The particle size of suspended particulates was measured by a Andersen air sampler from Mar. 1982 to Feb. 1984 in a part of Seoul. It was concluded as follows: 1) The arithmetic concentration of suspended particulates was 147.8 microgram/m3 in Spring, 136.9 in Summer, 131.9 in Autumn and 158.1 in Winter respectively. 2) The cumulative distribution of suspended particulates size in logarithmic diagram showed similar to normal log distribution. 3) The atmospheric particulate matters showed a bimodal size distribution on the base of unit particle concentrations, which divided at approximately 2 micrometer in the diameter. 4) While the fine particulates less than 2.1 micrometer was 35.4-45.0%, the coarse particulates was 55.0-64.5%. 5) The higher the concentration of suspended particulates, the more increased the ratio of fine particulates. The higher the concentration of suspended particulates, the lower median size of suspended particulate as well. 6) The respirable dust particulates less than 4.7 micrometer was 52.2-62.9% in seasonal average through the 2 year samples. With the above result, air pollution concerned with public health could be evaluated and the control measures also are suggested.
Air Pollution ; Atmosphere* ; Dust ; Particle Size* ; Public Health ; Seasons ; Seoul*

PURPOSE: To explore the relationship between problem-based learning (PBL) evaluations and clinical performance. METHODS: The study included 117 third-year medical students at Chonnam National University Medical School. The students' first-, second-, and third-year PBL evaluations were compared with their clinical performance examination (CPX) scores in third year. The PBL evaluations were composed of three subscales: tutors' evaluation (students' professional behavior, contribution to group process, and contribution to group content), a report, and a written examination. The CPX assessed four performance categories: history taking, physical examination, information sharing, and patient-physician interaction. RESULTS: No significant correlation was found between the first-year PBL evaluations and CPX scores; however, the second-year PBL evaluations were significantly correlated with history taking (r=0.186, p=0.044) and patient-physician interaction (r=0.213, p=0.021) of CPX. The third-year PBL evaluations were significantly correlated with physical examination (r=0.248, p=0.007), and patient-physician interaction (r=0.283, p=0.002) of CPX. Several significant correlations between the PBL evaluations subscales and CPX scores were revealed. The PBL tutors' evaluation (r=0.343, p=0.000) and report scores (r=0.210, p=0.023) were significantly correlated with patient-physician interaction of CPX. The contribution to group process of tutors' evaluation was significantly correlated with patient-physician interaction (r=0.186, p=0.045), and the contribution to group content of tutors' evaluation was significantly correlated with physical examination (r=0.187, p=0.044). CONCLUSION: We found a significant association between PBL evaluations and CPX scores.
*Clinical Competence ; *Education, Medical, Undergraduate ; *Educational Measurement ; Group Processes ; Humans ; *Problem-Based Learning ; Republic of Korea ; Schools, Medical ; *Students, Medical ; Universities

Purpose: This study investigated the perceptions of medical residents and faculty members before the implementation of the duty hour regulation in December 2017. Methods: A survey was administered to 263 residents and 358 faculty members in the Chonnam National University Hospital. The subjects were given a self-administered structured questionnaire designed to measure their perspectives on duty hour regulation. They were also asked to answer an open-ended question regarding their expectations or concerns regarding duty hour regulation. The response rates were 50.2% for residents and 24.0% for faculty members. Results: Residents and faculty members regarded the improvement of junior residents’ well-being favorably, but had conflicting views regarding senior residents. Residents expressed difficulty in completing unchanged workloads within the limited time, while faculty members were more concerned about worsening patient safety due to the discontinuity of care and insufficient resident education. Conclusion Medical residents and faculty members had differing concerns regarding duty hour regulation. Further studies and the development of future policies should be considered to improve resident education and patient safety within the limited duty hour regulation.

Despite current regulations requiring social distancing due to coronavirus disease 2019, problem-based learning (PBL) requires student interaction to achieve common goals and enhance critical thinking and deep learning abilities. Social presence in the online education environment reduces both perceptions of physical distance and psychological distance in interactions. This study aimed to compare PBL activities between in-person and videoconferencing classes, and to investigate social presence and learning satisfaction in a videoconferencing PBL environment. The PBL consisted of six modules for both the first and second years of Chonnam National University Medical School. As social distancing was strengthened, the second class of the fifth module in both years was converted to an online format and the fifth module was excluded. The first four PBL modules were conducted as in-person classes, but the last PBL module was administered via videoconferencing. After the final PBL module, 100 (81.3%) first-year medical students and 90 (79.6%) second-year students were asked to complete a self-administered questionnaire on social presence and learning satisfaction. There were no significant differences in the small group activities of tutorial sessions between in-person and videoconferencing classes. In the online videoconferencing class, students who had favorable attitudes toward the tutors’ social role and interactions with peers showed high satisfaction with their learning. In conclusion, online videoconferencing allows students to simultaneously perceive their interactions with others and social presence, even at a distance. Tutors can enhance a sense of online community and collaborative learning as facilitators of online PBL.

