문제중심 학습방법을 적용한 임상실습교육의 만족도, 자율성, 성취종기와의 관계 -모아임상실습을 중심으로-

백경선 ( Kyoung Seon Baek ),송애리 ( Ae Ri Song ),김영희 ( Yeong Hie Kim ),김태경 ( Yae Kyung Kim ) 경희대학교 동서의학연구소 2007 동서간호학연구지 Vol.13 No.2

본 연구는 학생들이 실제 임상 상황의 맥락 안에서 문제를 해결해 나가면서 기존의 지식과 경험을 반영 하고 이로 인해 사고력과 학습에 대한 흥미와 동기를 증가시키는 문제중심학습법을 적용한 간호학생들의 성취동기,자율성과 임상실습만족도 간의 관계를 파악하여 보다 효과적이고 질적인 임상실습 교육의 전략 마련을 위한 기초자료를 제시하고자 시도하였다. 문제중심학습은 실제적인 문제에서 학습이 시작하게 되며,효과적인 학습이 이루어지기 위해서 학습자에게 제시되는 문제는 자신이 실제 임상세계에서 경험하는 문제이어야 한대 따라서, 모아임상실습을 하면서 경험하게 되는 실제 임상사례에 바탕을 둔 시나리오를 개발하여 간호과 2학년 학생의 모아임상실습시에 적용하였다. 본 연구의 대상자는 임상실습을 시행하기전에 사전에 교과목을 통하여 문제중심학습 에 대한 학습방법의 지식을 습득하였으며,이 방법을 통하여 이론 수업을 진행한 경험이 있는 학생들이다. 이러한 사전경험으로 학생들은 새로운 학습법으로 인한 시간소요나 혼란을 줄일 수 있었으며, 임상실습을 통하여 시나리오의 사례를 실제로 경험하면서 보다 역동적으로 실습에 임하고, 지식 습득 및 문제해결에 대한 높은 흥미를 보였다. 본 연구에서 문제중심학습법을 적용한 간호학생들의 임상실습만족도는 3.34으로 나타났다. 이는 문제중심학습법을 적용하지 않은 일반적인 간호학생들의 임상실습반족도를 연구한 Kim과 Oh(2000) 의 연구결과 인 2.96점과 Park과 Lee (2002)의 2.86점 보다 높은 점수이다. 또한, 임상실습만족도의 하부영역 중 ``임상실습내용``에 대한 만족도 (3.49)가 타 하부영역에 비해 높게 나타났으며, 이는 Park과 Lee(2002)의 연구에서 임상실습 환경영역의 점수(3.11)가 가장 높게 나타난 것과 다소 상반되는 결과이다. 실제 본 연구대상자들은 임상실습지도 (3.46), 환경(3.31) 평가(3.23) 및 시간 (3.16) 등과 같은 임상실습의 외부적인 부분이 다소 열악한 상황에서도 실습의 내용적인 면에서는 만족하고 있었으며, 이는 현재 우리나라 간호대학 임상실습의 환경이 주로 수동적인 환경임에도 불구하고, 문제 중심학습법이 학생들의 능동적인 학습태도와 학습 동기 유발 및 흥미를 상승시킨 효과로 볼 수 있다. 자율성(Autonomy)이란 의미는 자기- 규율, 자기·결정, 자기·통치 및 독립성이란 용어로 오늘날 전문직 자율성의 개념은 간호 전문직 내에서 관심과 중요성이 증가되고 있다. 현 시대의 간호사는 신속하고 정확한 판단과 종합적인 결정 능력이 요구되는 복잡한 간호현장에서 중요시되는 자율성을 높이기 위해서는 간호교육에서부터 자율성을 신장시켜 주는 교육이 필요하다고 하겠다. (Shin, 1996). 본 연구 대상자의 자율성은 평균 3.83점으로 Kim (1998)의 4년제 간호대학생을 대상으로 한 연구의 3·53점 보다 높게 나타났다. 이는 문제중심학습을 적용한 본 연구가 간호학생들로 하여금 스스로 문제를 찾아내고 해결해가는 자율적 이고 자기주도적인 학습능력을 향상시킨 결과로 이해 되어진다. 간호사는 대상차의 건강과 관련된 요구에 적절히 반응할 수 있는 지식의 소유자이며, 대상자를 위한 이타적인 가치관을 소유한 전문가로써 간호사 자신 뿐만 아니라 대상자에 대한 존중을 기본적인 소양으로 가지고 있어야만 한다. 이에 간호사의 진정한 자율성은 대상자에 대한 존중에서부터 나온다고 할 수 있다. 본 연구의 지율성 하부영역에서 ``타인에 대한 존중`` 이 4.15점으로 상당히 높게 나타났으며, 이는 간호학생들의 임상실습교육이 단순히 이론적인 지식의 실제 적용을 넘어 대상자를 존중하고 대상자의 요구를 사정하여 적합한 간호중재를 제공하는 기회로 간호전문가로써의 기본 자질을 함양할 수 기회를 제공 한것으로 보인다. 성취동기는 어떤 훌륭한 일을 이루어보겠다는 내적 의욕으로 과업을 성취해나가는 과정에서 만족하는 성취의욕이며 후천적으로 학습되고 습득되며 육성된다. 간호학생들의 성취동기는 학업수행과 밀접한 연관성이 있으며, 성취동기는 학습의 효율성을 높이기 위한 기본 요소로서 본 연구에서는 간호과 학생들의 성취 동기는 3.83점으로 높게 나타났으며, 이는 Park과 Lee (2002) 의 연구보다 높게 나타났다. 성취동기는 이론학습과는 높은 상관관계가 있는 것으로 많은 연구에서 나타났지만, 실제 임상실습시에도 높은 성취동기는 임상실습 만족에 영향을 주는 것으로 나타났다. 문제 중심학습법은 학습의 동기유발을 통하여 성취동기를 향상시키며,이를 통하며 적극적인 학습태도를 유발 한다. 일반적 특성에 따른 성취동기, 자율성과 임상실습 만족도를 살펴보며 성취동기,자. 성이 학과만족도에 따라 차이를 보여주고 있는데, 이는 학과에 대한 만족도가 높을수록 성취동기와 자율성이 높은 것으로 결국 학과에 대한 만족도는 학업성취에 많은 영향을 미치며 (Park, 1992), 본 연구에서도 학과전공에 대한 만족도가 높을수록 성취동기가 높게 조사되어 유의한 차이가 있었다. 또한 실습시기에서 임상실습만족도 중 ``임상실습내용`` (t=2.219, P<0.35)과 자율성 중 ``타인에 대한 존중``(t=3.133, P<.005)이 차이를 보였다. 이는 ``학교수업을 한후 실습`` 을 하는 실습이 ``실습 후 학교수업``을 하는 경우보다 임상실습에서 이론적 지식을 습득한 후 실습을 할 경우 실습에 조금 더 자신 감을 가지고 수행할 수 있는 것으로 보여진다. 따라서 임상실습의 시기는 이론 강의가 이루이진 후 시행 되는 현재의 간호교육이 타당하다고 하겠다. 본 연구에서는 성취동기, 자율성과 임상실습만족도가 유의한 상관성이 있는 것으로 나타났다. 문제중심 학습법을 임상실습에 적용한 본 연구대상자들의 성취 동기와 임상실습만족도간의 상관관계는 r=.476으로 유의하게 나타났는데 이는 Jang(2000)의 연구에서 성취동기와 임상실습만족도와의 관계가 순 상관관계를 나타낸 것 같다. 이러한 결과를 통하여 성취동기가 높을수록 임상실습만족도가 높아지는 것을 알 수 있으며, 어떠한 일을 잘 이루어 내겠다는 욕구가 내재 화되어 있는 사람은 임상교육에서도 그 욕구가 작용하여 성공적으로 그 일을 끝마치려는 행동을 보이고 그 결과 좋은 교육효과를 거두는 것으로 추론할 수 있다. 또한 자율성과 임상실습만족도와의 관계에서도 Park(2003)의 연구와 유사하게 본 연구에서도 자율성 과 임상실습만족도가 유의한 상관성이 있는 것으로 나타났으며 (r=.328), 자율성과 성취동기도 유의한 상관 관계 (r=.468)를 보였다. 성취동기는 후천적 학습에 의해 더욱 강화되므로 단시간의 훈련으로 높일 수 있으며 지능과 관계없이 육성될 수 있는 좋은학습 신장도구이므로, 현장실습 과정에서 학생들의 임상실습만족도를 높이기 위하여 성취동기를 높일 수 있는 교육학습법이 요구되어진다. 문제중심학습법은 임상의 실제 사례를 통하여 학습에 대한 동기유발을 통한 자율성 증대와 문제해결능력을 향상시킴으로써 다양하고 급변해 가는 임상현장 에 적합한 간호 인력을 양성하기 위한 교수학습법이다. 이론 강의시 사용되는 문제중심학습법은 실무와 떨어진 교육환경에서의 적용이라는 한계점을 여전히 수반하고 있으며, 학생들에게 이론적인 지식의 습득에 대한 접근을 달리하는 방법으로만 적용되어 오고 있다. 이에 본 연구에서는 임상현장에서 실습을 하고 있는 학생들에게 문제중심학습법을 적용해 봄으로써 이론 강의의 적용에서 오는 한계점을 극복할 수 있었다. 학생들은 주어진 사례를 직접 임상실습을 통하여 확인할 수 있었으며, 이러한 학습과정이 학생들의 임상실습에 대한 성취동기와 자율성을 증가시켰고, 이는 임상실습에 대한 만족도를 높여 실습교육을 긍정적이고 능동적으로 수행하도록 유도하였다. 이상의 논의를 종합해 볼 때 간호학생들의 임상실습학습의 질적인 향상을 위하여서는 학생들의 성취동기 및 자율성을 향상시킬 수 있는 교육학습법으로 문제중심 학습법이 기존의 이론강의뿐만 아니라 임상실 습교육에서도 학생들의 성취동기를 향상시키며 자율성을 강화시킨다는 점에서 간호학생을 위한 임상실습 의 학습법으로 적합하다고 생각된다. The purpose of this study was to examine nursing students`` satisfaction level with PBL-based clinical practice, their autonomy, achievement motivation and what affected them in those regards in an attempt to lay the groundwork for providing more systematic and efficient clinical practice. Method: The subjects in this study were 138 nursing sophomores at J college who participated in PBL-based clinical