PURPOSE: The purpose of this study was to analyze the effectiveness of simulation-based maternity nursing practice by applying problem based learning (PBL) on the problem solving process, self-confidence in clinical performance and nursing competence of nursing students. METHODS: This study was one group pre-posttest design, with 123 third year nursing students. Data were collected from March 19 to May 29, 2013 as the students completed their simulation practice class. Students completed a survey about their problem solving process, self-confidence, and nursing competence at the beginning and the end of the class. RESULTS: Students' problem solving process, self-confidence, and nursing competence showed significant improvements after the simulation-based maternity nursing practice. CONCLUSION: Therefore, it is recommended that current maternity nursing curriculum should be reviewed and improved, and the students should be provided variety of simulation-based education and maternity nursing skills.
Curriculum ; Education ; Humans ; Infant, Newborn ; Maternal-Child Nursing ; Mental Competency* ; Nursing* ; Pregnancy ; Problem Solving* ; Problem-Based Learning* ; Students, Nursing

In Korea, many medical schools have adapted their curricula to the recent paradigm shift introducing a professional graduate school system with universal accreditation criteria for medical education. This rapid transformation has driven the new adoption of system-based integrated curriculum, problem-based learning, team-based learning, and competency-based assessment. In the hundred years since the publication of Flexner's report that suggested a two-phase educational structure consisting of a basic science didactic curriculum followed by the practicum of clinical clerkships, there have been many advancements in curriculum development for medical education. Medical education is undergoing a major paradigm shift from structure- and process-based to competency-based education utilizing outcome-based assessments. The authors reviewed the existing medical literature to provide practical insight into the clinical presentation curriculum introduced by University of Calgary in 1994, developing a roadmap to accomplish full implementation and evaluation. In the clinical presentation based curriculum, schemata (schemes) are organized by experts from terminal objectives, and are considered to have two functions: first, to serve as frameworks around which students can learn new information and secondly, to provide an approach to clinical problem solving. We conclude that there should be further meticulous review of this new system and a prospective evaluation of the students' ability to benefit from it before launching a program based on the indiscreet adoption of a fashionable curricular reform.
Accreditation ; Adoption ; Clinical Clerkship ; Collodion ; Competency-Based Education ; Curriculum ; Decision Support Techniques ; Education, Medical ; Humans ; Korea ; Learning ; Problem Solving ; Problem-Based Learning ; Publications ; Schools, Medical

The University of Yonsei College of Medicine is implementing a new undergraduate curriculum that emphasizes active, self-directed learning. The aims of this study were to investigate the factors affecting problem-based le arning(PBL). We surveyed 169 senior students of medical college in Yonsei University. Among them, 137(82.0%) students answered. We developed a question form on seven areas, centering the factors affecting problem-based learning: small-grouping learning, teachers, teaching-learning environments, learning methods, working problem, assessment, the awareness on the problem-based learning method. Those questions were developed as five point scale and were conducted on April 26, 1997. The results of this study are like this: First, the factors affecting problem-based learning appear as working problem, teaching-learning environments, teaching-learning materials. Second, no difference based on working problem form was found. However, the group which used Harvard Working Problem proved to be think more positively than the group which used Illinois Working Problem. As the most important factors affecting problem-based learning appeared as working problem, teaching-learning environments and learning materials, so we should develop the environments and materials promoting self-regulated learning. Finally, the continuous and systematic study on problem-based learning is needed.
Curriculum ; Humans ; Illinois ; Learning ; Problem-Based Learning*

The implementation of the PBL curriculum is now a mandate not a choice. However, for the established schools with large numbers of students and insufficient resources, the whole-scale conversion from traditional curriculum to PBL is almost impossible. Various alternative curricula have been introduced to many institutions, but they all have more or less shortcomings that impede the advantages of PBL approach. To solve this dilemma, I proposed a new alternative PBL curriculum, the 'Triple-phase PBL Curriculum', which is consisted with pre-PBL, PBL, and Post-PBL phase. I also explained its rationale and advantages over other alternatives.
Curriculum ; Humans ; Problem-Based Learning* ; Schools, Medical*

Recently, there has been active reformation of higher education. This trend has resulted in competency-based education (CBE) in many universities around the world, and dentistry education is no exception. However, it is necessary to keep in mind that CBE is both attractive and has its limitations. In particular, higher education is facing the obstacle of preparing students to survive in a supercomplex world in which nothing can be taken for granted. In addition, the frame of understanding and action lacks stability. In these circumstances, competency-based dentistry curriculum (CBDC) needs to be reestablished to deal with the changes and challenges of a supercomplex world. The purpose of this study is to explore alternatives to current CBDC practices, specifically based on an ‘ontological approach.’ To achieve this purpose, the importance of the ontological approach in the development of higher education curriculum in the future was examined. Then, the actual status and characteristics of CBDC in the present situation were investigated. Lastly, the development of CBCD based on an ontological approach in dentistry education was suggested.
Competency-Based Education ; Curriculum ; Dentistry ; Education ; Financing, Organized ; Humans

