• Korean Journal of Clinical Laboratory Science
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• v.49 no.2
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• pp.161-170
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• 2017

This study aimed at characterizing policy directions to foster competent medical technologists by analyzing the opinions of professors and medical technologists regarding university education and national licensing systems. An online survey questionnaire was distributed to 255 professors and 4,000 medical technologists in August of 2016. Fifty-nine professors (23%) and 1,099 medical technologists (27.7%) responded to the survey. The results were evaluated using descriptive statistics and comparative analysis. Professors and medical technologists agreed that there needs to be an improvement and standardization in both education at universities and practical training at hospitals. Moreover, both groups also thought that it was necessary to reform practical examinations and make improvements in the current licensing system. According to the survey results, professors and medical technologists thought that, the improvement of the quality of university education and hospital practical training should be essential, and the reform of existing national licensing examination should be necessary.

• The Korean Journal of Emergency Medical Services
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• v.22 no.3
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• pp.7-34
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• 2018

Purpose: The purposes of this research were to study the validity of the National Examination based on smart based test(SBT) by 7 types of healthcare occupation. Methods: We conducted a questionnaires survey among 1,219 people including 210 professors for all 7 types of healthcare occupation and 573 clinical specialists ; 436 students from random sampling participated and the reliability of the questionnaire was tested using Cronbach's alpha. Results: Professors from 7 types of healthcare occupation were investigated for their opinions on the introduction of the SBT system ; 65.9% of the professors answered positively on the introduction of the SBT National Examination System, while 40.1% of the clinical experts answered likewise. In particular, professors and the clinical experts recognized altogether that the multimedia questionnaire, being effective for the evaluation of clinical and practical competence of the subjects, enabling the evaluation of various areas and strengthening the school education in clinical practices, the 42.0% of the students from 7 departments answered that the future direction of the national test is in the SBT test system with significant difference (p=.000) found in students majoring in order of Emergency Medical Services, Radiology and Physical therapy, compared to students from other majors, showing the positive response to the SBT system. Conclusion: The results of this study comprehensively evaluated the positive recognition of development of multimedia items and SBT system in national examination of 7 types of healthcare occupation in professors, field specialists and students.

• Korean Medical Education Review
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• v.19 no.1
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• pp.18-24
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• 2017

This study examined the perception and readiness of nursing educators regarding interprofessional education (IPE), and discussed the validity and application of IPE in nursing. From December 2016 to January 2017, 239 nursing professors and nurses completed a structured questionnaire consisting of general characteristics, the Interdisciplinary Education Perception Scale, the Readiness for Interprofessional Learning Survey (RIPLS), and an IPE action plan. The collected data were analyzed by descriptive statistics and t-test using the IBM SPSS ver. 23.0 program (IBM Corp., Armonk, NY, USA). The analysis revealed that 91.6% of the participants had not experienced IPE, and only 11.7% knew about IPE. However, approximately 80.0% answered that IPE is necessary. The results of this study showed that the score of the perceived need for cooperation was higher in nurses than it was in professors, while the score on competency and autonomy was higher in professors than it was in nurses. With reference to the scores on the RIPLS, those of professors were high on the sub-scales of teamwork and collaboration, professional identity, and roles and responsibility. The results revealed that participants considered the upper-grade undergraduate years as the ideal time for imparting IPE, and it was deemed suitable to include communication, simulation, and clinical practice in IPE. Doctors, pharmacists, and physiotherapists were thought to require cooperation for IPE the most. Despite the presence of several barriers to IPE, the participants thought that IPE can achieve learning outcomes such as interprofessional communication and cooperation, conflict resolution, and teamwork. It is necessary to cooperate with professionals in the complex clinical environment as professional areas are specialized and subdivided. Therefore, it is necessary to examine the application of IPE in undergraduate education and in on-the-job training.

