• Korean Medical Education Review
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• v.23 no.1
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• pp.56-67
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• 2021

Educational program evaluation can improve the quality of the curriculum, instructional methods, and resources and provide useful data for making educational decisions and policies. Developing and implementing a program evaluation system is essential in competency-based medical education. The purpose of this study was to explore and establish an educational program evaluation system adapting an integrated program evaluation model to promote competency-based medical education. First, an Educational Evaluation Committee was organized, consisting of faculty, staff members, and students. The committee established an integrated program evaluation model, combining Stufflebeam's Context, Input, Process, and Product (CIPP) model of a process-oriented approach and Kirkpatrick's four-level model of an outcome-oriented approach. Kirkpatrick's model was applied to the product evaluation of the CIPP model. The committee then developed evaluation criteria, indicators, and data collection methods according to the components of the CIPP model and the four levels (reaction, learning, behavior, and results) of Kirkpatrick's model, and collected and analyzed data. Finally, the committee reported the results of evaluation to a Medical Education Quality Improvement Committee, and the results were used to improve the curriculum and student selection. To enhance the quality of education, identifying educational deficiencies and developing various elements of education in a balanced way through educational evaluation will be needed. Furthermore, it will be necessary to listen to opinions of various stakeholders, work with all members involved in education, and communicate with decision-makers in the process of educational evaluation.

• The Journal of Korean Academic Society of Nursing Education
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• v.3
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• pp.99-116
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• 1997

In response of the increasing demand for professional degree in nursing, some university in Korea offers RN-BSN program for R. N. from diploma in nursing. However, RN-BSN program in Korea is in formative period. Therefore, the purpose of this survey study is for the comparative analysis of RN-BSN curriculum in Korea and U.S.A. In this study, subjects consisted of 18 department of nursing in university and 5 RN-BSN programs in Korea and 18 department of nursing in university and 12 RN-BSN programs in U.S.A. For earn the degree of Bachelor of Science in Nursing, the student earns 134 of mean credits in U.S.A., whereas 150.3 of mean credits in Korea. The mean credit for clinical pratice is 30.1 in U.S.A., whereas 23.9 in Korea. Students are assigned to individually planned clinical experiences under the direction of a preceptor in U.S.A. In RN-BSN program, total mean credits through lecture and clinical practice for earn the degree of BSN is 35.5(lecture : 27.7, practice ; 7.8)in U.S.A., whereas,48.1 (lecture;42.1, practice;6.0) in Korea. RN-BSN program can be taken on a full-or-part time basis in U.S.A., whereas didn't in Korea. Especially, emphasis is place on the advanced nursing practicum that focus on the role of the professional nurse in providing health care to individuals, families, and groups in community setting in U.S.A. 27.7 of mean credits was earned through lecture in U.S.A., whereas 42.1 of mean credits in Korea. It means that RN-BSN program in Korea is the lesser development in teaching method and appraisal method than in U.S.A. Students of RN-BSN program in U.S.A. can earns credit through CLEP, NLN achievement test, portfolio review session etc as well as lecture. Therefore, the authors suggests some recommendations for the development of curriculum of RN-BSN program in Korea based on comparative analysis of RN-BSN curricula in U.S.A. and Korea. 1. The curriculum of RN-BSN Program in nursing was required to do some alterations. Nursing care, today, is complex and ever changing. According to change of public need, RN-BSN curriculum intensified primary care program in community setting, geriatric nursing, marketing skill, computer language. 2. The various and new methods of earning credit should be developed. That is, the students will earn credits through the transfer of previous nursing college credits, accredited examination of university, advanced placement examination, portfolio review session, case study, report, self-directed learning and so on. Flexible teaching place should ile offered. 3. Flexible teaching place should be offered. The RN-BSN curriculum should accommodate each RN student's geographical needs and school/work schedule. Therefore, the university should search a variety of teaching places and the RN students can obtain their degrees comfortably throughout the teaching place such as lecture room inside the health care agency and establishment of the branch school in each student's residence area. 4. The RN-BSN program should offer a long distance education to place-bound RN student in many parts of Korea. That is, from the main office of university, the RN-BSN courses are delivered to many areas by Internet, EdNet (satellite telecommunication) and other non-traditional methods. 5. For allowing RN student to take nursing courses, program length should be various, depending upon the student's study/work schedule. That is, the various term systems such as semester, three terms, quarter systems and the student's status like full time or part time should be considered. Therefore, the student can take advantage of the many other educational and professional opportunities, making them available during the school year.

