The Pfizer-BioNTech COVID-19 vaccine has shown excellent clinical effectiveness; however, adverse events of the vaccine remain a concern in Korea. We surveyed adverse events in 2498 healthcare workers vaccinated with the Pfizer-BioNTech COVID-19 vaccine at a university hospital. The survey was conducted using a diary card for 7 days following each injection. The questionnaire response rate was 75.1% (1876/2498) for the first dose and 73.8% (1840/2493) for the second dose. Among local reactions, pain was the most commonly reported (84.9% after the first dose and 90.4% after the second dose). After the second dose, two people visited the emergency room due to severe local pain, but no hospitalization or skin necrosis occurred. Among systemic reactions, fatigue was most frequently reported (52.8% after the first dose and 77.0% after the second dose), followed by myalgia (49.0% and 76.1%), headache (28.7% and 59.2%), chills (16.7% and 54.0%), and arthralgia (11.4% and 39.2%). One or more critical adverse events occurred in 0.2% and 0.7% of the vaccinees. Except for urticaria, more adverse events were reported after the second dose than after the first dose. In the future, adverse events should be investigated in older adults, and a future study with a longer observation period should be conducted.

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Objectives The purpose of this study is to examine the learners' perception of teaching presence and learning presence, relationship between presence and learning outcomes in online classes of 『Presentation and Discussion』 centered on communication competency. Methods To this end, a survey was conducted on 146 students of K University's 『Presentation and Discussion』 located in Chungcheongnam-do to measure the sense of teaching presence, learning presence, and learning outcomes. The survey tool is consist of 60 questions, and the collected response results were statistically analyzed using the IBM SPSS Statistics 22 program after coding work. Results Among the characteristics of learners, there was a difference in learning outcomes according to their major, and the learning outcomes of engineering learners was relatively high. In addition, There was a high correlation between teaching presence and cognitive presence, Learning satisfactory and cognitive presence, willingness to continue learning and social presence in the relation of presence and learning outcomes. As a result of conducting multiple regression analysis to predict learning outcomes in online classes, learning satisfaction affects in order of cognitive presence, emotional presence, social presence, and teaching presence. These presences are related to about 70 percent, while it was found that only a sense of social reality explained the intention to continue learning by about 16%. In other words, it was confirmed that learning satisfaction had higher correlation with teaching presence or learning presence contrasted to willingness to continue learning. Conclusions This study can be used in the design of classes that can enhance the teaching and learning presence and learning outcomes recognized by learners in online classes of speaking and listening subjects that value communication skills.