• 의학교육논단
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• 제25권1호
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• pp.68-77
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• 2023

Basic medical education is important for developing the competencies of medical doctors, and it includes basic biomedical sciences, preventive medicine, medical ethics, and clinical science. This study aimed to reveal the current status of the Korean Medical Licensing Examination (KMLE) regarding its evaluation of competencies in basic biomedical sciences. The basic medicine-related questions were screened and selected from the test forms of the KMLE (2016-2018) by personnel conducting basic biomedical science education, and the selected questions were analyzed by three independent groups of undergraduate students at Chonnam National University Medical School in terms of the learning outcomes of basic medical education. The study scope includes the proportion of basic medicine-related questions, which consist of basic medicine questions and basic medicine-related clinical medicine questions, its annual change, discipline distribution, and associated learning outcomes. The average proportions of basic biomedical sciences, preventive medicine and medical law, and clinical sciences were 2.3%, 5.8%, and 91.9% of all questions, respectively. The proportion of basic medicine-related questions, except those on preventive medicine and medical law, was 22.0% of the total, and questions on pharmacology and microbiology accounted for 83.0% of the basic medicine-related questions. The proportion of sub-enabling learning outcomes linked with basic medicine-related questions comprised 14.0% of the total outcomes for basic biomedical sciences and 30.4% for preventive medicine and medical law. It is concluded that the KMLE questions may not sufficiently cover the essential competencies of basic medical education for medical doctors, and the KMLE may need to be improved with regard to competencies in basic biomedical sciences.

• 대한한의학회지
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• 제41권3호
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• pp.98-124
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• 2020

Objectives: This study was aimed to present a summary and analysis of a survey on the educational status of basic Korean medicine and basic medical science in colleges of Korean medicine nationwide. Methods: The data on the curriculum and weekly education plans were acquired in the first half of 2020. Data showing the educational status and contents of basic Korean medicine and basic medical science were extracted. Results: Most of the colleges were providing a subject-based education. All subjects of basic Korean medicine were included in the required courses for majors, and most of them appeared to have developed and been using common main textbooks and standardized educational contents. However, there were some subjects in which the education period was dispersed until the 3rd and 4th grades, or in which discussions to develop and use common textbooks and standardized educational content were required. Most of the subjects of basic medical science were also educated as required courses for majors, but there were some subjects with a low curriculum establishment rate, and these could be considered as areas to be reinforced first when reorganizing the curriculum. Conclusions: It is expected that the findings of this study would be a basis for exploring the ways to concrete changes that are desirable and also realistically feasible when reorganizing the curriculum of colleges of Korean medicine in the near future.

• 대한간호학회지
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• 제27권4호
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• pp.975-987
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• 1997

