• Korean Medical Education Review
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• v.23 no.2
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• pp.104-107
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• 2021

Building professional identity is the most basic purpose of medical education. Students who enter medical schools do not have an identity rooted in the medical profession, and universities should therefore take steps to help students form their identity as doctors, attitudes, beliefs, and values through the curriculum. However, while medical knowledge and clinical skills are fully reflected in basic medical education, issues persist regarding education on values, attitudes, and beliefs that are important for professional identity. Regarding the process of professional identity formation, it is important to keep in mind that rapid changes in modern society lead to corresponding changes in socio-cultural expectations and demands related to professional identity, resulting in discrepancies between the reality of medical education and the actual field of medicine. Medical schools need to prepare students for these discrepancies, and in-depth discussions should address what is important and what should be solved first at medical education sites. However, it is difficult to generalize the tasks of professional identity formation in the field of medical education because each medical school may have unique circumstances. This article discusses the tasks that medical education should solve for professional identity formation education in terms of five aspects: establishing learning outcomes, training educational experts, introducing transformative learning, utilizing self-directed learning, and developing evaluation methods.

• Journal of Society of Preventive Korean Medicine
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• v.6 no.2
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• pp.48-63
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• 2002

The study aims to investigate the process of professional socialization of oriental medical students, to analyze influencing factors on it, and to compare the results with those of western medical students. Professional socialization, in the context of this study, means the process through which a layperson becomes a profession equipped with professional identity and values. A survey using specially designed questionnaire was carried out in 1999. The data were collected from 11 oriental medical colleges for 2,656 students. A total of 2,597 cases was finally included in the statistical analysis. Analysis of factors related to professional value found that oriental medical students thought highly of human-oriented factors, followed by science and status, and this trend remained unchanged as they moved on to qualification. Among professionalism related items, those involved in professional regulation and dominance factors showed high scores, while showing low scores on items related to bio-ethics and autonomy factors. Unlike items of professional value, those of professionalism showed a notable difference in attitude statistically by schooling level. The average scores of factors for professionalism increased with increasing schooling years. This trend proved that oriental medical students acquired professional norms and attitudes through their educational period. Multiple regression analysis with the factors related to professional value and professionalism as dependent variables found that independent variables had some impact on science, status, and clinical autonomy, but no impact on human, policy autonomy, and professional regulation factors. In conclusion, with increasing schooling years, professional norms and attitudes of oriental medical students were also strengthened. And, in spite of the differences in general propensity, they have a base consciousness in common with western medical students. The difference of mind-set and attitudes related to professionalism in the two groups, however, considering the necessity of future cooperative relations, indicated that a common curriculum between both schools is needed, and the education of social medicine should be strengthened in oriental medical colleges.

• Journal of Society of Preventive Korean Medicine
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• v.3 no.2
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• pp.55-77
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• 1999

Oriental Medical Service established foundation that Oriental medical clinic can take part in industrial health service by being specified industrial calamity medical treatment organ, but research which develope program that Oriental Medical Service approach on the occupational disease and industrial health only dealt in the Western Medical System was insufficient. So we studied on theoretical foundation and basic bearing about .program of oriental medical health examination in the workplace, it is based on explanation and assessment reformed by western medicine. We reached the conclusion as follows, 1. We must reconsider the concept that mind of Oriental medicine is preventive medicine, and assess positively result of social medicine. 2. Importance of industrial health is being enlarged in the category of health care. 3. Western medical health in including industrial health have faced much problems at this time, we can search by alternative proposal grafting on Oriental Medicine. 4. Oriental medical participation in the industrial health have various benefits at side satisfaction of workers, effect of prevention, efficiency of cost, and increasing rate of medical treatment and return to workplace of workers with industrial calamity. 5. We must consider Oriental Medical Health Examination as one way of health management program of workers, not as formality. 6. The advantage of Oriental Medical Health Examination can increase ability of individual health management in preventive medicine and the production in workers' health management.

• Journal of Society of Preventive Korean Medicine
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• v.4 no.1
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• pp.32-50
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• 2000

On the process of research in the plan on oriental medical participation in the industrial health sponsored by BK21 project, we carried out the oriental medical health examination program for workers during former half-year We reached the conclusion as follows, 1. The oriental medical health examination program is contents and formalities that should be determined by present industrial health system, based on the oriental medical system and scholastic character, and included probability of the western and oriental medical cooperation. 2. The oriental medical health examination program can promote capability of individual health management and productive power of workers, and it is capable to manage on the self-conscious symptoms and macroschophically approach to their environment 3. The oriental medical health examination program that we have developed, is flow as questionare, understanding of working environment, information of result and later management. It is composed of three fields as follow , first, use of pulse diagnostic apparatus, understanding of the health promotion life style, and diagnosis of the oriental medical doctor, second, analysis of constitution, third, photographing for understanding of the musculoskeletal disorders, questionare for musculoskeletal self-conscious symptoms, and diagnosis of oriental medical doctor. 4. The oriental medical health examination program that we have developed, progressive from the view point of health, makes the oriental medical doctor's roll more important. It is the first trial at the western and oriental medical cooperation and characterized by excellence about musouloskeletal disorders. But it need to be improved in aspects of time and specialist on the health examination, diagnostic apparatus, control of examinant and later management. So we think that it needs research on the employment of health examination specialist, establishment of later management system, development of significantly diagnosable standard and assessable form on the health examination, and contents of health examination on the western and oriental medical cooperation.

