• 보건행정학회지
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• 제31권4호
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• pp.437-450
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• 2021

Background: With the development of the information technology industry and the increasing importance of health information, there is a need to analyze the current certification system for health information management education. This study compared and analyzed the health information management education accreditation system between the Republic of Korea and the United States. Methods: Descriptive analysis and quantitative methodologies were used to compare the education accreditation system and understand the current status of health information management curriculum run by universities in the Republic of Korea and the United States. Results: Regardless of the academic year, the Republic of Korea had one certification system based on subject-based criteria. However, the United States had a certification system for associate, baccalaureate, and master's degree programs with competency-based criteria. The accreditation system was different in terms of the way the curriculum is certified and the options for the different levels of university degree programs. Conclusion: Accordingly, it is necessary to consider improving the quality of health information management personnel at different levels by improving the current accreditation system and differentiating the curriculum according to the degree program levels in the Republic of Korea.

• 한국의료질향상학회지
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• 제1권1호
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• pp.66-94
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• 1994

Hospital Accreditation Programme(HAP) has been introduced in many countries in the world for these recent years. This article reviews the HAP in the aspects of the organization, survey and evaluation process, evaluation criteria, and its impact to the hospital quality improvement. The nations included in this study are USA, UK, Canada, Australia, and Korea. To carry out this comparative study, the authors have reviewed articles and accreditation manuals having been issued in many countries. An expert panel of medical doctor, nurse, pharmacist, administrator, and specialist in health facilities formulated a study framework. The results of this study enhance understanding about hospital accreditation activities according to each nation's health care system. In recent years, the Korean government has launched the plan to improve the quality of health services by strengthening the hospital accreditation programme. This study results can provide useful information in development and implementation of the national hospital accreditation programme in Korea.

• 공학교육연구
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• 제8권2호
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• pp.52-63
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• 2005

공학교육의 문제점을 해소하고 국제적으로 인정받는 양질의 공학교육을 실시하기 위하여 도입된 공학교육 프로그램 인증은 해를 거듭할수록 참여하는 대학과 프로그램의 수가 급격하게 증가하고 있다. 이에 따라 공인원에서는 한국의 실정에 적합한 인증기준을 연구하여 KEC2005를 공표하였다. 이미 인증을 받은 대학이나 현재 인증 평가를 받기위해 인증을 준비하는 대학은 앞으로 이 인증기준을 적용하여 평가를 받아야 하므로 KEC2005를 기준으로 전환하는데 어려움을 안고 있다. 따라서 공인원에서 KEC2005를 실시하는데 있어서 몇 가지 제안을 하고자 한다. 첫째, 인증기준에 대한 요구사항을 구체적인 예시를 통하여 분명히 제시해 주어야 한다. 둘째, 학습성과에 대한 구체적인 모델과 방법론을 제시해야 한다. 셋째, 교수들의 자발적인 참여 속에 이상에 치우치지 않은 현실적이고 타당성있는 평가가 이루어져야 한다. 넷째, 평가자의 재교육 등의 전문성과 다양성 확보가 필요하다. 다섯째, 인증을 준비하는 대학에 대한 공인원의 적극적인 자문과 정확한 정보제공이 필요하다.

• 지역사회간호학회지
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• 제27권2호
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• pp.183-192
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• 2016

Purpose: The purpose of this study was to seek the direction of community health nursing practice education focus on the nursing education accreditation criteria. Methods: We collected data through e-mail survey to all of 202 Korean nursing baccalaureate education institute in April, 2016. The 93 professors teaching community health nursing was responded about their affiliated institute (response rate 46.0%). Results: The Korean nursing graduates in Feb. 2016 was practiced 3.01 credits, 131.6 hours in community health nursing course. Community health nursing practice agency was public health center (98.9%), Public health center post (43.0%), Public health center branch (32.3%) in order. The possibility to achieve the course objectives up to national examination was recognised Public health center (3.4), Public health center post (3.3), Public health center branch and school (3.2) from 5 score likert scale. A lot of nursing education institute have difficulty in clinical placement in community health nursing practice agency that meet eligibility of preceptor and space gaining for only nursing students. Conclusion: The nursing education accreditation criteria in 3rd cycle have to be considered real community health nursing practice situation and newly emerging community health nursing fields.

