ABSTRACT
Background@#The purpose of this study was to identify the prevalence of posttraumatic embitterment disorder (PTED) among soldiers, and examine its relation to stress, depression, self-esteem, impulsiveness, and suicidal ideation. @*Methods@#The subjects of this study were 200 soldiers and 197 control subjects, a total of 397 persons. Measurement tools used included the PTED self-rating scale, Stress Response Inventory, Beck Depression Inventory, Rosenberg Self-Esteem Inventory, Barratt Impulsiveness Scale, and Beck Scale of Suicide Ideation.Result: The major findings of the analysis are as follows: first, 11.5% of the soldiers were in the risk group for PTED, and 4% of them had PTED. Second, PTED in the soldiers was significantly associated with a number of variables such as their educational background, stress, depression, self-esteem, impulsiveness, and suicidal ideation, while it was not significantly associated with age. Third, through the hierarchical multiple regression analysis, it was found that academic background, stress, and depression had a statistically significant positive effect on the incidence of PTED in the soldiers. @*Conclusion@#In order to prevent and effectively intervene in PTED in soldiers, there is a need for interventional efforts focused on depression and stress related to negative life events.
ABSTRACT
Embryology is essential for the undergraduate students of medical college to understand the process and mechanisms related to both normal and abnormal development. In almost all medical colleges, anatomy class precedes embryology or at least begin simultaneously with embryology even when the anatomy related subjects including embryology are operated as integrated process during the course of basic medical science curriculum. However in the medical college of Dankook University, embryology begins in premedical course and also precedes anatomy and other anatomy related subjects. This pattern of curriculum might have its own merit and there shouldn't be any problem or difficulty in learning general embryology contents such as fertilization process, early weeks of development, congenital malformations, and fetal membranes. However, the situation is somewhat different in learning system based embryology which is focused on the development of each human system during the embryonic period. As an attempt of prerequisite learning of anatomical knowledge before beginning each chapter of system based embryology, group presentation method was newly introduced to the embryology class. In this study, a survey analysis was performed in both presentation and non-presentation group. Common survey questionnaire for both presentation and non-presentation group was composed of previous experiences on embryology related subjects, necessities of knowledge on anatomy in learner's aspect, and free comments on embryology class at large. For the presentation group, preferred methods and contents for the prerequisite learning of anatomy, relevances in the level of difficulty and length of presentation class, and preferred level of prerequisite learning of anatomy were added to survey questionnaire. In the results, necessities of knowledge on anatomy in learner's aspect between presentation and non-presentation group was different with statistical significance. In non-presentation group, it was revealed that the students themselves hardly recognize the necessities of prerequisite learning because originally they had no experience on anatomy class. Therefore, the results revealed that the precedent effort of lecturer to supply diverse chances in prerequisite learning of anatomy is a high priority especially when embryology precedes anatomy or other anatomy related subjects.
Subject(s)
Humans , Curriculum , Embryology , Extraembryonic Membranes , Fertilization , Learning , Methods , TeachingABSTRACT
OBJECTIVES: This study investigated the implementation of training courses and the overall outlook for occupational and environmental medicine (OEM) in Korea. We described the problems facing OEM residency programs in Korea, and reviewed studies dealing with the specialty of occupational health in developed countries in order to suggest directions of improvement for the OEM training courses. METHODS: We surveyed 125 OEM residents using a questionnaire in August 2012. A total of 23 questions about the training environment, residency programs, preferred institutions for post-licensure employment, and the outlook for OEM specialists were included in the questionnaire and analyzed according to the type of training institution and residency year. Responses from 88 residents (70.4 %) were analyzed. RESULTS: The major responsibilities of OEM residents were found to vary depending on whether they were trained in research institutes or in hospitals. OEM residents had a lower level of satisfaction with the following training programs: toxicology practice (measurements of biological markers, metabolites, and working environments), and OEM practice (environmental diseases and clinical training involving surgery). When asked about their eventual place of employment, OEM residents preferred institutions providing special health examinations or health management services. OEM residents reported a positive outlook for OEM over the next 5 years, but a negative outlook for the next 10 years. CONCLUSIONS: Although a standardized training curriculum for OEM residents exists, this study found differences in the actual training courses depending on the training institution. We plan to standardize OEM training by holding a regional conference and introducing open training methods, such as an open hospital system. Use of Korean-language OEM textbook may also reduce differences in the educational programs of each training institution. Toxicology practice, environmental diseases, and clinical training in surgery are areas that particularly need improvement in OEM residency training programs.