practice. Results: They got a mean of 3.34, 3.83 and 3.83 in satisfaction level with the clinical practice, autonomy and achievement motivation respectively. In regard to the relationship of the satisfaction level to general characteristics including motivation of choosing the major and time for undergoing the clinical practice, the students who decided to major in nursing at their own option(3.6l) were most contented with practice teaching(F=6.356, p<.0l), and those who underwent the clinical practice after taking lessons(3.82) were most pleased with the content of the clinical practice (t=2.129, p<.05). Concerning connections between autonomy and general characteristics involving age, satisfaction with the major and time for the clinical practice, the students who were at the age of 22(3.92) valued themselves the most(F=3.003, P<.05). And those who found their major satisfactory (4.28) and undergo the clinical practice after taking lessons(4.37) respected others the most(F=3.l33, p<.0l). As to relations between achievement motivation and general characteristics, the students who were contented with their major(4.00) excelled the others who weren``t in that aspect(F6.038, p<.0l). The satisfaction level with the clinical practice was positively correlated to autonomy (r=.328, p<.0l) and achievement motivation(r.476, p<.01). Conclusions: The findings illustrated that the nursing students expressed the satisfaction with the PBL-based clinical practice education. The older students who were 22 years old were more autonomous, and those who took part in the clinical practice after receiving theoretical instruction were more autonomous and more pleased with the practice. The students who found their major more satisfactory surpassed the others in autonomy and achievement motivation. There was positive correlation among the clinical- practice satisfaction level, autonomy and achievement motivation. There are some suggestions: Intensive research efforts should be directed into getting a profound grasp of PBL-based clinical practice education geared toward nursing students. The development of modules for PBL-based nursing clinical practice education was required. How to provide PBL-based theoretical education to nursing students should be studied.

