국내 의과대학 의학교육학교실 운영 실태

강복수(Pock Soo Kang),김동석(Dong Suk Kim),이광윤(Kwang Youn Lee),황태윤(Tae Yoon Hwang),방재범(Jae Beum Bang) 한국의학교육학회 2006 Korean journal of medical education Vol.18 No.1

Purpose: The purpose of this study was to estimate the operating status of existing medical education management units in medical colleges and to define the roles of these units to provide basic information to medical schoolsc ontemplating to establish similar management units. Methods: A structured questionnaire survey was conducted via mail. The survey 41 medical colleges across the nation and was done during September 2003 and March 2005. The assessment instrument included six items assessing the organizational structure, composition, major activities, self-satisfaction with performance, administration and financial aspects and the need for further development in the medical education unit for medical colleges with a medical education management unit. There were only two items assessing demand for establishment of a medical education management unit, prerequisite conditions for establishment, the expected role of such a system for medical colleges without a medical education management unit. Results: Of 41 medical colleges, 18 had a medical education management unit as of September 2003 and 32 as of March 2005. The major activities of these 18 management units included curriculum development (26.7%), faculty development (26.7%), support for PBL (16.0%) and OSCE (12.0%). Recently, these units have become involved in enhancing clinical clerkship as well as improving teaching skills. To have a medical education-related unit run smoothly, at least two tenured faculty members majoring in education and medical education were needed. And a compensation systems was required for those professors working in the unit as a second post but without pay. Conclusion: This study underscored the importance of professional faculty members, and administrative and financial supports in having a medical education management unit meet its objectives. The role of the dean of medical college seems crucial in deciding how the unit is operated.

의사학 교육 80년, 역사와 현황

이상미,예병일 대한의사학회 2023 醫史學 Vol.32 No.1

Medical history education enables the medical students to understand the humanistic aspects of medicine and also help to promote the professionalism of doctors. It makes them understand the disappearing or emerging diseases by recognizing the historical changes and trends to respond appropriately. Therefore, it is helpful to study and understand modern medicine. As of March 2023, 22 (55.0%) out of 40 medical schools in Republic of Korea have medical history course as an independent subject and two schools have integrated courses with medical ethics. Compared to 53.1% in 1995 and 56.2% in 2010, similar percentage of medical schools maintained the subject independently. However, the average credits of 18 schools in 2023(2.0) are higher than those of 1995(1.4) and 2010(1.2). The number of full-time professor who specialized in the history of medicine was 2 in 1995, 6 in 2010, and 11 in 2023. Generally, a full-time professor majoring medical history tend to have other duties besides the education and research of medical history, depending on the role of the department to which he or she belongs since they are assigned to the humanities education other than medical history education. Currently, the curriculums that have been recommended by Korea Association of Medical Colleges(KAMC), Korean Institute of Medical Education and Evaluation(KIMEE), and The Korean Society of Medical Education(KSMED), emphasize medical humanities but do not necessarily include the medical history. As a result, medical history courses have increased slightly, but the other humanities classes have increased significantly since 2000. The knowledge of medical history will help students become a doctor, and a doctor with professionalism adapting to the rapidly changing medical environment. Students will also be able to establish the ideas they must pursue in the present era when they come into contact with numerous historical situations. And if they share a sense of history, they will inspire a sense of unity as a profession and will be more active in solving social problems such as health equity. It is hoped that The Korean Society for the History of Medicine will step forward to set the purpose and goal of the medical history education, and organize the contents of the education. Classes should be prepared so that students are interested in them, and education should be focused on how the contents of education will be able to be used in medicine. To this end, it is necessary to establish the basic learning outcomes of history of medicine, and prepare learning materials based on these learning outcomes. It is also necessary to increase the competencies of educators for the history of medicine, such as performing workshops. With the dedication of the pioneers who devoted their energy to the education of medical history, it is expected that medical history will find out what to do in medical education to foster better doctors and provide better education.

Evaluation of medical school faculty members’ educational performance in Korea in 2022 through analysis of the promotion regulations: a mixed methods study

Hye Won Jang,박장희 한국보건의료인국가시험원 2023 보건의료교육평가 Vol.20 No.-

Purpose To ensure faculty members’ active participation in education in response to growing demand, medical schools should clearly describe educational activities in their promotion regulations. This study analyzed the status of how medical education activities are evaluated in promotion regulations in 2022, in Korea. Methods Data were collected from promotion regulations retrieved by searching the websites of 22 medical schools/universities in August 2022. To categorize educational activities and evaluation methods, the Association of American Medical Colleges framework for educational activities was utilized. Correlations between medical schools’ characteristics and the evaluation of medical educational activities were analyzed. Results We defined 6 categories, including teaching, development of education products, education administration and service, scholarship in education, student affairs, and others, and 20 activities with 57 sub-activities. The average number of included activities was highest in the development of education products category and lowest in the scholarship in education category. The weight adjustment factors of medical educational activities were the characteristics of the target subjects and faculty members, the number of involved faculty members, and the difficulty of activities. Private medical schools tended to have more educational activities in the regulations than public medical schools. The greater the number of faculty members, the greater the number of educational activities in the education administration and service categories. Conclusion Medical schools included various medical education activities and their evaluation methods in promotion regulations in Korea. This study provides basic data for improving the rewarding system for efforts of medical faculty members in education.

