임상시험연구 교과기반 학습성과 평가: 간호대학생의 임상시험 연구윤리 인식과 임상시험코디네이터 역할인식을 중심으로

박혜자,김선기,유소영 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.4

목적 본 연구는 간호대학생을 위한 임상시험연구 교과목을 프로그램 학습성과와 연계한 교과기반 학습성과 평가체계 모형을 근거로 개발하고 운영한 후 교과기반평가를 수행함으로써 간호대학생의 임상시험 연구윤리 인식과 임상시험코디네이터 역할 인식을확인하기 위해 시행되었다. 방법 연구대상자는 C대학교 간호학과에 2022학년도 1학기에 개설된 임상시험연구 전공선택 교과목을 수강신청하고 이수한 3학년 83명이며, 수업이 종료된 이후 교과기반평가 자료를 이용하여 분석하였다. 평가는 국가임상시험재단 전문가 강의 및 세미나 수강시 발급되는 임상시험코디네이터 초급 이수증(70%), 출석(10%), 임상시험코디네이터 역할 성찰일지(20%) 및 간접평가 자료(강의만족도, 임상시험 연구윤리 인식 설문지)로 진행되었다. 자료분석은 SPSS 23.0프로그램을 이용하였고, 일반적 특성에 따른 임상시험 연구윤리 인식 차이는 t-test, ANOVA 및 Scheffé의 다중비교를 이용하였다. 임상시험 연구윤리 인식의 중요도-수행도는IPA 분석을 이용하였고, 임상시험코디네이터 역할 인식은 학생이 작성한 성찰일지를 주제분석하였다. 결과 교과기반평가 결과, 국가임상시험재단 전문가 강의 및 세미나와 출석은 모두 충족하여 83명의 학생들은 국가임상시험재단인증 임상시험코디네이터 초급 이수증을 받았고, 임상시험 교과목 만족도는 94%이었다. 임상시험 연구윤리 인식의 중요도 평균은4.36±0.51, 수행도 평균은 4.29±0.53이었고, IPA분석에서 B 사분면(중요하게 생각하며 실제로 잘 이해하여 충족된 영역)에 나타났다. 간호대학생의 임상시험코디네이터 역할 인식을 확인하기 위해 성찰일지를 주제 분석한 결과, 임상시험전문가로서 전문성과책임감, 윤리원칙에 근거한 의사결정, 대상자의 자발적 참여를 위한 충분한 교육과 설명, 임상시험연구의 기반이 되는 융복합 역량의 4개의 주범주가 확인되었다. 결론 본 연구는 간호대학생에게 전문직 진로확장의 기회로 입문수준의 임상시험연구 이론 교과목을 프로그램 학습성과에 따른 교과기반 평가체계 모형을 근거로 개발하고 적용함으로써 간호대학생의 임상시험 연구윤리 인식과 임상코디네이터의 역할인식에 대한 교육적 효과를 확인하였다는 데 의의가 있으며, 추후 임상시험연구 이론 교과목과 실습 개발의 기초자료로 활용할 수 있다. Objectives The purpose of this study is to evaluate the awareness of ethical perspective and clinical research coordinator's roles in an entry-level clinical trial research course based on the course-embedded assessment tied with the program learning outcomes of the bachelor's degree among nursing students. Methods Three professional clinical coordinators affiliated with Korea National Enterprise for Clinical Trials (KoNECT) and two nursing professors developed the course based on Good Clinical Practice guidelines in clinical trials. Eighty-three nursing students enrolled and completed this course. Three evaluation criteria were rated in the course-embedded assessment: Completion of the course by getting certificate from the KoNECT(70%), attendance (10%), reflection journal report (20%). Additionally, learners responded two surveys on the satisfaction with education and awareness of ethical roles in clinical trial research. Data were analyzed using the SPSS 23.0 program. The difference in ethical awareness of clinical trial research according to general characteristics was analyzed using t-test and ANOVA with Scheffé's multiple comparison. Importance-Performance analysis(IPA) and thematic analysis were used for ethical perspective and the clinical research coordinator's roles. Results All students completed the clinical trial research course by getting the KoNECT certificates, and 94% of students reported that they were satisfied with the course. IPA analysis showed that nursing students recognized all the ethical roles of clinical trial research nurses as more important and more performing. Thematic analysis exhibited that the roles of CRC had four main themes: expertise and responsibility as clinical trial specialists, decision-making based on ethical principles, sufficient education and explanation for the voluntary participation of subjects, and the convergent capability underlying clinical trial research. Conclusions Based on these findings, the entry-level clinical trial research course was useful for developing awareness of ethical roles and CRC's roles, and provided a new opportunity to map out nursing students' career path.

