• Title/Summary/Keyword: Korean Medicine education

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A Qualitative Study on Steering of Education Accreditation: With Case Study on Korean Medicine Education (학문분야별 평가인증제 운영에 관한 질적 사례 연구: 한의학을 중심으로)

  • Seo, Dongin;Shin, Sangwoo
    • The Journal of Korean Medicine
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    • v.40 no.3
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    • pp.21-34
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    • 2019
  • Objectives: The purpose of this article is to develop steering of program accreditation system in Korean Medicine Education through meta-evaluation. For this study, the subjects of our research were categorized as the accreditation criteria and system, results and effects, tasks for improvement on Korean Medicine Education. Methods: We conducted Focus Group Interview on 102 full-time professors with experience of participating on accreditation of Korean Medicine Education from 12 college of Korean Medicine Education and we analyzed it by thematic analysis. Results: The accreditation criteria and program evaluation system of Korean Medicine were listed as 'Confusion about the goals of program evaluation', 'High hurdles on accreditation', 'obsession to success cases', 'Small college complaints about applying the same criteria', 'Dilemma of quantitative and qualitative evaluation'. The results and effects of program evaluation in Korean Medicine Education were listed as 'Establishment of base infrastructure for basic medical education', 'Benchmarking and exchanging opinions through evaluation certification', 'Resistance to documents and document-based evaluation', and 'Double-sided of evaluation certification'. As for the tasks for further improvement, the following list is suggested. 'Actively promote evaluation certification', 'Simplification and standardization of forms', 'Requesting for activating about Evaluation committee', 'Need for consulting before regular evaluation'. Conclusion: It is necessary to upgrade the accreditation system and make efforts to improve the issues discovered for better Korean Medicine Education.

The category and education curriculum of Medical humanities - focus on Korean Medicine Education - (인문사회의학(의료인문학)의 범주와 교육과정 - 한의학 교육 중심으로 -)

  • Park, Haemo;Sun, Seung Ho
    • Journal of Society of Preventive Korean Medicine
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    • v.25 no.2
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    • pp.99-111
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    • 2021
  • Objective : The definitions and categories of subjects related to humanities and social medicine are still controversial, and we tried to find the areas lacking compared to the standards of medical education Method : Humanities and social medicine-related subjects of the World Medical Education Standards, ASK2019, and KAS2021 were reviewed, and humanities and social medicine subjects of the College of Korean Medicine were searched. We compared subjects with the medical school learning outcomes and Korean Medicine Doctors' job competency. In order to increase validity, two authors independently classified them. In case of different opinions, we revised after sufficient discussion Results : Humanities and social medicine-related subjects in the Korean Medicine curriculum appear to be sufficient when compared with WFME and ASK2019. The humanities and social medicine-related subjects of Korean Medicine schools were not distributed evenly throughout. The areas to be supplemented in Korean Medicine education were 'a diverse understanding of life and death', 'prevention and response to patient safety incidents', 'effective communication with health-related organizations and groups', 'social responsibility and reflective practice' and 'communication between health and medical professions'. Conclusion : Humanities and social medicine-related subjects in Korean Medicine education are sufficient, but they are not evenly distributed, and the areas listed above need to be reinforced.

A Study on the Internal Validity of Korean Medicine Education Evaluation and Accreditation (한의학교육평가인증 내적타당화에 대한 고찰)

  • Lee, Hyeong-Ju
    • Journal of the International Relations & Interdisciplinary Education
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    • v.1 no.2
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    • pp.31-47
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    • 2021
  • This study intends to examine the indicators of Korean medicine education that are directly required in the field, in the process of developing and rationalizing the second cycle of evaluation and accreditation standards for the Colleges of Korean medicine and present indicators to the Korean medicine education community. To this end, we conducted the Delphi survey on six Korean medicine education experts, and the second cycle evaluation and accreditation standards were developed after verifying the validity of the contents and through a public hearing on three experts. Based on the research results of this study, we make the following suggestions: First, the support of Korean medical education institutions should be considered. The Korean medical education institution operates the Korean medicine hospital under each institution's name. Thus, criteria for evaluation shall be considered according to the number of beds and the support of schools. Second, for the second cycle of evaluation, all six members of the evaluation committee were professors of Korean medicine; however, in the future, each group of the evaluation committee needs to be composed of an external curriculum and evaluation experts to seek the evaluation focusing on education. Third, it is necessary to include curriculum and evaluation experts in the development stage of education programs and institutional evaluation and accreditation standards. Fourth, the experts of the curriculum should be included as the members of the curriculum development team of the College of Korean Medicine. This study is meaningful as a study to improve the quality of Korean medicine education.

