PURPOSE
Simple instructional systems design (ISD) model is based on a fast development, usability test, and continuos feedback, which are necessary for educational program development in medical school. This study aims to figure out the usability of Simple ISD model for a medical ethics education program by describing a developmental details of each phase and its evaluation results.
METHODS
Research has been conducted in two steps. First, while researchers participated in the program development by using Simple ISD model, we collected empirical data of each development activities. Second, the developed program was evaluated by students' web-based usability test, a 8-students' focus group interview and 5 faculty members' individual interviews in 4 domains; learning contents, instructional methods and strategies, achievement evaluation, and self-evaluation.
RESULTS
Following the circular process of analysis, design, development, and usability test of Simple ISD model, a 10-week medical ethics program covering 9 instructional topics was developed. The average points of response on the developed medical ethics program in 2008 and 2009 are increased from 3.96 to 4.59 and 4.41, respectively. The prospects and limitations of the program are discussed.
CONCLUSION
From a development study of the medical ethics program by using Simple ISD model, we could implement a more usable medical ethics program, and found 4 different usability of the Simple ISD model; the rapid development of educational program, program improvement by continuous feedback, faculty members' engagement in instructional design, and professional development of the faculty members.

PURPOSE
The aim of this study is to evaluate the medical students' consciousness on volunteer activities. What kinds of volunteer activities they had done, what kinds of volunteer activities they want to participate in, how they think about making volunteer program as school regular curriculum, and how they feel about volunteer activity. MATERIALS AND METHODS: Study subjects are first, second grade premedical students and first, second grade medical students. Self-administered questionnaire was conducted at October, 1999. Finally, 119 questionnaire is collected, which is 74% of all students except 3rd, 4th grade students.
RESULTS
Study subjects had participated in several volunteer activities. 44.5% of them had participated in some volunteer activities since they had become to college student, 30.8% of them participated in summer rural volunteer activity, and 39.3% of them had donated their blood. Many students(79.66%) agreed that volunteer activities are required as college students, and if they might have some opportunities to participate in volunteer activities, they would like to(54.17%). However, Only 22.50% of subjects agreed to make volunteer activities as regular medical curriculum. Even though the percentage showed low, they intended to apply to the curriculum (40.83%). Most of them agreed there were in need of participating in hospital volunteer activities(82.50%) and community volunteer activities(78.33%). Among hospital volunteer activities, they wanted to participate in volunteer activities at supporting department(26.05%), emergency room (22.69%), out-patient department(21.01%), and in-patient department(21.01%). They wanted to have volunteer activities at institution(66.39%) rather than to individual person(33.61%). They wanted to participate in friendly supports(40.34%), out-going supports(28.57%), house work supports(22.69%). Factor analysis showed that recognition of volunteer activities had 5 latent dimensions: 'self-achievement'(16.15%), 'social exchange and the pursue of experience(13.93%)', 'social responsibility of college(13.03%)', 'leisure of worth and expert activity(12.40%)', 'passive and meeting other's expectation(9.03%)' CONCLUSION: From above results, We found premedical and medical students had participated in various volunteer activities and they had much more intention to participate in. Before developing and designing volunteer programmes, One should consider they have various aspects on the programmes. The programmes should not be emphasized on altruistic aspect and social responsibility extremely, but rather it should be considered how the programmes could give the opportunities for the social exchange, social relationship, sense of solidarity, and usefulness of acquired medical knowledge and skill.