°ÇÃ൵½Ã°ø°£¿¬±¸¼Ò

Architecture & Urban Research Institute

pdf¿ø¹®º¸±â ¿¡·¯ ÇØ°á¹æ¹ý ¹Ù·Î°¡±â



¹®ÇåȨ > ¿¬±¸³í¹® > »ó¼¼

[¿ø¹®º¸±â½Ã ¼ÒºñµÇ´Â Æ÷ÀÎÆ® : 100 Æ÷ÀÎÆ®] ¹Ì¸®º¸±â Àοë

Çѱ¹°ø°£µðÀÚÀÎÇÐȸ|³í¹®Áý 2016³â 10¿ù

³í¹®¸í ÀÇ·á°ø°£µðÀÚÀÎ ½Ç¹«ÀÎÀç ¾ç¼ºÀ» À§ÇÑ ±³À°ÇÁ·Î±×·¥ ¿¬±¸ / A Study of Education Program to Foster Field-based Talented for Designing Medical Space -Focus on a Competency-Based Curriculum- / ¿ª·®Á߽ɱ³À°°úÁ¤ °³¹ß Áß½ÉÀ¸·Î
ÀúÀÚ¸í ÀÌÁ¾¼¼
¹ßÇà»ç Çѱ¹°ø°£µðÀÚÀÎÇÐȸ
¼ö·Ï»çÇ× Çѱ¹°ø°£µðÀÚÀÎÇÐȸ ³í¹®Áý, Vol.11 No.05 (2016-10)
ÆäÀÌÁö ½ÃÀÛÆäÀÌÁö(197) ÃÑÆäÀÌÁö(10)
ISSN 1976-4405
ÁÖÁ¦ºÐ·ù °èȹ¹×¼³°è / µµ½Ã
ÁÖÁ¦¾î ÀÇ·á°ø°£µðÀÚÀÎ ; ¿ª·®Á᫐ ; ±³À°°úÁ¤ ; º¸°Ç ; °Ç°­ ; Medical Space Design ; Competency-Based ; Curriculum ; Health ; Wellness
¿ä¾à1 (¿¬±¸¹è°æ ¹× ¸ñÀû)°Ç°­À» À§ÇÑ °¡Ä¡°üÀÇ º¯È­´Â ÀÇ·á ȯ°æÀÇ Áö¼ÓÀûÀÎ º¯È­¸¦ ¿ä±¸ÇÏ°í ÀÖ´Ù. ƯÈ÷, ¿¹¹æÀÇÇаú °í·É»çȸ¸¦ ´ëºñÇÑ ¼Ò±Ô¸ð ÀÇ¿øºÎÅÍ ´ëÇüÁ¾ÇÕº´¿ø, ÀǷẹÁö½Ã¼³, ½Ç¹öŸ¿î µîÀº »õ·Î¿î ÀçÈ° ¹× Ä¡À¯È¯°æ âÃâÀÇ µðÀÚÀÎ ´É·Â°ú ÷´Ü½Ã°ø ¹× ÀÚµ¿È­¹æ¹ýÀ» ½ÀµæÇÑ Àü¹® ÀÇ·áµðÀÚÀ̳ÊÀÇ Çʿ伺À» °®´Â´Ù. ÀÇ·á½Ã¼³ÀÇ µðÀÚÀΰú À¯Áö ¹× °ü¸®´É·ÂÀ» Áö´Ñ Àü¹®Àû ÀÇ·á°ø°£ µðÀÚÀ̳ʷμ­ Â÷¼¼´ë¸¦ ¼±µµÇÒ À¶ÇÕÇü ½Ç¹«ÀÎÀ縦 ¾ç¼ºÇÏ´Â ±³À° °³¹ßÀÌ ÇÊ¿ä·Î Çϸç, ÀÌ¿¡ ´ëÇÑ Àû±ØÀûÀÎ ´ëÀÀ¹æ¾ÈÀ¸·Î¼­ º» ¿¬±¸´Â ÀÇÇаú °øÇÐ ±×¸®°í µðÀÚÀÎÇÐÀÌ À¶ÇÕµÈ ±¹³» ÃÖÃÊ·Î ¼³¸³µÈ'ÀÇ·á°ø°£µðÀÚÀÎÇаú'ÀÇ ±³À°À» ½Ç¹«¿ª·®Áß½ÉÀÇ ±³À°ÇÁ·Î±×·¥À¸·Î °³¹ßÇÏ´Â °ÍÀ» ¸ñÀûÀ¸·Î ÇÑ´Ù.(¿¬±¸¹æ¹ý)ù°, ±¹³»¡¤¿Ü ÀÇ·á»ê¾÷ÀÇ Æз¯´ÙÀÓ º¯È­¿¡ µû¸¥ ¼±Ç࿬±¸¿Í ¹®ÇåÀڷḦ °íÂûÇÑ´Ù. µÑ°, ÀÇ·á°ø°£µðÀÚÀÎ °ü·ÃµÈ ÇØ¿Ü ±³À°±â°üÀ» Áß½ÉÀ¸·Î Ư¼ºÈ­µÈ ±³À°ÇÁ·Î±×·¥À» ºÐ¼®ÇÏ°í ÀÇ·áÀü¹®À¸·Î ƯȭµÇ¾îÀÖ´Â °ÇÃà ¹× ÀÎÅ׸®¾î ¼³°è»ç¹«¼Ò, ½Ã°øȸ»ç µîÀÇ ÀÚ¹®À» ¹Þ¾Æ ƯȭµÈ ±³À°°úÁ¤ÀÇ ¹æÇ⼺À» Á¦½ÃÇÑ´Ù. ¸¶Áö¸·À¸·Î ½Ç¹«¿ª·® Áß½ÉÀÇ ±³À°¸ðµ¨ ¿¬±¸¸¦ ÅëÇÑ ÀÚ·á ºÐ¼®À¸·Î À¶ÇÕÀû ÀÇ·á°ø°£µðÀÚÀÎÀÇ ±³À°¸ðµ¨À» Á¦½ÃÇϱâ À§ÇÑ ±Ù°Å¸¦ ¸¶·ÃÇÑ´Ù. (°á°ú)ÀÇ·á°ø°£ µðÀÚÀÎÀÇ Æ¯¼ºÈ­ ¹× ±³À° Àü·«Àº Ä¡·áȯ°æ ¹× Ä¡À¯È¯°æ âÃâÀ» ±â¹ÝÀ¸·Î ÇÏ´Â ÇöÀåÇü ½Ç¹«±³À°À» Ư¼ºÈ­ÇÏ´Â °ÍÀ̸ç ƯÈ÷, ½Ç½À±³À°°ú ¿¬°èÇÑ °ø°£µðÀÚÀÎ Æ®·¢°ú °ø°£°ü¸® Æ®·¢À» º°µµ·Î ¿î¿µÇÏ°Ô µÈ´Ù. Àü°øÀÇ Â÷º°È­µÈ ±³À°À¸·Î ù°, ÀÇ·á°ø°£µðÀÚÀÎ Æ®·¢À» À̼öÇÑ ÇлýÀº ģȯ°æ ½Ã¼³À» ¹ÙÅÁÀ¸·Î °Ç°­ÇÑ Ä¡À¯°ø°£°ú ´Ù¾çÇÑ ÀÇ·á±â±âÀÇ ÃÖÀû È°¿ë Á¶°ÇÀ» ±¸ÇöÇÒ ¼ö ÀÖ´Â Ä¡·á°ø°£À» Á¶¼ºÇÒ ¼ö ÀÖµµ·Ï ¼³°èÇÏ´Â Çй®ºÐ¾ß·Î º´¿ø, ¿ä¾ç½Ã¼³, ÀçÈ°½Ã¼³Àº ¹°·Ð °Ç°­±â´É °ø°£ÀÇ µðÀÚÀÎÀ» ´ã´çÇÑ´Ù. µÑ°, ÀÇ·á°ø°£°ü¸® Æ®·¢Àº Â÷¼¼´ë ÀÇ·á»ê¾÷°ú ¿¬°èµÈ ¼³ºñ ¹× ½Ã¼³ÀÇ È¿À²Àû °ü¸®¸¦ À§ÇÑ ¹®Á¦ÇØ°á´É·ÂÀ» °®Ãá Àü¹®ÀÎ ¾ç¼ºÀ» ¸ñÇ¥·Î ÇÑ´Ù. ¼Â°, ÀÇ°ú´ëÇÐ, ÀÇ°úÇдëÇÐ, °£È£´ëÇÐ ¹× ´ëÇк´¿ø°ú ¿¬°èÇÑ ÅëÇÕ¼³°è ¹× ÇöÀå±³À°À» °­È­ÇÏ¿© Á¹¾÷ ÈÄ ½Ç¹«Çü Àü¹®°¡·Î ÁøÃâÇϵµ·Ï ±³À° °úÁ¤À» ¼ö¸³ÇÑ´Ù. (°á·Ð)ÀÇ·á°ø°£µðÀÚÀÎÇаúÀÇ ÇöÀå ÀûÇÕÇü ½Ç¿ëÀÎÀç ¾ç¼º ±³À°Àº Á¹¾÷¿ª·® ±â¹ÝÀÇ À¶ÇÕÇü µðÀÚÀ̳ʸ¦ ±³À°ÇÏ´Â °ÍÀÌ´Ù. ±³À°ÇÁ·Î±×·¥ À̼ö¿¡ µû¸¥ °ü·Ã ÀÚ°ÝÁõÀ» Ãëµæ°ú ´ëÇк´¿ø µî°ú ÇöÀå ¿¬°èÇü ±³À°°úÁ¤ ¿î¿µÀ¸·Î Á¹¾÷ ÈÄ Á¾ÇÕº´¿ø ¹× ´ëÇк´¿øÀÇ ½Ã¼³°ü¸®, ÀÇ·á°ø°£°ü·Ã ¼³°è»ç¹«¼Ò ¹× °Ç¼³È¸»ç, ģȯ°æ ¼³ºñ, ÀǷẸ°Ç ¹× º¹Áö½Ã¼³, ½Ã¼³°ü¸® °ø¹«¿ø µîÀ¸·Î »çȸ¿¡ ÁøÃâÇÒ ¼ö ÀÖµµ·Ï ü°èÈ­ÇÑ´Ù.
¿ä¾à2 (Background and Purpose)The change in the level of importance of health for individuals is demanding regular and constant upgrades in the medical environment. Thus, medical organizations, from small medical clinics to hospitals, government medical provision centers, and Silver Towns, require professional medical environment designers to create new environments for rehabilitation and treatment spaces and construct modern structures with automatic systems. Therefore, a new education program for professional medical environment designers who are capable of maintaining and supervising medical facilities is necessary for the upcoming medical era. The following research suggests a change to the "medical space design program," a study of design by combining studies of medicine and engineering, to extend students' maximum capability to work as professional medical environment designers. (Method)First, aligned with changes to the domestic and foreign medical industry's paradigm, early research and consideration of reference materials was conducted. Second, the specialized education programs of foreign education institutions, which have content about medical space design, were analyzed and advice from construction and interior designing companies with medical space design experience