• Korean Medical Education Review
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• v.14 no.2
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• pp.78-85
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• 2012

This paper will discuss the issues in four different small group teaching programs administered by the Seoul National University Medical School, and will address and propose solutions to those issues for improving the effectiveness of the programs. Medical school has a particular educational environment that differs from the rest of the university. Therefore, program managers should develop better models to fit medical school needs by reviewing our practices and planning for improvement. As managers of these programs, the authors interviewed students applying to participate. If our responsibilities for these programs continue for a sufficient period of time and we have a sufficient number of participants hereafter, we will do a survey and generate more reliable conclusions from quantifiable data. However, given that these programs are in their early stages, we present here some introductory remarks on the theory behind the programs and the outcomes we expect. The discussion will define and explain the different needs and roles of each participant (professor, student, and manager) in the program, and will suggest some practical ways for the managers in the programs to make improvements to the existing model so that the enhanced programs can better suit the needs of the medical school.

• The Journal of Pediatrics of Korean Medicine
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• v.32 no.3
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• pp.55-61
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• 2018

Objectives The study aimed to examine satisfaction of elementary school students parents' on the program by school doctor of Korean medicine. Methods The program by school doctor of Korean medicine has been conducted in 22 schools in Seoul since June 2017. The program includes Korean medicine health care lecture for the students, the teachers, and the parents, the diet management advice, smoking/drinking cessation, and sex education. The program was varied by schools. This study investigated the parents' satisfaction of the program by school doctor of Korean medicine by a survey. Results A total of 92 elementary school parents participated in the survey, 92.4% of the respondents answered that the school doctor program showed positive effects on students' health. Most of them replied positive regarding the health education about smoking cessation (82.5%). Also, the respondents were satisfied about overall health education from the program (89.1%), and improvements of the students' learning ability through regular health checkups (59.8%). Conclusions Parents who were participated in the program by school doctor of Korean medicine positively evaluated about the program. They also shared their expectations to the role of the school doctor of Korean medicine in improving student's immune system and health counseling for the students and the school faculty.

• Journal of Digital Convergence
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• v.17 no.2
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• pp.177-185
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• 2019

The purpose of this study is to investigate the causes of career problems, which are the biggest problems of Korean university students, and to solve them by using case studies of domestic and global universities, I would like to suggest a career advisor system model for college students. It is most important to collect advice and learning data to solve the career problems of college students by utilizing information technology such as data analysis and AI. Research has not been actively pursued because the university has very limited internal data to advise on career problems. In this paper, we study the data types and methods of college students' career advice, and propose a career advisor counseling system for college students.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.387-403
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• 2021

The purpose of this study is to design a community-based career education app for college students. Currently, career education in universities has various problems. First, career education is not systemized, second, satisfaction of participating students is not high, and third, competency-based career education is not conducted. Designing a community-based career education app for college students will solve the problem of lack of college career education instructors and increase the satisfaction of students participating in career education. To this end, core values were derived through the results of demand surveys, literature analysis, and network text analysis for college students, and a prototype of the app was devised according to the design of the rapid prototype. The career education program to be used in the app was designed by dividing online and offline activities so that university students can execute them in units of learning communities. Through the first and second usability evaluation and expert evaluation, the final prototype was designed and the app screen was designed.