치위생학과 학생의 임상실습기관에 따른 만족도와 스트레스에 대한 비교

심형순,이향님 한국보건복지학회 2019 보건과 복지 Vol.21 No.2

The purpose of this study is to improve clinical practice satisfaction and reduce clinical practice stress in dental hygiene students. A questionnaire survey was conducted with 127 students in the department of dental hygiene of the university located in G Metropolitan City. The results were as follows. The satisfaction at clinical practice contents was the highest. The satisfaction at practice education and practice evaluation was higher in private clinics than in university hospitals. The highest clinical practice stress was environmental factors, followed by interpersonal relationship, roles, and activity. The stress was higher in university hospitals than in private clinics. For the factors influencing the 2nd clinical practice stress, the 1st clinical practice stress had the strongest positive(+) effect and the 2nd clinical practice satisfaction had a negative(-) effect. It is necessary to provide campus simulation practice to help students’ adaptation to strange hospital environment, to prepare systematic practice manuals by year and clinical practice institution in consideration of curriculums, and to develop an integrative clinical practice program to explore personalized coping methods by examining detailed operation of clinical practice subjects and clinical practice stress factors by student. 본 연구는 치위생학과 학생들의 임상실습만족도를 향상시키고 임상실습스트레스를 감소시키는 방안을 마련하기 위하여 수행하였다. G광역시에 소재한 대학교 치위생학과 학생 127명을 대상으로 설문조사를 실시하여 분석하였다. 연구결과 임상실습내용의 만족도가 가장 높았으며 실습지도와 실습평가는 대학병원에 비해 개인의원에서 만족도가 높게 나타났다. 임상실습스트레스는 환경요인이 가장 높았으며 대인관계, 역할 및 활동 순으로 개인의원에 비해 대학병원에서 높게 나타났다. 2차 임상실습스트레스에 영향을 미치는 요인은 1차 임상실습스트레스가 가장 강한 정(+)의 영향을 미쳤으며, 2차 임상실습만족도는 부(-)적 영향을 미치는 것으로 나타났다. 낮선 병원환경에 적응할 수 있는 교내 시뮬레이션 실습이 이루어지고 교육과정을 고려한 학년별, 임상실습기관별로 체계화된 실습매뉴얼 마련과 임상실습교과목에 대한 세부적인 운영 및 학생별 임상실습스트레스 요인을 파악하여 맞춤형 대처 방안을 모색하는 통합적인 임상실습프로그램 개발이 필요하다.