A Study on Implications for Korean Medicine Education by Comparing International Competence Frameworks in Medical Education (국제적인 의학교육 역량체계 비교를 통한 한의학교육에의 시사점 연구)

  • Shin, Sang Woo;Park, Jongbae Jay
    • Journal of Physiology & Pathology in Korean Medicine
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    • v.31 no.1
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    • pp.36-45
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    • 2017
  • In order to gain implications for establishing competency-based education system in Korean medicine education, we examined several competence frameworks of medical education developed at international or national level, and compared the basic constitution and common elements. The competence frameworks of medical education consist of seven categories of communication, professionalism, critical thinking, medical knowledge, patient care, management, and public health. Medical knowledge consists of five sub-groups: normal structure and function; pathogenesis and mechanism of disease; principles of drug and treatment; psychological, behavioral and sociological principles; and public health and lifelong learning. In principle, competencies are further divided into sub-categories or combined with learning outcomes, and the field and the level of achievement is presented per item. This article aims at summarizing the competencies of a few globally leading medical institutions with the educational standard of Korean Medicine in mind.

Considerations for the Introduction and Operation of an Integrated Curriculum in Traditional Korean Medicine Education (한의학교육에서 통합교육과정의 도입과 운영을 위한 고려 사항)

  • Jo, Hak-Jun;Min, Sung-Ho
    • The Journal of Korean Medical History
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    • v.34 no.2
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    • pp.45-63
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    • 2021
  • This study considers the stages of curriculum development for the integrated curriculum of Pusan National University Graduate School & Hospital of Korean Medicine, and specifically the KAS2021 (announced in 2019), improvement measures for the curriculum of the College of Traditional Korean Medicine, and the case of the College of Medicine. The introduction of integrated curriculum in the College of Traditional Korean Medicine starts from the members (doers)' agreement. In the process of development, the organization that represents the members, the organization that sets up a goal and designs the curriculum, and the organization that executes them should fulfill their own roles. The stage of development and operation should have the support system for manpower, institution, administration, and finance. The curriculum (draft) should be concrete enough to be operated in reality. For the smooth operation of integrated education, it is necessary to secure more full-time teachers than before, and it is also necessary to have an organization fully in charge of monitoring and improving the operation. For the introduction and operation of integrated curriculum in Traditional Korean Medicine education, the members' agreement, institutional change, support system, and the cultivation of manpower for the operation/evaluation/development of curriculum should be considered.

Attitudes of Western Medicine Doctors and Korean Medicine Doctors toward Korean Medicine Education for Cooperative Practices (한양방 협진을 위한 한의학 교육에 대한 의사 한의사의 인식조사)

  • Han, Gyungyeon;Gu, Hyungyung;Yun, Youngju
    • The Journal of Korean Medicine
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    • v.34 no.1
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    • pp.160-169
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    • 2013
  • Objectives: This survey was performed to investigate attitudes of western medicine doctors (WMD) and Korean medicine doctors (KMD) toward Korean medicine education (KME) to provide basic data for developing effective KME programs. Methods: We selected study objects in western medicine (WM) - Korean medicine (KM) collaborative institutions and structured questionnaires were administered to both WMD and KMD for comparison. The data from 167 WMD and 135 KMD were analyzed statistically by frequency, ${\chi}^2$ test and T-test analysis. Results: 61.1% of WMD have never experienced KME and 15% were not interested in cooperative practices and research. Most KME was done in medical schools (45%) and only 5% in residency education. WMD interested or experienced in cooperation have had more KME than the uninterested and inexperienced groups. Intentions of WMD to cooperative practices and research made a difference on the willingness to take KME, while relevant experiences didn't. WMD and KMD differed in ideas about major KME topics; WMD put the greatest emphasis on the herb-drug interaction, while KMD did on KM diagnosis and treatment. They also have different views on the optimal KME course load. Conclusions: For successful collaboration, more continuing KME and motivation for cooperation is required for WMD. Improvements are also needed in the form and contents of KME to meet the demands of learners.

A Review of WFME 2020 Compared to WFME 2015 and KAS2021 (WFME 2020 개정 3판의 기준과 WFME 2015, KAS 2021 기준 비교)

  • Park, Haemo;Sun, Seung Ho
    • Journal of Society of Preventive Korean Medicine
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    • v.25 no.1
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    • pp.47-65
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    • 2021
  • Objective : We reviewed WFME2020 and compare it with WFME 2015 and KAS2021 to find similarities and differences. It will be used as basic data for future evaluation and certification criteria development. Method : WFME 2020 and WFME 2015 were translated and summarized around the core content. The structure of each standard was analyzed and organized, and then, based on the WFME 2020 standard items corresponding to each item were arranged in the items of WFME 2015 and KAS2021. Two authors translated and compared them separately, and if the content was different or the intention of the translation was different, the final revision was made after sufficient discussion. Results: The WFME 2020 standard consists of 8 major areas and 21 sub-areas. The WFME 2020 has a structural change compared to the 9 major and 35 sub-areas of WFME 2015. The importance of the mission is being emphasized, the curriculum and student selection have been changed so that they can be adjusted according to the local situation, and the areas of evaluation and program evaluation have been strengthened. Conclusion : Overall, the increased autonomy of schools and institutions seems positive from the standpoint of Korean Medicine education evaluation certification, but additional research and education are needed for the strengthened areas. In order to develop the WFME 2020 standard to the certification criteria in the future, in-depth discussion and consensus will be required in consideration of the characteristics of Korean Medicine.

