BK21 project satisfaction with students majoring in humanities or social sciences and analyzed the survey results. The tool has 7 dimensions: 'curriculum', 'job searching and career development', 'stable support for academic development', 'support for academic activities out of school', 'globalization of education', 'lectures in English', and 'educational environment'. The survey found that survey participants were in general satisfied with the BK21 project. Of these 7 dimensions, the results showed remarkably high satisfaction dimensions for 'stable support for academic development' and 'support for academic activities out of school' while indicating a comparatively low satisfaction for 'job searching and career development'. The result and analysis of this study suggests that the BK21 project needs to emphasize the following: PR for the project, provide opportunities for the training for career development and job information to students, modify the areas of academic support, remodel programs of short- and long-term studies in foreign countries, improve the educational service system for lectures in English, and secure research facilities.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.11-21
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• 2021

The aim of this study is to examine the effectiveness of learning by running an extracurricular program to make effective learning of unfamiliar and difficult programming education possible for students in the humanities. Analysis of learning-related data for one semester of lectures that were collected from 70 humanities students in departments A and B, data collected from a creative convergence app development contest extracurricular program, and data obtained through a questionnaire show that extracurricular program activities affect academic performance. The results of the core competency diagnosis test for students that was conducted before and after participating in the curriculum showed that core competencies improved for both A and B departments after participating in the curriculum. This study shows that extracurricular program activities can help individuals improve their abilities, while also providing customized guidance to reclusive students to improve their academic performance. By carrying out customized coaching for each department to develop apps related to the major field rather than general apps, we hope for improvements in ability to solve problems by converging with the major field, computational thinking, and creative thinking, in the future.

• Korean Medical Education Review
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• v.24 no.2
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• pp.141-155
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• 2022

The purpose of this study was to investigate the current status of interprofessional education (IPE) and the efforts required to promote, popularize, and implement it in Korea. The IPE status of 40 medical colleges was investigated using a survey with questions regarding the details of IPE, the future plans and necessary support required, and the reasons for not implementing IPE. Thirty-two medical colleges responded, of which 10 are implementing or have implemented IPE. Most of these colleges started IPE in 2018, and the duration of IPE was less than 9 hours. All medical colleges held classes with nursing students. As for the type of IPE, there were independent courses for IPE, one-time special lectures, or partial sessions in one course. Lectures, discussions and presentations, role playing, and high-fidelity simulations were mainly used as educational methods. The support and interest of the dean was the most important facilitating factor. No medical colleges were currently preparing to implement IPE, four colleges had planned IPE but failed to implement it, and 16 had no plans for IPE at all. All medical colleges cited scheduling or cooperation with other majors as the most significant barrier. All the colleges listed their requirements for educational materials, cases, guidelines, and teaching and learning methods for IPE from external institutions. To activate IPE, it is necessary to create an appropriate atmosphere and conditions for developing IPE competencies and a model suitable for the domestic situation. External medical education support organizations should distribute IPE development guidelines and educational materials, form a network between medical colleges with IPE experience, and make efforts to promote the importance of IPE.