• Journal of Preventive Medicine and Public Health
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• v.29 no.2 s.53
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• pp.265-278
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• 1996

This paper concerns professional socialization of medical students. Professional socialization, in the context of this paper, means the process through which a layperson becomes a doctor equipped with professional identity and values. While medical education does not include such process in the curriculum, medical students obtain certain values and identity informally. The dependent variables were professional values and professionalism. The former means the desirable attributes required to conducting professional works such as humane attitudes, science-oriented mind, capability for organizational management. The latter means socio-political reasoning with which doctors can rationalize their privileges such as autonomy. A specially designed questionnaire was developed. The data were collected from five medical schools for 1,318 students in 1994. A total of 1,070 cases were finally included in the statistical analysis. The students emphasized the human factor in the professional values. Their attitude did not change with the grade. Other independent variables such as motives for entering a medical school, socioeconomic status, satisfaction with medical education, etc. also did not influence professinal values. It implies that professional values were not consolidated among the students. However, the factors of professionalism change significantly with the grade. It implies that the students paid more attention to socio-political issues related to doctor's interests as the grade went up. And the factor scores for professionalism were higher for those students who had more positive attitude towards doing medical practice for profit, expected higher income, and were more conservative about social reform. Other independent variables did not influence professionalism. It seems that the students also give emphasis on professionalism, like current medical doctors, mainly because of their concern with recent unfavorable changes in economic conditions of medical care providers.

• Korean Medical Education Review
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• v.14 no.1
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• pp.7-10
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• 2012

This paper summarizes the concept of medical professionalism and presents its direction. Toward this end, the authors compare the characteristics of a professional with those of a craftsman and a technician. The authors describe the construct of medical professionalism on the assumption that knowledge and technical competence are necessary but not sufficient conditions for the professional. The construct of medical professionalism could be defined variously, depending on the time, place, or collectivity. The authors furthermore summarize cases for the development process of medical professionalism and then compare Korean medical professionalism with that of the West. Finally, the authors present the development direction of medical professionalism in Korea.

• The Korean Journal of Emergency Medical Services
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• v.18 no.2
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• pp.59-71
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• 2014

Purpose: This study aimed to examine the degree of paramedics' professional self-concept, empowerment, and burnout and to verify the effects of empowerment and burnout on their professional self-concept. Method: The study subjects were 116 in-hospital paramedics who completed a structured questionnaire. Data were collected between June 18 and 25, 2013. Results: The results were as follows. First, the paramedics' mean score for professional self-concept was 2.93 (range: 1-4), and the mean scores for empowerment and burnout were 2.87 (range: 1-4) and 2.48 (range: 1-5). Second, in terms of the general characteristics of the paramedics, professional self-concept showed significant differences based on sex, religion, work experience, and medical institution classification. Third, professional self-concept had a positive correlation with empowerment, and professional self-concept and empowerment had negative correlations with burnout. Fourth, the main variables affecting paramedics' professional self-concept were gender and total years of work experience. Conclusion: It is necessary to develop program to reduce paramedics' burnout and qualitatively improve paramedic services.

• Health Policy and Management
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• v.29 no.4
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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.

• The Korean Journal of Emergency Medical Services
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• v.12 no.1
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• pp.43-52
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• 2008

I studied and analyzed current status about the necessity of Medical Oxygen Respiration First Aid when we perform first aid at emergency locations. As immediate and efficient first aid methods it is necessary to be able to use medical oxygen respiration equipments. I presented the basic data to develop and standardize education system on medical oxygen respiration first aid. Among those who were working at emergency locations in Korea from September 15th, 2005 to September 30th, 2005, I performed a survey on a professional group of 75 people and a non-professional group of 132 people. The results of the survey are summarized as follows. 1) There was difference between the professional group and the non-professional group on recognition about whether general public can perform medical oxygen respiration first aid(p<0.05). 2) On the necessity of medical oxygen respiration first aid, 93.2% of the total answered it is necessary and 6.8% answered it is unnecessary, so both groups thought it is very necessary(p>0.05). 3) On the importance of medical oxygen respiration first aid, 95.2% of the total answered it is important and 4.8% answered it is unimportant, so both groups thought it is very important(p>0.05). 4) On correspondence on necessity and importance of medical oxygen respiration first aid, there was a difference in thoughts between the professional group and the non-professional group(p<0.05). 5) On the necessity of education on medical oxygen respiration first aid, 98.1% of the total answered it is necessary and 1.9% answered it is unnecessary, so both groups thought it is very necessary(p>0.05).

• Korean Medical Education Review
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• v.23 no.2
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• pp.90-103
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• 2021

This study examined the current status of the medical professionalism curriculum in Korea to suggest a plan to move towards the formation of a professional identity. Professionalism education data from 28 Korean medical schools were analyzed, including the number of courses, required or elective status, corresponding credits, major course contents, and teaching and evaluation methods. Considerable variation was found in the number of courses and credits in the professionalism curriculum between medical schools. The course contents were structured to expand learners' experiences, including the essence and knowledge of professionalism, understanding of oneself, social interaction with others, and the role of doctors in society and the healthcare system. The most common teaching methods were lectures and discussions, while reflective writing, coaching, feedback, and role models were used by fewer than 50% of medical schools. Written tests, assignments and reports, discussions, and presentations were frequently used as evaluation methods, but portfolio and self-evaluation rates were relatively low. White coat ceremonies were conducted in 96.2% of medical schools, and 22.2% had no code of conduct. Based on the above results, the author suggests that professional identity formation should be explicitly included in learning outcomes and educational contents, and that professional identity formation courses need to be added to each year of the program. The author also proposes the need to expand teaching methods such as reflective writing, feedback, dilemma discussion, and positive role models, to incorporate various evaluation methods such as portfolios, self-assessment, and moral reasoning, and to strengthen faculty development.