The purpose of this study was to investigate the current status of curriculum operation of the basic medical sciences in nursing education at college of nursing, department of nursing and junior college of nursing, ultimately to provide the basic data to improve a curriculum of basic medical science in nursing education. 78 professors who were in charge of basic medical science at 22 colleges of nursing and department of nursing, and 20 junior colleges of nursing responded the questionnaire consisted of 22 question items about the status of objectives, lectures, laboratory practice and characteristics of professors, and mailed to the author. The findings of this study were as follows : 1. The subjects of basic medical science were identified as physiology, anatomy, biochemistry, pathology, microbiology, pharmacology in the most colleges of nursing and junior colleges of nursing. 2 colleges of nursing and department of nursing(9.1%) and 19 junior colleges of nursing(95%) did not open biochemistry, 1 college of nursing and department of nursing(5%) did not open pathology and pharmacology. 2 Junior colleges of nursing(10%) did not open pharmacology, 1 junior college of nursing(5%) did not open pathology, the other 1 junior college of nursing did not open microbiology. 2. Credits of the subjects were ranged from 1 to 4. Lecture hours of one semester of physiology at school of nursing and junior college of nursing was average 103.6 and average 102.67, that of anatomy was average 127.1 and average 98, that of microbiology was average 109.7 and average 86.33, that of biochemistry was average 105, that of pathology was average 91 and average 94, that of pharmacology was average 86 and average 85.75. 3. Most of schools used 1 textbook for lectures, 3 school of nursing and department of nursing recommended references without using textbook, while all 36 junior colleges of nursing used textbooks. 4. 5 among 10 schools of nursing and department of nursing had a laboratory practice in physiology, 4 among 7 schools in anatomy, 4 among 6 schools in biochemistry, 2 among 6 schools in pathology 5 among 6 schools in microbiology. Not all the schools had a laboratory practice in pharmacology. 4 among 9 junior colleges of nursing had a laboratory practice in physiology. 1 among 4 schools in anatomy, 2 among 7 schools in microbiology. Not all the junior colleges of nursing had a laboratory practice in pathology and pharmacology. 11 among 20 colleges of nursing and department of nursing, 4 among 7 junior schools of nursing used a textbook of laboratory practice. 5. All the subjects at school of nursing and department of nursing responded that content of lectures and laboratory practices of basic medical science should be different from that of medical education, 34 junior schools of nursing responded that content of lecture of basic medical science in nursing education should be different from that of medical education. 33 junior schools of nursing responded that content of practice of basic medical science in nursing education should be different from that of medical education. 6. The final degree of 25 professors who were in charge of basic medical science were doctors of. medicine, that of 5 professors were masters of medicine, that of 5 were doctor of pharmacology, that of 2 were a master of pharmacology, that of 1 was physical science. The final degree of 8 professors who were in charge of basic medical science were masters of medicine, 7 doctors of medicine, 4 masters of nursing science, 4 masters of pharmacology, 2 doctors of nursing, 2 doctors of physical science, 2 doctors of pharmacology and 1 master of public health. 9 full professors, 13 associate professors, 11 assist ant professors, 3 full time instructors, and 6 part time instructors were in charge of basic medical science at college of nursing and department of nursing, 20 part time instructors, 8 associate professors, 6 assistant professors, and 2 full professors were in charge of has basic medical science at junior college of nursing. Based on these results, curriculum of basic medical science in nursing education should be reviewed deeply based on nursing model.

• 의학교육논단
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• 제19권3호
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• pp.115-120
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• 2017

Despite the importance of how the premedical education curriculum is organized, the basic direction of the curriculum has not been evaluated at a fundamental level. In order to explore the basic directions of the premedical education curriculum, this study examined medical education as a university education, the historical basis of premedical education, and the direction of the premedical education curriculum. Historically, as medical education was incorporated into the university education system, premedical education developed based on basic science and liberal arts education. Accordingly, the direction of the premedical education curriculum began to split into two approaches: one believing in a basic science-based education intended to serve as the foundation of medical training, and the other believing in a liberal arts-based education intended to cultivate the qualities of a doctor. In recent years, however, the binary division in the direction of premedical education has ceased to exist, and the paradigm has now shifted to an agreement that premedical education must cultivate the basic scientific competence required for learning medical knowledge as well as the social qualities that a doctor should have, which are cultivated through the liberal arts. Furthermore, it has been asserted that the direction of premedical education should move toward the qualities that will be required in the future. With the fourth industrial revolution underway, the role of doctors is now being re-examined. This means that today's medical education must change in a future-oriented way, and the direction of the premedical education curriculum must be on the same page.

• 의학교육논단
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• 제25권3호
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• pp.192-197
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• 2023

Physicians should be able to address health-related issues of patients and populations from a multidimensional perspective. Therefore, medical schools have a social responsibility to develop and implement curricula that enable trainees to acquire the competencies needed to improve all aspects of patient care and healthcare delivery. This study explored the concept of health systems science concept as the third pillar of medical education (the other two are basic science and clinical medicine) in the Korean context, as well as related educational needs. The theoretical foundation of health systems science is the biopsychosocial conceptual model, which emphasizes the biological, psychological, and social factors surrounding patients. We concluded that the three domains (core functional, foundational, linking) and 12 subcategories of health systems science proposed by the Association of American Medical Colleges could be applied to Korean medical education. Health systems science education must be emphasized to solve the various healthcare problems facing Korea today and to train physicians to provide medical services in line with society's needs. Introducing a health systems science curriculum will be challenging in the Korean medical environment, which has traditionally emphasized basic science and clinical medical education. Health systems science education should begin in the basic medical education phase, where physicians' professional identity is formed, and continue through graduate medical education. It is essential to understand related educational needs, develop curricular content, conduct faculty development programs, and provide financial resources for the development of an integrated curriculum.

