PURPOSE: Anaphylaxis and asthma exacerbation could be life-threatening medical emergencies. The 119 (911 in the United States) rescue teams are at the forefront of such emergency conditions. Early recognition and proper prehospital management by 119 rescuers are important. We evaluated the awareness of 119 rescuers of anaphylaxis and asthma exacerbation in Korea. METHODS: Between May 17 and June 28 of 2018, a total of 180 rescuers were recruited from Gyeonggi-do province, Korea. The 90-minute educational sessions on anaphylaxis and asthma exacerbation were provided by an allergy specialist, which included some lectures and a hands-on workshop on self-injectable epinephrine autoinjector. A questionnaire survey with the same content was performed before and after education to assess the improvement in awareness. It had 2 domains: anaphylaxis awareness and asthma awareness. RESULTS: After education, awareness score for anaphylaxis increased from an average of 3.1 (51.7%) to 5.5 (91.7%). Particularly, the effect of education on the use of epinephrine, the most crucial treatment for anaphylaxis, was greatest. The awareness score for asthma after education increased from an average of 21.3 (78.9%) to 25.1 (93%). The effect of education on treatment and management of asthma was greatest. CONCLUSION: The 119 rescuers could be the first medical personnel at the forefront of anaphylaxis and asthma exacerbation. Hence, it is important to increase their awareness of anaphylaxis and asthma exacerbation. A simple educational activity can dramatically change the level of awareness.
Anaphylaxis ; Asthma ; Education ; Emergencies ; Epinephrine ; Gyeonggi-do ; Hypersensitivity ; Korea ; Lectures ; Rescue Work ; Specialization

PURPOSE: This study was conducted to examine the effects of team-based problem-based learning combined with smart education among nursing students.METHODS: A quasi-experimental non-equivalent control group, pre-posttest design was used. The experimental group (n=36) received problem-based learning combined with smart education and lectures 7 times over the course of 7 weeks (100 minutes weekly). Control group (n=34) only received instructor-centered lectures 7 times over the course of 7 weeks (100 minutes weekly). Data were analyzed using the χ2 test, the Fisher exact test, and the independent t-test with SPSS for Windows version 21.0.RESULTS: After the intervention, the experimental group reported increased learning motivation (t=2.70, p=.009), problem-solving ability (t=2.25, p=.028), academic self-efficacy (t=4.76, p<.001), self-learning ability (t=2.78, p<.001), and leadership (t=2.78, p=.007) relative to the control group.CONCLUSION: Team-based problem-based learning combined with smart education and lectures was found to be an effective approach for increasing the learning motivation, problem-solving ability, academic self-efficacy, self-learning ability, and leadership of nursing students.
Computer-Assisted Instruction ; Education ; Humans ; Infant, Newborn ; Leadership ; Learning ; Lectures ; Motivation ; Nursing ; Problem-Based Learning ; Students, Nursing

OBJECTIVE: It is difficult for emergency residents to attend all the lectures that are required because of the limited labor time. The Google Hangouts program for has been used as a remote videoconference to overcome the limit to provide equal opportunities and reduce the time and costs since 2015. This article reports the authors' experiences of running a residency education program using Google Hangouts. METHODS: From 2015, topics on the emergency radiology were lectured to emergency residents in three different hospitals connected by Google Hangouts. From 2017, electrocardiography analysis, emergency radiology, ventilator application, and journal review were selected for the remote videoconference. The residents' self-assessment score, and a posteducation satisfaction questionnaire were surveyed. RESULTS: Twenty-nine emergency residents responded to the questionnaire after using the Google Hangouts. The number of participants before and after Hangout increased significantly in other two hospitals. All the residents answered that the score on achieving the learning goal increased before and after the videoconference lectures. All the residents answered that the training program is more satisfactory after using the Google Hangouts than before. CONCLUSION: All emergency residents were satisfied and were more confident after the remote videoconference education using the Google Hangouts than before.
Education ; Electrocardiography ; Emergencies ; Emergency Medicine ; Internship and Residency ; Learning ; Lectures ; Running ; Self-Assessment ; Ventilators, Mechanical ; Videoconferencing

