• 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.

• International Journal of Computer Science & Network Security
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• v.24 no.2
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• pp.143-149
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• 2024

The role of social networking mobile applications such as WhatsApp in enhancing second language vocabulary learning among English language learners continues to be a subject of interest for many scholars. The current study aimed at examining medical English vocabulary learning among undergraduate students using WhatsApp compared to learning vocabulary via the Blackboard platform during the Covid-19 pandemic. To this end, 108 medical students (51 males, 57 females) enrolled in a first semester English for a specific English course participated in the study. A quasi-experimental design was adopted for two groups. Fifty-three students participated in the WhatsApp group and 55 students formed the Blackboard group. A pretest-posttest design was employed to collect data. Results of t-test scores did not show a significant difference between the WhatsApp and Blackboard groups on a vocabulary test. Results of a survey that measured students' opinion of the use of WhatsApp as a platform for learning new vocabulary showed positive perceptions since participants thought that WhatsApp enhanced their learning experience.

• Korean Medical Education Review
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• v.15 no.2
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• pp.87-92
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• 2013

The purpose of this study was to assess third-year medical students' competency for development or revision of the undergraduate curriculum and assessments. One hundred and twenty-seven third-year medical students at the Pusan National University were included in the study. After third- and fourth-year students took a common written examination, clinical performance examination (CPX), and objective structured clinical examination (OSCE) with common items as a summative assessment, the third-year students' competency was compared with 132 forth-year students' results. The correlation of the written examination and CPX/OSCE was analysed, and the summative results were compared with the grade point average (GPA) through the second year, CPX/ OSCE in the second year, and GPA in the clerkship. On the written examination, the third-year students' mean score was lower than the fourth-year students' by over 11 points, whereas the gap in the CPX/OSCE was 4 points and there was no difference in the OSCE. There was a moderate correlation between the written examination and the CPX/OSCE scores (R=0.371, p<0.01). The written examination was highly correlated with GPA through the second year, which mainly evaluated medical knowledge (R=0.771, p<0.01). A relatively high correlation was observed between CPX/OSCE scores and GPA in the clerkship (R=0.641, p<0.01). The summative CPX/ OSCE scores showed a moderate correlation with formative CPX/OSCE scores in the second year (R=0.464, p< 0.01). The third-year students' score was quite low on the written examination and slightly low on the CPX/OSCE compared to that of the fourth-year students. The written examination and CPX/OSCE cannot replace each other and should be combined with other methods of evaluation to measure competency. Early OSCE and workplacebased assessment should be useful in the early assessment of clinical skills competency.

• Journal of Preventive Medicine and Public Health
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• v.39 no.4
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• pp.293-301
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• 2006

The preventive medicine learning objectives, first developed in 1977 and subsequently supplemented, underwent necessary revision of the contents for the fourth time to create the fifth revision. However, the required educational contents of health promotion and disease prevention have been changed by the new trends of medical education such as PBL and integrated curriculum, the rapid change of the health and medical environment and the globalization of medicine. The Korean Society of Preventive Medicine formed a task force, led by the Undergraduate Education Committee in 2003, which surveyed all the medical colleges to describe the state of preventive medicine education in Korea, analyzed the changing education demand according to the change of health environment and quantitatively measured the validity and usefulness of each learning objective in the previous curriculum. Based on these data, some temporary objectives were formed and promulgated to all the medical schools. After multiple revisions, an almost completely new series of learning objectives for preventive medicine was created. The objectives comprised 4 classifications and 1 supplement: 1) health and disease, 2) epidemiology and its application, 3) environment and health, 4) patient-doctor-society, and supplementary clinical occupational health. The total number of learning objectives, contained within 13 sub-classifications, was 221 (including 35 of supplementary clinical occupational health). Future studies of the learning process and ongoing development of teaching materials according to the new learning objectives should be undertaken with persistence in order to ensure the progress of preventive medicine education.

• Korean Medical Education Review
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• v.23 no.3
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• pp.185-193
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• 2021

Students must be familiar with clinical skills before starting clinical practice to ensure patients' safety and enable efficient learning. However, performance is mainly tested in the third or fourth years of medical school, and studies using the validity framework have not been reported in Korea. We analyzed the validity of a performance test conducted among second-year students classified into content, response process, internal structure, relationships with other variables, and consequences according to Messick's framework. As results of the analysis, content validity was secured by developing cases according to a pre-determined blueprint. The quality of the response process was controlled by training and calibrating raters. The internal structure showed that (1) reliability by generalizability theory was acceptable (coefficients of 0.724 and 0.786, respectively, for day 1 and day 2), and (2) the relevant domains had proper correlations, while the clinical performance examination (CPX) and objective structured clinical examination (OSCE) showed weaker relationships. OSCE/CPX scores were correlated with other variables, especially grade point average and oral structured exam scores. The consequences of this assessment were (1) making students learn clinical skills and study themselves, while causing too much stress for students due to lack of motivation; (2) reminding educators of the need to apply practical teaching methods and to give feedback on the test results; and (3) providing an opportunity for faculty to consider developing support programs. It is necessary to develop the blueprint more precisely according to students' level and to verify the validity of the response process with statistical methods.

