• 의학교육논단
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• 제13권1호
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• pp.13-23
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• 2011

Competency and competency-based education are topics of great interest to educators and administrators at most stages of undergraduate and postgraduate medical training. A competency-based approach in medical setting has been valued as a more effective way to strengthen learners' performance compared to the traditional education program. This article aims to explore theoretical and practical possibilities and limitations of competency-based medical education. We approached the topic in 3 gradual steps: the comprehension of background of competency-based education, the conceptual understanding of competency in professional education, and the exploration of possibilities and limitations of competency-based medical education. The last step of analysis was performed in three dimensions: educational objectives, references to judge performance, and performance evaluation criteria. In conclusion, we suggest 4 factors which need to be considered to implement a competency-based medical education.

• 의학교육논단
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• 제18권3호
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• pp.145-149
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• 2016

Outcome-based learning is a global trend in medical education. The Korean Association of Medical Colleges (KAMC) has been developing learning objectives for basic medical education (BME) in Korea. In 2012, KAMC published the 1st edition of "Learning outcomes of basic medical education: Clinical competency-centered" in order to promote outcome-based medical education. KAMC has recently revised and updated the learning outcomes of basic medical education in the clinical competency-centered 2nd edition to reflect the suggestions of all medical schools in Korea and improve application of the published learning outcomes for BME in the field of medical education. KAMC has been making efforts to integrate clinical competency-centered learning outcomes with scientific concepts and principle-centered learning outcomes in addition to basic clinical skills and performance in BME.

• 의학교육논단
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• 제16권1호
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• pp.7-10
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• 2014

Portfolios have gained attention in medical education as a tool for promoting student learning and assessment since Miller's call for better tools for assessing students' clinical competencies. This paper reviews the development and use of e-portfolios for promoting learning and assessment in medical schools, both domestically in Korea and internationally. This review finds that some specific features need to be incorporated into e-portfolio systems for medical education and that these systems can be used to manage student learning in clinical clerkships and to support competency-based assessment. The author asserts that the e-portfolio is key to promoting competency-based education and suggests practical tips for effective development and use of e-portfolios in Korean medical schools.

• 의학교육논단
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• 제15권1호
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• pp.39-45
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• 2013

The recent medical education paradigm shift from teacher-centered to student-centered education, has led to a concentration on students' performance and competency. This means that a physician should be able to provide adequate health care in any real medical treatment situation. In order to reflect such a paradigm shift, The Catholic University of Korea School of Medicine launched a new curriculum in 2009 that emphasizes students' performance and competency-based education, known as "outcome-based education." In outcome-based education, the educational process is determined by the desired outcome, signifying the detailed competency that a graduating student should have. Thus, in outcome-based education, we should first determine the competency that results from adequate training and education, followed by specific teaching and learning strategies, methods, and assessment. This paper reviews how The Catholic University School of Medicine developed its new curriculum according to the development steps of outcome-based education.

• 의학교육논단
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• 제20권3호
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• pp.128-134
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• 2018

Medical education, competency, and outcome-based medical education started as part of the basic medical education curriculum in advanced countries 20 years ago, and such an approach was adopted in residency training. General competency training is at the core of residency training in advanced countries, and it goes beyond competency and outcome-based training to the extent that in a milestone training system, competency development is expected and measured with set competency achievements at each level. Recently, for the purpose of ensuring that doctors uphold patient safety and fulfill their obligations, entrustable professional activities (EPA) were applied at the beginning of residency when doctors move away from clinical trials and start actual care. The adoption of EPA in all residency training curriculum has spread very rapidly in the United States, United Kingdom, and Canada. Presently, Korea lags behind other countries significantly as the adoption of competency and outcome-based medical education in residency training has just begun. It is time to identify the current state of the Korean residency training system, and then design and practice a well-established system with a long-term view based on cooperation across the whole medical industry.

• 한국응급구조학회지
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• 제20권3호
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• pp.37-47
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• 2016

Purpose: The purpose of the study was to establish an education curriculum subject program design for the department of emergency medical technology based on National Competency Standards (NCS) key competencies. Methods: A self-reported questionnaire was completed by 180 level 1 emergency medical technicians in K area from June 15 to 20, 2016. Except for 14 incomplete questionnaires, 141 data were analyzed. The study instrument included general characteristics of the subjects (7 items) and importance and satisfaction levels for 10 key competencies including 34 items of subfactors by a Likert 5-point scale using Borich Needs Assessment Model. A locus for focus model (LF model) was used to derive the top priority key competencies for the education curriculum. Data were analyzed by SPSS v. 20.0. Results: The order of education needs of the program included interpersonal competency (1.442), communication competency (1.384), problem solving competency (1.185) and professional ethics competency (1.149). In the LF model, the required jey competencies included interpersonal competency, communication competency, professional ethics competency, and problem solving competency. Conclusion: The study results coincided with standard education curriculum guidelines. Our resluts can provide a valid reference for the department of emergency medical technology.

