• 의료법학
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• 제8권1호
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• pp.107-135
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• 2007

대법원 2005. 11. 24. 선고 2002 도 4758 판결은 $\ulcorner$의료법 제21조 제1항의 문언상 "상세히 기록하여야 한다."라고만 규정하고 있을 뿐 "허위로 작성하 여서는 아니 된다."라거나 "허위 사항을 기재하여서는 아니 된다."라고 규정하고 있지 않은 점, 그리고 구 의료법 제53조 제1항 제3호가 면허자격정지사유에 관하여 "제21조 제1항에 의한 진료기록부 등을 허위로 작성한 때"라고 규정하고 있어 위 제21조 제1항 및 제69조와 그 내용 및 형식을 서로 달리하고 있는 점 등을 고려해 볼 때, 의료인이 진료기록부를 허위로 작성한 경우에는 위 제53조 제1항 제3호에 따라 그 면허자격을 정지시킬 수 있는 사유에 해당한다고 볼 수 있을지언정 나아가 그것이 형사처벌 규정인 제69조 소정의 제21조 제1항의 규정에 위반한 경우에 해당한다고 해석할 수는 없다.$\lrcorner$ 취지로 판시하고 었으나, 대법원 1997. 8. 29. 선고 97도 1234 판결 등의 판시내용 (의사는 진료기록부에 환자의 상태와 치료의 경과 등 의료행위에 관한 사항과 그 소견을 환자의 계속적인 치료에 이용할 수 있고 다른 의료인들에게 적절한 정보를 제공할 수 있으며, 의료행위가 종료된 이후에는 그 의료행위의 적정성 여부를 판단하기에 충분한 정도로 상세하게 기재하여야 한다는 취지)등에 비춰보면 본건처럼 의사인 피고인이 실제로는 거의 치료를 받지 아니한 사람을 입원 전 기간 동안 진료와 치료를 충실히 한 것처럼 진료기록부에 허위내용을 기재한 것은 의료법 제21조 제1항의 진료기록부 작성의무를 제대로 이행한 것으로 볼 수 없다고 할 것이고, 위 의료법 제21조 제1항과 제53조 제1항의 관계에 있어서도 진료기록부를 허위기재하거나 과장기재한 경우에는 제21조 제1항 위반으로 형사 처벌 대상일 뿐만 아니라 부가적으로 제53조 제1항에 의해 면허정지 등 행정처분을 받을 수 있다는 취지로 해석이 타당하다고 사료된다.

• 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.

• 보건행정학회지
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• 제29권4호
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• pp.394-398
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• 2019

Education on the physician continues with undergraduate medical education, graduate medical education, and continuous medical education. The countries such as the United States, Japan, the United Kingdom, German, and others are required to undergo training in the clinical field for 2 years after completing the national medical examination, and to become doctors after passing the clinical practice license test. Korea can obtain a medical license and become a clinical doctor at the same time if it passes written and practical tests after completing 6 years of undergraduate medical education or 4 years of graduate school. About 90% of medical school graduates replace clinical practice with 4-5 years of training to acquire professional qualifications, but this is an option for individual doctors rather than an extension of the licensing system under law. The medical professional qualification system is implemented by the Ministry of Health and Welfare on the regulation. In fact, under the supervision of the government, the Korean Hospital Association, the Korean Medical Association, and the Korean Academy of Medical Sciences progress most procedures. After training and becoming a specialist, the only thing that is given to a specialist is the right to mark him or her as a specialist in marking a medical institution and advertising. The government's guidelines for professional training are too restrictive, such as the recruitment method of residents, annual training courses of residents, dispatch rule of the residents, and the quota of residents of training hospitals. Although professional training systems are operated in the United States, the United Kingdom, France, and Germany, most of them are organized and operated by public professional organizations and widely recognize the autonomy of academic institutions and hospitals. Korea should also introduce a compulsory education system after graduating from medical education and organize and initiate by autonomic public professional organization that meets global standards.

• 대한방사선기술학회지:방사선기술과학
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• 제44권4호
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• pp.399-407
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• 2021

This study discussed the validity and necessity of compulsory recording of radiographic examination performed by radiological technologist on patients in medical institutions related to radiation exposure. Also, this study provided reasonable evidence of radiographic examination related medical records can contribute to the improvement of public health. Based on overseas cases of implementing a radiographic examination record system, the essential items to be included in medical record are the exposure date, exposure time, exposure method, exposure conditions that is tube voltage, tube current. Name and license number of the radiological technologist who performed the examination should be include in medical record. It is expected that the medical record of the total amount of radiation exposure per year would be in giving the maximum benefit with the minimum exposure to the medical radiation examination of the patient. In addition, interventional radiography medical record should also include exposure time, type and dose of the contrast medium.

