• 의학교육논단
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• 제22권1호
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• pp.28-31
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• 2020

For the past 20 years, the medical education accreditation program of Korean Institute of Medical Education and Evaluation (KIMEE) has contributed greatly to the standardization and improvement of the quality of basic medical education in Korea. Now, it contributes to establishing and promoting the future of medical education. Since its inception in 2019, Accreditation Standard of KIMEE 2019 (ASK2019) aims to achieve world-class medical education through the application of learner-centered curriculum using a continuum framework for the three phases of formal medical education: basic medical education, post-graduate medical education, and continuing professional development. ASK2019 also promotes medical education which meets community needs and employs systematic assessments throughout the education process. These are important changes that can be used to gauge the future of the medical education accreditation system. Furthermore, internationalization, interprofessional education, health systems science, and on-going, permanent self-assessment systems in every medical school are emerging as important topics for the future of medical education. It's time for the medical education accreditation system in Korea to observe and adopt new trends in global medical education.

• 공학교육연구
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• 제18권3호
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• pp.33-38
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• 2015

Engineering education accreditation, such as by ABEEK in Korea or ABET in USA, centers around outcomes-based education (OBE). Outcomes are the abilities or competencies which students are expected to achieve by the time of graduation. Engineering programs must design the curriculum, educate their students, and assess the performance of them in accordance with the program outcomes. Consequently, sound understanding of the program outcomes is crucial to the successful implementation of OBE. Most of the 12 outcomes of ABEEK KEC2005 criteria came from ABET criteria written in English. It means that, apart from sound understanding of the outcomes, we need to care about the correct translation of the ABET outcomes from English to Korean. The translation of them as in KEC2005, however, leaves something to be desired. This paper tries to present the correct translation of some program outcomes as well as sound understanding of a few outcomes difficult to define.

• Journal of Genetic Medicine
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• 제6권1호
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• pp.38-55
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• 2009

목 적: 국내실정에 맞는 전문 유전상담사 교육프로그램과 교육기관의 인정 및 유전상담사의 전문 자격 인증 제도를 설립에 근거자료로 활용하고자 하였다. 대상 및 방법: 국외의 유전상담사 교육 프로그램 인정과 유전상담사 인증 제도를 파악하고, 관련 업무 종사자에게 설문조사를 실시하였으며, 전문가 회의를 통해 도출된 의견을 분석하였다. 결 과: 인정받은 교육기관 수료자만을 인증시험요건으로 규정한 미국과는 달리, 일본은 관련 분야의 임상경력을 갖춘자에게도 한시적으로 인증시험 자격을 부여하였다. 일본은 필기와 면접시험으로, 미국은 필기시험으로 인증 시험이 진행되고 있으며, 주기는 미국 2년, 일본 1년, 인증기간은 미국 10년, 일본 5년이었다. 설문조사에서는 '대한의학유전학회에서 위원회를 구성하여 교육기관 인정과 전문 유전상담사 인증을 담당하며, 관련학회의 의견수렴과 자문을 얻는다'에 대다수가 찬성하였다. 지원자의 전공은 제한할 필요가 없으며, 인증시험은 필기와 실기로 이루어져야하고 주기는 2년, 인증기간은 5년이 적당하다는 응답이 가장 많았다. 결 론: 유전상담 교육기관 및 유전상담사 인증 제도는 대한 의학유전학회에서 주관하며, 미국과 일본의 프로그램을 참고하여 국내실정에 맞게 도입한다. 대한의학유전학회에서는 위원회를 구성하여 관련 학회 등의 의견수렴과 자문을 얻어 교육프로그램 개발과 인증 제도를 구체화 할 것을 촉구하는 동시에 정부에서도 유전상담의 급여화와 필요한 제도적인 지원이 있어야만 국내의 유전의료의 발전에 필요한 인프라 구축의 내실을 다질 수 있게 될 것이다.