was requested to develop effective and innovative directions for the current specialized education system. Last, research was conducted on an education model that focuses on enhancing students' executive ability to collect and analyze data and analyze. This process is critically helpful in creating an optimal education model for the "medical space design program." (Results)The strategies of the "medical space design program" are as follows. First, to specialize the hands-on exercises at the actual work place to enable students to generate medical treatment and healing environments. Two tracks of space design and space management will be taught separately along with hands-on exercises for each track. One differentiated part of the program is that the students will learn how to structure medical space where medical equipment and machines can be utilized conveniently and effectively, and healthy healing space based on the value of environment friendliness. The students will be involved in medical space designing work in small and large hospitals and other medical organizations or medical treatment centers. Second, the space administration track is to train professionals who have problem solving skills to efficiently manage modern medical equipment and facilities that are frequently used in the new medical industry. In addition, the students will go through experience-based education by participating in medical space designing projects in collaboration with the university hospital. This enhances their capability to handle hands-on duties for better performance in their future careers. (Conclusions)In summary, the new field-base "medical space design program" intends to produce well-rounded designers who are capable of being allocated to field projects immediately following graduation. Participating in the program, along with hands-on projects of creating medical spaces for the university hospital and collecting related skills certificates, will be a milestone for students to reach their successful destinations and positions in society.