Developments and Challenges ofClinical Legal Education in Japan

Shigeo Miyagawa 인하대학교 법학연구소 2012 法學硏究 Vol.15 No.1

Japan started the law school system in April 2004 with idealistic goals such as “bridging theory and practice” and transforming the legal education “from the point of testing knowledge at the bar examination to the process of developing lawyers,” and also started clinical legal education in the same year. However, the law school system has stagnated and not functioning as originally planned as the core institution for developing lawyers. Difficulties involved in law school education can be seen in the symbolic figures of the bar examination passage rate. It also is troubled with the lack of coordination between law school education and the judicial apprenticeship. Despite the difficult situation that Japanese law schools face today, the idea and the system of clinical legal education can be said to root in Japan. That is, there are several reasons for seeing a positive prospect such as (1) secure growth of clinical courses in Japan, (2) gradual increase of law-school-affiliated law office, (3) establishment of the Japan Clinical Legal Education Association. As for improving the law school system and clinical education in Japan, there should be a re-examination of law school curricula. Since Japanese law schools are currently under severe criticism from a variety of social sectors, those who are involved in clinical legal education must re-evaluate law school curricula, meet those challenges and improve law school education. In relation to this, the JCLEA (Japan Clinical Legal Education Association) proposed to make clinical courses required electives in the model curricula of law schools. A recent report by the Carnegie Endowment for the Advancement of Higher Education also points out the necessity of integrated pedagogy for legal education. “Immigration and Refugee Law Clinic” of Waseda Law School could be a good example. In this clinic, students can learn theories of constitutional law, administrative law, civil procedural law, and international law. They can also be trained in lawyer-client communication skills with the assistance of language interpreters. They can also learn the multi-dimensional nature of the legal system. They can develop a deeper understanding of the situation of foreigners and refugees. There is another kind of problem in Japan. Because there is no student practice rule, law students cannot directly provide legal services for real clients. For solving this matter, there have been some preliminary discussions between the Japan Federation of Bar Associations and the Ministry of Justice, and they continue their work to prepare for the adoption of a Japanese version of student practice rules. As another matter, law schools in Japan need the quality control of externship education. Externship training is the most prevalent clinical method that is being used at Japanese law schools. But many law schools just send students to law offices to have them experience legal practice on the job. They also need to develop a younger generation clinical teachers. Some law-school-affiliated law offices, such as Waseda University Legal Clinic Law Office, have begun to hire novice attorneys as clinical teaching assistants. It means there is a new entry of clinical teachers. So, senior clinical teachers are very much looking forward to seeing the new generation of clinical teachers contributes to the enhancement of legal education. Lastly, it is very important to use clinical pedagogy in the total process of developing lawyers. The involvement of law schools or university based institutes in judicial apprenticeship training and continuing legal education would make legal education a genuine “process of developing lawyers” from the outset to completion.

CLINICAL LAW PROGRAMS AT U.S. LAW SCHOOLS

라프라드 부산대학교 법학연구소 2012 법학연구 Vol.53 No.2

The purpose this article is to give an overview of some of the important features of U.S. clinical law programs as a starting point for those Korean law schools that may be considering their own clinical law programs. This is not a manual, but an outline of some of the common features and potential concerns that should be considered when starting a clinical program. Law school clinics and legal clinical education in general, provide law school students an opportunity to combine classroom study with actual practice in a real life setting. Students gain practical experience while working under the close supervision and tutelage of a law professor and/or clinical attorney who guides the student step by step. Students work with real people on real legal problems and are able to do so with limited practice authority granted by the local bar. This limited practice ability, the ability to practice law in a limited highly supervised setting, is a critical feature that makes law clinics attractive to students. Law schools in the United States frequently offer a number of clinical law programs for its participating law students, with some universities offering over thirty choices. Although there are a large variety of courses offered, there are some important features common to all clinics, including staffing, course design, enrollment restrictions, and eligibility. There is no requirement as to what specific clinical programs law schools have to offer, but there are a several types of clinics that are popular among the law schools, including child advocacy, environment, and prosecution and defense to name a few, that may be illustrative for Korean purposes. Finally, this article looks at several factors and concerns that should be addressed when considering the start-up and operation of a law clinic. For example, the clinic’s goals, available resources, and ethical safeguards have to assessed, as well as the student’s ability to practice law, the clinic’s political autonomy, and staffing concerns have to be addressed.

일부 치위생과 학생들의 임상실습 시 교과목 효용에 관한 연구

장성연,Jang, Sung-Yeon 대한치과위생학회한국치위생과학회 2021 대한치위생과학회지 Vol.4 No.1

Background: The present study aimed to analyze which curriculum is the most relevant to dental hygiene students when they participate in clinical practice in order to provide a useful reference for preparing educational guidance in this field. Method: The survey utilized in the present study consisted of six questions about general characteristics, such as grade, satisfaction with major, amount of clinical practice, period of clinical practice, place of clinical practice, and the most interesting are during clinical practice. When evaluating curriculum relevancy, the following were ranked on a 5-point Likert scale, where 5 = very useful, 4 = comparatively useful, 3 = normal, 2 = comparatively unuseful, 1 = very unuseful: difference in requirements in the field of clinical practice, reason for this difference, and question about the utility of each curriculum. On this scale, higher points implied higher relevance. Result: The highest groups of curricula regarding curriculum utility were as follows: operative dentistry (59.6%), pre-clinical practice (55.2%), dental materials and clinical practice (54.4%), and prosthetic dentistry (49.6%). The lowest groups of curricula regarding curriculum utility were as follows: oral physiology (2.0%), oral histology and embryology (1.6%), and oral microbiology (1.2%). These results imply a lack of connection between the curriculum and tasks in clinical practice. Conclusion: Based on the results of the present study, it appears that both theory and practice courses of the clinical curriculum must be conducted systematically, and that there is a need to conduct education for the fundamental curricula, such as oral physiology, oral histology and embryology, and oral microbiology, regarding the relevance of tasks practiced in clinics.