한국의학교육의 현재와 미래 - 연세의학교육의 역할을 중심으로

전우택 ( Jeon Wootaek ),김아영 ( Kim Ayoung ) 연세대학교 의과대학 의사학과 2017 연세의사학 Vol.20 No.1

The medical education in Korea began in 1885 at the Che Jung Won Medical School, which was succeeded by the present-day Yonsei University College of Medicine. This article is aimed at summarizing the trend of medical education in Korea for the past 20 years and elucidating the role of Yonsei University College of Medicine in three aspects. The first is the specialization in medical education. In the past, the traditional apprenticeship training program had been conducted in medical colleges, which was apart from the specialization. However, along with the Korean Society of Medical Education and the Korean Association of Medical School Deans founded in 1983 and 1984, respectively, the Department of Medical Education in Yonsei University established in 1994 has enabled the immediate specialization in medical education. The second is the innovation of the curriculum. In particular, Yonsei University has made a big change by reducing the lecture time to 60%, opening elective courses, and implementing systematic education of humanities and social medicine since 2004 through the Curriculum Development Project. Subsequently, major changes were made in the new curriculum introduced in 2013, which adopted an absolute evaluation system, encouraged students` research and social activities, and created learning communities. The third is student development with a holistic approach. Medical education not only involves imparting medical knowledge, but also entails teaching professionalism and responsibilities to society, enhancing students` ability to work as a team, and career guidance as well. In this context, Yonsei University has introduced a learning community since 2014, showing a specific model of abovementioned properties. The task of future medical education is to innovate learning methods, to adapt to the advent of the era of artificial intelligence, and to develop people with genuine curiosity, enthusiasm, and responsibility.

국내 의과대학 의료인문학 교육현황 분석 및 교육체계 제언

김선경 ( Seon-kyoung Kim ),김준 ( Jun Kim ),이재호 ( Jae-ho Lee ),배재훈 ( Jae-hoon Bae ) 대한의료커뮤니케이션학회 2021 의료커뮤니케이션 Vol.16 No.2

The educational development in Korean Medical School has shown remarkable results in about 20 years. These institutes has an excellent evaluation base and educational independence. And the curriculum, the method, and the evaluation in medical education have been innovated over recent 20 years. Those revolutionary outcome of the innovation of medical education affirms possibilities and potentialities of innovation and reformation in the future. In response, this article attempted to reflect on the deficiencies of medical education through the analysis of the educational status of medical humanities in 40 medical schools for better future medical humanities education under such a strong environment. Therefore, the purpose of this article is to present the direction in which medical humanities literature based on value education. In this process, in order to find the essence of medical education through educational philosophy discourse, the blue print of evidence based medicine is presented, and the role and direction of medical humanities are suggested through reflection on strengthening medical education capabilities.

우리나라 전공의 교육 및 관련 인증기관에 대한 통합적 관리계획

임기영,Lim, Ki-Young 연세대학교 의과대학 2018 의학교육논단 Vol.20 No.3

Graduate medical education is the most important phase among the three stages of medical education. It links basic medical education and continuing professional development. It is also a critical period in acquiring meaningful knowledge, skills and professionalism. The residents should be able to develop the core common competencies on top of their specialozeds field's expertise, in order to function as independent and qualified physicians. Despite the obvious importance of graduate medical education, the system in Korea has been designed and executed to meet the needs of the hospitals in the perspective of manpower management, rather than to educate and empower the residents. As a result, graduate medical education in Korea lacks clear educational objectives and systemic, resident-centered curriculums. Yet, we have no accreditation body to evaluate graduate medical education programs. In order to normalize graduate medical education, an integrated and unified institution that manages the whole process of the graduate medical education is desperately needed. Special attention should be given to the role of medical schools in educating the core common competencies. The Korean Association of Medical Colleges, the Korean Institute for Medical Education and Evaluation, and the Korean Academy of Medical Sciences should cooperate intimately to establish a new organization for the systemic management and development of graduate medical education.

A proposal for the future of medical education accreditation in Korea

임기영 한국보건의료인국가시험원 2020 보건의료교육평가 Vol.17 No.-

For the past 20 years, the medical education accreditation program of the Korean Institute of Medical Education and Evaluation (KIMEE) has contributed significantly to the standardization and improvement of the quality of basic medical education in Korea. Itshould now contribute to establishing and promoting the future of medical education. The Accreditation Standards of KIMEE 2019(ASK2019) have been adopted since 2019, with the goal of achieving world-class medical education by applying a learner-centeredcurriculum using a continuum framework for the 3 phases of formal medical education: basic medical education, postgraduate medicaleducation, and continuing professional development. ASK2019 will also be able to promote medical education that meets communityneeds and employs systematic assessments throughout the education process. These are important changes that can be used to gaugethe future of the medical education accreditation system. Furthermore, globalization, inter-professional education, health systems science, and regular self-assessment systems are emerging as essential topics for the future of medical education. It is time for the medicaleducation accreditation system in Korea to observe and adopt new trends in global medical education.