The aim of this study was to systematically collect data for evaluating short- and long-term outcomes using Kirkpatrick’s four-level evaluation model, Chonnam National Medical School has established plans for developing and managing a database of student and graduate cohorts. The Education Evaluation Committee, with assistance from the Medical Education Office, manages the development and maintenance of cohort data. Data collection began in the 2022 academic year with first- through fourth-year medical students and graduates of the year 2022. The collected data include sociodemographic characteristics, admission information, psychological test results, academic performance data, extracurricular activity data, scholarship records, national medical licensing exam results, and post-graduation career paths. The Education Evaluation Committee and the Medical Education Office analyze the annually updated student and graduate cohort data and report the results to the dean and relevant committees. These results are used for admissions processes, curriculum improvement, and the development of educational programs. Applicants interested in using the student and graduate cohort data to evaluate the curriculum or conduct academic research must undergo review by the Educational Evaluation Committee before being granted access to the data. It is expected that the collected data from student and graduate cohorts will provide a sound and scientific basis for evaluating short- and long-term achievements based on student, school, and other characteristics, thereby supporting medical education policies, innovation, and implementation.

Chonnam National University Medical School has designed and implemented two career planning programs: a three-phase curriculum-based program and a longitudinal non-curricular program over the course of 6 academic years. The three phases of the curriculum-based career planning program are self-assessment, career exploration, and field experience. The non-curricular career counseling program operates through a faculty advisor system, with each faculty member guiding a group of students from each academic year, and students in each year forming a mentor-mentee relationship. The non-curricular career exploration program consists of a student research support program, an international practice program in basic and clinical medicine, and a specialty exploration fair. A survey conducted among 38 graduates (54.3%) working as interns at Chonnam National University Hospital revealed that graduates preferred autonomous elective subjects within the curriculum-based program. They also responded positively to the faculty advisor system, through which they maintained close relationships. A focus group interview with three interns indicated that subjects providing direct experience in fields of interest and courses that students could choose freely were helpful in career decisions. Through follow-up research, it is necessary to design and operate a systematic career planning program based on an analysis of the needs of graduates taking part in a residency training program after selecting a medical specialty.

PURPOSE: In the present study, the incidence and risk factors of lens-iris diaphragm retropulsion syndrome (LIDRS) were evaluated. METHODS: Patients who underwent cataract surgery using phacoemulsification between June 2014 and December 2014 were included in the study. The preoperative ocular biometric and intraoperative surgical parameters were examined. The incidence of LIDRS and various risk factors were analyzed using an independent t-test, Pearson's chi-square test, and univariable and multivariable logistic regression analyses. RESULTS: Among 124 eyes of 124 patients, 100 (80.6%) had no LIDRS and 24 (19.4%) had LIDRS. LIDRS occurred in 13 of 31 vitrectomized eyes (41.9%) and 11 of 93 non-vitrectomized eyes (11.8%). Based on univariable analysis, age (odds ratio [OR], 0.920; p = 0.001), vitrectomized eye (OR, 5.038; p = 0.001), spherical equivalent (OR, 0.778; p < 0.001), axial length (OR, 1.716; p < 0.001), anterior chamber depth (OR, 3.328; p = 0.037), and 3.0 mm vs. 2.2 mm incision size (OR, 4.964; p = 0.001) were statistically significant risk factors associated with the development of LIDRS. Conditional multivariable logistic regression showed that vitrectomized eye (OR, 3.865; 95% confidence interval [CI], 1.201 to 12.436; p = 0.023), long axial length (OR, 1.709; 95% CI, 1.264 to 2.310; p = 0.001), and 3.0 vs. 2.2 mm incision size (OR, 3.571; 95% CI, 1.120 to 11.393; p = 0.031) were significant independent risk factors associated with LIDRS. CONCLUSIONS: LIDRS is a relatively common occurrence and was found to be associated with vitrectomized eye, long axial length, and larger incision size. Evaluating risk factors prior to cataract surgery can help reduce associated morbidity.
Anterior Chamber ; Cataract ; Diaphragm* ; Humans ; Incidence* ; Iris ; Logistic Models ; Phacoemulsification* ; Risk Factors*

No abstract available.
Calcinosis* ; Humans ; Precursor Cell Lymphoblastic Leukemia-Lymphoma* ; Upper Extremity*

PURPOSE: This study was to explore the relationship between clinical performance examination (CPX) achievement and epistemological beliefs to investigate the potentials of epistemological beliefs in ill-structured medical problem solving tasks. METHODS: We administered the epistemological beliefs questionnaire (EBQ) to fourth-year medical students and correlated the results with their CPX scores. The EBQ comprised 61 items reflecting five belief systems: certainty of knowledge, source of knowledge, rigidity of learning, ability to learn, and speed of knowledge acquisition. The CPX included scores for history taking, physical examination, and patient-physician interaction. RESULTS: The higher epistemological beliefs group obtained significantly higher scores on the CPX with regard to history taking and patient-physician interaction. The epistemological beliefs scores on certainty of knowledge and source of knowledge were significantly positively correlated with patient-physician interaction. The epistemological beliefs scores for ability to learn were significantly positively correlated with those for history taking, physical examination, and patient-physician interaction. CONCLUSION: Students with more sophisticated and advanced epistemological beliefs stances used more comprehensive and varied approaches in the patient-physician interaction. Therefore, educational efforts that encourage discussions pertaining to epistemological views should be considered to improve clinical reasoning and problem-solving competence in the clinic setting.
*Achievement ; Adult ; *Attitude ; *Clinical Competence ; *Culture ; *Education, Medical, Undergraduate ; Educational Measurement ; Female ; Humans ; *Knowledge ; Male ; Medical History Taking ; Physical Examination ; Physician-Patient Relations ; Problem-Based Learning ; Republic of Korea ; Schools, Medical ; *Students, Medical ; Surveys and Questionnaires ; Thinking ; Young Adult