ABSTRACT
Purpose@#The expertise of medicians in clinical decision-making is very important since it improves the quality of medical services provided to patients. This study analyzed the characteristics of the decision-making process and confirmed clinicians’ electroencephalography (EEG) characteristics by measuring their cerebral activity during clinical decision-making. This study aims to present learning directions for brain-based clinical decision-making to develop medical experts. @*Methods@#This study was performed in the following two projects: (1) a qualitative study of clinical decision-making in a clinical scenario and (2) an analysis of differences in cortical activity of experts and novices through EEG. @*Results@#In the 1st study, this study found that “confirmation of the patient’s chief complaints,” “physical examination,” and “radiography reading” steps, which showed the most prominent differences in the experts’ and novices’ decision making, were set as the significant steps of dentists’ clinical decision making. In the 2nd study, the experts’ and novices’ cortical activities were measured through a 32-channel EEG. In task 6, which had the lowest accuracy of diagnoses made by the experts, the brain activities in both groups were higher than in other tasks. @*Conclusion@#This study developed and suggested a model of the decision-making process for experts and novices and suggested the basic directions for brain-based learning needed to raise experts based on brain activity.
ABSTRACT
Smart healthcare systems are being designed to provide medical services to and improve the daily lives of older adults. However, most research has been focused on technical issues, despite a need to conduct in-depth studies on related ethical issues. Therefore, this study aimed to examine ethical issues in smart healthcare for older adults. We reviewed published literature using PubMed. In total, 292 documents were analyzed by applying the scoping review method. Finally, 29 articles were selected from the 292 articles. Ethical issues in smart healthcare for older adults were analyzed in terms of the themes of responsibility/autonomy (n=10), privacy (n=9), and digital divide (n=10). Technical help provided by smart healthcare may infringe on the autonomy of tacit choice for older adults. This pose a potential ethical issue as the subject of responsibility here is unclear. Privacy is a concern as smart technology may intrude the personal life of the user. The digital divide is a challenge because of low responsiveness from older adults to technological changes. The future development and application of smart healthcare systems must take these ethical aspects into account to enable their efficient and effective use in supplementing healthcare for older adults. Critical discussions to identify ethical issues and customize ethical requirements for specific user needs are necessary among smart healthcare providers.
ABSTRACT
Objectives@#With the rapid changes in society, there are more arguments for redefining dental education system. This study aimed to review and analyze the problems in the current dental education system in Korea and then propose an integrated education system based on those findings. @*Methods@#A narrative review of the problems confronting the dental education system in Korea was carried out. Accordingly, full-text screening and specialists’ discussions were extracted from the review. The purpose of the review was to summarize the strengths and weaknesses of Korean dental education systems to offer perspectives on an integrated education system in accordance with the specialists’ opinions. @*Results@#The results revealed that the problems of the current dental education system were identified in clinical education, basic science, and humanities and social sciences. Dental schools should provide clinical education so that dental students can be exposed to the clinical environment at an early stage and perform patient-based clinical practice. It is also imperative to encourage participation in research programs to train dental scientists, as well as to reflect on courses that can adapt to changes brought about by new technologies. It is recommended that education opportunities for integrated humanities and social sciences be provided. @*Conclusions@#It will be critical in the future for dental schools to embrace a flexible education system from various perspectives. It is vital that dental schools play a role in developing students’ critical thinking, problem-solving, and decision-making skills. Finally, as part of an integrated education system, an improvement program should be devised.
ABSTRACT
Objectives@#With the rapid changes in society, there are more arguments for redefining dental education system. This study aimed to review and analyze the problems in the current dental education system in Korea and then propose an integrated education system based on those findings. @*Methods@#A narrative review of the problems confronting the dental education system in Korea was carried out. Accordingly, full-text screening and specialists’ discussions were extracted from the review. The purpose of the review was to summarize the strengths and weaknesses of Korean dental education systems to offer perspectives on an integrated education system in accordance with the specialists’ opinions. @*Results@#The results revealed that the problems of the current dental education system were identified in clinical education, basic science, and humanities and social sciences. Dental schools should provide clinical education so that dental students can be exposed to the clinical environment at an early stage and perform patient-based clinical practice. It is also imperative to encourage participation in research programs to train dental scientists, as well as to reflect on courses that can adapt to changes brought about by new technologies. It is recommended that education opportunities for integrated humanities and social sciences be provided. @*Conclusions@#It will be critical in the future for dental schools to embrace a flexible education system from various perspectives. It is vital that dental schools play a role in developing students’ critical thinking, problem-solving, and decision-making skills. Finally, as part of an integrated education system, an improvement program should be devised.
ABSTRACT
PURPOSE: This study explores the effects of a professionalism course based on problem-based learning (PBL) for 2nd year dental students on professional role concept and on ethical reasoning. It also investigates students' attitudes toward professionalism development program. METHODS: The experimental group (n=36) participated in the 5-week professionalism course, which uses PBL approach while the control group (n=89) did not receive the professionalism instruction during the same period. The professionalism development program was implemented via discussions among students in small-group tutorial. Four professors, who served as group facilitators participated in faculty seminars before every tutorial. After each tutorial, students had to write essays on the cases they discussed in their groups. Both groups completed Professional Role Orientation Inventory and Defining Issue Test (KDIT) prior to and post intervention period. The experimental group also responded to questionnaires about the value of professionalism program. RESULTS: Analysis of covariance indicated that the experimental group's responsibility score significantly improved (F=32.552, p<0.001) while their perception of agency decreased (F=29.510, p<0.001). The program had little influence on ethical reasoning measured by DIT. Twenty-eight students (78%) responded that they learned the value of other opinions. Seventy percent of the students responded that the course is worthwhile or very worthwhile. CONCLUSION: The result reveals that students' professional role concept is associated with the learning experience in professionalism program based on PBL. Opportunities to think of professionalism in clinical situations improved students' sense of responsibility as dentist.