• 의학교육논단
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• 제15권1호
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• pp.1-8
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• 2013

Outcome-Based education (OBE) is reviewed from the institutional perspective. The demand for and international trends in OBE are briefly examined and several term related to OBE, especially educational objective and program outcomes (POs), are introduced. It is stressed that systems for continuous quality improvement and quality assurance should be established to ensure the maintenance of the OBE system. Because the criteria for accreditation contain a criterion regarding the quality assurance related to program outcomes, several critical issues are considered regarding the POs themselves and the reduction of the POs. The core value of OBE is not only to provide appropriate education services to students to prepare them with the minimum skills and abilities for advancing their professional service, but also to guarantee the quality of graduates. In addition, the educational program should be continuously improved by employing the evaluation results acquired during the operation of the OBE systems. It is certain that an OBE system is one important aspect of student-centered education.

• 공학교육연구
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• 제11권4호
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• pp.76-93
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• 2008

Co-operative (Co-op) education is a college program that integrates classroom studies with paid, productive and real-life work experience. A mandatory Co-op program for the degree is introduced with a sample curriculum from the Mechanical Engineering program at University of the Pacific. The mandatory Co-op program requires a minimum of 7 months of work experience with the option of pursuing a 12 month program. Students also have the opportunity of participating in an Engineering Industry Fellowship (EIF) program or an International Engineering Co-op program (IECP). University of the Pacific has engineering programs in Bio-Engineering, Civil Engineering, Computer Engineering, Electrical Engineering, Engineering Management, Engineering Physics, and Mechanical Engineering. All the programs are ABET-accredited except the Bio-Engineering program, which is relatively new. The Co-op employers evaluate the Co-op students at the end of the working period before returning to school, and the students also provide an evaluation of their Co-op experience. Co-op employer evaluations of student work are used in ABET assessment methods developed by the Mechanical Engineering program at University of the Pacific.

• 공학교육연구
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• 제11권1호
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• pp.24-33
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• 2008

본 연구에서는 EC2000 시스템하에서 2007년도에 공학교육 인증평가를 받은 한국의 A대학과 미국의 M 대학의 공학교육인증 체제를 비교, 분석하고자 한다. 연구의 목적을 달성하기 위해 해당 프로그램의 자체평가보고서 분석 및 홈페이지 검색을 실시하였다.한국과 미국의 공학교육인증 기준은 거의 대동소이하나 한국의 인증기준이 행정적인 지원 체제나 각 평가기준별 자율순환체제를 강조하고 있음을 알 수 있었다. 인증평가별 체제를 살펴보았을 때 미국의 장점을 꼽아보면 체계적인 교육과정 운영과 설계교육, 교과목 중심의 프로그램 학습성과 평가 체제, 교수들의 연구 및 학생지도에의 지원 체제이다. 한국의 장점은 다원적인 지원 체제를 기반으로 하고 평가에서의 정량적인 지표 활용이 많기 때문에 이를 교육개선에 활용하기 쉬운 면이 있고, 학생포트폴리오의 활용을 통한 체계적인 학생 지도가 가능하다는 점이다.

• 한국의료질향상학회지
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• 제5권2호
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• pp.224-237
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• 1998