• Journal of Veterinary Science
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• 제24권1호
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• pp.4.1-4.16
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• 2023

Background: In vitro culture of preantral follicles is a promising technology for fertility preservation. Objectives: This study aims to investigate an optimized three-dimensional (3D) fetal bovine serum (FBS)-free preantral follicle culture system having a simple and easy operation. Methods: The isolated follicles from mouse ovaries were randomly divided in an ultra-low attachment 96-well plates supplement with FBS or bovine serum albumin (BSA) culture or encapsulated with an alginate supplement with FBS or BSA culture. Meanwhile, estradiol (E₂) concentration was assessed through enzyme-linked immunosorbent assay of culture supernatants. The diameter of follicular growth was measured, and the lumen of the follicle was photographed. Spindle microtubules of oocytes were detected via immunofluorescence. The ability of oocytes to fertilize was assessed using in vitro fertilization. Results: The diameters were larger for the growing secondary follicles cultured in ultra-low attachment 96-well plates than in the alginate gel on days 6, 8, and 10 (p < 0.05). Meanwhile, the E2 concentration in the BSA-supplemented medium was significantly higher in the alginate gel than in the other three groups on days 6 and 8 (p < 0.05), and the oocytes in the FBS-free system could complete meiosis and fertilization in vitro. Conclusions: The present study furnishes insights into the mature oocytes obtained from the 3D culture of the preantral follicle by using ultra-low attachment 96-well plate with an FBS-free system in vitro and supports the clinical practices to achieve competent, mature oocytes for in vitro fertilization.

• 의학교육논단
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• 제22권1호
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• pp.28-31
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• 2020

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.

• 의학교육논단
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• 제18권2호
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• pp.65-82
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• 2016

This study aimed to identify curriculum gaps and a pilot study to provide the programs for selection during clerkship. Over the course of a clerkship, students analyze the current level and the needs level of TLO (terminal learning objectives) based on the book "Learning outcome of basic medical education: Scientific concept and principle-centered." We conducted a needs assessment utilizing a t-test, Borich Needs Assessment, and the Locus for Focus model. In the investigation of the needs level, the levels of the musculoskeletal and respiratory systems were relatively high and in the investigation of the current level, the levels of the digestive and musculoskeletal systems were relatively high. This study is expected to contribute to reasonable decision-making by utilizing various methods of analysis and providing in-depth results of needs analysis in designing clerkship curriculum.

• 의학교육논단
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• 제25권3호
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• pp.229-242
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• 2023

Health systems science is a new medical educational field added to the traditional medical education curricula of basic and clinical sciences. Health systems science emphasizes a more comprehensive approach utilizing systems thinking to care for patients, including interactions between multiple healthcare systems. In this review, I explore how health systems science education can be applied when medical instructors teach students in clinical clerkships through representative case studies. This study first looks at examples of health systems science education in clinical clerkship in the United States and suggests how to develop the curriculum of health systems science for clinical learning environments in Korea by combining Kotter's 8-step change management model and Kern's 6-step curriculum development model. Finally, based on practical examples from actual clinical practice education situations, suggestions are made regarding how to develop the entire educational program of a medical school from the stage of applying health systems science at the individual level to clinical practice education.

• 의학교육논단
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• 제17권2호
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• pp.51-56
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• 2015

Recently, medical humanities education has begun to take up an increased proportion of the Korean medical curriculum. Many people now agree that not only basic medicine and clinical medicine but also medical humanities is needed in medical education. The aims of medical humanities education should dawn now. 'Medical humanities' can be roughly defined as "the interdisciplinary study and activity at the intersection of the humanities, social science, arts, and medicine." People tend to assume that the aim of medical humanities education is to produce good doctors, that is, physicians who contribute to society. Actually, cultivating good doctors is one of the proper aims of medical humanities education. In addition to it, another aim of medical humanities education should be cultivating happy doctors. Nowadays, many of Korea's physicians feel unhappy. In such a situation, medical humanities education should be aimed at developing happiness in medical trainees.