• Journal of Preventive Medicine and Public Health
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• v.32 no.2
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• pp.162-169
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• 1999

Objectives: The aim of this study was to investigate the attitudes toward complementary and alternative medicine among 1,490 residents(339 households) in Suwon city. Methods: All respondents were asked about types, frequency, effects, side-effects, views, and cost of complementary or alternative medicine through a questionnaire from July 24th to 27th. Six therapies were investigated: diet; acupuncture/ massage/ chiropractic etc., mind control such as Ki/ Yoga/ spiritual therapy/ relaxation therapy etc.; nutritional supplements, cultural remedies; and Herb medications Results: The results of this survey were as follows: 35.6% of respondents had experiences with at least one or more types of complementary and alternative medicine. The average number of different types of therapies used was 3.4. More experience with various types of therapies were found among those respondents of higher education, older age group, higher income, married group, religious group than among the opposite groups of respondents. Herb medications were used most frequently(39.8%), followed by minor grains(37.9%), Ginseng(23.8%), Boshintang(21.5%), acupuncture(20.3%), Gaesojou(15.3%) Gingko nut(12.0%), mushroom(11.5%), Cupping therapy(10.2%), and black goat(0.0%). Acupuncture and Herb medications were used for treatment of hypertension the most frequently; minor grains or silkworm for treatment of diabetic mellitus; vegetables for treatment of obesity; acupuncture, Cupping Therapy, Herb medications for treatment of rheumatism; and acupuncture, Herb medications, or exercises for treatment of Cerebro Vascular Accident(CVA). The average costs of treatment were 108,000 Won for hypertension, 87,200 Won for diabetic mellitus, 16,800 Won for obesity, 68,800 Won for rheumatism, and 87,500 Won for CVA. Among 10.9% of respondents, there were 13 cases of side-effects with acupuncture, Herb medications, and Gaesojou. Among the cases of side-effects, majority was due to Herb medications. Respondents reported that Cupping Therapy was the most effective, followed by acupuncture, Ginseng, Gingko nut, Boshintang, black goat, minor grains, Gaesojou, Herb medications, vegetables, and mushroom. In response to the views of complementary and alternative medicine which they had used, they recommended minor grains first, followed by Ginseng, acupuncture, Gingko nut, Cupping Therapy, vegetables, Boshintang, black goat, mushroom and Herb medications. In contrast, they did not recommend Herb medications, acupuncture, nor Gaesojou. Conclusions: These findings indicate that many people use various complementary and alternative medicine without any guidelines for treatment of serious chronic diseases not even to invigorate themselves. It is, therefore, suggested that medical doctors or scientists verify the true effects or side-effects from the most common complementary or alternative therapies through experiments. Also medical doctors should provide a comfortable atmosphere for discussion among doctors and patients who would like to try these therapies.

• Journal of Society of Preventive Korean Medicine
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• v.23 no.3
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• pp.41-57
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• 2019

Objective : The purpose of our study is to compare and analyze the standards for the 2nd cycle of Evaluation and Accreditation system on institute of Korean Medicine Education & Evaluation (2nd IKMEE standards) and WHO guidelines for quality assurance of Traditional Medicine Education in the Western Pacific Region (WHO/WPRO guidelines) around the global standards of World Federation for Medical Education for basic medical education (WFME standard) to identify the shortcomings and improvements of 2nd IKMEE standards. Method : Each article of 2015 revised WFME standard was translated and summarized with focus on its core content. The next step was to review and analyze the corresponding contents of 2nd IKMEE standards in 2016 and the WHO/WPRO guidelines in 2005 for each item, focusing on the WFME standards. Results : All items in the fields of 3. assessment of students and 7. program evaluation in the WFME domain were absent from the 2nd IKMEE standards, and almost none of the WHO/WPRO guidelines. Most items in 1. the mission and outcomes domain, except for some items in the 1.1 mission field, the items of 2.6~2.8 fields in 2. education program domain, the items of 4. student domain except for the items of 4.3 student counseling and support field, and almost all items about quality development in WFME standards did not have a corresponding item in both the 2nd IKMEE standards and the WHO/WPRO standards. Conclusion : 1. The WFME standards are applicable to the criteria development of IKMEE standards. Several items of the WFME standards may need to be modified to apply the educational characteristics of Korean medicine, but consensus or further study is required. 2. Both the 2nd IKMEE standards and the WHO/WPRO standards are very insufficient to meet the WFME standards. In particular, 3. assessment of students and 7. program evaluation in the WFME domain were not in the 2nd IKMEE standards. This standard needs to be supplemented.