의학교육 평가인증의 미래를 위한 제언

임기영 연세대학교 의과대학 2020 의학교육논단 Vol.22 No.1

For the past 20 years, the medical education accreditation program of Korean Institute of Medical Education and Evaluation (KIMEE) has contributed greatly to the standardization and improvement of the quality of basic medical education in Korea. Now, it contributes to establishing and promoting the future of medical education. Since its inception in 2019, Accreditation Standard of KIMEE 2019 (ASK2019) aims to achieve world-class medical education through the application of learner-centered curriculum using a continuum framework for the three phases of formal medical education: basic medical education, post-graduate medical education, and continuing professional development. ASK2019 also promotes medical education which meets community needs and employs systematic assessments throughout the education process. These are important changes that can be used to gauge the future of the medical education accreditation system. Furthermore, internationalization, interprofessional education, health systems science, and on-going, permanent self-assessment systems in every medical school are emerging as important topics for the future of medical education. It’s time for the medical education accreditation system in Korea to observe and adopt new trends in global medical education.

의과대학 윤리,인성 교육을 위한 딜레마 토론의 활용

홍성훈 연세대학교 의과대학 2009 의학교육논단 Vol.11 No.2

The current medical practices in Korea have raised many new ethical issues. The current education system in medical colleges, however, is finding it difficult to cope with these rapidly arising medical issues. Many educators, therefore, became much more concerned about the importance of ethics and character education in medical colleges, but teaching methods or educational programs centered around the same have not yet been developed. Dilemma discussion is regarded as an available teaching method but is not frequently used in medical education. In this respect, this study aims to apply dilemma discussion programs to ethics and character education for medical students. It was discovered that dilemma discussion is an effective instructional method for enhancing the moral reasoning ability of medical students. According to Rest°Øs theoretical framework, however, a dilemma discussion program focuses on two components of morality: moral judgment and moral sensitivity. Moral judgment and moral sensitivity are major components in predicting moral behaviors. Therefore, the target of dilemma discussion programs is to focus on these two components. It is reasonable to integrate moral judgment with moral sensitivity for ethics and character education in medical schools. The current medical practices in Korea have raised many new ethical issues. The current education system in medical colleges, however, is finding it difficult to cope with these rapidly arising medical issues. Many educators, therefore, became much more concerned about the importance of ethics and character education in medical colleges, but teaching methods or educational programs centered around the same have not yet been developed. Dilemma discussion is regarded as an available teaching method but is not frequently used in medical education. In this respect, this study aims to apply dilemma discussion programs to ethics and character education for medical students. It was discovered that dilemma discussion is an effective instructional method for enhancing the moral reasoning ability of medical students. According to Rest°Øs theoretical framework, however, a dilemma discussion program focuses on two components of morality: moral judgment and moral sensitivity. Moral judgment and moral sensitivity are major components in predicting moral behaviors. Therefore, the target of dilemma discussion programs is to focus on these two components. It is reasonable to integrate moral judgment with moral sensitivity for ethics and character education in medical schools.

국내 의과대학/의학전문대학원생의 재난의학 교육 현황

박종영,우재혁,최재연,조진성,임용수,현성열 대한응급의학회 2020 대한응급의학회지 Vol.31 No.5

Objective: Doctors or public health doctors at the nearest institution to a disaster scene often have to treat the casualties at the scene. Therefore, disaster medical education is necessary for medical students and doctors, but such education is not properly implemented. This study investigated the status of disaster medical education in Korean medical schools and the professors' thoughts on the appropriateness and necessity of disaster medical education. Methods: A survey was conducted on working-level professors in charge of student education in emergency medicine in 40 medical schools. The survey asked the professors the current status of disaster medical education at each school and the professors' thoughts on the appropriateness and necessity of disaster medical education. Results: Thirty-seven professors (92.5%) responded to the survey. Twenty-seven schools (73.0%) had a regular curriculum of disaster medicine. Disaster drills were conducted at 34 training hospitals (91.9%), while students of 10 schools (29.4%) were officially participating in the drill. Of the responders, 31 (83.8%) responded that disaster medicine is necessary for clinicians. Thirty-seven professors (100%) thought disaster medical education was necessary for medical students, and 20 (54.1%) of them responded that their schools did not provide adequate disaster medical education. Conclusion: Many schools did not have a proper course on disaster medical education. Disaster medical education is necessary for medical students, but such education is not properly implemented.