Building International Collaboration through a Disability Law Clinic

Ding Xiangshun 인하대학교 법학연구소 2012 法學硏究 Vol.15 No.1

Legal clinical education emerged in China in 2000 with the support of the Ford Foundation. The Committee of Chinese Clinical Legal Education (CCCLE) composed seven universities instituted legal clinics was founded as a naional organization for legal clinical educators in China to promote the growth and development of clinical legal education. Renmin University is one of the founding seven law schools in China to incorporate legal clinic education and has been involved and palyed a leading role in the creation and development of legal clinic education. In 2006, Renmin Las School became the Chinese partner of the Harvard Law School Project on Disability (HPOD), and with the collaboration of the HPOD, Renmin Law School established a Center for Persons with Disabilities Law and Legal Service-China"s first public service organization that researches disability law and provides legal services specially for persons with disabilities. The Disability Law Clinic at Renmin Law School is designed to be one part of the curriculum of Comparative Law Program at the graduate level. The Renmin University Disability Law Clinic"s activities are diversified, as they include not only client representation but also the drafting of innovative legislation and policies. The main clinical activities are (1) Assisting and participating in training sessions sponsored by the HPOD at Renmin Law School (2) Developing advocacy skills and offering skills training for special groups (3) Working with government authorities to improve disability laws (4) Sponsoring regular roundtable discussions and international symposiums of issues relating to disabilities (5) Working with NGOs on a regular basis and providing legal services for them. Through these activities, the Renmin Disability Law Clinic has gained varius results and also establishes a platform to strengthen international communication and collaboration between Renmin University Law School and Harvard Law School. The clinic also advances the goals of training law students to master the domestic and international rules in the area of disability law, international communication skills, and advocacy skills for persons with disabilities. At the same time, the Renmin Disabilit Law Clinic-like other clinical programs in China-is also facing significant barriers and challenges. First, Renmin Disability Law Clinic seeks to provide diversified consulting services, but it is unable to representing clients in any litigation. Second challenge is how to integrate clinical courses with traditional curriculum. Third challenge is finding ways to interact with the international community and expand the influence of clinical work. For these things, Renmin Disability Law Clinic is looking forward to another international collaboration.