PURPOSE: The flipped classroom has been suggested as a method for efficient teaching in medical education. However, its feasibility and effectiveness in the educational environment are often overlooked. The authors redesigned an epidemiology course applying the flipped classroom method under a traditional curriculum consisting of heavily scheduled classroom hours and explored its feasibility and effectiveness. METHODS: In the fall semester of 2017, we flipped the ‘practice of epidemiology’ course for third-year medical students at Korea University College of Medicine. We provided online lectures and assigned readings as pre-class materials, and substituted group discussions and communicative activities for traditional lectures. We conducted pre- and post-course surveys to review students' perceptions. We also analyzed the pre-test results and final exam scores for quantitative comparison. RESULTS: Ninety-seven students out of 120 completed the course. Most students made use of the online lectures, but not the reading materials. Lack of time was the most frequently cited reason for under-preparedness. We observed improvements in preparedness, participation, and effectiveness at the end of the course, while changes in satisfaction were unclear. Students' perceptions of course relevance and difficulty were predictive of pre-test outcomes, but the effects of preparedness and length of materials were insignificant. The authors found no evidence of differing test scores before and after the course. CONCLUSION: This study supports the feasibility of the flipped classroom model even under a traditional, heavily scheduled medical curriculum. To encourage self-directed learning and achieve better learning outcomes, restructuring pre-existing curricular components should also be considered in parallel with new instructional methods.
Curriculum ; Education, Medical ; Epidemiology ; Humans ; Korea ; Learning ; Lectures ; Methods ; Preventive Medicine ; Reading ; Students, Medical

PURPOSE: We aimed to explore medical students’ online learning patterns and needs by analyzing data obtained from an e-learning portal of Korean medical schools. METHODS: Data were obtained from learning resources and registered users of the e-learning portal by the consortium of 36 Korean medical schools, e-MedEdu (www.mededu.or.kr) over a period of 10 years. Data analytics were performed of its contents and usage patterns using descriptive statistics. RESULTS: The website currently has over 1,600 resources, which have almost tripled over the past decade, and 28,000 registered users. Two hundred and twenty medical faculty have contributed the resources; a majority of them were clinical cases and video clips, which accounted for 30% and 27% of all resources, respectively. The website has received increasing hits over the past decade; annual website hits increased from 80,000 in 2009 to over 300,000 in 2018. The number of hits on resources varied across resource types and subjects; 90% of all website hits were on online videos, and 28% of them originated from mobile devices. Among the online videos, those on procedural skills received more hits than those on patient encounters and video lectures. CONCLUSION: Our findings demonstrate the increasing use of e-learning in medical education in Korea over the past decade. Our study also shows a wide disparity in the frequency of use in learning resources across resource types and subjects, which have implications for improvements in the design and development of learning resources to better meet medical students’ curricular needs and their learning styles.
Education, Medical ; Faculty, Medical ; Humans ; Korea ; Learning ; Lectures ; Schools, Medical

Lee Kap-Soo (April 23, 1889–December 5, 1973) graduated from Gyeongseong Medical College in 1920, went to Germany to study, and returned to Korea after graduating from Berlin University in 1924. On September 14, 1933, he played a leading role in the founding of the Joseon Eugenics Society, and he contributed eugenic ideas through written publications and lectures. He was a leading eugenicist who continued his activities related to eugenics, such as re-establishing the Korean National Eugenics Society and making efforts to enact the Eugenics Act after Korea's liberation from Japanese occupation. His ideas on eugenics were then a rapid acceptance of the world's times and science, and his ideas were an expanded eugenics that emphasized the nation. He actively carried out the campaign for eugenics and maintained a consistent stance before and after liberation. His eugenic ideas and activities show that Korean society was not free from the influence of eugenics that was gaining popularity around the world. His eugenic ideas were related to enlightenment, but the basis of eugenics was the logic of discrimination and exclusion. In particular, his eugenic ideas and activities have caused pain to Hansen's patients through forced isolation and discontinuation. In addition, his doctrine of eugenics still holds sway in Korean society. The history of Lee Kap-Soo's life and eugenics-related activities shows the important points and characteristics of the history of eugenics in Korean society before and after the liberation from Japan, and furthermore provides an important clue in understanding and explaining the colonial vestige in Korean society, economic growth first ideology, enthusiasm for scientific development, and competitive social culture.
Asian Continental Ancestry Group ; Berlin ; Discrimination (Psychology) ; Economic Development ; Eugenics ; Germany ; Humans ; Japan ; Korea ; Lectures ; Leprosy ; Logic ; Occupations

