• The Korean Journal of Nuclear Medicine Technology
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• v.17 no.2
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• pp.59-66
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• 2013

Purpose: Recently, there is an increase of the number of hospitals using auto dispenser to reduce occupational radiation exposure when drawing up of the $^{18}F-FDG$ dose (5.18 MBq/kg) in a syringe from the dramatic high activity of $^{18}F-FDG$ multidose vial. The aim of this study is to confirm that using auto dispenser actually reduces the radiation exposure for technologists. Also we analyzed the reproducibility of auto dispenser to find optimized dispensing method for the device. Materials and Methods: We conducted three experiments. Comparison of radiation exposure on chest and hands: The chest and hands exposure dose received by technologists during the injection were measured by electronic personal dosimeter (EPD) and ring TLD respectively. Reproducibility of dispensed volume: We draw up the normal saline into 5 and 2 mL syringe using auto dispenser by changing the volume from 1 to 15 mm for 5 times in the same setting of the volume. The weight of 5 normal saline dispensed from the device at same volume was measured using micro balance and calculated standard deviation and coefficient of variation. Reproducibility of dispensed radioactivity: We dispensed 362.6 $MBq{\pm}10%$ of $^{18}F-FDG$ in 5 and 2 mL syringes from the multidose vial of different specific activity. In the same setting of volume, we repeated dispensing for 4 times and compared standard deviation and coefficient of variation of radioactivity between 5 syringes. Results: There was significant difference in the average of chest exposure dose according to the dispensing methods (P<0.05). Also, when dispensing $^{18}F-FDG$ in manual method, exposure dose was 11.5 times higher in right hand and 4.8 times higher in left hand than in auto method. In the result of reproducibility of dispensed volume, standard deviation and coefficient of variation shows decline as the dispensing volume increases. As a result of reproducibility of dispensed radioactivity, standard deviation and coefficient of variation increases as the specific activity increases. Conclusion: We approved that the occupational radiation exposure dose of technologists were reduced when dispensing $^{18}F-FDG$ using auto dose dispenser. Secondly, using small syringes helps to increase reproducibility of auto dose dispense. And also, if you lower the specific activity of $^{18}F-FDG$ in multidose vial below 915-1,020 MBq/mL, you can use auto dispenser more effectively keeping the coefficient of variation lower than 10%.

• 대한공업교육학회지
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• v.42 no.1
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• pp.106-124
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• 2017

This study used the secondary Delphi method for experts, in order to propse a proper formation plan for the goal and curriculum of elementary and secondary invention/intellection property education. Its results are as following; First, the key objective of invention/intellectual property education for each school level is evaluated as appropriate. With regard to the key objective, elementary schools are aiming at 'fostering awareness and attitude for invention'(M=4.5), middle schools, 'understanding of invention process and method'(M=4.2), general high schools, 'application and evaluation of invention method'(M=4.1), and specialized high schools, 'understanding and application of Employee Invention'(M=4.6). The objective and goal of education for each school level are also evaluated as appropriate. Second, although the proper formation plans for a key learning element of elementary and secondary invention/intellectual property education were almost identical to an actual formation of preceding literature, overall change is required for the formation balance of each learning element, according to the objective and goal of school-leveled invention/intellectual property education. An appropriate formation shall be focusing on basic learning elements (A, B, C, D, E, and F) for elementary and middle schools(73.2%, 65.1%), lowering somewhat the former elements and increasing expanded learning elements for high schools(51.0%), which are connected to the invention, course(H), and patent application(K). Third, elementary and secondary invention/intellectual property education system should be oriented to its objective and goal. In order to reach this, an appropriate formation plan should be made for each school level, based on the principle of Tyler's learning organization, such as continuity, sequence and integration, which are key learning element. Specialized high schools, in particular, need to be differentiated from general ones, as well as elementary and middle schools. Additionally, for understanding and applying an employee invention, invention/intellectual property education system needs to be established in the phase of secondary occupational education.