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The Difference in Learning Status and Learning Skill Training According to Satisfaction of Health Administration and Healthcare Management Students on Their Major

  • Crisisonomy
  • Abbr : KRCEM
  • 2012, 8(4), pp.201-218
  • Publisher : Crisis and Emergency Management: Theory and Praxis
  • Research Area : Social Science > Public Policy > Public Policy in general

김유호 1

1충북대학교 국가위기관리연구소

Accredited

ABSTRACT

The purpose of this study was to review the leaning status and learning skill training difference according to the satisfaction of health administration and healthcare management students on their major. The results of the study are; first, in the status of learning according to the satisfaction for the major, there were significant differences in the place where they got most help for the employment, the questions regarding the most difficult part when they study together, and the parts that they study excluding major. In other words, the group of satisfaction answered that they got help from professors for the employment as 40 people (35.7%) answered so, while the group of dissatisfaction answered that they got help from Internet to get a job as 15 (38.5%) answered so. In satisfaction group, 50 subjects (44.6%) answered the most difficult part in the study was the amount that they should study, while in dissatisfaction group 15 (38.5%) answered that they felt difficulties because study did not match with their aptitude. Additionally, in satisfaction group 49 (43.8%) answered that they studied foreign language excluding their major, while in dissatisfaction group 14 (35.9%) answered that they prepared for various certificates excluding their major. Second, in the difference in learning skill training demand according to the satisfaction for the major, they showed significant difference in the part that they think necessary for them out of class training. In details, in satisfaction group, 66 (58.9%) answered that they would need lecture concentration training most, and then preview training (23.2%), while in dissatisfaction group, 24 (61.5%) answered that they would need lecture concentration training and next was lecture positive attitude training (20.5%). As such, although both groups thought lecture concentration training would be the most needed skill, there was difference in the second most needed skill. Satisfaction group answered preview training but dissatisfaction group answered lecture positive attitude training.

Citation status

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