통합교육을 통한 인턴의 진료술기에 대한 자가평가

황 건(Kun Hwang),김 선(Sun Kim) 한국의학교육학회 2003 Korean journal of medical education Vol.15 No.1

Purpose: The aim of this study is ① to examine how far the interns could improve their clinical skills through integrative course, ② to see whether the interns can apply the clinical skill in real patient, and ③ to clarify the important factors which effect usefulness and effectiveness of the course through interns evaluation. Methods: The questionnaire were asked to the 43 interns of Inha University hospital. (Cumulation of the answer were 129) The items of the questionnaire were 9 general items for content of the course and 3 to 4 specific items for measuring the comprehension of the lecture and related knowledge. Results: There were correlation among the lecture hours, degree of lecture interest, amount of lecture content, method of lecture, novelty of lecture, usefulness of handout, effectiveness of lecture, and usefulness of lecture. Degree of lecture interest and usefulness of handout predicted usefulness of lecture and indispensability to next year course. The high mean score of the comprehension of the lecture and usefulness of the lecture revealed the lecture effectiveness. Interns suggested improvement of this integrative course to practice based course. Conclusion: Integrative course for interns seems to be helpful to their duty. To improve the effectiveness of course in clinical setting, it is required to develop a course that is related to real clinical setting.

법학전문대학원에서의 “실습과정” 교육

최환주 전남대학교 법학연구소 2008 법학논총 Vol.28 No.2

This thesis is for practice course(externship) in the law school. The law school has been introduced to produce the expert lawyers equipped with the legal theory and practice who can provide various legal services, but it can not be asserted whether the practical course to produce such lawyers has been prepared in the law school and whether it can be well operated. However, we have as far prepared much, and if we prepare the more in future, it will be satisfactorily possible. Therefore, in order to make the more fruitful practical course in the law school in future, the contents proposed by this researcher are arranged and presented as follows, even if it not sufficient. Firstly, the legal clinic in the law school, which is the core in the practical course, shall be surely introduced. Secondly, for the practical course with substantiality, strict management of the academic advisor, win-win strategy between graduate student and practice organization, prohibition from disclosure of the test marks and the grade of the lawyer to complete the practical course faithfully and etc. are presented. Thirdly, the practical course to provide various legal services shall be prepared, and for this, the organization objective for practice shall be expanded. Fourthly, the employment shall be expanded through the linkage between the practical course and the future course. Fifthly, just after passing the lawyer test, there shall be mutual supplementation between training in Korean Bar Association and its practical course. Furthermore, the more research and endeavor for the fruitful practical course shall be doubled. This thesis is for practice course(externship) in the law school. The law school has been introduced to produce the expert lawyers equipped with the legal theory and practice who can provide various legal services, but it can not be asserted whether the practical course to produce such lawyers has been prepared in the law school and whether it can be well operated. However, we have as far prepared much, and if we prepare the more in future, it will be satisfactorily possible. Therefore, in order to make the more fruitful practical course in the law school in future, the contents proposed by this researcher are arranged and presented as follows, even if it not sufficient. Firstly, the legal clinic in the law school, which is the core in the practical course, shall be surely introduced. Secondly, for the practical course with substantiality, strict management of the academic advisor, win-win strategy between graduate student and practice organization, prohibition from disclosure of the test marks and the grade of the lawyer to complete the practical course faithfully and etc. are presented. Thirdly, the practical course to provide various legal services shall be prepared, and for this, the organization objective for practice shall be expanded. Fourthly, the employment shall be expanded through the linkage between the practical course and the future course. Fifthly, just after passing the lawyer test, there shall be mutual supplementation between training in Korean Bar Association and its practical course. Furthermore, the more research and endeavor for the fruitful practical course shall be doubled.

