• Korean Medical Education Review
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• v.25 no.1
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• pp.68-77
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• 2023

Basic medical education is important for developing the competencies of medical doctors, and it includes basic biomedical sciences, preventive medicine, medical ethics, and clinical science. This study aimed to reveal the current status of the Korean Medical Licensing Examination (KMLE) regarding its evaluation of competencies in basic biomedical sciences. The basic medicine-related questions were screened and selected from the test forms of the KMLE (2016-2018) by personnel conducting basic biomedical science education, and the selected questions were analyzed by three independent groups of undergraduate students at Chonnam National University Medical School in terms of the learning outcomes of basic medical education. The study scope includes the proportion of basic medicine-related questions, which consist of basic medicine questions and basic medicine-related clinical medicine questions, its annual change, discipline distribution, and associated learning outcomes. The average proportions of basic biomedical sciences, preventive medicine and medical law, and clinical sciences were 2.3%, 5.8%, and 91.9% of all questions, respectively. The proportion of basic medicine-related questions, except those on preventive medicine and medical law, was 22.0% of the total, and questions on pharmacology and microbiology accounted for 83.0% of the basic medicine-related questions. The proportion of sub-enabling learning outcomes linked with basic medicine-related questions comprised 14.0% of the total outcomes for basic biomedical sciences and 30.4% for preventive medicine and medical law. It is concluded that the KMLE questions may not sufficiently cover the essential competencies of basic medical education for medical doctors, and the KMLE may need to be improved with regard to competencies in basic biomedical sciences.

• Journal of Engineering Education Research
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• v.9 no.2
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• pp.34-51
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• 2006

In knowledge based society of 21c, engineers require not only their own speciality but also engineering basic competency such as creative thinking, the ability of working together, the ability of communication. Engineering colleges responsible for educating engineers consider developing curriculum including Engineering Basic Competency which is reflecting the needs of the times. By utilizing the accreditation programs of engineering education, UK-SPEC of UK Engineering Council, EA(Engineering Australia) standards/handbook of the Institute of Engineers Australia, O*NET of U.S. Occupational Network, this study generates core elements of engineering basic competency to prove the capability of engineering basic competency required to desired engineers. Core constituents derived from the study were categorized into 3 major areas of the basic engineering literacy in Humanities and Social Sciences(HSS), the ability of Creativity Engineering Design, Career development and each category and constituents were surveyed and checked by engineers in the field to deduce engineering basic competency that should be educated in the engineering college.

• Journal of Ginseng Research
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• v.45 no.6
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• pp.665-675
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• 2021

Background: Ginsenoside Rg1 (Rg1), an active ingredient in ginseng, may be a potential agent for the treatment of Alzheimer's disease (AD). However, the protective effect of Rg1 on neurodegeneration in AD and its mechanism of action are still incompletely understood. Methods: Wild type (WT) and APP/PS1 AD mice, from 6 to 9 months old, were used in the experiment. The open field test (OFT) and Morris water maze (MWM) were used to detect behavioral changes. Neuronal damage was assessed by hematoxylin and eosin (H&E) and Nissl staining. Immunofluorescence, western blotting, and quantitative real-time polymerase chain reaction (q-PCR) were used to examine postsynaptic density 95 (PSD95) expression, amyloid beta (Aβ) deposition, Tau and phosphorylated Tau (p-Tau) expression, reactive oxygen species (ROS) production, and NAPDH oxidase 2 (NOX2) expression. Results: Rg1 treatment for 12 weeks significantly ameliorated cognitive impairments and neuronal damage and decreased the p-Tau level, amyloid precursor protein (APP) expression, and Aβ generation in APP/PS1 mice. Meanwhile, Rg1 treatment significantly decreased the ROS level and NOX2 expression in the hippocampus and cortex of APP/PS1 mice. Conclusions: Rg1 alleviates cognitive impairments, neuronal damage, and reduce Aβ deposition by inhibiting NOX2 activation in APP/PS1 mice.

• The Journal of Information Systems
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• v.28 no.4
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• pp.403-424
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• 2019

Purpose The objective of this study is to determine the programming language for improving algorithmic thinking of basic software education for non-majors, which has recently been receiving attention to nurture talents needed in the era of the Fourth Industrial Revolution. Design/methodology/approach In this study, Delphi method was used to select the suitable programming language for the features of each of five departments for basic software education for non-majors in order to develop the capability of algorithmic thinking. The survey was conducted three times to 21 experts, and the results were analyzed using quantitative analysis (CVR) values and stability. Findings For the most suitable programming language for each department determined in this study, App Inventor was selected for humanities department, RUR-PLE for natural science department, App Inventor for social science department, Python for engineering department, and Scratch for fine arts department. This is expected to be used as the basis for determining the direction of curriculum and operation of universities starting basic software education through programming language by department proposed in this study.

• Journal of the Korean Society of Safety
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• v.29 no.3
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• pp.46-55
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• 2014

With regard to the basic safety and health education in construction industry issued on January, 26, 2012 by Occupation Safety And Health Acts, this study conducted a survey with self-administered questions for workers in the construction field in order to comprehend the problems since introduction of basic safety and health education. By analyzing the effectiveness of the safety and health activities, this study sought to reduce the trials and errors as well as to secure the improvement toward the early settlement of the basic safety and health education in construction industry. As a result of the question investigation, the survey respondents in the field sites who finished the basic safety and health education showed positive attitudes toward the improvement of safety awareness and the prevention of accidents. They also needed constant implementation of the education. At the same time, the government should improve the education program with strong policies to secure the effectiveness of the basic safety and health education in construction industry.