¼ÒÀåó Çѱ¹°ø°£µðÀÚÀÎÇÐȸ
¾ð¾î Çѱ¹¾î
¡á Ãßõ¹®Çå (ÀÌ ¹®Çå°ú °°ÀÌ º» ¹®Çå)
[½Ã·Ð] 4Â÷ »ê¾÷Çõ¸í ½Ã´ë, °ÇÃàÀÇ ´ëÀÀ
À̸í½Ä(Lee, Myung-Sik) - °ÇÃà(´ëÇÑ°ÇÃàÇÐȸÁö) : Vol.61 No.05 (201705)
ÇÁ·Î±×·¥°ú ´ÙÀ̾î±×·¥ÀÇ Àû¿ëÀ» ÅëÇÑ °ÇÃà ÇüÅ »ý¼º ¿¬±¸
À±Çý°æ(Yoon Hae-Kyung) ; ±èÁÖ¿µ(Kim Ju-Young) ; È«¿øÈ­(Hong Won-Hwa) - ´ëÇÑ°ÇÃàÇÐȸ³í¹®Áý °èȹ°è : v.26 n.02 (201002)
·½ ÄðÇϽº¿Í Ä«Áî¿ä ¼¼Áö¸¶ °ÇÃà¿¡¼­ ³ªÅ¸³ª´Â ÇÁ·Î±×·¥ÀÇ Á¶Á÷°ú °ø°£±¸¼º ¹æ¹ýÀÇ ºñ±³ºÐ¼®
±Ç°æ¹Î ; ±èÁ¾Áø - Çѱ¹½Ç³»µðÀÚÀÎÇÐȸ ³í¹®Áý : v.16 n.6(Åë±Ç 65È£) (200712)
[ƯÁý] ±¹³» ģȯ°æ °ÇÃ๰ »ç·Ê ºÐ¼®
Á¤Áö³ª ; ±è¿ë¼® ; À̽¹Π- ±×¸°ºôµù(Çѱ¹±×¸°ºôµùÇùÀÇȸÁö) : v.9 n.1 (200803)
¾Æ¸ð·¹ÆÛ½ÃÇÈ »ç¿Á ¼³°è»ç·Ê
ÃÖµµ¼® - ¼³ºñÀú³Î(´ëÇѼ³ºñ°øÇÐȸÁö) : Vol.47 No.12 (201812)
°ÇÃࡤµµ½Ã°ø°£ÀÇ Çö´ëÀû °ø°ø¼º¿¡ °üÇÑ ±âÃÊ ¿¬±¸
¿°Ã¶È£ ; ½É°æ¹Ì ; Á¶Áعè - ¿¬±¸º¸°í¼­(±âº») : 2008 n.8 (200902)
½Ç¹«ÀÚ¸¦ À§ÇÑ º´¿ø¼³ºñÀÇ ÀÌÇØ
¹ÚÀºµ¿ ; ±èÈ¿ÁØ - ´ëÇѼ³ºñ°øÇÐȸ ÇÏ°èÇмú¹ßǥȸ ³í¹®Áý : (201206)
±ä±ÞÄ¡·á°Ý¸®º´µ¿ÀÇ Æò¸éÀ¯Çü
ÀÌÇöÁø(Lee, Hyunjin) ; ±Ç¼øÁ¤(Kwon, Soonjung) - Çѱ¹ÀǷẹÁö°ÇÃàÇÐȸÁö ¡ºÀǷᡤº¹Áö °ÇÃà¡» : Vol.28 No.4(Åë±Ç 89È£) (202212)
ÃÖ±Ù Çѱ¹ º´¿øµðÀÚÀÎÀÇ °ÇÃàÀû Ư¡¿¡ ´ëÇÑ ¿¬±¸
¹®Ã¢È£(Moon Chang-Ho) - ´ëÇÑ°ÇÃàÇÐȸ³í¹®Áý °èȹ°è : v.24 n.11 (200811)
[ƯÁý] º´¿ø ¼³°è µ¿Çâ
Á¶ÁØ¿µ(Cho, Jun-young) - °ÇÃà(´ëÇÑ°ÇÃàÇÐȸÁö) : Vol.61 No.06 (201706)