• Korean Medical Education Review
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• v.25 no.3
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• pp.273-284
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• 2023

According to the World Health Organization, for medical schools to fulfill their obligation of social accountability, it is necessary for medical education, research, and service areas to ref lect the healthcare system's relevance, quality, cost-effectiveness, and equity. This study utilized Boelen and Heck's (1995) social accountability grid model to analyze the degree to which the Accreditation Standards of Korean Institute of Medical Education and Evaluation 2019 (ASK2019) standards apply the World Federation for Medical Education's (WFME) standards. The social accountability characteristics of the former were compared to those of the WFME, the Liaison Committee on Medical Education, and the Australian Medical Council. Experts with experience and certification in medical education and evaluation classified the ASK2019 standards according to the grid model, evaluated social accountability perspectives, and categorized them according to the process, content, and outcome. Of the 92 standards, 61 (66.30%) were selected as social accountability standards; these encompassed all areas. There was a particular focus on outcome-related areas, such as "mission and outcomes," "student assessment," "educational evaluation," and "continuous improvement." Education and quality were the most common (33, 54.11%), followed by 18 standards related to education and relevance. However, the standards on cost effectiveness and equity corresponding to education, research, and service were significantly insufficient. As a result of classification using a logic model, many criteria were incorporated into the process, producing results similar to those of international accreditation institutions. Therefore, to fulfill medical schools' social accountability, it is necessary to develop cost effectiveness and equity standards with reference to grid models and expand them beyond education to include research and service areas. Developing content and outcome standards is also required.

• Journal of Practical Engineering Education
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• v.11 no.1
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• pp.17-23
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• 2019

In applying SW education for non-major undergraduates, we applied the physical computing lesson using Arduino. There is a case in which the basic problem-solving process teaching method based on the computational thinking was proposed in the physical computing class using Arduino. However, in educating computational thinking process, it is necessary to evaluate and educate understanding of SW structures. After understanding SW structures, it is correct SW education flow to make creative outputs by applying computational thinking process. However, there is a lack of examples of how to evaluate understanding of SW structures in the class using Arduino. In this paper, we proposed a one - semester curriculum for lectures on SW education using Arduino for non-majors. In addition, we proposed and analyzed the evaluation method of the understanding of SW structures and the evaluation problems developed in this course.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.78-86
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• 2013

The purpose of this study is to analyze the effects of the Project based STEAM program on primary students' Problem solving process and creative personality. Based on the concept of project based learning and STEAM derived from a literature review, a learning program has been developed and applied to 28 elementary 4-6th students. Problem Solving Process and Creative personality tests were conducted before and after Project based STEAM program lessons. The results of this study are as follows. (1)Project-based STEAM was affected all components of problem solving process. (2) Project-based STEAM was affected all eight components of creative personality positively, (3) after using Project-based STEAM was good reaction by students. As a result, the elementary science class with Project-based STEAM had problem solving process for positive educational effect and creative personality. it means the science class with creative personality has potential possibilities and value to develop problem solving process and creative personality.

• Journal of Engineering Education Research
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• v.17 no.5
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• pp.41-50
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• 2014

The purpose of this study was to examine the organization socialization process of engineering novice for the learning and adaptation. Qualitative case study was performed with 5 participants and the collected qualitative data were analyzed using funnel-like method. The findings showed that the organization socialization process proceed in three steps-anticipatory, encounter, and metarmorphosis. Engineering Novice look at the whole organization socialization proces of organization culture and job maladjustment, and the relationship between internal and external organizations to overcome the difficulties arising from the community through the process of becoming a full participant. Socialization of engineering novice is ultimately the organization to respond to new situations and changes in the learning process takes place in the process, talking about a major resource for human resources. This enables organizations to socialize and harmonious human relationships within the organization so that it can be more important than anything else.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.1-10
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• 2014

The purpose of this study is to introduce the science-play in the regular class, stimulate the student's curiosity, motivate them and take active part in their science class. To make an effective science class, we developed the science-play activity instead of experiments in the text, and applied it to the class. The experimental group has statistically meaningful results in the science process skills, expecially in subordinate elements such as observation, deduction, expectation, data analysis and assumption establishments(p<.01). However, the comparative group has no meaningful results in the science process skills. Though the average value of the science related attitude in the experimental group had only a little increase and had no statistically meaningful results, that in the comparative group has decreased during the same period. As for the experimental group, the science-play activities were repeated and their science related attitude has increased a little. Even though there were no meaningful statistic results(p>.05), the science-play activity was effective in the science related attitude. As a result of this research, it could be said that the science-play activity can improve the student's science process skills and the science related attitude, and the science-play program should be further developed and applied to make easy and effective science classes.

