• 제목/요약/키워드: the scientific communication skills

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현대의학과 환상통 - 이응준의 『약혼』을 중심으로 (Modern Medicine and Phantom Pain)

  • 반재유
    • 의학교육논단
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    • 제13권1호
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    • pp.25-34
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    • 2011
  • Modern medicine has early experienced the absence of mimesis and has been trying to replace the absence with objective grounds and experimental data. However, as medicine became science, the crisis of medicine spread more widely. Microscopic powers and violences are invisible, but individuals are powerless and vainly unable to resist. The anguish or introspection about the situation is sometimes described in stories such as An Engagement by Lee Eung Jun. An Engagement is mentioned in this article due to the writer's attitude, which shows his introspection and desire for harmony through the wounds of each trivial character. The writer is unceasingly talking about suffering people in his story and his seriousness enables readers to find his stronger sympathy over life and death than in any other medical stories. In fact, it is impossible for readers to comprehend the confusing propositions which the writer pours out, and even uncomfortable to read the story. Nevertheless, the propositions are always in contact with reality. Perhaps it is not the writer's confusing propositions that make us uncomfortable. It might be ourselves who are always alienated and starved. We can say that the characters' pains and wounds are phantom pains caused by the absence of mimesis. Since there is no affected area, their pains cannot be measured by only scientific medicine. However, the current medical profession regards objective research evidences as absolute truth and allows them to be the sole criterion. Although scientific skills such as DNA analysis and MRI scan can be the substitutes for doctors' judgment, so much of medicine is still interpersonal relationships. An Engagement. As a person promises to marry another, as all beings together in the world promise to subordinate to one another, every subject is consistently a valuable part of each other for the writer's eyes. He is aware that it is originally impossible to get engaged to the world, but he does not give up the possibility of genuine communication. In today's post-modernism society, where a large number of pathological views define the members and the world itself, endless questioning of existence and digging into pathology will be the only way to reduce the gap between individuals and their world. This article does not say that a literary work will lead the change of medical paradigm. It sprang from a desire for medical humanities to gain more interest of the medical field, where the encounter between literature and medicine is still unfamiliar, and to make medical education recognize the importance of humanities. Starting with this work, I believe that the humanities will help us to find the solution to the age of absence of mimesis and to the crisis of medicine.

Innovative Technology of Teaching Moodle in Higher Pedagogical Education: from Theory to Pactice

  • Iryna, Rodionova;Serhii, Petrenko;Nataliia, Hoha;Kushevska, Natalia;Tetiana, Siroshtan
    • International Journal of Computer Science & Network Security
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    • 제22권8호
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    • pp.153-162
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    • 2022
  • Relevance. Innovative activities in education should be aimed at ensuring the comprehensive development of the individual and professional development of students. The main idea of modular technology is that the student should learn by himself, and the teacher manages his learning activities. The advantage of modular technology is the ability of the teacher to design the study of the material in the most interesting and accessible forms for this part of the study group and at the same time achieve the best learning results. Innovative Moodle technology. it is gaining popularity every day, significantly expanding the space of teaching and learning, allowing students to study inter-faculty university programs in depth. The purpose of this study is to assess the quality of implementation of the e-learning system Moodle. The study was conducted at the South Ukrainian National Pedagogical University named after K. D. Ushinsky in order to identify barriers to the effective implementation of innovative distance learning technologies Moodle and introduce a new model that will have a positive impact on the development of e-learning. Methodology. The paper used a combination of theoretical and empirical research methods. These include: scientific analysis of sources on this issue, which allowed us to formulate the initial provisions of the study; analysis of the results of students 'educational activities; pedagogical experiment; questionnaires; monitoring of students' activities in practical classes. Results. This article evaluates the implementation of the principles of distance learning in the process of teaching and learning at the University in terms of quality. The experiment involved 1,250 students studying at the South Ukrainian National Pedagogical University named after K. D. Ushinsky. The survey helped to identify the main barriers to the effective implementation of modern distance learning technologies in the educational process of the University: the lack of readiness of teachers and parents, the lack of necessary skills in applying computer systems of online learning, the inability to interact with the teaching staff and teachers, the lack of a sufficient number of academic consultants online. In addition, internal problems are investigated: limited resources, unevenly distributed marketing advantages, inappropriate administrative structure, and lack of innovative physical capabilities. The article allows us to solve these problems by gradually implementing a distance learning model that is suitable for any university, regardless of its specialization. The Moodle-based e-learning system proposed in this paper was designed to eliminate the identified barriers. Models for implementing distance learning in the learning process were built according to the CAPDM methodology, which helps universities and other educational service providers develop and manage world-class online distance learning programs. Prospects for further research focus on evaluating students' knowledge and abilities over the next six months after the introduction of the proposed Moodle-based program.

