• Korean Medical Education Review
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• v.15 no.3
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• pp.112-119
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• 2013

Most medical colleges in Korea have been shifting from traditional education to outcome-based education, which is the general trend in medical education. The purpose of this study was to make some suggestions in light of the reality and challenges of student assessment in medical education from the perspective of outcome- based education. First, those who are responsible for student assessment should be diversified to include faculty, residents, students, and evaluation committee members. They need separate roles in educational evaluation, so evaluation competencies are required for them. Second, various methods for evaluation and score interpretation can be used for effective evaluation. We can adopt diagnostic, formative, and summative evaluation functionally, and the norm-referenced, criterion-referenced, growth-referenced, and ability-referenced evaluation based on criteria for score interpretation. Finally, various evaluation domains and test forms can be administered together in the common lectures in the medical school. We can test not only knowledge but also skills and attitudes, with diverse test forms such as supply and performance types.

• The Journal of the Korean dental association
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• v.57 no.8
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• pp.437-447
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• 2019

Purpose: In recent years, efforts to improve the dental curriculum in South Korea have focused on a shift to outcome-based dental education based on core competencies in dentistry. So far, the field has seen various studies on the development of competencies, performance evaluation, and the importance of outcome-based education, but few studies have documented the development of such an education model. Therefore, this study develops an OBE curriculum for dentistry education and describes the development procedures and then finally this study intends to share our experience to other dental schools. Methods: This study introduces the development procedure and details of an outcome-based education model for dental education and presents the five stages of an outcome-based education model. In this study, 3 educational experts and 2 dental professor composed the TFT and developed the research method according to the ADDIE model. Step 1 is to conduct quantitative / qualitative research analysis through some survey and interview, Step 2 is to do a survey to revise competency, Step 3 is to develop a materials through consensus and participation of our professors of the dental school, Step 4 is to do some workshops, Step 5 is to prepare and conduct a outcome evaluation. Results: Step 1 is a required process for developing an educational model: the Job Analysis & Need Analysis stage. Step 2 is the Development of Outcome and Competency stage, which involves revising the competencies that are the basis of the curriculum. Step 3 is developing competency descriptions, competency levels, and evaluation criteria?the Development of Outcomes and Evaluation Standards. Step 4 is the Development of Milestones for Curriculum and Instructional Strategy, which examines the curriculum's problems and analyzes the improvements of each course. Step 5 is the Evaluating Outcomes stage, conducted based on the competencies specified by the target dental school. Conclustion: The model presented here can serve as a foundation for outcome-based education in other dental schools.

• Journal of the Korean Society for Library and Information Science
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• v.37 no.4
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• pp.311-328
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• 2003

Outcome indicators measuring public libraries´ impact on the community and individual community members have a great utility on the accountability improvement better management and role enhancement. This study identifies such areas of demonstrating public library impacts as economic value, social contribution, and information literacy, by literature review. A framework pertinent to develop public library outcome indicators is suggested for implementing outcome based evaluation in an individual public library´s environment.

• Journal of Engineering Education Research
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• v.18 no.6
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• pp.24-31
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• 2015

The purpose of this study is to develop the model of course evaluation design for CEA(Course-Embedded Assessment), which is focused on course level for assessment reliability. This study was conducted by the process of model development and validation according to Richey & Klein(2007)'s model development methodology. The model of this study was comprised with the three steps of learning objectives based on course outcome, assessment design and goal achievement analysis of course, which were explained by specific design principles. Also, this model was validated by two steps, which one was on the inner validation and the other was the outer validation(Richey & Klein, 2007). Considerations for designing the model of course evaluation have been suggested and a few implications were discussed.

• Journal of Korean Academy of Nursing Administration
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• v.22 no.5
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• pp.540-552
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• 2016

Purpose: This study was conducted to develop a nursing leadership program outcome evaluation system, required for accreditation of nursing education. Methods: A methodological design was used. To ensure the theoretical validity of the evaluation system, learning objectives for nursing education programs and job descriptions for nurses in Korea were verified by analyzing the relationships in the five attributes of the nursing leadership concept. The nursing leadership program outcome evaluation system was developed based on the Kim & Park's developmental model (2008). Results: The nursing leadership program outcome evaluation system was established, including implementation level, education curriculum, level of performance, evaluation method, rubrics, and Close-the-Loop. Conclusion: The developed evaluation system can be actively used in nursing education, and contribute to enhancing the leadership competencies of nursing students and graduate nurses.

• Korean Medical Education Review
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• v.15 no.1
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• pp.9-18
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• 2013

An outcome-based curriculum is perceived to be one alternative educational approach in medical education. Nonetheless, it is difficult for curriculum developers to convert from traditional curriculum to an outcome-based curriculum because research documenting its development process is rare. Therefore, this study aims to introduce the development process and method of outcome-based curriculum. For the purpose of this study, we used diverse data analyses, such as an existing literature search, development model analysis, and case analysis. We identified five phases from the analysis. First, the curriculum developers analyze the physician's job or a high performer in a medical situation. Second, curriculum developers extract outcomes and competencies through developing a curriculum, affinity diagraming, and critical incident interviews. Third, curriculum developers determine the proficiency levels of each outcome and competency evaluation methods. Fourth, curriculum developers conduct curriculum mapping with outcomes and competencies. Fifth, curriculum developers develop an educational system. Also, it is important to develop an assessment system for the curriculum implementation in the process of developing the outcome-based curriculum. An outcome-based curriculum influences all the people concerned with education in a medical school including the professors, students, and administrative staff members. Therefore, curriculum developers should consider not only performance assessment tools for the students but also assessment indicators for checking curriculum implementation and managing curriculum quality.