• 대한방사선기술학회지:방사선기술과학
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• 제43권4호
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• pp.281-288
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• 2020

This study was intented as an investigation of the employment process into UAE for Korean and overseas sonographers to understand requirements for working abroad in regards to primary education curriculum and employment expansion abroad. A total of 10 candidates are selected who were working together with a job title of a cardiac sonographer in the same department under one hospital in Abu Dhabi, UAE. The candidates had clinical experience over 2 years in other countries after graduation and for 1 year at least in UAE. Data was collected through in-depth interviews, a web search and literature reviews. We analyzed the process regarding their curriculums studying in colleges, educational courses and certificates related medical fields. The findings were created with four essential themes: first, there are specific colleges or diploma courses corresponding academic major in United states, Portugal, Turkey, India and Pakistan. Secondly, healthcare professions were systemized by certifying as a specialist relevant medical fields. Thirdly, it is mandatory to be employed in UAE that are clinical experience for 2 years at least after graduation of specific courses. Lastly, It is required to work in UAE that is a license of healthcare authority under each state by taking a national examination or transferring own certificates to a current license in UAE. In conclusion, the results indicate that employing process for healthcare professionals depends on the educational requirements or clinical experience accumulated due to the various systems to be certified in each country. We believe that this study suggests experimental information for Korean job seekers considering working abroad in the medical ultrasound fields.

• 대한방사선기술학회지:방사선기술과학
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• 제29권3호
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• pp.197-210
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• 2006

방사선기술 분야는 비약적으로 확대되고 있고, 중앙화 집약화 표준화 전문화되고 있다. 이를 기반으로 하는 방사선사의 역할 및 업무영역은 해를 거듭할수록 더욱 고도화, 전문화되고 있음은 폭넓게 인정된 사실이다. 이 연구는 우리나라에서 방사선사와 관련한 면허제도, 교육, 전문적 업무, 법률의 변천과정과 실태 및 동향을 조사하고 분석하여, 향후 전문 직업으로서 방사선사의 발전 전략을 모색하고자 수행하였다. 조사한 자료를 분석 및 검토하여, 다음과 같은 결과를 얻었다. 방사선사의 국가면허 제도는 1965년부터 시작되었으며, $1965{\sim}1972$년에는 엑스선사(의료보조원), 1973년${\sim}$2006년 현재까지 방사선사(의료기사) 면허로 시행되었다. 방사선사 국가시험$(1965{\sim}2006년)$의 평균 합격률은 46.6%이었다. 앞으로 국가시험에서 시험방법, 시험과목, 문항 수준 등을 개선할 필요가 있다. 방사선사 양성 대학의 교육연한은 $1963{\sim}1990$학년도는 2년, $1991{\sim}1999$학년도는 3년, $2000{\sim}2006$학년도는 4년과 3년제로 운영되었다. 2006학년도 현재, 4년제 대학교 12개, 3년제 대학 18개이었고, 입학정원은 1,956명이었다. 의료와 과학의 발달에 따라, 방사선기술과학 교육의 발전적 패러다임을 구축해야 한다. 전문방사선사 제도는 2004년부터 민간자격(대한방사선사협회 주관)으로 운영하고 있으며, 앞으로 국가자격으로 발전시킬 필요가 있다. 방사선사와 의료인, 의료종사자 사이의 수직적, 수평적 관계를 법률 개정을 통해 재정립 하여야 한다. 특히, 의사 또는 치과의사의 의료기사에 대한 '지도' 권한은 '처방 또는 의뢰'로 개정하여야 한다. 의료현장에서 방사선사의 전문적 업무상황을 반영하여 '방사선사의 업무범위'를 확대하고, 업무범위를 규정한 의료기사 등에 관한 법률을 개정하여야 한다.

• 부모자녀건강학회지
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• 제5권2호
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• pp.145-160
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• 2002

The primary purpose of this study was to suggest midwife education programs which could be recognized and exchanged internationally by examining and analyzing both domestic and foreign midwife education programs. The secondary purpose of this study was to offer a plan to raise the level of national examination. Specific aims of this study were as follows: 1) to identify the international standard of the education and practices of midwives 2) to analyze both domestic and foreign midwife education programs 3) to offer a new curriculum for educating midwives 4) to suggest a prerequisite to raise the standards of the national examination 5) to suggest subjects for the national examination The results of this research were as follows: 1. The concept of midwife and midwifery practices recognized internationally by WHO and ICM(International Confederation of Midwives) was identified. In addition, Core Competencies for Basic Midwifery Practice suggested by ACNM(American College of Nurse-Midwives) of the U.S.A. were examined. 2. Midwife education programs of the U.S.A., Sweden, Australia, and Japan were investigated and analyzed. In addition, the midwife education program stated in the public health related law of this country as well as curriculums of institutions for midwife education were also investigated and analyzed. 3. As for the midwife education system, both a graduate program for midwife education in the college of nursing sciences and a postgraduate professional midwife education program centered medical institutions were suggested. 4. A new curriculum that could promote more international exchanges and extend the role of midwives was suggested after studying both domestic and foreign midwife education programs. 5. A prerequisite to raise the level of national examination for midwives was suggested. In addition, subjects for the examination which could evaluate the applicant's comprehensive thinking ability were presented with its respective range and ratio. A midwife is a medical professional who has a nursing license and is licensed nationally as a midwife with an additional year of education. An effort to extend a midwife' role and to improve its service is imperative. The laws related midwives should be revised in regard to education, service, and the national examination to the level of developed countries so that international recognition can take place. In addition, midwife curriculum and its service should be evaluated periodically. A system must be established to renew midwife licences.