데이터 큐레이터의 핵심 직무 요건 고찰에 관한 연구 (An Investigation on Core Competencies of Data Curator)

  • 이유경;정은경
    • 한국비블리아학회지
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    • 제26권3호
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    • pp.129-150
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    • 2015
  • 디지털 정보기술과 인터넷의 발달로 인해 데이터는 여러 학문과 사회 분야에서 의미 있는 결과를 도출하고 의사결정과 정책을 수립하는 데 있어서 중요하다. 따라서 대규모의 데이터를 축적하고 관리하는 업무를 담당하는 데이터 큐레이터는 데이터 관리의 효율성과 활용성을 높이는데 필수적인 역할을 수행한다. 본 연구는 데이터 큐레이터의 핵심 직무 요건을 규명하고자 한다. 이를 위해 두 종류의 데이터를 수집하여 분석하였다. 첫째는 2011년부터 2014년까지 총 255건의 국외 데이터 큐레이터 구인 공고를 수집하였으며, 둘째는 국내 데이터 관리 실무자 5명과의 심층면담을 실시했다. 수집된 두 가지 데이터는 선행연구에서 제시한 7가지 핵심 직무 요건을 바탕으로 범주화하여 분석하였다. 데이터 분석 결과 데이터 큐레이터의 핵심 직무 요건을 4가지 범주로 구분할 수 있다. 본 연구의 결과 데이터 큐레이터의 핵심 직무 요건은 효율적인 데이터 관리 직무 수행을 위해 이해관계자와 원활하게 소통할 수 있어야 하며, 이와 함께 정보기술 지식을 기반으로 데이터 관리 시스템을 구축하고 운영할 역량이 필요하다. 또한 데이터 관리 지식 및 전략을 이해하고 마지막으로 데이터 관리 이용자 교육 및 데이터 관련 서비스와 도구를 제공할 수 있어야 한다. 이를 통해 데이터 관리에 있어 4가지 범주로 구분되는 다양한 측면의 요건이 요구되고 있음을 도출하였으며, 이를 위한 데이터 관리에 대한 통합된 전문적인 교육과정의 필요성을 제안했다.

사회변화와 요구를 수용하는 가정교과의 내용 혁신 연구 (A Study on the Content Innovation of Home Economics Curricula Reflected in Social Change & Need)

  • 박명희
    • 한국가정과교육학회지
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    • 제18권1호
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    • pp.77-93
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    • 2006
  • 본 연구는 가정교과의 내용요소에 대한 교육수요자들의 시각의 변화가 일어나고 있는 현 시점에서 교육수요자가 추구하는 요구에 부응하면서 미래사회에서 인간이 살아가는데 진정으로 배워야 할 내용이 무엇인가를 원론적 차원에서 고찰하여 가정교과의 내용혁신을 시도하고자 하는 목적으로 수행된 연구이다. 현재 가정교과 교육과정의 비판적 검토를 시도한 결과 급속한 사회변화에 따른 다원화된 가족의 구성과 가족문화를 담아내지 못하고 있으며 사회 환경 변화에 따른 능동적 교과내용 도입이 지체되고 있었는데 그 원인은 가정학의 학문적 정체성에대한 문제와 교육내용의 전문성과 통합적 접근의 문제, 가정학의 학문적 보수성 그리고 교사재교육의 비실효성과 행정 정책가의 리더십 부족 등이었다. 가정교과의 내용혁신을 위한 사회적 합의로서 가정교과의 목표 및 내용체계는 가족과 소비자를 중심축으로 하여 구성되어야 할 것이다. 가족부분에서는 다양한 가족의 구성 체계와 다원적 문화를 포용하는 열린 가족의 개념을 포함하고 자녀양육이나 가사노동에 있어 양성 평등적이어야 한다. 성인지적 관점에서 개인의 사회진출부분과 가정생활기능의 사회화에서 일어날 수 있는 조정역할과 의사결정부분에 대한 가치교육, 선택과 의사결정 커뮤니케이션 그리고 자신들이 살고 있는 지역 생활공동체의 참여, 복지기관에의 자원봉사와 같은 내용에 더 중점을 두어 이러한 주제를 비판 과학적 철학에 바탕을 두고 접근하여야 할 것이다. 이와 함께 지구환경자원의 보존을 위한 지속가능 소비와 이의 실천등과 같은 사회재건 중심 교육과정 관점이 도입된 내용이어야 할 것이다. 기존의 가정교과의 영역별 전문분야별 접근보다는 통합적 접근을 지향하여야 할 것이다.