• 공학교육연구
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• 제15권6호
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• pp.58-70
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• 2012

The accreditation review against engineering technological education just started in 2010. This study was conducted to get the significant implications for the accreditation of engineering technological education in Korea from the case of USA and Australia which have reviewed the engineering programs for long time. We can identify some differences between three countries. We suggested the three implications for ABEEK. First, ABEEEK needs to provide the definite graduates attributes to achieve. In that point, Stage 1 competency standard of Australia can be a good example which provide competency elements and indicators of attainment as well. Second, ABEEK needs to consult the course-embbeded evaluation for programs to check whether graduates achieve the graduates attributes. Third, ABEEK needs to benchmark the cases of USA and Australia to alleviate the paperwork load.

• 대한방사선기술학회지:방사선기술과학
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• 제36권4호
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• pp.281-290
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• 2013

이 연구는 의료기관인증 획득 당시와 인증획득 이후 인증기준 준수율이 얼마나 향상 또는 감소되었는지를 확인하고자 의료기관인증을 획득한 대전지역의 4개 대학병원에 종사하며 의료기관 인증평가를 경험한 방사선사를 대상으로 하였다. 연구방법으로는 의료기관인증평가 기준 틀을 재분류하여 환자안전, 직원 및 환경안전 영역에 대해 평가하였다. 환자안전(patient safety) 8문항, 직원안전(staff Safety) 5문항, 환경안전(environmental safety) 3문항으로 총 16문항으로 구성하였고 인증기준 준수율은 10점 척도로 인증평가 당시와 현재의 인증기준 준수율을 측정하였다. 연구결과 인증기준 준수율은 인증평가 당시에 비해 2012년 12월 현재 평균적으로 환자안전, 직원 및 환경안전 영역 모두가 떨어졌다. 세부문항 16개 중에서 가장 많이 떨어진 문항은 환자안전 영역의 손위생이었다. 손위생은 개인의 노력 및 필요성에 대한 인식도 중요하지만 지속적인 교육과 관리 감독이 역시 중요하다. 따라서 의료기관들은 인증기준 준수의 필요성에 대해 지속적인 교육 시행과 적극적인 관리 감독이 필요하다.

• 한국정보통신학회논문지
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• 제15권7호
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• pp.1621-1627
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• 2011

공학교육인증기준 KEC2005에서는 프로그램의 교육목표와 학습성과를 달성하도록 전공은 물론 수학, 기초과학, 전산학, 전문교양과 관련된 충분한 교과목이 제공되는 것을 요구한다. 따라서 학생들의 전공 교과목 이수 뿐 아니라 전문교양 교과과정에 대한 성취도 중요시 된다. 본 연구에서는 학생들이 갖추어야할 공학기본소양교육의 필요성을 검토하고, 현재 공학교육인증제를 실시하고 있는 여러 대학들의 인증 프로그램 교과과정 중 전문교양 교과과정 구성의 실태분석을 통한 전문교양 교과영역의 전형적인 모형을 도출하였다.

• 공업화학
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• 제31권3호
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• pp.334-337
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• 2020

한국인정기구(KOLAS)는 시험 및 교정기관이 KS Q ISO/IEC 17025 요구사항에 맞추어 적절하게 운영하고 유효한 결과를 생산할 수 있도록 표준안을 제시하고 있다. 국가표준기본법(시험·검사: 시험·검사기관 인정, 교정: 국가교정제도의 확립)을 근거로 운영하고 있다. 최근, 국제시험소인정기구(ILAC)가 자격기준을 강화함에 따라 공인시험·교정기관들도 요구사항(KS Q ISO/IEC 17025:2017)에 맞추어 2020년 11월까지 전환을 완료해야 한다. 국내에서 운영되고 있는 899개 KOLAS 인정시험·검사와 교정기관이 여기에 해당된다. 여기에서는 적격성에 대한 주요 일반 요구사항을 요약하였다.

• KIEAE Journal
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• 제13권2호
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• pp.141-149
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• 2013

This paper aims to provide pragmatic application guidelines of the interior finish materials for apartment houses with newly-established evaluation methodology of the sustainable degree of interior products. With reference to the standards and criteria of domestic eco-labeling accreditation schemes for sustainable products in the area of architecture which focus on the sustainable elements classified as the health, recyclability, durability, and energy efficiency, in this study, a systematic evaluation method has been established for interior finish products with quantifiable indicators for sustainable performance. Base on the evaluation system introduced here, most interior finish products can be classified into a database and applied effectively to the realities from the perspective of the sustainability. There are the necessities of enforcement issues with the idea of revising or taking remedial measures of the current performance criteria of domestic eco-labeling accreditation to bolster their reliability. As well as already-commercialized products, hereafter, continued efforts are needed to control the whole process of manufacturing new interior finish products from their designing, constructing, consuming, recycling and to dismantling in terms of sustainability, which promises more pragmatic follow-up measures for the detail embodiment of the environment-friendly spaces.

• 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.