Study on the herbology test items in Korean medicine education using Item Response Theory (문항반응이론을 활용한 한의학 교육에서 본초학 시험문항에 대한 연구)

  • Chae, Han;Han, Sang Yun;Yang, GiYoung;Kim, Hyungwoo
    • The Korea Journal of Herbology
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    • v.37 no.2
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    • pp.13-21
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    • 2022
  • Objectives : The evaluation of academic achievement is pivotal for establishing accurate direction and adequate level of medical education. The purpose of this study was to firstly establish innovative item analysis technique of Item Response Theory (IRT) for analyzing multiple-choice test of herbology in the traditional Korean medicine education which has not been available for the difficulty of test theory and statistical calculation. Methods : The answers of 390 students (2012-2018) to the 14 item herbology test in college of Korean medicine were used for the item analysis. As for the multidimensional analysis of item characteristics, difficulty, discrimination, and guessing parameters along with item-total correlation and percentage of correct answer were calculated using Classical Test Theory (CTT) and IRT. Results : The validity parameters of strong and weak items were illustrated in multiple perspectives. There were 4 items with six acceptable index scores, and 5 items with only one acceptable index score. The item discrimination of IRT was found to have no significant correlation with difficulty and discrimination indices of CTT emphasizing attention of professionals of medical education as for the test credibility. Conclusion : The critical suggestions for the development, utilization and revision of test items in the e-learning and evidence-based Teaching era were made based on the results of item analysis using IRT. The current study would firstly provide foundation for upgrading the quality of Korean medicine education using test theory.

The Implications of the Case of Medical Education in North America on Korean Medicine Education (북미 의학교육 사례가 한의학 교육에 주는 시사점)

  • Hong, Jiseong;Kang, Yeonseok
    • The Journal of Korean Medical History
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    • v.31 no.2
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    • pp.91-101
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    • 2018
  • Over the past 100 years, since the establishment of the modern medical education system in the early 1900s, the results of extensive field research and practice in North American medical schools and professional education have led the flow of medical education around the world. In this study, the direction of medical education in North America over the past 100 years were examined through major literature review, leading to implications and suggestions for Korean medicine education. The "Medical Education in the United States and Canada" published by the Carnegie Educational Foundation in 1910, which is considered to have laid the foundation for modern health care education, was reviewed. Next, "Educating physician: A Call for Reform of Medical School and Residency", published in 2010, which is known to have proposed a future-oriented goal for the training of medical professionals has been analyzed. The results of this study are as follows: 1) Acquisition and utilization of biomedical knowledge which is the basis of clinical competence, is a basic competency that should be provided to future medical professionals. 2) Beyond education to cultivate clinical competence of individuals directly affecting the medical treatment, various professionalism education programs that capture the specificity of Korean Medicine doctors should be established and strengthened.

Presentation on Research Trends and Suggestion for further research and education on Objective Structured Clinical Examination and Clinical Performance Examination in Korean Medicine Education: Scoping Review (한의학교육에서 객관구조화진료시험과 진료수행평가에 대한 연구 동향과 후속 연구 및 교육에 대한 제언: 주제범위 문헌고찰)

  • Shin, Jinyeong;Go, Yerim;Song, Changjin;Cho, Eunbyul;Leem, Jungtae
    • Journal of Society of Preventive Korean Medicine
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    • v.26 no.2
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    • pp.87-112
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    • 2022
  • Objectives : This study reviewed existing studies on clinical examination of Korean medicine to investigate the trends and gaps of existing research on clinical performance examination (CPX) or objective structured clinical examination (OSCE) in Korean medicine education. Methods : We conducted a scoping review according to the five steps suggested by Arksey and O'Malley. Six databases(RISS, OASIS, KMBASE, KISS, ScienceON, and DBpia) were searched and studies published from 2012 to July 15, 2022 were considered. The subjects of the study were limited to domestic studies about OSCE or CPX conducted in Korean medicine education. Results : Among the 25 selected papers, 17 studies implemented OSCE or CPX in practice. Those studies were conducted in 8 clinical departments and 9 of them used standardized patients. All 14 survey studies reported positive answers in satisfaction, efficacy, and self-assessment. OSCE, CPX scoring items were developed by modifying existing tools or developing through expert surveys or through literature review and significant cases. Conclusions : This study is expected to be used as basic data for following studies and promote clinical examination. From now on, the colleges of Korean medicine should proceed research on large-scale students about extended subjects through various research methods to obtain objective results that can be generalized and acquire validity and reliability. In order to promote such research, it is necessary to induce cooperation from institutions related to Korean Medicine and local universities to develop modules, implement, and conduct post-evaluation.