PURPOSE: This study was conducted to develop an empowering education program for Maternal-Fetal Intensive Care Unit (MFICU) nurses who provide intensive care to high-risk mother and fetus at hospitals, to test effects of the education program on nursing care confidence and nursing knowledge, and to examine program satisfaction. METHODS: This study comprised of 2 phases: program development and evaluation. First, we have followed a process of program development to develop and refine an empowering education program for MFICU nurses through collaborative works among clinical obstetrics and gynecology doctors and nurses and academic nursing professors. Second, the empowering education program was provided to 49 nurses and evaluated from July 5 to 6, 2019. Levels of MFICU nursing care confidence and knowledge were measured. RESULTS: The empowering education program included 18 hours of lectures, discussion, and Q & A, which continued for 2 days. This program significantly improved high-risk maternal-fetal nursing care confidence and knowledge of nurses. The program was well met with nurses' education need and goals, and found to be highly satisfactory. CONCLUSION: The empowering education program was observed to be effective in terms of improve nursing care confidence and knowledge of nurses in MFICU. It is proposed that this program should be open regularly for nurses to obtain and improve their clinical knowledge, confidence, and competency. Further study is needed to develop and run 2-levels of education such as basic and advanced levels based on nurses' clinical background and competency.
Critical Care ; Education ; Fetus ; Gynecology ; Humans ; Intensive Care Units ; Lectures ; Mothers ; Nursing ; Nursing Care ; Obstetrics ; Pregnancy, High-Risk ; Program Development

Team communication, teamwork, and interprofessional collaboration are critical and the basis for patient safety in a more diverse and complex clinical environment. This study explored the current status of teamwork, team communication, and interprofessionalism in the context of patient safety within undergraduate medical education. A scoping review of the literature published since 2010 was undertaken. Fifteen papers were included for final review. The most commonly used educational methods were off-line lectures and simulations. Standard team communication tools suggested in TeamSTEPPS (team strategies and tools to enhance performance patient safety) were covered in some of the research. Knowledge, skills, and teamwork attitudes, interprofessional collaboration, and/or patient safety were improved in most of the papers. In the previous studies of team communication, the content and method of education, and the change in knowledge and attitudes of the individuals have been widely reported, but more research is needed regarding the method of evaluating the teamwork itself. In addition, education on team communication as well as patient safety and interprofessionalism is lacking. As the importance of team communication in patient safety increases, more attention is needed on this topic in undergraduate medical education.
Cooperative Behavior ; Education ; Education, Medical, Undergraduate ; Humans ; Lectures ; Methods ; Patient Safety

OBJECTIVES: Restorative Dentistry and Endodontics (Restor Dent Endod; RDE) is an English-language journal published by the Korean Academy of Conservative Dentistry, and it has been online since 2012 with quarterly publications. The purpose of this paper was to review and analyze the publications in this journal since its inception and over the 7-year period from 2012 to 2018. MATERIALS AND METHODS: This paper assessed the number, type, and subject of articles published, as well as authorship patterns and article citations of the journal over a 7-year period. The citation indicator for the journal (h-index) was assessed using Google Scholar. RESULTS: The number of articles per issue has remained relatively consistent in the 7 years that were analyzed. An analysis of the article types revealed various categories of review articles. Original research articles accounted for the most articles per volume. Twice as many articles per volume were on endodontic topics than on restorative subjects. Articles published in RDE have been widely cited in Synapse, Crossref, and PubMed Central. A country-wise mapping of authors' institutions revealed significant contributions from authors around the world. With an h-index of 24, RDE ranks third among journals in its specialty. The most cited articles were open lectures on statistics and research articles on recent concepts, technology, and materials. CONCLUSION: Over the last 7 years, RDE has served as a platform for a large number of manuscripts in the field of restorative dentistry and endodontics.
Authorship ; Bibliometrics ; Dentistry ; Endodontics ; Lectures ; Phytolacca dodecandra ; Publications ; Synapses

PURPOSE: The aim of this study was to develop a camp-style leadership enhancement program (CLEP) and evaluate its effects to provide basic data for developing such programs for nursing students. METHODS: The study design was a randomized control pre/post-test. There were 35 participants each in the experimental and control groups for a total of 70 participants. The content and structure of the CLEP reflected 13 core concepts extracted using a systematic literature review. The program included a two-day camp-style program with eight modules consisting of lectures, individual and team activities, group discussions, team presentations, and feedback from the lecturer. The impacts of CLEP were measured using self, transformational, and servant leadership. RESULTS: Pre-homogeneity between the group participants' general and leadership characteristics was confirmed. After the CLEP, the experimental group showed a significant increase in self, transformational, and servant leadership. CONCLUSION: These findings suggest that universities utilize the performance-based self-learning CLEP to increase leadership among nursing students.
Education ; Humans ; Leadership ; Lectures ; Nursing ; Students, Nursing