• Korean Medical Education Review
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• v.25 no.2
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• pp.139-158
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• 2023

Defining a competent doctor is important for educating and training doctors. However, competency frameworks have rarely been validated during the process of their development in Korea. The purpose of this study was to validate the patient-centered doctor's competency framework, which had been developed by our expert working group (EWG). Two rounds of Delphi questionnaire surveys were conducted among a panel of experts on medicine and medical education. The panel members were provided with six core competencies, 17 sub-competencies, and 53 enabling competencies, and were asked to rate the importance of these competencies on a 5-point Likert scale. Between April and July 2021, a total of 28 experts completed both rounds. The data of the Delphi study were analyzed for the mean, standard deviation, median, inter-rater agreement (IRA), and content validity ratio (CVR). A CVR >0.36 and IRA ≥0.75 were deemed to indicate validity and agreement. This study found that five enabling competencies were not valid, and agreement was not reached for three sub-competencies and two enabling competencies. In consideration of CVR and the individual opinions of panel members at each session, the final competencies were extracted through consensus meetings of the EWG. The competencies were modified into six core competencies, 16 sub-competencies, and 47 enabling competencies. This study is meaningful in that it proposes patient-centered doctor's competencies enabling the development of residents' milestone competencies, an assessment system, and educational programs.

• Journal of the Korea Society of Computer and Information
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• v.24 no.1
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• pp.197-206
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• 2019

The purpose of this study is to develop and validate a model for diagnosing core competencies at the higher education level. Based on literature reviews, a potential model for core competencies at university was suggested. A tool for validating the model was composed of 24 items, which were delivered to 226 professors and administrative staffs, 730 students, and 134 graduates & external industrial experts. Five constructs (core competencies) were extracted from the data collected among professors and administrative staff responding to the importance of the items. The results of importance and performance surveys on core competencies with students were respectively 3.28 to 3.66 and 2.68 to 3.28 (4-point Likert scale). Statistical differences between importance level and performance level were found in all the sub-categories of core competencies. Borich priority determination formula and Locus for Focus Model were used for the determination of the priority of needs. Importance survey among graduates and external experts showed that the mean of each items ranged from 2.80 to 3.76 (4-point Likert scale). The overall results of the analyses suggest that the final model is appropriate for measuring the core competencies.

• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.346-355
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• 2017

The 2015 revised national science curriculum encourages students to cultivate the science core competencies such as scientific thinking, science process skills, scientific problem-solving ability, scientific communication skill, scientific participation and lifelong learning ability. To fill this purpose, we practiced science writing classes based on core competencies and examined the effect of its application. The target unit was 'weather and our life', 'acid and base', 'speed of an object', and 'structure and function of our body' in the fifth grade of elementary school. The results were as follows. First, it was proven that science writing activities based on core competencies did not help improving science process skills of learners. Second, it had a significant effect on the improvement of the learner's self-directed learning ability, in particular, owner spirit, meta cognition and information search. Third, this strategy for science writing changed learners' scientific attitude positively. The above-mentioned results show that this science writing classes can be applicable as one of effective methods in cultivating science core competencies.

• Journal of Engineering Education Research
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• v.26 no.1
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• pp.20-26
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• 2023

In this study, as a competency strengthening program to support learner-centered education, we developed the 'Capstone-design competency Program' for the purpose of cultivating the 4C skills and problem-solving ability required as core competencies of the 21st century. The program was based on the project method, and strategies were derived and materialized for each step through core competency analysis. Then, the validity was confirmed through the implementation of the program. As a result of the implementation of the program, it was confirmed that this program was effective in cultivating the core competencies of college students. In addition, it was confirmed that learners showed results such as specific reflection on core competencies, changes in perspective, and action plans, so that the possibility of actual application was high.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.4
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• pp.663-674
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• 2013

Purpose: This study was to scrutinize not merely the nomenclature of clinical competency suggested in nursing literature but also what core clinical competency nursing students should be focused on for improving competency-based curriculum. Methods: A comprehensive review on 69 domestic and 89 foreign related literature was conducted. After reviewing the full text of a total of 158 articles, only 23 articles with measurement tools were selected for scrutinizing while 135 articles with obscure definitions of clinical competency were excluded. Results: Clinical competencies including 120 concepts were identified. Those concepts were categorized as 30 clinical competencies according to their similarities. Seven core clinical competencies including 1)nursing knowledge, 2)nursing skill, 3)interpersonal skill/cooperation, 4)problem-solving, 5)professionalism, 6)nursing management/leadership and 7)research ability were derived from the 30 clinical competencies through the categorizing process. Conclusion: Teaching & learning strategies should focus on the integration of nursing theories and clinical practices based on competency-based curriculum considering the 7 core clinical competencies. Nonetheless, they include somewhat abstract concepts and some were not concrete enough to be applied to the nursing curriculum. Thus, further research is needed in order to develop consensus-driven clinical competencies and competency modeling which can suggest the interrelation between the core competencies.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.57-71
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• 2010

This paper is a study on the perception of current competency and expected competency of engineering freshmen by extracting core competencies acquired from university education. It also aims to suggest proper way for engineering university education. This study extracts competencies in the following five areas as core competencies: 'knowledge on major area', 'cultural ability', 'foreign language ability', 'basic learning ability', 'intercommunication ability'. To achieve this purpose, this study surveyed 'C' university engineering department freshmen (584 students) with questionnaires about their perception of core competencies. The results are as follows. First, engineering freshmen perceived current competencies were weak in every area, especially their capacities in 'foreign language ability' area were perceived to be weakest. Their demand for education is the highest in 'foreign language ability' area, and the second higher in 'knowledge on major area'. Secondly, there exists meaningful difference between perception of current competency and expected competency depending on the gender, high school department (science/liberal arts), high school location, types of college admissions, and types of mathematics in NAST. According to these results, this study suggests enhancement of foreign language (English) education in engineering department, design and implementation of various educational program to overcome individual difference, promoting importance of competencies in the 'cultural abilty' and 'intercommunication abilty', necessity of continuous adjustment and complementation for engineering educational program through accumulation of feedback processes, activation of career education through engineering education and special programs.

