• 한국문헌정보학회지
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• 제44권3호
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• pp.219-239
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• 2010

EBLIP는 '근거'를 중심으로 실무에서 문제해결 및 의사결정을 정확히 수행하고자 하는 실천 운동이다. 본 연구에서는 이러한 실천 운동의 국내 적용을 실무자들의 근거 출판 활성화를 통해 수행하고자 하였다. 국내 5종의 학술지에 수록된 논문의 내용분석을 통해 국내 실무자들의 근거 생산 현황을 파악하고 실무자들의 표적집단면담으로 근거 생산 장애 요인과 사서들의 인식을 조사하였다. 근거생산에 실무자가 저자로 포함된 경우는 26%를 차지하나, 실무자 단독으로 출판을 한 경우는 9.2%이며 단독 저자인 실무자들의 소속 기관은 대학도서관이 36.4%로 가장 높게 나타났다. 표적집단면담을 통해서 나타난 실무자의 출판 장애요인은 조직적인 차원에서 가장 많이 나타났으며 근거출판 활성화를 위해서 조직의 적극적인 지원을 요구하고 있었다. 본 연구는 이러한 조사결과를 바탕으로 실무자들의 근거 생산 활성화 방안을 조직차원, 연구결과 소통의 차원, 교육차원에서 제안하였다. 조직차원에서는 업무 중 연구 활동의 보장, 연구결과에 대한 보상, 연구 소통의 차원에서는 실무자들이 연구 결과를 용이하게 접하고 활용할 수 있는 새로운 성격의 저널 창간과 구조적 초록과 같은 방안을 제안하였다. 끝으로 실무현장에서 연구방법론 교육의 강화와 통합 연구의 한 방안인 체계적 고찰에 대한 교육을 강조하였다.

• 한국간호교육학회지
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• 제21권1호
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• pp.119-128
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• 2015

Purpose: This study was conducted to evaluate the effectiveness of an evidence-based nursing (EBN) course using action learning-based team learning in undergraduate nursing students. Methods: A quasi-experimental pretest-posttest control group design was employed. The participants who consented were 45 second-year nursing students (22 in the experimental, 23 in the control group) from a university in G-city, Korea. The intervention included lectures, practicals, team activities and reflection on overviewing EBN, formulating clinical questions, searching the evidence, and criticizing the research articles. At the beginning and the end of the 7-week EBN course, the participants completed self-reported questionnaires. Frequencies, $x^2$-test, t-test, and ANCOVA with the SPSS program 18.0, were used to analyze the data. Results: The experimental group showed significantly higher scores on EBN competency (F=25.80, p<001), information literacy (F=13.75, p=.001), and proactivity in problem solving (F=5.32, p=.026) than the control group. Conclusion: This study provides evidence that an EBN course improves undergraduate nursing students' EBN competencies, information literacy, and proactivity in problem solving. Team learning in EBN education can be an effective teaching strategy.

• 한국콘텐츠학회논문지
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• 제21권10호
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• pp.613-621
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• 2021

본 연구의 목적은 근거기반실무를 활용한 응급간호 수업 운영의 효과를 확인하기 위함이다. 본 연구는 단일군 전후설계연구이다. 본 연구는 일개 대학교의 3학년 간호대학생 54명을 대상으로 시행되었으며, 자료수집기간은 2019년 9월 2일부터 12월 2일이었다. 근거기반실무를 활용한 응급간호 수업은 근거기반실무의 5단계를 활용하여, 13차시로 진행되었다. 수업 운영은 강의, 팀기반학습, 사례기반학습으로 구성하였다. 자료분석은 SPSS/WIN 21.0 프로그램을 이용하였으며, 기술통계와 paired t-test를 이용하여 분석하였다. 근거기반실무를 활용한 응급간호 수업 후, 근거기반실무 신념(t=-2.76, p=.008), 근거기반실무 역량(t=-5.035, p<.001)은 통계적으로 유의하게 향상되었다. 반면 비판적사고성향은 통계적으로 유의한 차이가 없었다. 연구 결과는 근거기반실무를 활용한 응급간호 수업이 간호 학생의 근거기반실무 신념과 역량을 향상시키는 효과적인 교육전략임을 확인할 수 있었다.