리걸클리닉의 현황과 과제

오지용(Oh, Ji-Yong) 동아대학교 법학연구소 2013 東亞法學 Vol.- No.61

법학전문대학원의 임상실습기관으로서의 리걸클리닉의 설치가 제도화 되었으나 리걸클리닉 자체가 독립된 법인도 아니고, 법학전문대학원의 실무경력교원은 현행제도상 변호사를 겸직할 수 없으며, 예산문제로 인해 변호사를 고용할 수도 없는 상황이므로 리걸클리닉이 직접 송무활동을 할 수 없는 상황이다. 따라서 리걸클리닉이 제대로 된 임상실습기관의 역할을 하지 못하고 있는 실정인바, 리걸클리닉이 제대로 된 임상실습기관으로서 기능하기 위한 제도적 방안을 찾아야 할 필요가 있을 것이다. 리걸클리닉을 공공봉사목적의 공법인으로 설립할 수 있도록 하고 실비변상 성격을 벗어난 수익활동을 할 수 없도록 하면서 경제적으로 어렵거나 법을 몰라서 법의 보호를 충분히 받지 못하는 자에게 법률구조를 하는 법률구조법상의 법률구조법인으로 등록하여 법률구조활동을 할 수 있게 하면 리걸클리닉은 법률구조활동을 통해 사회에 봉사하면서도 일상실습기관으로서 충분히 기능을 할 수 있게 된다. 그리고 실무경력교원에게 변호사 겸직을 허용하되, 변호사활동을 하더라도 수익활동을 할 수 없도록 제한하는 제도가 마련된다면 변호사단체의 견제가 크지 않을 것이기에 실무경력교원이 리걸클리닉의 송무활동을 담당할 수 있게 될 것이다. 즉 법학전문대학원의 실무경력교원에게 수익활동을 하지 않는 범위 내의 변호사 활동을 허용하는 제도를 마련하고 리걸클리닉을 공법인 형태의 법률구조법인으로 전환시킨다면 리걸클리닉은 법학전문대학원생의 제대로 된 임상실습기관으로서 자리매김 할 수 있을 것이다. When the law school system was first introduced, little attention had been given to the role of legal clinics. However, by the time the law school were launched taking their role as a legal education institution, the need for legal clinics that could provide clinical education to students has drawn a great deal of attention, resulting in the institutionalization of the legal clinics. Although being established as a clinical legal edycation institution, legal clinics are currently unable to provide litigation services on their own, because under present circumstances clinical professors of a law school are not permitted to practice law, nor can the legal clinics hire outside attorneys due to lack of funding. Consequently, legal clinics cannot properly function as a clinical legal education institution. Given the situation, we have to find institutional measures in order that the legal clinics may play their proper role as a clinical education insitution. If we permit legal clinics to register as a public corporation dedicated to public service, and strictly limit their activities to a non-profit sector making them not to take economic compensations other than the restitution of actual expenses, and allow them, as legal aid corporationsm to provide legal services to those who are economically underprivileged or legally under-represented, then the legal clinics could properly function as both a public legal service provider and a clinical education institution. And, if such a system is established as to allow clinical professors to practice law in court while barring them from profit-seeking activities, resistance from lawyer groups would be minimized, ultimately enabling clinical professors’ participation in litigation services to their clients. That is, if we build a system that allows clinical professors to practice law in non-profit areas, and transform legal clinics into legal aid corporations in the form of a public corporation, legal clinics would be able to reestablish themselves as a proper clinical legal education institution for law students.

간호대학생의 임상실습 체험

김정선(Kim Jeong-Sun),선정주(Sun Jeong-Ju),김현숙(Kim Hyun-Sook) 질적연구학회 2009 질적연구 Vol.10 No.1

Purpose: This study is to understand how nursing students (2nd grade) to experience their clinical practice for 5 weeks in their clinical setting. Methods: This study was analyzed by Colaizzi's phenomenological method (1978) with 10 nursing student participants who were in 2nd grade of nursing college. Results: The essential meanings of clinical practice experiences of nursing students were as following; 'Being stressful and difficult in mind and body', 'Looking forward to new experiences', 'Difficulty in interpersonal relationship between them and patients or care givers', 'Being aware of their deficiency and importance of basics', 'Realizing differ theories from clinical', 'Feeling accumulation of various and vivid knowledges', 'Making sure themselves for more being skillful', 'Discovery of themselves becoming development', 'Adaptation for clinical setting'. 'Thinking about nurse'. Conclusion: The result of this study would provide for basic data of clinical education program development to minimize problems related to clinical practice, and would contribute to understand clinical practice experiences of nursing students (2nd grade) in nursing college.

국내에서 편두통성 현훈의 임상 양상 및 치료에 대한 다기관 연구

고의경,안성기,강규식,구자원,김범규,김규성,김병건,김지수,박경호,박시내,박은호,박홍주,변재용,서명환,성기범,오선영,이정구,이태경,정성해,정원호,차창일,채성원 대한평형의학회 2009 Research in Vestibular Science Vol.8 No.2

