Jungjoon Ihm
Seoul National University
42 Papers
67 Citations
Jungjoon Ihm is an academic researcher from Seoul National University. The author has contributed to research in topics: Medicine & Computer science. The author has an hindex of 7, co-authored 21 publications.
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Papers
Active Learning Through Discussion: ICAP Framework for Education in Health Professions
Jaeseo Lim,Hyunwoong Ko,Ji Won Yang,Songeui Kim,Seung-Hee Lee,Myung-Sun Chun,Jungjoon Ihm,Jooyong Park +7 more
TL;DR: The findings support the ICAP framework and provide practical implications for medical education, representing the fact that students learn more when they are involved in active learning activities, such as self-study and question generation, prior to discussions.
The relationship between non-cognitive student attributes and academic achievements in a flipped learning classroom of a pre-dental science course.
TL;DR: To operate the flipped learning classroom more effectively in medical and dental education, the instructor should carefully develop and apply a more tailored facilitation and relevant assessment by considering student learning styles and personality types.
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Effect of active learning and online discussions on the academic performances of dental students
TL;DR: In this paper , the applicability of online active learning to dental education was evaluated and the results indicated that studying by oneself rather than simply listening to lectures enhanced the effects of the discussions and led to higher learning outcomes.
Who Succeeds at Dental School? Factors Predicting Students’ Academic Performance in a Dental School in Republic of Korea
TL;DR: The main finding was that applicants who scored higher on internal locus of control and self-efficacy were more likely to be academically successful dental students.
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Flipped-learning course design and evaluation through student self-assessment in a predental science class.
TL;DR: Insight was offered into how to design a flipped learning course in terms of predental students’ preference and their learning readiness and it was found that learning readiness was significantly associated with both discussion skills and class satisfaction.