• Hip & pelvis
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• 제30권4호
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• pp.260-268
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• 2018

Purpose: This study was performed to assess the clinical and radiological outcomes following one-stage hip reconstruction, consisting of open reduction femoral shortening and pelvic osteotomy, for neglected developmental dislocation of the hip (DDH). Materials and Methods: This is a retrospective analysis of 77 hips in 65 patients (46 females and 19 males; 12 had bilateral dislocations), operated at a Ghurki Trust Teaching Hospital in Pakistan between 2013 and 2015. The average age at surgery was $11.02{\pm}3.43$ years. According to the Tonnis classification, there were 10, 14, 22, and 31 patients in grades 1, 2, 3, and 4, respectively. The pelvic procedure utilized in this study was triple osteotomy (47 hips) followed by double and Salter osteotomy (18 and 12 hips, respectively). Postoperative evaluations were conducted using the modified MacKay's scoring system (functional outcomes) and Severin's scoring method (radiological assessment). Results: Postoperatively, there were 38 (49.4%), 19 (24.7%), 14 (18.2%), and 6 (7.8%) hips in Severin grade I, II, III and IV, respectively. According to the modified McKay criteria, there were 22 hips (28.6%) in excellent condition, 44 (57.1%) in good condition, 9 (11.7%) in fair condition and 2 (2.6%) in poor condition. Both patients with poor outcomes had an unstable, painful hip with evidence of avascular necrosis of the femoral head. Conclusion: Based on the results presented here, we recommend the single stage procedure of open reduction, femoral shortening and pelvic osteotomy for treatment of DDH in older children with good to excellent functional and radiological outcomes.

• Journal of Korean Neurosurgical Society
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• 제65권5호
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• pp.652-664
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• 2022

The Kernohan-Woltman notch phenomenon (KWNP) refers to an intracranial lesion causing massive side-to-side mass effect which leads to compression of the contralateral cerebral peduncle against the free edge of the cerebellar tentorium. Diagnosis is based on "paradoxical" motor deficit ipsilateral to the lesion associated with radiologic evidence of damage to the contralateral cerebral peduncle. To date, there is scarce evidence regarding KWNP associated neuroimaging patterns and motor function prognostic factors. A systematic review was conducted on Medline database from inception to July 2021 looking for English-language articles concerning KWNP, in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The research yielded 45 articles for a total of 51 patients. The mean age was 40.7 years-old and the male/female sex ratio was 2/1. 63% of the patients (32/51) suffered from head trauma with a majority of acute subdural hematomas (57%, 29/51). 57% (29/51) of the patients were in the coma upon admission and 47% (24/51) presented pupil anomalies. KWNP presented the neuroimaging features of compression ischemic stroke located in the contralateral cerebral peduncle, with edema in the surrounding structures and sometimes compression stroke of the cerebral arteries passing nearby. 45% of the patients (23/51) presented a good motor functional outcome; nevertheless, no predisposing factor was identified. A Glasgow coma scale (GCS) of more than 3 showed a trend (p=0.1065) toward a better motor functional outcome. The KWNP is a regional compression syndrome oftentimes caused by sudden and massive uncal herniation and leading to contralateral cerebral peduncle ischemia. Even though patients suffering from KWNP usually present a good overall recovery, patients with a GCS of 3 may present a worse motor functional outcome. In order to better understand this syndrome, future studies will have to focus on more personalized criteria such as individual variation of tentorial notch width.