• Journal of Industrial Convergence
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• v.19 no.1
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• pp.33-41
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• 2021

The purpose of this study is to verify the structural relationship between the dean's distributed leadership, the professor's organizational commitment, job satisfaction, and organizational effectiveness perceived by Chinese university professors, and the mediating effect of organizational commitment and job satisfaction. For the experiment, a survey was conducted on 383 professors at three universities in Hebei, China. The results of this study are as follows. First, Deans' distributed leadership had a positive effect on organizational effectiveness, organizational commitment, and job satisfaction of professors. Second, Dean's distributed leadership showed a significant direct effects on organizational effectiveness. Third, organizational commitment and job satisfaction has a mediating effect in the relationship between distributed leadership and organizational effectiveness. Therefore, in order to increase the organizational effectiveness of Chinese universities, it is necessary to activate deans' distributed leadership and to improve the organizational commitment and job satisfaction of professors.

• Korean Medical Education Review
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• v.17 no.1
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• pp.26-32
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• 2015

Recently, the student internship has been introduced in medical schools as a way of preparing students with training experience and medical knowledge by performing clinical practice. This study discusses student internship management and ways to operate the internship effectively. Catholic University of Daegu School of Medicine has set up a 6-week internship program for fourth-year undergraduate students. In most of the sections, students have shown their satisfaction, particularly when they have received appropriate feedback and attention from their professors. The students found that performing the evaluation and treatment of patients and individual chart recording were informative and helpful. However, they felt a lack of basic knowledge and clinical skills and had difficulty in understanding their roles and in time management. The success of an internship depends on the passion and interest that professors show for their students along with active support from the other faculty and thoughtful consideration of patients and all their friends and family members. In addition, with growing awareness of the need for the student internship, it is necessary that the school executive provide financial and administrative support to the faculty and staff, clarify roles and the work needed to perform the tasks, ensure substantiality of the individual program with professors or departments, provide enough preliminary courses, and monitor outcomes and reflection.

• Korean Journal of Clinical Laboratory Science
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• v.50 no.3
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• pp.289-296
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• 2018

Opinions regarding interdisciplinary unification of medical laboratory science were analyzed by an online questionnaire distributed to 255 professors and 4,000 hospital practitioners in January of 2018. The recovery rate was 79 (30.9%) for professors and 1,368 (34.2%) for hospital practitioners. In the perception survey on the duality of interdisciplinary, both the professors and the hospital practitioners reported that they felt interdisciplinary integration is necessary. The prerequisite of four-year integration was the establishment of institute of accreditation and standardization of curriculum, and the requirements for the four-year integration were considered important for adjustment of student quota and standardization of curriculum. In the four-year integrated approach, the opinion that only universities that passed the accreditation evaluation should operate a four-year system was highest among professors and hospital practitioners. The optimum capacity of university students was less than 40 in cases of 4-year integration. In conclusion, the above results suggest that the professors and hospital practitioners realize 4-year interdisciplinary integration is necessary to produce a competent medical technologist, and the institute of accreditation, standardization of curriculum, and student quota adjustment should be presupposed for 4-year integration.

• Journal of Technology Innovation
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• v.19 no.2
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• pp.99-128
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• 2011

University-to-industry technology transfer has become an increasingly important issue in recent years. Studies on technology transfer and commercialization evolved to diverse knowledge transfer channels. Among them, university spin-off is not only known as the most direct and tangible method but also suitable for effectively transferring tacit knowledge. Much of the studies on university spin-offs are mostly focused on macro-level but studies using the individual professors as their unit of analysis need better understanding as well. This paper investigates why the speed of university spin-off formations differ among individual professors drawing on the resource-based view. Utilizing data of 149 professors in 25 universities who formed spin-offs, Cox regression results suggest that professors' technological research capabilities, academic research capabilities and financial resources promote university spin-off formations.