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플립러닝 기반 SSI 수업이 중학생의 과학기술 사회 시민으로서의 역량 및 인성 함양에 미치는 효과 (Flipped Learning in Socioscientific Issues Instruction: Its Impact on Middle School Students' Key Competencies and Character Development as Citizens)

  • 박동화;고연주;이현주
    • 한국과학교육학회지
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    • 제38권4호
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    • pp.467-480
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    • 2018
  • 본 연구는 플립러닝을 적용한 과학관련 사회쟁점 교수학습(FL-SSI)이 중학생의 시민역량과 인성발달에 미치는 영향을 탐색하는 것을 목적으로 하였다. 플립러닝은 교실 수업 전 교수학습 영상을 제공하여 기초 개념과 문제인식의 기회를 제공하고, 교실 수업에서는 이를 바탕으로 한 토의토론 활동을 진행함으로써 학생들이 보다 역동적이고 협력적으로 수업에 참여할 수 있도록 하는 전략이다. 이에 본 연구에서는 전통적인 SSI 수업에서 보고되는 시간과 정보의 제약이나 토의 토론 진행 등의 어려움을 해결하고자 플립러닝 전략에 기초한 과학관련 사회쟁점 교수학습 프로그램을 개발 및 적용하였다. 본 연구에는 중학교 2학년 학생 73명이 네 가지 주제의 12차시 수업으로 구성된 SSI 교수학습 프로그램에 참여하였다. 학생들은 매 차시 수업 전 교사가 웹에 게시한 동영상을 시청한 후, 본 수업에서는 영상에 대한 이해를 바탕으로 다양한 학생중심 활동에 참여하였다. 학생들은 수업 전후 과학기술 사회의 시민역량과 글로벌 시민으로서 갖추어야 할 인성을 측정하는 검사지에 응답하였으며, 수업 이후 포커스 그룹 면담에 참여함으로써 학생들이 인식한 플립러닝 기반 과학관련 사회쟁점 교수학습의 효과를 살펴보았다. 연구 결과, 플립러닝 기반 SSI 수업에 참여한 학생들의 시민역량과 인성은 수업 후 통계적으로 유의한 향상이 있었다. 특히 학생들은 시민역량의 네 영역(협업능력, 정보기술 및 미디어 활용능력, 비판적 사고와 문제해결능력, 의사소통능력) 모두에서 통계적으로 유의한 향상이 있었으며, 인성의 세 영역 중 두 영역(사회도덕적 공감, 과학관련 사회쟁점에 대한 책무성) 영역에서 유의한 향상이 있었다. 포커스 그룹면담 결과 또한 학생들이 SSI 수업에 플립러닝을 적용한 효과를 긍정적으로 인식하였음을 뒷받침하였다. 학생들은 플립러닝 전략을 통해 SSI 문제 상황에 대한 이해를 높였으며, 자료탐색과 의사결정의 시간을 절약함으로써 교실 수업 시간을 SSI 문제 상황을 해결하는 데 온전하게 활용하였다. 또한 SSI 문제를 둘러싼 다양한 관점에 대해 이해할 수 있는 충분한 기회를 가질 수 있었다. 본 연구는 플립러닝 전략이 기존의 SSI 수업에서의 어려움을 보완하고 개선함으로써, SSI 수업을 효과적으로 운영할 수 있는 한 방안이 될 수 있음을 보여준다.