• Korean Medical Education Review
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• v.19 no.3
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• pp.129-133
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• 2017

Premed education in the college of medicine at the Catholic University of Korea aims to promote student creativity and excellence in accordance with the mission of the college: to have a sense of calling, leadership, and competency. The Catholic Medical College premed curriculum includes 75 credits which are composed of 65 credits for required courses and 10 credits for elective courses. It consists of courses in basic science, medical science, liberal arts and humanities (premedical OMNIBUS). It also involves community programs in 'Vision and Mission,' 'Leadership Training,' and 'Academic Conference.' In addition, students are allowed self-directed choice of their courses and learning for one quarter.

• Journal of dental hygiene science
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• v.8 no.4
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• pp.247-253
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• 2008

The purpose of this study is to evaluate the outcomes of the specialized elective course program to be designed to help dental hygiene student to pursue the career by providing the opportunities of attendance to the diverse social settings. Students participating the specialized elective course were required to attend one of the related dental or dental hygiene institutes of their own choice during 2 weeks. After that to evaluate satisfaction of the specialized elective course, 70 of 103 students who have graduated dental hygiene school in Yonsei University responded questionnaire that consist of satisfaction on the specialized elective course, influence on career, change of attitude for career etc. The most students satisfied the specialized elective course(very good 21.4%, good 47.1%, and neutral 24.3%) and satisfaction on this program was significant among related dental institutes. The majority of students(87.1%) responded the specialized elective course to have Influence on their career. Aspect to change of attitude for career, 63 percent of students started serious consideration making a decision on career. This findings indicate that the most students satisfy the specialized elective course, and this program providing the opportunity of attendance to the diverse social settings seems to help dental hygiene student to pursue the career.

• The Korean Journal of Medicine
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• v.99 no.3
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• pp.123-126
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• 2024

The amendment to the Higher Education Act enforced on February 20, 2024, abolishing the traditional 2-year pre-med and 4-year medical school programs, marks a significant shift in medical education in Korea. The academic system reform is expected to be a driving force for large-scale curriculum revision, presenting an opportunity to introduce new educational innovations not only in curriculum but also in student assessment and support systems. Addressing these challenges requires collaborative efforts among educators, students, and communities to navigate the evolving landscape of medical education effectively. In this regard, I will illustrate the recruitment and development of educators to implement the reform and the collaboration between communities and medical schools to innovate medical education.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.13 no.3
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• pp.343-350
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• 2006

Purpose: This study was done to identify the relationship between self-efficacy and clinical skill competence of nursing students. Method: The participants in the study were 375 student nurses enrolled in 3rd & 4th year of a BSN program in Seoul and Gyeongi province, Korea. Data were collected from December 12, 2004 to November 30, 2005 using a structured questionnaire. Data were analyzed using SPSS 11.0 Win program. Results: The average score for self-efficacy was $3.21{\pm}0.60$, and for clinical skill competence $2.80{\pm}0.42$. The self-efficacy score showed a significant difference according to student's year in college (t=2.494, p=0.013), and GPA score (t=4.299, p=0.000). The clinical skill competence score showed a significant difference according to year in college (t=5.351, p=0.000), GPA score (t=2.997, p=0.003) and satisfaction with course (F=5.214, p=0.006). There was a significant positive correlation between self-efficacy and clinical skill competence (r=0.224, p=0.000). Conclusion: These findings show that there is a need to develop strategies to improve self-efficacy for student nurses in Korea. And also, it is recommended that programs to improve clinical skill competence need to be included in nursing curricula.