• Korean Medical Education Review
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• v.21 no.1
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• pp.51-58
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• 2019

Although 'assessment for learning' rather than 'assessment of learning' has been emphasized recently, student learning before examinations is still unclear. The purpose of this study was to investigate pre-assessment learning activities (PALA) and to find mechanism factors (MF) that influence those activities. Moreover, we compared the PALA and MF of written exams with those of the clinical performance examination/objective structured clinical examination (CPX/OSCE) in third-year (N=121) and fourth-year (N=108) medical students. Through literature review and discussion, questionnaires with a 5-point Likert scale were developed to measure PALA and MF. PALA had the constructs of cognitive and meta-cognitive activities, and MF had sub-components of personal, interpersonal, and environmental factors. Cronbach's ${\alpha}$ coefficient was used to calculate survey reliability, while the Pearson correlation coefficient and multiple regression analysis were used to investigate the influence of MF on PALA. A paired t-test was applied to compare the PALA and MF of written exams with those of CPX/OSCE in third and fourth year students. The Pearson correlation coefficients between PALA and MF were 0.479 for written exams and 0.508 for CPX/OSCE. MF explained 24.1% of the PALA in written exams and 25.9% of PALA in CPX/OSCE. Both PALA and MF showed significant differences between written exams and CPX/OSCE in third-year students, whereas those in fourth-year students showed no differences. Educators need to consider MFs that influence the PALA to encourage 'assessment for learning'.

• Journal of the Korean Society for information Management
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• v.32 no.3
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• pp.261-276
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• 2015

The aim of this study is supporting efficient development of library collection and improvement of library service for users by analyzing utilization patterns of library collection using circulation statistics of medical library users. With this purpose, circulation statistics were extracted from 90,420 cases of circulation records in A library for recent 3 years (from 2012 to 2014). Specifically, circulation data categorized according to status and subject, loan data of most popular books and use data of inter-library loan service were collected and analyzed. Subject groups of this study are undergraduate students, graduate students and incumbent hospital employees including faculty members, training members and nondoctor members. For the result, medical library users intensively lent materials of Technology (Applied Sciences), Literature and Social science areas. Especially, the demand of the materials of literature was higher than the demand of the other subject areas compared in the base of collection development.

• The Korean Journal of Emergency Medical Services
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• v.9 no.2
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• pp.183-206
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• 2005

Nowadays, the whole world is putting in the knowledge information society by the internet which is connecting the global network. The internet enable us to see the life of the other people in real time. Most of health care professional obtain and update their new knowledge and skills through continuing education. EMTs who works five or ten shifts per day are not easy to attend continuing education session usually offered during their off-times. One of solutions to this problem would be to develop a education program which does not limit time and place. There has been increasing interest in the use of computers in medical education, but all designated facilities and teachers have no sufficient preparations for the education and training of EMT. There has been less attention to the rationale for the use and selection of applications. This article discusses an approach to the selection of medical informatics applications for the undergraduate medical curriculum. The aim of this study is to develop and evaluate a web-based continuing education program, to help EMT improve their knowledge of transfusion therapy and medical law, and to enhance their ability to contribute to the quality of patient care. The program generally was well received by EMTs. The program is a useful adjunct to the existing continuing education program. It also could be used in EMT student education and other health sciences.

• IMMUNE NETWORK
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• v.11 no.4
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• pp.210-215
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• 2011

It is already known that high concentration of vitamin C induces apoptosis on tumor cells. However, there is no report regarding the function of vitamin C on the modulation of immune susceptibility of cancer. Therefore, we investigated whether vitamin C can modulate immune susceptibility of tumor cells, especially on the induction of Fas-mediated apoptosis. First, the optimal concentration of vitamin C, which cannot induce damages on tumor cells for 36 hrs. We found that 2 mM of vitamin C did not show harmful effect. In addition, the optimal concentration of agonistic anti-Fas Abs for 18 hrs was examined. As a result, 400 ng/ml of agonistic anti-Fas Abs did not induce apoptosis on tumor cells. Next, we tried to find the effect of 2 mM of vitamin C on the modulation of the susceptibility to agonistic anti-Fas Abs. When tumor cells were cultured with 400 ng/ml of agonistic anti-Fas Abs for 18 hrs, after pre-treatment with 2 mM of vitamin C for 24 hrs, viability of cells was decreased. Interestingly, we found that the expression of Fas (CD95) and MHC class I was increased by the treatment of vitamin C. Taken together, vitamin C increases the susceptibility of tumor cells to anti-Fas Abs and the expression of Fas (CD95) and MHC class I on tumor cells.

• Journal of Science Education
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• v.45 no.1
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• pp.129-141
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• 2021

With the change of the undergraduate medical education system, many medical schools have recently run or developed a medical education curriculum. The premedical curriculum should be designed according to the sequencing and level of the medical curriculum, but there were no discussions on the standards or evidence for the basic science-related subjects. Therefore, this study examines Physics I, Physics II, Life sciences I, Life sciences II, Chemistry I, and Chemistry II, which are the subjects of need assessment exploration. The need assessment used mean, mean difference, and Borich demand, The locus for focus of memory degree and importance, and the result was converted into 76 keywords. The results of this study are expected to be used as basic data for the development of subjects related to basic science in premedical curriculum.