• Korean Medical Education Review
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• v.25 no.3
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• pp.212-228
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• 2023

Systems thinking, a linking domain of health systems science (HSS), is an approach that investigates specific problems from a holistic perspective. It supports improving patients' health, fulfilling their health needs, and anticipating issues that threaten patient safety within the healthcare system. It also helps solve problems through critical thinking and ref lection. This study aimed to develop an curriculum on systems thinking, explore the effectiveness of the course, and investigate the applicability of HSS education at individual universities. In this study, the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model was utilized to design, develop, implement, and evaluate an elective course on systems thinking. In the design process, learning outcomes and goals were developed, and educational content, teaching-learning methods, and student evaluation methods were linked. In the development process, class materials and evaluation materials were prepared. In the implementation process, the course was implemented, and the evaluation process analyzed the results of learning performance and curriculum assessments. The evaluation found the following results. First, the students in the study realized the importance of systems thinking and experienced the need for systems thinking through non-medical and medical situations. Second, the students were very satisfied with the learning activities in the course (mean=4.84), and the results of the self-competence evaluation, conducted before and after the course, also showed a significant improvement. This study confirmed the effectiveness of the elective course, and its results can serve as a reference for developing an HSS curriculum.

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.1
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• pp.126-142
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• 2001

Although a call for the implementation of PBL in nursing education is getting increased, it has not been actively implemented as it could be. The main reason for this situation seems to be the lack of well designed learning packages. Well designed PBL packages can be the core factor for the successful implementation of PBL. However, this seems to be the hardest task for teachers wanting to implement PBL. Therefore, the purpose of this study is to develop a systematic framework of PBL package development process and provide the examples of its application. This framework of the process of PBL package development includes thirteen steps. First of all, the team needs to decide a topic to be explored in the package and then clusters concepts related to the topic. Second, the team selects a real situation and writes it as a story. Third, knowledge, skills, and attitudes that practitioners need to know to deal with the situation will be explored. Fourth, learning objectives will be written. The next, the team will check if the situation includes multidisciplinary concepts and content. Sixth, the story will be divided into several parts. Seventh, part 1 will be written. Eighth, clinical documents related to part 1 need to be prepared. Ninth, the team will write a suggested approach for students. Then, they need to prepare a tutor's guide for part 1. Eleventh, the team will prepare a list of reading materials and plan for lectures and clinical laboratory sessions. Twelfth, they will write part 2 ~ part N following the steps from the seventh to the eleventh. The last step is evaluating the package and amending it as needed. These thirteen steps are very detailed and easy to follow for beginners. It is expected that this framework will contribute to accelerate the implementation of PBL in nursing education.

• Research in Mathematical Education
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• v.17 no.2
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• pp.119-131
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• 2013

It is the first time that there is a subject, advanced mathematics in the 2009 revised high school curriculum. Therefore it is posing a challenge to the teachers who are teaching it. At the advanced level, it is important for learners to reflect on their mental mathematical activities. This research analysed pre-service secondary teachers' reflective thinking in solving the tasks specific for the teaching and learning of polar coordinates. We report how and through what process mathematical tasks that can create disequilibrium for pre-service secondary teachers enable reflective thinking and expand preservice secondary teachers' thoughts and recognition of defining reflective thinking in looking back on one's problem solving and thinking processes.

• Korean Journal of Health Education and Promotion
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• v.12 no.2
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• pp.90-108
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• 1995

In the recent years, there has been a remarkable growth in the popularity of health education and health promotion. Health educators are increasingly confronting serious ethical quandars. Health educators need to be fully prepared to meet the challenges presented by these situations. The objectives of this study are as follows: 1. It explores some fundamental concepts concerning ethics, morals, and values. 2. It identifies several critical ethical issues confronting the field of health education with which individual health educators must wrestle during the course of their careers. 3. It examines the process of applying ethical principles to guide rational resolution of complex value-laden issues and moral dilemmas. 4. Collectively, these provide health educators with a basic understanding of ethics and how ethics may be used to facilitate sound decision making. This study challenges health educators to consider the ethical issues and implications associated with certain practices or advances in the field of education.

• Journal of Engineering Education Research
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• v.21 no.1
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• pp.66-76
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• 2018

In order to facilitate the process of designing a fusion curriculum, this study used the learning outcomes presented in KEC2015 to design a fusion goal dimension. The three dimensions of fusion education in the fusion curriculum framework are fusion goals, fusion approach and fusion context. As a result of examining the curriculum learning activities in order to confirm that the developed curriculum meets these three dimensions, it can be confirmed that it contributes relatively evenly to the fusion goal, fusion approach and fusion context dimension. In addition, it provides a procedure to develop the fusion curriculum through the concrete procedures and examples from the design to implementation of the developed fusion curriculum, and to confirm the result of the fusion dimension.