• Journal of the Society of Disaster Information
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• v.17 no.1
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• pp.154-164
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• 2021

Purpose: Ten years after basic safety and health education in the construction industry has been implemented, no more maintenance education has been provided, and those who have completed basic safety and health education are exempt from new employee education. As soon as possible, we will seek strategic measures to prevent unstable behavior and prevent safety accidents by legislating conservative education and new recruitment education. Method: In this study, basic safety and health education, which is construction safety education, and human error, which is unstable behavior of new employees, and structural relationship between violation behavior were conducted through survey. Result: The survey analyzed that basic safety and health education in the construction industry and new recruitment education had a significant impact on the human factors of the disaster, Human Error, and the reduction of violations, and confirmed that continuous safety education could increase safety awareness. Conclusion: The insolvency of safety education shall be prevented by the revision of the Act on the remuneration of basic safety and health education and the education of new employees.

• Korean Medical Education Review
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• v.11 no.2
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• pp.15-24
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• 2009

Medical Students' competencies depend on the medical school curriculum. Basic medical education, in particular, is an important starting point for further medical competency development. We aimed to identify the most important areas of reform in the basic medical education curriculum of Yonsei Medical School. To accomplish this, we sought case studies of different medical schools and discussion points for quality improvement methods. A qualitative comparison method saturated through the systematic discussions on the emerging thematic approaches to determine the current directions in medical school curriculum reform. The discussions, which involved 7 experts, spanned 8 months and were based on a literature review, with focus on the 7 selected case studies. From the discussions, we concluded that in order to improve basic medical education curriculum, the following measures need to be carried out. First, an outcome-based curriculum is to be designed. The expected outcome is to be deliberately and succinctly defined and should be expressed as teaching and learning objectives. Second, the core subjects and elective subjects are to be classified on the basis of the aim, content, and passage level of the subjects. Hence, the core curriculum must be treated as a standard part of medical knowledge, and the elective curriculum must be richer and more in-depth. Third, universities should institutionalize regular evaluation of their departments. Appropriate and just evaluations should be made, and feedback given to the school's administrative department. Fourth, the departmental and administrative management of the basic medical education curriculum should be harmonized with each other. Finally, teaching and learning resources are to be increased and diversified and made available to professors and students for basic medical education.

• Korean Medical Education Review
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• v.18 no.3
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• pp.145-149
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• 2016

Outcome-based learning is a global trend in medical education. The Korean Association of Medical Colleges (KAMC) has been developing learning objectives for basic medical education (BME) in Korea. In 2012, KAMC published the 1st edition of "Learning outcomes of basic medical education: Clinical competency-centered" in order to promote outcome-based medical education. KAMC has recently revised and updated the learning outcomes of basic medical education in the clinical competency-centered 2nd edition to reflect the suggestions of all medical schools in Korea and improve application of the published learning outcomes for BME in the field of medical education. KAMC has been making efforts to integrate clinical competency-centered learning outcomes with scientific concepts and principle-centered learning outcomes in addition to basic clinical skills and performance in BME.

• Korean Medical Education Review
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• v.19 no.3
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• pp.115-120
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• 2017

Despite the importance of how the premedical education curriculum is organized, the basic direction of the curriculum has not been evaluated at a fundamental level. In order to explore the basic directions of the premedical education curriculum, this study examined medical education as a university education, the historical basis of premedical education, and the direction of the premedical education curriculum. Historically, as medical education was incorporated into the university education system, premedical education developed based on basic science and liberal arts education. Accordingly, the direction of the premedical education curriculum began to split into two approaches: one believing in a basic science-based education intended to serve as the foundation of medical training, and the other believing in a liberal arts-based education intended to cultivate the qualities of a doctor. In recent years, however, the binary division in the direction of premedical education has ceased to exist, and the paradigm has now shifted to an agreement that premedical education must cultivate the basic scientific competence required for learning medical knowledge as well as the social qualities that a doctor should have, which are cultivated through the liberal arts. Furthermore, it has been asserted that the direction of premedical education should move toward the qualities that will be required in the future. With the fourth industrial revolution underway, the role of doctors is now being re-examined. This means that today's medical education must change in a future-oriented way, and the direction of the premedical education curriculum must be on the same page.

• Journal of Ginseng Research
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• v.46 no.4
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• pp.515-525
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• 2022

Background: The incidence of ischemic cerebrovascular disease is increasing in recent years and has been one of the leading causes of neurological dysfunction and death. Ginsenoside Rg1 has been found to protect against neuronal damage in many neurodegenerative diseases. However, the effect and mechanism by which Rg1 protects against cerebral ischemia-reperfusion injury (CIRI) are not fully understood. Here, we report the neuroprotective effects of Rg1 treatment on CIRI and its possible mechanisms in mice. Methods: A bilateral common carotid artery ligation was used to establish a chronic CIRI model in mice. HT22 cells were treated with Rg1 after OGD/R to study its effect on [Ca²⁺]_i. The open-field test and poleclimbing experiment were used to detect behavioral injury. The laser speckle blood flowmeter was used to measure brain blood flow. The Nissl and H&E staining were used to examine the neuronal damage. The Western blotting was used to examine MAP2, PSD95, Tau, p-Tau, NOX2, PLC, p-PLC, CN, NFAT1, and NLRP1 expression. Calcium imaging was used to test the level of [Ca²⁺]_i. Results: Rg1 treatment significantly improved cerebral blood flow, locomotion, and limb coordination, reduced ROS production, increased MAP2 and PSD95 expression, and decreased p-Tau, NOX2, p-PLC, CN, NFAT1, and NLRP1 expression. Calcium imaging results showed that Rg1 could inhibit calcium overload and resist the imbalance of calcium homeostasis after OGD/R in HT22 cells. Conclusion: Rg1 plays a neuroprotective role in attenuating CIRI by inhibiting oxidative stress, calcium overload, and neuroinflammation.