• The Journal of Korean Academic Society of Nursing Education
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• v.3 no.2
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• pp.207-213
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• 1997

Basic science teaching and clinical education should be integrated whenever appropriate, and the development of skills, values, and attitudes which are emphasized to the same extent as the acquisition of knowledge in nursing. Problem-based learning provides a students-centered learning environment and encourages an inquisitive style of learning. The purpose of this paper is to review and comment the role of tutors and students on problem-based learning. The use of problem-based learning places a high demand on faculty members' time and support. The role of tutors in Problem-based learning focuses primarily on issues of developing and teaching the curriculum and on organizational implementation and institutionalization. Tutors are an integral part of course planning. Tutors serve as a constant source of feedback on student needs and concerns to the course director and constitute an informal steering committee while the course is in progress. Tutors write cases, develop student evaluation methods, recommend resources, suggest modifications in lectures and laboratories. Students have a limited amount of time available to study what is traditionally defined as the core content of nursing. But, the role of students in Problem-based learning would be active, independent learners and problem-solvers rather than passive recipients of information. Students using a deep level approach attempt to integrate what they learn with what they already know, to understand the meaning underlying the material to be learned, and to look for explanations rather than facts. Students are encouraged, with appropriate guidance, to define their own learning goals, to select appropriate experiences to achieve these goals, and to be responsible for assessing their own learning progress. Problem-based learning is more flexible and meaningful, by encouraging student interaction, and by having a better emotional climate than the conventional learning.

• IMMUNE NETWORK
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• v.14 no.3
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• pp.156-163
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• 2014

Interleukin (IL) 17 is produced by T-helper (Th) 17 with a vigorous effect on cells of the immune system playing important roles in pathogenesis of immune-mediated diseases, including autoimmune disorders and cancers. Therefore, the aim of current study was to determine the serum levels of IL-6, IL-17, and transforming growth factor beta (TGF-${\beta}$) in Iranian bladder cancer patients, and to correlate them with disease status. Blood samples were collected from 40 bladder cancer patients and 38 healthy individuals with no history of malignancies or autoimmune disorders. The serum levels of IL-6, IL-17, and TGF-${\beta}$ were measured by the enzyme-linked immunosorbent assay (ELISA). The results showed that the levels of IL-17 (p<0.0001) and TGF-${\beta}$ (p<0.0001) were significantly lower in the patients compared to the controls. No significant differences in the level of serum IL-6 (p=0.16) was observed between the patients and controls. In addition, demographic characteristics between control and patients groups were not significantly different. As most of the cases studied in this investigation were in stage I and II, it is concluded that reduced Th17-related cytokines can be used as indicators for following the course and clinical stages of bladder carcinoma progress and immune response to cancer.

• Korean Medical Education Review
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• v.16 no.2
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• pp.88-91
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• 2014

Medical students often need high levels of specialized institutional and personal support to recover from a burnout experience and to prevent student failure. This study aimed to present approaches to supporting medical students who had experienced burnout using case studies. The study subjects were 45 burnout cases who had been supported by the student support system and committee in one medical school. The factors associated with burnout include poor social network: the lack of belongingness, immature sense of identity, poor mental health, a lack of intrinsic motivation and aptitude, or a major personal crisis. We summarized some tips according to the factors associated with burnout. These tips should provide guidance to organizations and individual support providers to encourage the best quality support for medical students with burnout experiences.

• Korean Medical Education Review
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• v.19 no.3
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• pp.145-148
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• 2017

One important purpose of premedical education is to help students attain core competencies during the two-year premedical program. Since premedical curriculum is the foundation of medical education, it is necessary to develop the premedical curriculum in accordance with the overarching curriculum of a medical school. Inje University's College of Medicine (IUCM) has attempted to integrate competency-based medical education into the premedical education curriculum. The revised premedical curriculum aims to develop students' intrinsic competencies during premedical years. In an effort to do so, IUCM defined competencies for premedical education, analyzed and designed premedical courses according to the defined competencies, and suggested learner-centered instructional methods. As a result of implementing the revised premedical curriculum, students have reported both positive experiences and difficulties. Based on the results, it will be necessary to continuously improve the premedical curriculum as well as develop appropriate methods for evaluating student achievement of the defined competencies.