Curriculum ; Education, Medical ; methods ; standards ; Teaching ; methods

PURPOSE: A curriculum development model is presented to examine the processes necessary to develop new programs or evaluate existing programs within the philosophy of outcomes-based education in nursing, especially in the context of accreditation. The philosophy of outcomes-based education is to produce individuals who can demonstrate the evidence of competencies in designated areas of education. For nursing education, this means competencies in performing the role of professional nursing as defined by the profession and social needs at the beginning level upon completing a nursing program. METHODS: A curriculum development model has been developed analytically based on the literature and experiences. RESULTS: A 10-step process framework incorporating the tenets of outcomes-based nursing education is illustrated. CONCLUSION: This curriculum development framework can be applied in developing new educational programs in nursing or to evaluate and revise existing programs in anticipation of the accreditation process that is moving with a full force in such countries as Korea.
Accreditation/standards ; Competency-Based Education ; Curriculum/*standards ; Education, Nursing, Baccalaureate/*standards ; Humans ; Models, Educational ; Students/*psychology

Congresses as Topic ; Curriculum ; trends ; Education, Medical ; standards ; Humans

PURPOSE: The purpose of this study was to develop criteria to evaluate a premedical curriculum to ultimately improve the quality of premedical education. METHODS: The first draft of the evaluation criteria was developed through a literature review and expert consultation. The Delphi survey was conducted to ensure the validity of the draft. RESULTS: The final premedical curriculum criteria consisted of three evaluation areas (curriculum development, curriculum implementation, and curriculum outcome), five evaluation items (educational objective, organization of curriculum, instructional method, class management, and educational outcome), and 18 evaluation indicators. CONCLUSION: There should be further discussion on the evaluation questionnaire and the content for each evaluation indicator with regard to its practical application. Also, a concrete evaluation system, including evaluation standards and rating scales, should be developed.
Curriculum/*standards ; Delphi Technique ; Education, Premedical/*standards ; Humans ; Program Evaluation/*methods ; Reproducibility of Results

PURPOSE: The purpose of this study was to examine the validity of student ratings of instruction by analyzing their relationships with several variables, including gender, academic rank, specialty, teaching time, and teaching method, at a medical school. METHODS: This study analyzed the student ratings of 297 courses at Ajou University School of Medicine in 2013. SPSS version 12.0 was used to analyze the data and statistics by t-test, analysis of variance, and Scheffe test. RESULTS: There were no statistically significant differences in student ratings between gender, rank, and specialty. However, student ratings were significantly influenced by teaching times and methods (p<0.05). Student ratings were high for teaching times of 10 hours or more and small-group learning, compared with lectures. There was relatively mean differences in students ratings by teaching times, specialty and rank, although the difference in ratings was not statistically significant. CONCLUSION: Student ratings can be classified by teaching time and method for summative purposes. To apply student ratings to the evaluation of the performance of faculty, further studies are needed to analyze the variables that influence student ratings.
*Attitude ; *Curriculum ; *Education, Medical, Undergraduate ; Faculty/standards ; Female ; Humans ; *Learning ; Male ; *Schools, Medical ; *Students, Medical ; Surveys and Questionnaires ; Teaching/*standards

PURPOSE: This study was done to comparatively analyze the general education curriculum of 4-yr and 3-yr nursing schools in Korea. METHODS: Ten university 4-yr nursing schools were selected based on universities in Korean Accreditation Board of Nursing 2010 or "2009 Korea's Best Universities-Top 10" published by Joong-Ang Daily. Ten college 3-yr nursing schools were selected based on colleges in Korean Accreditation Board of Nursing 2010. RESULTS: 1) Generally 4-yr nursing schools maintained the relationships between organizational philosophy/purposes and subjects in the general education curriculum. But 3-yr nursing schools did not. 2) In 4-yr nursing schools there was a relatively higher credits ratio of general education curriculum and selective courses than in 3-yr nursing schools. 3) In 4-yr nursing schools variety of courses was relatively higher than 3-yr nursing schools. 4) In 4-yr nursing schools, operating conditions were relatively better (number of tenure professors, ratio of professors to students, Identification of exclusive organization in charge of the general education curriculum) for the general education curriculum than 3-yr nursing schools. CONCLUSION: The results identify significant differences in the general education curriculum of 4-yr and 3-yr nursing schools in Korea, indicating that 3-yr nursing schools should make efforts to improve the good quality of general education curriculum.
*Curriculum ; Education, Nursing, Baccalaureate/*standards/trends ; Education, Nursing, Diploma Programs/*standards/trends ; Humanities/*education ; Humans ; Nursing Education Research ; Republic of Korea