궤양성 대장염의 임상경과 진단 첫해의 임상경과에 영향을 미치는 인자 및 5 년간 임상경과의 변화 양상

최창환(Chang Hwan Choi),정혜원(Hae Won Chung),이재훈(Jae Hoon Lee),박정엽(Jeong Youp Park),이현웅(Hyun Woong Lee),박영수(Young Soo Park),김태일(Tae Il Kim),김원호(Won Ho Kim) 대한소화기학회 2001 대한소화기학회지 Vol.38 No.3

Background/Aims: Previous reports on ulcerative colitis in Korea were mostly about clinical features at the time of diagnosis. In this study, we analyzed not only clinical features of Korean patients with ulcerative colitis at the time of diagnosis, but also clinical courses during 5 years after diagnosis. Methods: The yearly sum of monthly symptom scores (annual disease burden index, ADBI), annual symptomatic period, and clinical severity were evaluated during 5 years after diagnosis, and factors affecting the clinical courses during first year were also analyzed. Results: The averages of ADBI, symptomatic period, and the proportion of patients in remission during the first follow-up year were 5.8±4.4, 4.0±3.1 months, and 22.1%, Those were 3.7±4.1, 3.0±3.4 months, and 32.4%, during the fifth year. The average of ADBI during the second year was significantly higher in patients with high ADBI (>4) during the first year compared with that in patients with low ADBI (6.3±5.5 vs. 2.6±3.8, p<0.01). Conclusions: From these results, we can conclude that the clinical course of ulcerative colitis, assessed by ADBI and symptomatic period, tends to improve with time and the preceding clinical course is significantly correlated to subsequent course. (Korean J Gastroenterol 2001;38: 169-176)

전국치기공과의 교과과정분석과 전망

박용덕,황경숙,김남중 대한치과기공학회 2003 대한치과기공학회지 Vol.25 No.1

The 3 year graduate school course of the dental technician, which has been enforced since 1994till the present date, differs from the currently existing 2 year graduate course because of an 8weeks clinical field training course being newly executed and an imposed curriculum aboutmanufacturing specialized prosthetics like all-ceramic, double prosthetic technology, attachment,and implant. Even though nearly 10 years have passed, the education program of the 18 collegeshave still not been standardized and the subjects differing a little, while some are still not followingthe 3 years graduate course.The goal of this research is to emphasize the qualities of the 3 years graduate program andenable the dental technician to handle clinical models in the dental technical clinic right aftergraduation by adding clinical field training in the dental technician education program of the 18colleges. Also in accordance to a national and international increase in esthetical prosthetics,credits, weekly study hours, education practice time of specialized prosthetic dental technology canbe analyzed as follows.1. In the year 2003, currently colleges start clinical practice education starting from the 1stsemester of the 2nd year junior year, to the 2nd semester of 3rd year the varying in time withadequate class time, and credits. The average credit is 9.56, and weekly average class time is 18.00 hours. later clinical trainee education will be adjusted to the 3 year graduate school course to 10credits and 20 hours and the adequate education period should be the 2nd semester of 3rd gradewhen most basic clinical education has been covered.2. Currently in the year 2003, all-ceramic education has an average credit of 8.01 in 17 collegeswith an exception of Ma-san college. The weekly average theoretical education is 4.94 hours,weekly clinical education of 7.88 hours and currently in 14 colleges porcelain technical classusually starts in the 1st semester of the 2nd year. All-ceramic education is thought to have adequatecredits, timing, and weekly study hours.3. Currently in 2003 implant education is enforced in 11 colleges including Bu-san Catholicuniversity and the education period is usually in the 3rd year. Out of the 11 colleges, only Bu-sanCatholic univ., Ma-san and Shinheung college have practice training classes. We knew that Shingu,Dongu, Mokpo science colleges have practice training as a curriculum, namely specific prostheticslaboratory. Out of the 9 colleges enforcing implant education the average credits taken are 2.56,and the average hours of weekly theory education is 2.14, but with the exception of Shinheungcollege which has an implant practice training course theory and practice classes are not divided.Therefore implant education is thought to start in the 3rd year as a 3 credit course with 3 hours oftheory and practice each.4. Currently in 2003, theoretical attachment education is given in 15 colleges and includingpractical training it is given in 10 colleges. The education starts 1st semester of the 2nd year till the2nd semester of the 3rd year. The average credit of attachment theory education in the 15 collegeswas 3.64, the average weekly theoretical education was 2.64, and the average weekly practicetraining out of the schools teaching it was 3.20. Later attachment education is thought to start the1st semester of the 3rd year as a 3 credit course with 2 hours of theory class and 3 hours of practicetraining. 5. Double prosthetic technology is currently carried out in Dae-jon Health Science college(2ndyear 2nd semester, 2 credits, theory 2hours), Gimcheon college (1 credit, 2 hours of practicaltraining), Bu-san Catholic university (4th year 2nd semester, 4 hours of theory. practice). When the3 year course is enforced, education will start 1st semester of the 3rd year with 2hours of theoryand practice each. 6. The newly installed programs of the 3 year education is clinical field training, and specializedprosthetic manufacturing practice like all-ceramic, double prosthetic technology, attachment, andimplant. If such education is to be effectively managed, a primary precursor as systemic basicclinical education is thought to be important. 7. Nationally in the 18 colleges of dental technology the currently executed curriculum coursehad varying subjects, class time according to the subject, and credits by each college. Thecurriculum difference between the colleges must be settled.