• 한국과학교육학회지
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• 제39권3호
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• pp.389-403
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• 2019

본 연구의 목적은 예비 초등교사들의 과학 탐구 수업 비평 기준과 비평에서 드러나는 특성을 탐색하는 것이다. 연구에 참여한 예비 초등교사들은 초등과학 탐구 수업 강의를 수강하는 교육대학교 2학년 31명의 학생들로 2-3인이 한 조로 과학 탐구 수업을 설계 및 시연하였다. 예비교사들은 동료가 시연한 과학 탐구 수업에 학생 입장으로 참여하였으며, 매 수업이 끝난 이후에 시연된 수업에 대해 비평을 하였다. 예비교사들의 동료 수업 비평을 분석한 결과, 예비교사들은 수업 맥락, 과학 내용, 교수 전략, 학습자, 교육 목표, 비언어적 태도, 평가 기준 순으로 비평하였으며, 전반적으로 구성주의 관점을 가지고 학생 중심과 활동 중심의 교육관이 나타나는 것을 확인할 수 있었다. 예비교사들의 비평 내용을 분석한 결과, 수업 비평 내용에서 강의식, 학문적 엄격성, 활동 중심, 탐구 교수지향이 반영된 것을 확인할 수 있었으며 여러 교수지향이 혼재되어 나타나기도 하였다. 과학 탐구 수업 시연이 진행될수록 예비교사들의 비평은 단순히 비판만 하는 것에서 그치지 않고 수업 일반적인 대안과 탐구 수업 특성화된 수업 전략 대안을 제시하였다. 또한, 탐구 수업에 대한 인식적 이해가 높아지는 증거를 확인할 수 있었는데, 과학 탐구 수업과 관련된 탐구 특이적 비평 기준의 비율 증가 경향성이 나타나고, 교사와 학생 사이의 상호작용에서 모둠 내의 학생들 사이의 상호작용을 강조하는 것이 나타났으며, 실험의 오차를 인식하고 설명하는 것과 관련된 과학의 본성에 대한 이해를 확인할 수 있었다. 본 연구 결과를 통해 예비 초등교사 교육에서 탐구 수업 시연과 비평 활동을 통해 탐구 수업에 대한 신념과 이해를 확인하는 것과 함께 이를 발달시킬 수 있는 가능성을 확인할 수 있었다.

• 대한본초학회지
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• 제37권2호
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• pp.13-21
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• 2022

Objectives : The evaluation of academic achievement is pivotal for establishing accurate direction and adequate level of medical education. The purpose of this study was to firstly establish innovative item analysis technique of Item Response Theory (IRT) for analyzing multiple-choice test of herbology in the traditional Korean medicine education which has not been available for the difficulty of test theory and statistical calculation. Methods : The answers of 390 students (2012-2018) to the 14 item herbology test in college of Korean medicine were used for the item analysis. As for the multidimensional analysis of item characteristics, difficulty, discrimination, and guessing parameters along with item-total correlation and percentage of correct answer were calculated using Classical Test Theory (CTT) and IRT. Results : The validity parameters of strong and weak items were illustrated in multiple perspectives. There were 4 items with six acceptable index scores, and 5 items with only one acceptable index score. The item discrimination of IRT was found to have no significant correlation with difficulty and discrimination indices of CTT emphasizing attention of professionals of medical education as for the test credibility. Conclusion : The critical suggestions for the development, utilization and revision of test items in the e-learning and evidence-based Teaching era were made based on the results of item analysis using IRT. The current study would firstly provide foundation for upgrading the quality of Korean medicine education using test theory.