Background and Objectives It is being increasing recognized that the morbidities of migraine and balance disorders are interrelated. In fact, migrainous vertigo (MV) is one of frequent causes of recurrent vertigo in patients presenting to specialized dizziness clinics. Nevertheless, not many studies have reported clinical manifestations and treatment. Therefore, the aim of study was designed to assess clinical features and treatment patterns by a nationwide multicenter study. Materials and Methods Patients between 9 and 74 years of age who visited 17 Korean tertiary referral centers and 1 clinic from February to March 2009 were investigated using two forms of questionnaires. Results Overall, 318 patients with MV were enrolled. MV was responsible for ~8.45% of visits to the specialized dizziness clinics. One hundred seventy-five of these patients had definite MV and were included in assessing the clinical features. Vertigo characteristics of patients with definite MV were various. Vertigo was regularly as-sociated with headache in 87% of the patients. The duration of vertigo ranged from seconds to days. For the treatment patterns, an acute and prophylactic therapies were carried in most clinics. There were no differences in either acute or prophylactic therapies between department of neurology and otorhinolaryngology. Conclusions The results of this study suggest that MV the clinical features of MV also varies in Korea. In addition, most clinics provide similar patterns of practice in treatment for MV. The syndrome of MV deserves further research activity as it is relatively common and clinically relevant. Background and Objectives It is being increasing recognized that the morbidities of migraine and balance disorders are interrelated. In fact, migrainous vertigo (MV) is one of frequent causes of recurrent vertigo in patients presenting to specialized dizziness clinics. Nevertheless, not many studies have reported clinical manifestations and treatment. Therefore, the aim of study was designed to assess clinical features and treatment patterns by a nationwide multicenter study. Materials and Methods Patients between 9 and 74 years of age who visited 17 Korean tertiary referral centers and 1 clinic from February to March 2009 were investigated using two forms of questionnaires. Results Overall, 318 patients with MV were enrolled. MV was responsible for ~8.45% of visits to the specialized dizziness clinics. One hundred seventy-five of these patients had definite MV and were included in assessing the clinical features. Vertigo characteristics of patients with definite MV were various. Vertigo was regularly as-sociated with headache in 87% of the patients. The duration of vertigo ranged from seconds to days. For the treatment patterns, an acute and prophylactic therapies were carried in most clinics. There were no differences in either acute or prophylactic therapies between department of neurology and otorhinolaryngology. Conclusions The results of this study suggest that MV the clinical features of MV also varies in Korea. In addition, most clinics provide similar patterns of practice in treatment for MV. The syndrome of MV deserves further research activity as it is relatively common and clinically relevant.

Clinical Characteristics and Gustatory Profiles in Patients with Subjective Taste Complaints

Kim, Seo-Yeong,Byun, Jin-Seok,Jung, Jae-Kwang,Choi, Jae-Kap Korean Academy of Orofacial Pain and Oral Medicine 2019 Journal of Oral Medicine and Pain Vol.44 No.3

Purpose: Patients with taste complaints presenting with various abnormal perceptions and alterations in gustatory function are often encountered in dental clinics. Since taste perception is thought to be influenced by numerous factors including neurological and psychological factors, the gustatory profiles of patients complaining of taste abnormalities should be very different. However, the gustatory profiles based on the clinical subtypes of taste complaints have not been fully studied. This study aimed to better understand the gustatory profiles depending on the clinical subtypes of taste complaints. Methods: Clinical data from 169 patients with complaints of altered taste were retrospectively collected to analyse their clinical and gustatory profiles. These complaints were subdivided into hypergeusia, hypogeusia, and dysgeusia for each taste quality according to the clinical types of these complaints. The gustatory profiles were then established by analysing the detection and recognition thresholds for each taste quality depending on the clinical subtypes of taste complaints. Results: Clinical analysis revealed that patients with taste complaints had widely diverse clinical profiles. There were significant differences between males and females with taste complaints in the prevalence rates of symptoms like dry mouth, tongue coating, and burning sensation. While hypogeusia (76.3%) was the most frequent type of taste complaint, it was revealed that the taste thresholds were not always consistent with the patient's description of gustatory symptoms. Conclusions: Patients with taste complaints exhibited diverse clinical profiles with sex differences. Considering the diversity of the taste complaints, the quantitative gustatory testing methods can be valuable to differentially evaluate the presence and intensity of altered taste in patients with these complaints.