精神病 患者의 自由畵의 特徵과 臨床 經過와의 相互 關係에 관한 豫備的 硏究

李符永,李重瑞 大韓神經精神醫學會 1994 신경정신의학 Vol.33 No.1

Most studies on the drawings by the psychotic patients have focused on their pathologic graphic patterns. But there are few studies exploring the changes in the art expression through the clinical course. This is a preliminary study to evaluate objectively the correlation between the graphic characteristics and the course of the psychotic illness, and to find its clinical application. The study was performed retrospectively by using closed neuropsychiatric wards, Seoul National University Hospital during the period between March, 1990 and February, 1992. Two independent raters assessed the clinical course of each patient involved in this group with the Brief Psychiatric Rating Scale(BPRS). For the assessment of the art expression, two independent raters used the list of the graphic characteristics which we through literature review. In addition, we assessed the quality of schizophrenic drawing as a whole. There were no significant correlation between the art expression and the clinical course in our study group. There were 3 schizophrenics having significant correlation between both of them, but there were no significant differences in graphic characteristics and psychopathologies between these patients and others. In spite of the clinical improvement, the art expression was assessed as worse in one schizophrenic and two manic patients.

Role of Serum Proteinase 3 Antineutrophil Cytoplasmic Antibodies in the Diagnosis, Evaluation of Disease Severity, and Clinical Course of Ulcerative Colitis

( So Imakiire ),( Hidetoshi Takedatsu ),( Keiichi Mitsuyama ),( Hideto Sakisaka ),( Kozo Tsuruta ),( Masaru Morita ),( Nobuaki Kuno ),( Koichi Abe ),( Sadahiro Funakoshi ),( Hideki Ishibashi ),( Shini 대한소화기학회 2022 Gut and Liver Vol.16 No.1

Background/Aims: Proteinase 3 antineutrophil cytoplasmic antibody (PR3-ANCA) is a serologic marker for granulomatosis with polyangiitis. However, recent studies have also shown their role as diagnostic markers for ulcerative colitis (UC). This study was performed to investigate the clinical roles of PR3-ANCAs in the disease severity, disease extension, and clinical course of UC. Methods: Serum PR3-ANCAs were measured in 173 UC patients including 77 patients with new-onset patients UC diagnosed within 1 month, 110 patients with Crohn’s disease, 48 patients with other intestinal diseases, and 71 healthy controls. Associations between the PR3-ANCA titer and clinical data, such as disease severity, disease extension, and clinical course, were assessed. The clinical utility of PR3-ANCA measurement was evaluated by receiver operating characteristic (ROC) analysis. Results: PR3-ANCA ≥3.5 U/mL demonstrated 44.5% sensitivity and 95.6% specificity for the diagnosis of UC in all patients. PR3-ANCA positivity was more prevalent in the 77 new-onset UC patients (58.4%). In this group, the disease severity and extension were more severe in PR3- ANCA positive patients than in PR3-ANCA negative group (p<0.001). After treatment, the partial Mayo scores were significantly decreased with the PR3-ANCA titers. The proportion of patients who required steroids for induction therapy was significantly higher among PR3-ANCA positive than negative group. ROC analysis revealed that PR3-ANCA ≥3.5 U/mL had 75% sensitivity and 69.0% specificity for steroid requirement in new-onset UC patients. Conclusions: Our results indicate that PR3-ANCA measurement is useful not only for diagnosing UC but also for evaluating disease severity and extension and predicting the clinical course. (Gut Liver 2022;16:92-100)