• 대한예방한의학회지
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• 제27권2호
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• pp.73-84
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• 2023

Objectives : We tried to propose the direction of Korean medicine education through the consideration of 'professionalism as a competency beyond knowledge-skill' that modern medicine should take and therefore the perspectives of the competency-based curriculum in Korean medicine education. Methods : Competency-based curriculum, professionalism education phase and competency at medical school, student demand survey, Korean medicine education Accreditation Standards, and related research articles were used. Results : Proposed development measures to cultivate students' professionalism in Korean medicine education are as follows. self-care and emotional stability programs, communications between patient and doctor and among the colleagues, career exploration programs based on global medical trends and government policy, standardized professional training programs, and the evaluation of teaching experiences and achievements. Conclusions : The main purpose of the reorganization of the competency-based curriculum should be for improving Korean medicine education. The contents of phase performance, process performance, and course performance should be carefully organized so that the core contents and spirit of traditional Korean medicine can be achieved. In modern medicine, education of professionalism has been used to cover the problems that arise from taking achievement goals only from a biomedical perspectives. Accordingly the education of professionalism is also important in Korean medicine education as the modern Korean medicine follows the aspect of modern medicine,

• 대한한의학회지
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• 제37권1호
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• pp.101-113
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• 2016

Objectives: The purpose of this study was to develop a competency model for the Korean medicine doctors and find application plans for the future education in Korean medicine. Methods: Based on literature review, we drafted a competency model framework for modeling and defined competencies using generic model overlay method. Also we conducted a FGI with 20 extension specialists in Korean medicine to validate competency model. Results: Findings are 5 domains and 15 competencies. 5 domains have optimal patient care, reasonable communication skill, professionalism enhancement, performing social accountability, and efficient clinical management. 3 competencies are included in 5 domains each. With this model, 4 ways of application plans are shown to apply for the future competency-based education in Korean medicine. Conclusion: Developed 2016 competency model for the Korean medicine doctors can be a first huge step to innovate education in Korean medicine toward competency-based educational system.

• 의학교육논단
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• 제17권3호
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• pp.110-121
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• 2015

Competency-based medical education (CBME) is an outcome-oriented curriculum model for medical education that organizes learning activities and assessment methods according to defined competencies as the learning outcomes of a given curriculum. CBME emerged to address the accountability of medical education in response to growing concerns about the patient safety in North America in the 1970s, and the number of medical schools adopting CBME has dramatically increased since 1990. In Korea, CBME has been under consideration as an alternative curriculum model to reform medical education since 2006. The purpose of this paper is three-fold: (1) to review the literature on CBME to identify the challenges and benefits reported in North America, (2) to summarize the process and experiences of planning and implementing CBME at Inje University College of Medicine, and finally (3) to provide recommendations for Korean medical schools to be better prepared for the successful adoption of CBME. In conclusion, one of the key factors for successful CBME implementation in Korea is how well an individual school can modify the current curriculum and rearrange the existing resources in a way that will enhance students' competencies while maximizing the strengths of the school's existing curriculum.

• 대한한의학회지
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• 제44권4호
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• pp.59-71
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• 2023

Objectives: The new educational system emphasizes acquisition of clinical competency by the time of graduation from Korean medicine colleges that allow Korean medicine doctors to immediately perform clinical tasks. This study investigated awareness of competency-based education in Korean medicine hospital residents who must simultaneously undergo training and assist medical students in clinical practice. Methods: This was a qualitative research that was conducted using focus group interviews (FGIs) to investigate the awareness of demands for improvement in competency-based Korean medicine education in Korean medicine hospital. To apply the principles and procedures of FGIs, a semi-structured questionnaire was developed. Data analysis was conducted using the five steps of framework analysis. Results: According to contents analysis, first competency-based education that reflects actual clinical practice tasks is needed. Second, sufficient basic skill mastery education must be reinforced. Third, an intermediate curriculum that mediates clinical practice and basic education is needed. Fourth, the Objective Structured Clinical Examination and Clinical Performance Examination must be expanded to prepare for the Korean medicine doctor practical test. Conclusions: Korean medicine residents reported the gap between clinical practice and use of knowledge and skills acquired in the curriculum while acting as direct observers and educations of clinical clerkship in hospitals. Based on this exploratory study it is necessary to conduct research on the educational competency of Korean medicine residents who play an important role as educational leaders in Korean medicine clinical practice training.