• Korean Medical Education Review
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• v.16 no.2
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• pp.67-76
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• 2014

Few studies have examined burnout among the faculty of medical schools in the Republic of Korea. The aim of this study was to determine the level of burnout and its associated factors among the faculty members of three medical schools in the Busan-Gyeongnam area, and to summarise the available literature on burnout. We conducted the survey using a validated questionnaire that incorporated the Maslach Burnout Inventory-Human Services Survey (MBI-HSS) as well as questions about demographic characteristics, working experience, health, lifestyle, most time spent and most difficult work, and suicidal ideation and job quitting ideation of the survey participants. MBI-HSS scores were analysed in the three dimensions of emotional exhaustion (EE), depersonalization (De), and personal accomplishment (PA). Through the survey, the 186 professors, 49% among the total, provided data which were included in the present analysis. More than thirty per cent (37.1%) of the professors reported at least 1 symptom of burnout. For burnout dimensions, 11.8% of the respondents scored high for EE burnout, 25.3% for De, and 14.5% for PA, with 1.6% scoring high on all three dimensions of burnout. High burnout was found to be strongly associated with several of the variables under study, especially hours worked per week, self-rated health, career (range, 4 to 9 years), and age (range, 50 to 59 years). The EE score was highest for the professors who chose 'patient care' as the most difficult type of work. This study showed that just over one-third of professors have at least 1 symptom of burnout and working more hours per week, short length of work (years), and especially suicidal ideation seem to be associated with the burnout of medical school faculty members in the Busan-Gyeongnam area. In summary, a greater risk of burnout of physicians (including medical professors) seems to be associated with specialties at the front line of care, working more hours per week, work-life imbalance, low self-efficacy, depression, and conflicts with colleagues and patients.

• Journal of Engineering Education Research
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• v.8 no.4
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• pp.52-63
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• 2005

National competitiveness is related directly to the strength of educational competitiveness of universities. Seoul National University (SNU) has been taking efforts to improve its competitiveness in University education in variety of ways and the classroom assessment is one key example of those. The current classroom assessment system practiced at universities is being used to evaluate courses and professors in charge by the university administration or evaluation committee. The classroom assessment system is not intended to put students and professors as the subject of the evaluation. In this case, the evaluation is intended wrongfully to rank the courses and evaluate professors' achievement by assigning grades on the lectures. Instead, a proper classroom assessment system should be targeted to improve the quality of lectures by encouraging communication among professor and students in the classroom. In this study, it was intended to investigate a suitable classroom assessment system to enhance the effectiveness of education, not to rank the courses and evaluate professors' achievement. For this purpose, research has been carried out to investigate opinions of professors at SNU on the criteria of classroom assessment and to analyze the criteria of classroom assessment at other domestic universities in Korea. The inquiries for feedback on the lecture by the student in the class was analyzed. The current classroom assessment system at SNU was reviewed and an improvement plan was devised to evaluate liberal art courses of engineering and science schools at SNU. In this research, the problems in the classroom assessment system was reviewed and improvement points were searched to utilize the classroom assessment system more effectively for the improvement of lecture quality.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.1
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• pp.184-188
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• 2019

The purpose of this paper is to investigate the effectiveness of Google Classroom (GC) and to examine the satisfaction of professors using GC as an online environment at a Mongolian University. Fourteen professors designed the lecture model and provided lessons using GC at D University for four weeks. GC provides new learning opportunities that are more efficient than face-to-face learning, because it can overcome the limitations of time and space. The results of the survey conducted with the professors who participated in the class to explore the effectiveness of GC show that the system provides: cooperation: 100% (strongly agree=7, Agree=7), personal learning opportunity: 100% (strongly agree=10, Agree=4), ease in learning: 100% (strongly agree=11, Agree=3), suitability: 100% (strongly agree=8, Agree=6), feedback opportunities: 100% (strongly agree=7, Agree=7), connection: 100% (strongly agree=7, Agree=7), accessibility: 100% (strongly agree=7, Agree=7), learning effectiveness: 100% (strongly agree=9, Agree=5), paperless experience: 100% (strongly agree=8, Agree=6). The professors who attended the class reacted positively to the use of GC, proving that the application of GC at this Mongolian University was appropriate and efficient. The use of GC is expected to help educational institutions strengthen and improve online learning, especially by breaking from traditional learning, and opening new paths for professors and students in Mongolia.