간호원의 환자교육 활동에 관한 연구 (Study of Patient Teaching in The Clinical Area)

  • 강규숙
    • 대한간호학회지
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    • 제2권1호
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    • pp.3-33
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    • 1971
  • Nursing of today has as one of its objectives the solving of problems related to human needs arising from the demands of a rapidly changing society. This nursing objective, I believe, can he attained by the appropriate application of scientific principles in the giving of comprehensive nursing care. Comprehensive nursing care may be defined as nursing care which meets all of the patient's needs. the needs of patients are said to fall into five broad categories: physical needs, psychological needs, environmental needs, socio-economic needs, and teaching needs. Most people who become ill have adjustment problems related to their new situation. Because patient teaching is one of the most important functions of professional nursing, the success of this teaching may be used as a gauge for evaluating comprehensive nursing care. This represents a challenge foe the future. A questionnaire consisting of 67 items was distributed to 200 professional nurses working ill direct patient care at Yonsei University Medical Center in Seoul, Korea. 160 (80,0%) nurses of the total sample returned completed questionnaires 81 (50.6%) nurses were graduates of 3 fear diploma courser 79 (49.4%) nurses were graduates of 4 year collegiate nursing schools in Korea 141 (88,1%) nurses had under 5 years of clinical experience in a medical center, while 19 (11.9%) nurses had more than 5years of clinical experience. Three hypotheses were tested: 1. “Nurses had high levels of concept and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of the T-test. Conclusions of this study are as follow: Before attempting the explanation, of the results, the questionnaire will he explained. The questionnaire contained 67 questions divided into 9 sections. These sections were: concept, content, time, prior preparation, method, purpose, condition, evaluation, and recommendations for patient teaching. 1. The nurse's concept of patient teaching: Most of the nurses had high levels of concepts and knowledge toward patient teaching. Though nursing service was task-centered at the turn of the century, the emphasis today is put on patient-centered nursing. But we find some of the nurses (39.4%) still are task-centered. After, patient teaching, only a few of the nurses (14.4%) checked this as “normal teaching.”It seems therefore that patient teaching is often done unconsciously. Accordingly it would he desirable to have correct concepts and knowledge of teaching taught in schools of nursing. 2. Contents of patient teaching: Most nurses (97.5%) had good information about content of patient teaching. They teach their patients during admission about their diseases, tests, treatments, and before discharge give nurses instruction about simple nursing care, personal hygiene, special diets, rest and sleep, elimination etc. 3. Time of patient teaching: Teaching can be accomplished even if there is no time set aside specifically for it. -a large part of the nurse's teaching can be done while she is giving nursing care. If she believes she has to wait for time free from other activities, she may miss many teaching opportunities. But generally proper time for patient teaching is in the midmorning or midafternoon since one and a half or two hours required. Nurses meet their patients in all stages of health: often tile patient is in a condition in which learning is impossible-pain, mental confusion, debilitation, loss of sensory perception, fear and anxiety-any of these conditions may preclude the possibility of successful teaching. 4. Prior preparation for patient teaching: The teaching aids, nurses use are charts (53.1%), periodicals (23.8%), and books (7.0%) Some of the respondents (28.1%) reported that they had had good preparation for the teaching which they were doing, others (27.5%) reported adequate preparation, and others (43.8%) reported that their preparation for teaching was inadequate. If nurses have advance preparation for normal teaching and are aware of their objectives in teaching patients, they can do effective teaching. 5. Method of patient teaching: The methods of individual patient teaching, the nurses in this study used, were conversation (55.6%) and individual discussion (19.2%) . And the methods of group patient teaching they used were demonstration (42.3%) and lecture (26.2%) They should also he prepared to use pamphlet and simple audio-visual aids for their teaching. 6. Purposes of patient teaching: The purposes of patient teaching is to help the patient recover completely, but the majority of the respondents (40.6%) don't know this. So it is necessary for them to understand correctly the purpose of patient teaching and nursing care. 7. Condition of patient teaching: The majority of respondents (75.0%) reported there were some troubles in teaching uncooperative patients. It would seem that the nurse's leaching would be improved if, in her preparation, she was given a better understanding of the patient and communication skills. The majority of respondents in the total group, felt teaching is their responsibility and they should teach their patient's family as well as the patient. The place for teaching is most often at the patient's bedside (95.6%) but the conference room (3.1%) is also used. It is important that privacy be provided in learning situations with involve personal matters. 8. Evaluation of patient teaching: The majority of respondents (76.3%,) felt leaching is a highly systematic and organized function requiring special preparation in a college or university, they have the idea that teaching is a continuous and ever-present activity of all people throughout their lives. The suggestion mentioned the most frequently for improving preparation was a course in patient teaching included in the basic nursing program. 9. Recommendations: 1) It is recommended, that in clinical nursing, patient teaching be emphasized. 2) It is recommended, that insertive education the concepts and purposes of patient teaching he renewed for all nurses. In addition to this new knowledge, methods and materials which can be applied to patient teaching should be given also. 3) It is recommended, in group patient teaching, we try to embark on team teaching.

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