• Journal of Society of Preventive Korean Medicine
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• v.25 no.3
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• pp.57-71
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• 2021

Objectives : Computer-based test (CBT) will be introduced in the national examination of Korean medicine doctors from 2023. This study was aimed to provide some information, including prior considerations, to those preparing for CBT, by presenting a summary of the survey results from participants in a CBT simulation test. Methods : In December 2020, applicants from the graduating class of the college of Korean medicine from four universities participated in the simulation test for CBT. An online anonymous survey on the applicants' preference for CBT versus paper-based tests (PBT) was conducted. The questionnaire consisted of multiple-choice questions on a 5-point Likert scale and free-form questions. Results : A total of 176 students responded to the survey. Their response to CBT was generally positive. The item with the highest agreement was that it should provide a sufficient opportunity to experience CBT in the undergraduate exam (4.38±0.839). Concerns about the possibility of cheating or poor concentration were also detected. In addition to guaranteeing the stability of the CBT system, there were many comments expressing the need to supplement functions within the CBT system, including the memo or highlighter function. Conclusions : This study confirmed the feasibility of CBT including multimedia questions in the field of Korean medicine education and identified overall positive responses from those who experienced the CBT simulation test. Although time is short and there is so much to prepare, we hope this will be a leap forward for effective educational innovation in line with the changing environment of the health care education field.

• Journal of Digital Convergence
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• v.11 no.4
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• pp.409-414
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• 2013

The purpose of this study is to verify the effects of partial-cyber and full-cyber lectures and explore directions for improvement. This study compared the mean scores of course evaluation for traditional face-to-face lectures, partial-cyber lectures of blended instruction, and full-cyber lectures. Also, this study interviewed instructors of full-cyber lectures to investigate the ways to enhance the lecture quality. The findings suggest that the course evaluation scores for full-cyber university were consistently lower than those for other types of lectures for four semesters between the years of 2011 and 2012. Results also showed that mean scores of partial-cyber lectures were the same as those of face-to-face lectures. After all, class satisfaction in full-cyber courses that learning occurs in cyber space was the lowest. Instructors who taught full-cyber lectures proposed that enrollment should not be within 60 students and professional assistance should be provided for lectures exceeding 60 students. Finally, they suggested content updates through a collaborative system with professionals, instructors' efforts to enhance interaction in both online and offline contexts, and learning quantity rationalization.