• Korean Medical Education Review
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• v.17 no.3
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• pp.148-149
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• 2015

• Korean Medical Education Review
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• v.25 no.3
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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.

• Korean Medical Education Review
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• v.13 no.2
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• pp.25-37
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• 2011

Purpose: Core competencies for becoming a good physician have been the focus of recent discussion. Understanding students' state of mind should be included in this analysis. Thus, the purpose of this study was to review recent research papers on subjective well-being in medical education and propose some suggestions. Methods: A selective search was conducted of the literature that has been published since 2000 in the Medline, Riss4U, ERIC, and KoreaMed databases using the search terms "happiness", "subjective well-being", "satisfaction", and "stress". Thirty seven studies were included in this review. Each was categorized according to 3 subjects (satisfaction, positive affect, negative affect). Results: Most studies showed relatively high levels of distress in medical students, which was related to academic worries. Although medical students were under a great deal of distress, they regarded help-seeking behavior for their distress as weakness or something negative. Conclusion: To decrease medical students' distress and sustain their well-being, there should be a change in students' awareness through curriculum, teaching methods, and coping strategies in medical education.

• Korean Medical Education Review
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• v.19 no.3
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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.

• Korean Medical Education Review
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• v.25 no.3
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• pp.258-272
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• 2023

This study investigated the current status and educational needs of global health education (GHE) at medical schools in Korea. Among the 40 medical schools nationwide, 32 schools that agreed to participate in the study collected data through a survey in 2022, and the results were examined by frequency analysis and content analysis. In total, 87.5% of medical schools included global health-related graduation outcomes. In the curriculum, global health lessons within courses were present at 71.9% of medical schools. Regarding extracurricular activities, 66.7% and 63.0% of medical schools offered overseas clerkships and overseas volunteer work, respectively. Although there were not many medical schools with a global health-related educational environment, 96.9% of schools agreed with the necessity of GHE in medical education. The prevailing opinion was that it was appropriate to continuously cover GHE as lessons within courses throughout all years of the program in medical education. The main opinions regarding the improvement of GHE related to curriculum development, personnel expansion, and awareness improvement at medical schools. These findings are expected to serve as a basis for identifying the current status of GHE at Korean medical schools and specifying future directions of GHE.

• Journal of Korean Medical classics
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• v.31 no.1
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• pp.57-78
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• 2018

Objectives : The paper uses recitation test, one of the study and evaluation methods in the Korean Medical Classics, to provide a basis upon which thoughts can be given to the education of Korean Medicine, and furthermore the essence of education itself. Methods : 1. The paper reviewed how recitation tests were performed in Goryeo and Joseon. 2. The paper introduces the methods of applying recitation test to the education of the Korean Medical Classics and their results. The paper furthermore discussed possible improvements. 3. The paper pondered on the traditional aspects of the significances (principles) of recitation tests and their cognitive neuroscience aspects. Results : 1. The imperial examinations for medical officers during Goryeo and Joseon both performed recitation tests, and the subject of these tests were given more weight than other subjects. 2. Recitation test is a form of education that revolves around the learners. It requires a detailed plan of execution for it to be effective. 3. The significances (principles) of recitation test are reviewed from the aspect of cognitive neuroscience, and the deductions from the traditional aspects are made into "conceptual abstract, come to things & run out knowledge, and flash back." Conclusions : Recitation test was the humanity's way of conserving and conveying knowledge & wisdom from the times before the invention of letters. This method is the oldest education method of acquiring concepts that are generalized and made abstract through indirect experiences. This method is still effective today. In the education of the Korean Medical Classics, this method was used to supplement the public education method and create an education method that revolves around individual learner in a way that utilizes the strengths of education in apprenticeship.

• Korean Medical Education Review
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• v.20 no.3
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• pp.150-155
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• 2018

End-of-life care competencies have been perceived as important and essential, so it has been suggested that end-of-life care be studied in undergraduate medical education. However, end-of-life care curriculum has mostly focused on acquisition of knowledge and skills rather than attitudes. Therefore, we aimed to explore whether education about death affects medical students' attitudes towards care for dying patients and perception of death anxiety, meaning in life, and self-esteem. A total of 15 first- or second-year medical students were surveyed with questionnaires before and after completing a 6-week death education course. Paired data analysis showed that participants' attitudes towards caring for terminally ill patients and their caregivers improved significantly (t=-2.84, p=0.013) with an effect size of 0.73. In contrast, no significant changes were found in death anxiety, meaning in life, or self-esteem. All participants agreed that formal teaching about death and dying must be encouraged in medical schools. Our results suggest that death education may positively influence attitudes towards end-of-life care. Although replication with larger samples is necessary, this preliminary finding may support the importance of developmentally appropriate end-of-life care education in medical schools.

• The Korean Journal of Emergency Medical Services
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• v.14 no.3
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• pp.95-105
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• 2010

Purpose: This study aims to investigate the operation of continuing education system and continuing education program for emergency medical technician in Korea, Japan and United States and develop reasonable operating scheme of continuing education and curriculum in order to provide the base data for the improvement of continuing education for the improved practice capability and its maintenance, Method: The overall review of continuing education for domestic 1st class emergency medical technician was performed and also the content of continuing education for Emergency Medical Technician - Paramedic in the United States and Paramedics of Fire Department with the license for the paramedic in Japan, have been analyzed through literature, books, articles, agencies' data, laws, and internet date. Result: Hours for domestic continuing education was 4-8 hours and it was only 3-11% compared to 72 hours in the United States and 128 hours in the Japan. And with respect to the types and methods of programs, there were differences both in quantity and quality. Conclusion: As an education, providing and supplementing the changed content and technical information for the improvement of the capability and qualification of emergency medical technician, selection of education hours and various continuing education should be continuously and regularly provided and conducted. The introduction of various continuing education system and programs for this is considered to be required.

• The Korean Journal of Health Service Management
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• v.11 no.3
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• pp.129-144
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• 2017

Objectives : To review a Tanzanian medical engineering education program and determine improvement measures for the Official Development Assistance (ODA) healthcare projects. Methods : A consultation of the Tanzanian medical engineering education program funded by the National Research Foundation of Korea (NRFK) was reviewed. An on site survey, an environmental analysis, and in-depth interviews were performed. Results : Survey results highlighted a lack of medical device education and the low operating rate of medical equipment. The need to establish educational program was thus confirmed. The expansion of healthcare facilities appeared to be limited within the current medical management system. A master coursework plan for Tanzania medical engineering was developed. Conclusions : The needs of medical engineering education were recognized. A plan and curriculum were developed. The medical engineering education program should be planned and budgeted prior to the ODA healthcare program.

• Bulletin of the Korean Chemical Society
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• v.34 no.5
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• pp.1541-1542
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• 2013