Background : This is an investigative study to analyse the importance of works perceived by Quality Improvement(QI) Coordinators and to evaluate their current work performances using the questionnaires developed by the investigator. Methods : The data were collected from 37 subjects over two weeks period from Oct. 1 to Oct. 17, 1998 and analysed by the descriptive statistics of SPSS program. The items of questionnaire are consisted of 13 work domains including 73 activities based on Quality Management(QM) Coordinator's job description of National Association for Healthcare Quality:data collection & analysis, communication, monitoring, evaluation, accreditation, tool development, policy development, program development, self development, education & trainning, system design, planning, and consultation & support. Results : 1) Of the performances in 13 work domains, the frequencies of the work performed were accreditation(89%), planning(88%), communication(83%), data collection & analysis(82%), monitoring(76%), policy development(72%), consultation & support (71%), education & trainning(70%), self development(68%), evaluation(63%), tool development(61%), program development(44%) and system design(43%) in order. 2) For the importances (1=not important, 5=very important), the policy development(4.46) scored highest then monitoring(4.42), planning(4.41), education & trainning(4.38), communication(4.35), evaluation(4.34) tool development (4.30), data collection & analysis(4.29), program development(4.22), consultation & support(4.22), accreditation(4.15), self development(4.05) and system design(3.98) in order. 3) There was a difference between the work performance and the perceived importance. The results showed the low performances in policy development, monitoring, education & trainning and evaluation which ranked high by the perceived importance and the high performances in accreditation, data collection & analysis, self development, communication and consultation & support which ranked middle to low by the perceived importance. 4) The reasons for low performances of QI Coordinators were the lack of clear assignment for the responsibility and allowed authority for work to QI Coordinators(30.8%), insufficient member of QI Coordinators(13.9%), lack of hospital director's interest(11.5%), low motivation of QI Coordinators (10.6%) and insufficient knowledge & experience of QI Coordinators (8.8%). Conclusion : Most works were perceived important by QI Coordinators, but there was a difference in the work performance. The works performed over 70% were related with accreditation, data collection & analysis, communication, planning and monitoring, on the other hand under 50% in performances were related with system design, program development, tool development and evaluation.

• 한국정보통신학회논문지
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• 제16권4호
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• pp.843-852
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• 2012

본 논문에서는 복잡적응계 이론에 근거하여 공학교육인증제도와 글쓰기와의 관계를 분석하고 효과적인 공학적 글쓰기 교육 방법을 연구하였다. 인증제도 도입으로 인하여 공학교육은 창발현상을 지속적으로 유지하며 새로운 질서체계를 갖추어 나가고 있는 가운데 의사소통의 중요성을 부각시키고, 다양한 공학적 글쓰기 교육 모형을 요구하고 있다. 이에 대하여 본 연구는 상황학습방법과 글쓰기 포트폴리오 도입 방법을 제안하고, 이를 통해 학생들의 글쓰기 능력향상에 변화가 있었음을 확인하였다. 이러한 논의는 공학교육에서 새로운 공학적 글쓰기 교육 방안을 모색하는 계기가 될 것이다.

• 시스템엔지니어링학술지
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• 제19권1호
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• pp.44-55
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• 2023

The defense M&S system, which has been classified as a weapon system between requirements determination and project implementation, is being developed by applying the weapon system development procedure of the Defense Acquisition Program Administration. The M&S system abstracts and models the real world to suit the intended use and proceeds with the process of developing it as a software-oriented system. Overseas, the conceptual model development stage is staged before entering the design stage after the requirements analysis. In addition, each step includes verification and validation processes. In Korea, while establishing and applying the weapon system development procedure based on the SE process, the M&S system is also applied in the same way as the general weapon system, limiting appropriate development outputs and verification and validation. In this study, the system development procedure of the M&S system is established and presented based on the relevant standards and SE process of developed countries.

• 공학교육연구
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• 제12권2호
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• pp.63-70
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• 2009

본 논문에서는 현재 대학 현장에서 적용하고 있는 학습성과 평가체계를 분석하여, 이를 개선한 평가체계의 모형을 국제성함양 학습성과를 예로 들어 제시하였다. 제시된 학습성과 평가체계는 PC별로 수행수준을 제시하고, 수행수준에 근거한 달성목표를 프로그램 차원에서 설정하여, 학생이 졸업 시점에서 학습성과 달성 여부를 용이하게 입증하는 체계를 갖추고 있다. 이렇게 평가체계를 구축함으로서 PC별로 CQI를 운영할 수 있어 교육현장에서의 업무를 감소할 수 있을 것이다. 또한 이러한 평가체계 수립에서 고려해야할 중요한 측면은 평가체계를 논리적이고 객관적으로 구성해야 한다는 사실을 논의하였다. 본 논문에서 제시한 학습성과 평가체계 모형은 대학 현장에서 학생의 학습성과 달성을 입증할 수 있는 용이한 모형이 될 것이라 판단된다.