• The Journal of the Korean dental association
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• v.57 no.9
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• pp.504-513
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• 2019

Dental education is gradually transitioning to competency-based education system, which aims to help dentists achieve certain core competencies by means of various systems, such as curriculum accreditation. This study examined satisfaction with dental school education and the differences in the perceived importance and self-assessment of competencies among general dentists, in an attempt to propose a desirable direction for dental education. A questionnaire was administered to new general dentists who graduated from a dental school within the past 10 years. The results of the survey were analyzed using the Importance-Performance Analysis to understand differences in dentists' perceptions. Overall satisfaction with education was low in terms of the curriculum's relevance to actual practice and its capacity for cultivating required competencies. Furthermore, many of the respondents strongly perceived the need to improve dental education. Additional investigations into the satisfaction with education showed no difference. Among the seven key competency domains, dentists perceived Health Promotion to be important and also assessed themselves as having high competence. However, regarding the perceived importance of the remaining domains, self-assessment of competence was low for Professionalism, Communication & Interpersonal Skills, Knowledge Base, Information Handling & Critical Thinking, Clinical Information Gathering, Diagnosis & Treatment Planning, and Establishment & Maintenance of Oral Health. The results of this study suggest that a competency-based education model should be developed and incorporated into dental education to set performance standards and to promote systematic self-assessment in order to foster the development of competence in dental students.

• The Journal of Korean Medicine
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• v.37 no.1
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• pp.101-113
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• 2016

Objectives: The purpose of this study was to develop a competency model for the Korean medicine doctors and find application plans for the future education in Korean medicine. Methods: Based on literature review, we drafted a competency model framework for modeling and defined competencies using generic model overlay method. Also we conducted a FGI with 20 extension specialists in Korean medicine to validate competency model. Results: Findings are 5 domains and 15 competencies. 5 domains have optimal patient care, reasonable communication skill, professionalism enhancement, performing social accountability, and efficient clinical management. 3 competencies are included in 5 domains each. With this model, 4 ways of application plans are shown to apply for the future competency-based education in Korean medicine. Conclusion: Developed 2016 competency model for the Korean medicine doctors can be a first huge step to innovate education in Korean medicine toward competency-based educational system.

• YAKHAK HOEJI
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• v.57 no.4
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• pp.299-308
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• 2013

According to the changed '2+4'-year pharmacy school curriculum in Korea, pharmacy preceptors play a highly crucial role in educating student pharmacists through practice-based learning. Whether the new curriculum in a Korean pharmacy school will become firmly established or not depends on the competency of a preceptor. Before the preceptors with high competencies are anticipated, the effective education programs for them should be provided. However, there have been little studies regarding the competencies of pharmacy preceptors in Korea. This study was to analyze the degree of differences between importance and performance of preceptors' competencies. The self-reported questionnaire was utilized to collect data from pharmacists in the preceptor education program of a university. Total 122 pharmacists participated in the program, and 78 responded to the survey questionnaires. The average of importance for overall evaluation items was 4.32 whereas that of performance for them was 3.51 by using a 5-point Likert scale. The evaluation items with relatively marked differences between importance and performance were 'sufficient time allowance for students', 'teaching research results regarding newly approved drugs', 'clear understanding of goals and learning contents about pharmacy practice experiences', and 'plan for systemic experience educations'. Further follow-up researches on changes of the differences in importance- performance of preceptors' competencies after precepting student pharmacists should be implemented. Furthermore, the effective and appropriate methods for the preceptor education programs based on the follow-up studies should be developed to reduce the difference between importance and performance.

• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.271-280
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• 2023

The purpose of this study is to investigate the effect of chemistry program based on metacognitive learning strategies using realistic contents on prospective teachers' creative thinking skills and science core competencies, and their perception. In particular, it was intended to further improve the effectiveness of the program by introducing a strategy to strengthen metacognition. Participants were classified into the experimental group subject to the newly developed chemistry curriculum and traditional group subject to general programs that exclude realistic contents and metacognitive strategies. Both groups were surveyed before and after the application of the program to measure the degree of change in metacognitive competencies, creative thinking competencies, and science core competencies. It also analyzed the impact of metacognitive competencies and science core competencies on creativity thinking competencies. As a result of the study, relevance and rationality among sub-factors of metacognitive competencies and creative thinking competencies of the experimental group were improved, and all sub-factors except for scientific participation and lifelong learning ability among science core competencies were significantly improved. In addition, it was found that metacognitive knowledge among metacognitive competencies, scientific inquiry ability and scientific thinking ability among science core competencies affect creative thinking competencies. Through the results, it was suggested that realistic content that incorporates metacognitive learning strategies is needed to improve creative thinking competencies, and learning models and programs that can utilize them are needed.