• Journal of Acupuncture Research
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• 제33권2호
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• pp.117-133
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• 2016

Objectives : Traditional Korean Emergency Medicine (EM) has been developing for thousands of years, however its value was not properly considered after 19th century modernization. The purpose of this study was to review the current status of EM in Korean Medicine and suggest methods for improvement. Methods : We performed systematic reviews of the definition, current medical system, and educational curriculum of EM in Western Medicine, traditional Korean and Chinese Medicine, and integrated Western and traditional Chinese medicine with the use of medical classics and text books. We also analyzed the trends in published research articles to discuss the current situation in the field of traditional Korean EM, and to provide methods for its establishment and development with traditional Korean medicine. Results : The definition of EM as a treatment of acute disease shares common understanding among traditional Korean, Chinese, and Western medicine. We presented descriptions of EM in many medical classics, however current law and EM service does not include these. As for the review of publications during the last 20 years, we found 21 articles in several fields that confirmed the need for more investigation. Conclusion : Traditional Korean EM has a long history and clinical experiences that can be found in medical classics, textbooks and research articles. There is an urgent need for more studies on traditional Korean EM as an emergency medical service system, and in terms of educational curriculum and related policies to improve Evidence-Based teaching.

• 한국한의학연구원논문집
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• 제18권2호
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• pp.55-64
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• 2012

Objectives: This study was performed to review the use of statistical analysis methods for the Traditional Korean Medicine studies listed on the Korea Citation Index from 1999 to 2008. Methods: A total of 4217 studies published on four journals of Traditional Korean Medicine were screened and 2682 articles using statistical methods were selected for the review. The selected studies were analysed according to their published year, statistical method and statistical package for use. Results: Statistical methods were used steadily in 64.6% of the articles after 2001, the most used statistical methods(57%) were mean difference comparison between 2 groups. The number of statistical methods mostly used in one article was identified as one in 1931 articles (72.0%). Duncan (36.8%) and Tukey (26.5%) were used for the ANOVA post hoc analysis. SPSS was most frequently used 68% out of Statistical package programs.(the number of mean difference comparison among more than 3 groups was continuously increasing and that makes post hoc being used. skills of statistical methods need to be diversified.) Conclusion: The interest on the proper use of statistical analysis in the research is increasing. This study will contribute to the Evidence-based Teaching on research methodology in Traditional Korean Medicine.

• 한국지구과학회지
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• 제25권3호
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• pp.194-204
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• 2004

The purpose of this literature review is to investigate what kinds of research have been done about scientific inquiry in terms of scientific argumentation in the classroom context from the upper elementary to the high school levels. First, science educators argued that there had not been differentiation between authentic scientific inquiry by scientists and school scientific inquiry by students in the classroom. This uncertainty of goals or definition of scientific inquiry has led to the problem or limitation of implementing scientific inquiry in the classroom. It was also pointed out that students' learning science as inquiry has been done without opportunities of argumentation to understand how scientific knowledge is constructed. Second, what is scientific argumentation, then? Researchers stated that scientific inquiry in the classroom cannot be guaranteed only through hands-on experimentation. Students can understand how scientific knowledge is constructed through their reasoning skills using opportunities of argumentation based on their procedural skills using opportunities of experimentation. Third, many researchers emphasized the social practices of small or whole group work for enhancing students' scientific reasoning skills through argumentations. Different role of leadership in groups and existence of teachers' roles are found to have potential in enhancing students' scientific reasoning skills to understand science as inquiry. Fourth, what is scientific reasoning? Scientific reasoning is defined as an ability to differentiate evidence or data from theory and coordinate them to construct their scientific knowledge based on their collection of data (Kuhn, 1989, 1992; Dunbar & Klahr, 1988, 1989; Reif & Larkin, 1991). Those researchers found that students skills in scientific reasoning are different from scientists. Fifth, for the purpose of enhancing students' scientific reasoning skills to understand how scientific knowledge is constructed, other researchers suggested that teachers' roles in scaffolding could help students develop those skills. Based on this literature review, it is important to find what kinds of generalizable teaching strategies teachers use for students scientific reasoning skills through scientific argumentation and investigate teachers' knowledge of scientific argumentation in the context of scientific inquiry. The relationship between teachers' knowledge and their teaching strategies and between teachers teaching strategies and students scientific reasoning skills can be found out if there is any.