BACKGROUND: Recently, competency-based education has been reorganized in the dental hygiene curriculum. In education, non-cognitive factors are emphasized. Grit, the non-cognitive ability to persevere to achieve an individual’s long-term goals, is emerging. This study aims to identify the degree of grit and core competencies in students and to investigate the relationship between them and the factors that affect these core competencies. METHODS: This study was conducted using 350 dental hygiene students who were randomly assigned a structured questionnaire to complete. The final analysis included 321 students. The survey contents evaluated grit, core competencies, and general characteristics. The difference in the degree of grit and core competencies in conjunction with the general characteristics of the subjects was analyzed using the t-test/Mann Whitney U-test and the ANOVA/Kruskal-Wallis H test. Multiple regression analysis was then conducted to determine the factors affecting the core competencies of the subjects. RESULTS: The difference of ‘grit’ according to general characteristics was statistically significant in ‘major satisfaction’, ‘relationship’, ‘perceived academic achievement’, ‘grade point average (GPA)’. The difference in ‘core competency’ according to general characteristics was statistically significant in ‘grade’, ‘department selection’, ‘major satisfaction’, ‘relationship’, ‘perceived academic achievement’, ‘GPA’. Among the sub-areas of ‘grit’, ‘perseverance of effort’ showed a high correlation with ‘core competency’ and was statistically significant. As a result of regression analysis, ‘major satisfaction’, ‘perceived academic achievement’ and ‘grit’ of dental hygiene students had a statistically significant influence on ‘core competency’. Meanwhile, ‘GPA’ was not seen to be statistically significant in ‘core competency’. CONCLUSION: Grit, a non-cognitive factor, had a statistically significant effect on core competency, while the effects on GPA, a cognitive factor, were not statistically significant. Among the sub-factors of grit, ‘perseverance of effort’ had a statistically significant effect on ‘problem-solving competency’ and ‘academic competency’, which are ‘core competency’ sub factors.
Competency-Based Education ; Curriculum ; Education ; Humans ; Oral Hygiene

PURPOSE: The purpose of this study was to evaluate the implementation of problem-based learning (PBL), in combination with team-based learning (TBL), in an integrated curriculum at Gachon University School of Medicine. METHODS: The study methods included in-depth interviews and an open questionnaire. The subjects of the study comprised 5 faculty members and 38 second-year graduate students. RESULTS: PBL, combined with TBL, was not helpful in enhancing student ability with regard to reasoning and self-directed learning. This program also had negative effects, increasing student tension and interfering with the dynamics of discussions due to frequent tutor intervention. CONCLUSION: Overall, PBL that is combined with TBL was a less useful method than PBL only. We recommended understanding the characteristics of each program and attempting to develop better programs that mix the positive aspects of TBL and PBL.
Curriculum ; Humans ; Learning ; Problem-Based Learning ; Surveys and Questionnaires

The purpose of this study is to present an actual example for procedures for developing a PBL package based on philosophical backgrounds derived from Problem-based learning. To perform a systemic study on the operations of an intergrated curricula under multi-disciplines, a research team made up of several professors with different academic backgrounds was formed. Among the four situations for the patients with perception-adjustment disorder, especially a procedure for the development of PBL package which can be used in the emergency room situation has been proposed. The little(2000)'s PBL package model has been applied for this study. Tha package includes course objectives, learning objectives, concept map, situation scenario, tutor guide, and evaluation method. It is believed that learning objectives achievement procedures designed as a part of a problem-based learning package development procedures for the nursing of patients with perception-adjustment can be achieved at the same level as the learning objectives for the science of nursing founded by the Korean Nurses Association.
Curriculum ; Emergency Service, Hospital ; Humans ; Learning ; Nursing ; Problem-Based Learning*

PURPOSE: Problem Based Learning (PBL) has been considered the innovative instructional methodology for medical education. Applying PBL to real life medical education has several difficulties, such as providing learning materials with enough depth and breadth, a shortage of space for small collaborative learning, and a shortage of PBL instructors. METHODS: The proposed system takes advantage of web-based education and structured contents development. In particular, for structured contents development, we introduce the concept of 'module', the independent and object-oriented contents unit, which can be easily reused and interchanged among the different course developments. RESULTS: Through modularized course development, lecturers are able to reduce their efforts and expenses for new curriculum development. This would be done by combining courses or developing interdisciplinary courses by reusing the existing learning modules. It supports the learner-centered, and small collaborative learning, which are main strategies of PBL by providing the functions of the various interaction facility production (BBS, discussion site, etc) in cyber space. CONCLUSION: This system provides the detailed categories for modules as a basic, learning guide, prerequisite/supplementary/elaborated learning, regular learning, experiment/practice/training, and evaluation not to lose one's bearings.
Curriculum ; Education ; Education, Medical ; Learning ; Problem-Based Learning

This descriptive study identifies nursing students' methods of studying related to the learning stages, based on a sample of 251 nursing students in a Korean university. The main findings of the study are as follows. The major learning styles of nursing students were accomodation (68.6%), divergen (53.6%), and convergence (38.8%) for the first, second, third, and fourth year group. For all students, the majority (71.3%) showed accomodation or the divergence. The learning styles for grade level were significantly different, (x2=110.021, df=9, p=0.001). The stage of concrete experience was the majority for all of the first year group (51.8%), the second year group (57.1%), and the third year group (61.3%). But, active experimentation (41.9%) was the majority for the fourth year group. Also there were significant differences between the stages of learning by age (x22= 64.391, df=9, p=0.001). The most significant result of the study was the establishment of different modes of learning stages by year, thus supporting the experiential learning theory. The greatest change of style from the first year group to the second year group was reflective observation (7.3%-->12.9%). That from the second year group to the third year group was the abstractive conceptualization (14.3%-->21.3%); and that from the third year group to the fourth year group was active experimentation (12.0%-->41.9%). This reflects the same cycle as indicated by the experimental learning theory of Kolb. According to the study, nursing students' learning stages tended to be more unbalanced as year increases. Therefore this calls for a careful review of the current nursing curriculum.
Curriculum ; Humans ; Learning* ; Nursing* ; Problem-Based Learning ; Students, Nursing