• Communications of Mathematical Education
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• v.34 no.1
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• pp.17-39
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• 2020

The purpose of this study is to analyze the mathematical beliefs of students and teachers by Latent Class Analysis(LCA). This study surveyed 60 teachers about beliefs of 'nature of mathematics', 'mathematic teaching', 'mathematical ability' and also asked 1850 students about beliefs of 'school mathematics', 'mathematic problem solving', 'mathematic learning' and 'mathematical self-concept'. Also, this study classified each student and teacher into a class that are in a similar response, analyzed the belief systems and built a profile of the classes. As a result, teachers were classified into three types of belief classes about 'nature of mathematics' and two types of belief classes about 'teaching mathematics' and 'mathematical ability' respectively. Also, students were classfied into three types of belief classes about 'self concept' and two types of classes about 'School Mathematics', 'Mathematics Problem Solving' and 'Mathematics Learning' respectively. This study classified the mathematics belief systems in which students were categorized into 9 categories and teachers into 7 categories by LCA. The belief categories analyzed through these inductive observations were found to have statistical validity. The latent class analysis(LCA) used in this study is a new way of inductively categorizing the mathematical beliefs of teachers and students. The belief analysis method(LCA) used in this study may be the basis for statistically analyzing the relationship between teachers' and students' beliefs.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.97-104
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• 2022

European integration processes have acted as a catalyst for the emergence of a new type of educational environment, which is characterized by competent flexibility of specialists. Therefore, the article focuses on professional training of teachers in the context of European integration processes using information technology and the search for innovative methods of training specialists. One of the educational priorities in Europe is to create a new model of a teacher who has an academic education, knows innovative methods, is able to perform functions and tasks efficiently and professionally, adequately, quickly and correctly respond to changes and innovations. The tasks facing education in the European dimension are formulated. The main trends in the education of teachers in modern Europe are described: the need to deepen and expand subject training programs in pedagogical institutions of Higher Education, which will allow autonomy of activity, awareness of responsibility for independent creative decisions, create favorable conditions for the development of professionalism through the use of Information Technology and the search for innovative methods of training specialists. At the present stage, various models of teacher training are being developed based on the University and practical concept using information technology and searching for innovative methods of training specialists. On this basis, two different theories of perception of teacher education were formed: as preparation of teachers for work throughout their professional career; as preparation for the first years of professional work, which is periodically repeated in the process of continuous professional training and improvement. Among the advantages that the use of Information Technology and the search for innovative methods of training specialists to implement the learning process, it is worth mentioning the following: simultaneous use of several channels of perception of the student or student in the learning process, thanks to which the integration of information processed by different sensory organs is achieved; the ability to simulate complex real experiments; visualization of abstract information by dynamic representation of processes, etc.

• The Mathematical Education
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• v.58 no.4
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• pp.589-607
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• 2019

The study aimed to investigate what high-school students recognize mathematics textbooks and how they use textbooks in their learning mathematics in and out-of mathematics classrooms. For this purpose, we developed a set of interview questions in order to unpack what high-school students thought about mathematics textbooks and how they intended to use the textbooks for their learning mathematics. Eleven high-school students participated in the interview; the interview lasted for about an hour for each student. The data from the interviews were analyzed. The findings from the data analysis suggested as follows: a) the students seemed to consider mathematics textbooks as crucial medium for a mathematics classroom material and thus, they were likely to obliged to use the textbooks for preparing for not only tests and examination conducted regularly in schools but college entrance examination conducted nationwide; b) however, the students appeared to use the textbooks in limited ways in which they looked into the textbooks to prepare for mid-term or final exam only, not for their understanding mathematical contents as a main resource; and c) the students seemed to realize that they rarely have had an opportunity to develop mathematical thinking capabilities and understand mathematical ideas conceptually through the mathematics textbooks.

• Journal of the Korea Convergence Society
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• v.6 no.5
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• pp.173-185
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• 2015

Recently, the tendency in the education system orientes to developing people of interdisciplinary abilities, this study was conducted to explore career process and to aware the career through internship participation of nursing students and to investigate effect of convergence program. The study conducted in-depth interview with 14 undergraduate nursing students who participated convergence program at various medical organizations. Collection data was analyized based on grounded theory. The research finding shows that Internship Experience was four categories and 12 themes. Four categories are participation motivation internships, Career Exploration process through internship, various learning for career preparation and career awareness In order to operate effective convergence program, various learning opportunities and building relationships with the members in organizations are provided and organizational system support is needed.