• Journal of Korean society of Dental Hygiene
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• v.16 no.1
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• pp.37-43
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• 2016

Objectives: The purpose of the study is to evaluate the contents analysis of the community dental hygiene practice in the dental hygiene students and suggest the outcome based evaluation index of community dental hygiene practice. This study will provide the basic data for the community nursing and social welfare practice. Methods: A self-reported questionnaire was completed by 82 dental hygiene professors and 254 dental hygienists in community health centers after receiving informed consent based on institutional review board from 5th Dec 2014 to 30th Jul 2015. A total of 49 professors and 134 dental hygienists gave the complete answers. The study instrument was adapted from the literature review. The questionnaire consisted of evaluation, purpose of evaluation, and evaluation format. Data were analyzed using SPSS 20.0 program. The contents analysis was carried out through input, process, output, and outcome. Results: The practice outcome evaluation was conducted in 62.9% of the dental hygiene departments and 32.9% of the community health centers. Most of the dental hygiene professors chose "To know what students learned(27.3%)" and "To ensure student's role and behavior in practice(27.3%)." as the purpose of evaluation. The public dental hygienists chose "To score the practice grade(42.1%)." The evaluation method was done anonymously. Conclusions: The outcome based evaluation in community dental hygiene practice was the best method to evaluate the practice education for the competency of the dental hygiene students.

• Journal of the Korean Society for information Management
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• v.35 no.3
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• pp.271-286
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• 2018

The purpose of this study is to measure the outcomes of a program provided by a public library using the evaluation framework based on Logic Model. A reading program for children which was operated by a public library in Seoul was selected. The outcome evaluation was started with the analysis of the reading program process including planning, operation, and evaluation. Based on the analysis, a logic model framework for outcome evaluation was developed. For evaluation, user, bibliography, and circulation data were collected from the library KOLAS system. Additionally, the participant information were extracted from the final report drafted after the program. The research results show that the number of circulation of program participants was increased after the program. In addition, the range of reading topic was expanded. These findings indicate that the reading program is an effective program for promoting children's reading habit and that outcome evaluation might be a valid tool to measure the effectiveness of public library programs.

• The korean journal of orthodontics
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• v.46 no.4
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• pp.199-211
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• 2016

Objective: Given the considerable disagreement between the Peer Assessment Rating (PAR) index and the American Board of Orthodontics Cast-Radiograph Evaluation, we aimed to develop a novel assessment system-the Improvement and Completion of Outcome (ICO) index-to evaluate the outcome of orthodontic treatment. Methods: Sixteen criteria from 4 major categories were established to represent the pretreatment malocclusion status, as well as the degree of improvement and level of completion of outcome during/after treatment: dental relationship (arch length discrepancy, irregularity, U1-SN, and IMPA); anteroposterior relationship (overjet, right and left molar position, ANB); vertical relationship (anterior overbite, anterior open-bite, lateral open-bite, SN-MP); and transverse relationship (dental midline discrepancy, chin point deviation, posterior cross-bite, occlusal plane cant). The score for each criterion was defined from 0 or -1 (worst) to 5 (ideal value or normal occlusion) in gradations of 1. The sum of the scores in each category indicates the area and extent of the problems. Improvement and completion percentages were estimated based on the pre- and post-treatment total scores and the maximum total score. If the completion percentage exceeded 80%, treatment outcome was considered successful. Results: Two cases, Class I malocclusion and skeletal Class III malocclusion, are presented to represent the assessment procedure using the ICO index. The difference in the level of improvement and completion of treatment outcome can be clearly explained by using 2 percentage values. Conclusions: Thus, the ICO index enables the evaluation of the quality of orthodontic treatment objectively and consecutively throughout the entire treatment process.

• Proceedings of the KIEE Conference
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• 2004.11c
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• pp.3-5
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• 2004

Cleft lip is one of the most common congenital deformities in craniofacial region. Despite the many reports on the outcome of various surgical techniques from individual medical centers, the evaluation of the outcome is based on the subjective observation because of lack of the objective evaluation system. Therefore, a new technique of objective and scientific evaluation for the nasal deformity of secondary cleft lip and nose deformity is critical to improve the management of the cleft patients including the decision of optimal age of operation and surgical technique as veil as evaluation of the outcome. In this study, a new method was proposed to evaluate the nasal deformity using nostril angle, distance, and area of patient images. The images were also evaluated by three expert plastic surgeons, and put into scale of 5 percentile. Measurement results were compared between the each category and the surgeon's evaluation, and coefficients of each category were statistically tested. As a result, The normalized overlap area of right and left nostrils and distance ratio between two centers of nostrils showed high coefficient with evaluations of plastic surgeons.