• 대한약침학회지
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• 제18권1호
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• pp.27-35
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• 2015

Objectives: In Korea, cancer is one of the most important causes of death. Cancer patients have sought alternative methods, like complementary and alternative medicine (CAM) together with Western medicine, to treat cancer. Also, there are many kinds of providers of CAM therapy, including providers of Korean oriental medicine therapy. The purpose of this study is to identify the behaviors of Korean oriental medicine therapy and CAM therapy providers who treat cancer patients and to provide background knowledge for establishing a new policy with the management and quality control of CAM. Methods: Structured and well organized questionnaires were made, and 350 persons were surveyed concerning the providers of CAM or Korean oriental medicine. The questionnaires were collected and analyzed. Results: The questionnaires (182) were collected. The questionnaires identified a total of 73 known providers, such as medicinal professionals or other providers of CAM suppliers, 35.6% of whom had had experience with treating cancer patients (52.6% vs. 29.6%). The treatment methods were a little different: alternative therapy and nutritional therapy being preferred by medicinal professionals and mind body modulation therapy and alternative therapy being preferred by other CAM providers. Four patients (7.4%) experienced side effects, and 6 patients (12.5%) experienced legal problems. As the method for managing the therapy, CAM providers, medicinal professionals, and other CAM providers had different viewpoints. For example, some CAM providers stated that both legislation and an official education on CAM or a national examination were needed as a first step to establish the provider's qualifications and that as a second step, a license test was needed for quality control. To the contrary, medicinal professionals stated that a license test was needed before legislation. Conclusion: Adequate management and quality control of CAM providers is thought to involve both education and legislation.

• 한국응급구조학회지
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• 제22권2호
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• pp.79-91
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• 2018

Purpose: To assess the satisfaction of continuing education and need assessment according to job characteristics in emergency medical technicians (EMTs). Methods: A self-reported questionnaire was completed by 222 EMTs from May 28 to July 6, 2018. It consisted of questions on the method and need of continuing education, and satisfaction regarding education time, assessed using a 5-point Likert scale. Descriptive statistics, a chi-square test, and ANOVA were used to analyze the data. Results: The responses to questions on the method of continuing education (${\rho}=.000$), satisfaction of regarding the duration of continuing education (${\rho}=.029$), method (${\rho}$< .001), and topic (${\rho}=.000$) varied according to the differences in job characteristics of EMTs. Assessment and management of patients with multiple trauma ($4.17{\pm}.735$) emerged as the most important while license examination protocol for EMTs ($3.33{\pm}.968$) was rated the least important among topics for continuing education. Separation of continuing education (${\rho}$< .001), education method (${\rho}$< .001), education topic (${\rho}$< .001), and necessity of quality management of continuing education (${\rho}$< .001) differed according to the job characteristics of EMTs. Conclusion: It is important to provide a suitable program catering to the diverse requirements of EMTs. The education programs must be tailored to the needs of level 1 and level 2 EMTs separately. To improve the quality of education, it is necessary to evaluate the continuing effects.

• 한국응급구조학회지
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• 제11권2호
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• pp.29-50
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• 2007

Purpose: This study was carried out in order to provide the basic data for the curriculum standardization of emergency medical technology by analyzing the three-year period curriculum of 9 colleges. Method: This is the descriptive analysis of the curricular of 9 colleges. The analyzed variables were the distribution, credit, mean, frequency of the liberal arts, majors, clinical and on-the-job(OJT) training courses, and teaching profession subject. Results: 1. The number of whole subjects was 61.0, the number of liberal arts was 10.3, and the number of majors was 50.7. The completion credit was 128.3, credits of liberal arts were 15.5(12.2%), and credits of majors were 112.8(87.8%). 2. The range of credits of liberal arts was 8 to 21, and most of the liberal arts were done in the first year of college. 3. The distribution of the credits of the national examination for the license was as follows; the itemized emergency care subjects were 27.9 credits, the general emergency care was 18.5 credits, basic sciences were 17.7 credits, emergency patient care was 9.5 credits, and emergency medicine law was 3.2 credits. 4. The number of other major subjects were 10.0 and showed even distribution in each semester. 5. The clinical and on-the-job(OJT) training were 4.5 subjects, the credits of completion were 14.9 and these subjects were not in the first year of college. Conclusion: This results will be helpful data for the advanced development and standardization of the new curriculum by keeping pace with the environmental change, competency improvement and the need of the learners of emergency medical technology.