PURPOSE: The purpose of this study is to evaluate the effect of the peer review in an integrated curriculum and to guide further improvements of curriculum. METHODS: In 2012, Seoul National University College of Medicine implemented a peer review system for 11 courses in an integrated curriculum. For each lecture, two reviewers conducted the rating using a 10-item questionnaire on a 4-point scale. We analyzed the correlation between total scores and each item and the inter-rater reliability between the two reviewers by Pearson correlation. Further, the link between peer review scores and the student lecture evaluation was analyzed. RESULTS: The mean total score for the checklist rating was 31.3 (out of 40.0), and the mean score for each item ranged from 2.65 to 3.35 (out of 4.00). The correlation coefficient between the total score and each item was high, ranging from 0.656 to 0.849, except for three items. The mean of difference scores between reviewers was 5.03, and the correlation coefficient was significantly high, which ranged from 0.968 to 0.999. The peer reviews scores and student lecture evaluations generally correlated, but there were some outlying exceptions; the correlation coefficient was 0.105 and 0.093. CONCLUSION: Peer review is a useful method for improving the quality of lectures in an integrated curriculum by monitoring the objectives, contents, and methods of the lectures and providing feedback to the professors.
Curriculum/*standards ; Faculty ; *Feedback ; Humans ; *Peer Review ; Reproducibility of Results ; Seoul ; Surveys and Questionnaires ; *Video Recording

PURPOSE: This study was done to analyze the job of clinical research coordinators (CRCs). METHODS: Through the "developing a curriculum (DACUM)" workshop, the definition of CRCs' role was described and CRCs' duties and tasks were identified. Finally, the developed duties and tasks were validated for importance, difficulty, and frequency. RESULTS: A CRC is defined as the one who coordinates and performs tasks related to clinical research/trials among investigators, participants, and sponsors according to the Good Clinical Practice at institutions conducting clinical trials. Twelve duties and 78 tasks were identified on the DACUM chart which represented the importance, difficulty, and frequency of tasks represented as A, B, and C respectively. Based on determinant coefficient (DC) of the task, the highest ranked task was confirming the eligibility of participants for research (DC=8.03) and the lowest was inventory management for clinical study materials (3.95). CONCLUSION: In this study, the job of a CRC was analyzed through the DACUM process and it was found that CRCs were doing various duties and tasks. Based on these results, it is suggested that it is necessary to develop CRC education programs considering the career ladder of CRCs.
Biomedical Research ; Curriculum ; Humans ; *Job Description ; Research Personnel/*standards ; Task Performance and Analysis

INTRODUCTIONStudents adapt their learning strategies, orientations and conceptions to differences in the learning environment. The new curriculum of the Faculty of Medicine, University of Peradeniya, Sri Lanka, which commenced in 2005, puts greater emphasis on student-centred learning. The aim of this study was to compare the learning strategies, orientations and conceptions measured by means of a validated Sri Lankan version of the Inventory of Learning Styles (ILS) at the end of the first academic year for a traditional curriculum student group and a new curriculum student group.

MATERIALS AND METHODSThe Adyayana Rata Prakasha Malawa (ARPM) 130-item Sinhala version of the ILS was administered to students of the traditional curriculum and the new curriculum at the end of their first academic year respectively. Mean scale scores of the 2 groups were compared using independent sample t-test.

RESULTSStudents of the new curriculum reported the use of critical processing, concrete processing and memorising and rehearsing strategies significantly more than those in the traditional curriculum group. With respect to learning orientations, personal interest scores were significantly higher for the new curriculum students while reporting of ambiguity was significantly lower among them.

CONCLUSIONThe results favour the assumption that changes made to the organisation of subject content and instructional and assessment methods have a positive impact on students' use of learning strategies and motivation.

Curriculum ; standards ; Delivery of Health Care ; Education, Medical ; Internationality ; Models, Organizational ; Public Health ; education ; Schools, Medical