치과임상교과목 교재에 대한 내용분석

이선미 ( Sun Mi Lee ),류정숙 ( Jung Sook Yoo ),안세연 ( Se Youn Ahn ),임미희 ( Mi Hee Lim ),한지연 ( Ji Youn Han ),전미경 ( Mi Kyoung Jun ),이현옥 ( Hyun Ok Lee ),원영순 ( Young Soon Won ) 한국치위생과학회 2015 치위생과학회지 Vol.15 No.3

This study was conducted to provide baseline data which could suggest a direction of role based efficient integrated clinical education by avoiding duplicate of contents through analyzing clinical courses. Among the 7 clinical courses, orthodontics and periodontology were the most published subjects which were published in 5 kinds of books and dental materials was the least published subject which was published in 2 kinds of books on investigation of overlapping contents based on titles that appeared on chapters and verses of all textbooks for clinical courses. Dental implant was covered in 4 subjects such as oral maxillofacial surgery, prosthodontics, periodontology and dental materials which was the most number. Other overlapping contents were restoration treatment, occlusion and malocclusion, temporomandibular joint diseases, anesthesiaㆍsedation, tooth trauma, systemic disease and dental treatment, dental casting, isolation techniques, tooth bleaching, pulp protection, gingivitisㆍperiodontitis, tooth development, etc. Reviews of textbooks of clinical courses should be conducted in a detailed manner by systematic, various studies in order to improve quality of the textbooks.

진단 아형에 따른 베체트 장염의 임상경과

김지은 ( Ji Eun Kim ),한동수 ( Dong Soo Han ),조현석 ( Hyun Seok Cho ),변태준 ( Tae Joon Byun ),김태엽 ( Tae Yeob Kim ),은창수 ( Chang Soo Eun ),전용철 ( Yong Cheol Jeon ),손주현 ( Joo Hyun Sohn ) 대한장연구학회 2007 Intestinal Research Vol.5 No.1

Background/Aims: Intestinal Behcet’s disease can be diagnosed when Behcet’s disease patient has intestinal ulcers. The aim of this study was to recognize the clinical features and course of intestinal Behcet’s disease according to disease subtypes. Methods: We performed a retrospective chart review of patients who had intestinal lesions associated with Behcet’s disease on colonoscopy between March, 2001 and May, 2006. Results: Of the 38 patients (18 men/20 women) enrolled, the mean age at diagnosis was 40.9±13.6 years. By Japanese criteria, 18 patients were classified in incomplete type, 8 in suspected type, and 8 in possible type. Four patients had only intestinal lesion without Behcet’s manifestation. By International Study Group of Behcet’s Disease criteria, 10 were met Behcet’s disease, and 15 was suspected as Behcet’s disease. Characteristics of intestinal ulcers were aphthous shape and ileocecal location. Five patients were reclassified during clinical course. There was no difference at clinical outcome according to prescribed medications. Conclusions: Not a few of intestinal Behcet’s disease patients were difficult to meet the Behcet’s disease criteria. Because clinical manifestations of intestinal Behcet’s disease patients may be changed, it would be needed to reclassify disease subtypes with long-term follow-up. (Intest Res 2007;5:26-32)

臨床法學敎育에 관한 一考

황철(Hwang Chul) 국민대학교 법학연구소 2005 법학논총 Vol.17 No.-

The core idea of clinical legal education is that teaching students while they are in professional roles is an essential component of professional education. There are three different branches of clinical education in the United States: in-house live-client clinics, externship programs, and simulation courses. In-house live-client clinics are built around an actual law office, usually located in the law school, that exists for the purpose of providing students with a faculty-supervised setting within which to practice law and learn from the experience. Students learning in externship programs are placed in professional settings external to the law school, including law offices within governmental agencies and nongovernmental organizations. Simulation is a teaching method in which students are put into simulated lawyer roles to perform some aspect of the lawyering process in a controlled setting. These three strains in legal education are equally important. To prepare for clinical legal education is essential for the law school to shape successfully in Korea.