• Korean Medical Education Review
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• v.22 no.3
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• pp.173-188
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• 2020

Medical humanities education (MHE) is as essential as basic medical sciences and clinical medicine education. Despite the importance of MHE, MHE curriculum development (CD) has proven to be challenging. This critical review examines the MHE CD at one medical school. The critical review methodology was developed based on Kern's six step CD model to systematically examine the CD of "Doctoring and Medical Humanities (DMH)" at the Yonsei University College of Medicine. Five review questions were developed related to (1) necessity, (2) direction and purpose, (3) design, (4) operation, and (5) evaluation of CD based on Kern's model. The review showed that the process of DMH CD mapped to components of Kern's model. The DMH curriculum content selected was closely related to medical practice and aimed to combine the acquisition of understanding and skills by designing a student-participatory curriculum based on clinical cases. Assessment methods that emphasized students' reflections were actively introduced in the evaluation section. Since the regular committee for DMH continued the work of the special ad hoc committees for DMH CD, the CD was effectively completed. However, the planning and evaluation functions and responsibilities of the DMH committee need to be strengthened. Despite the apparent limitations, the fact that students showed a high satisfaction rate and preferred small group discussions based on clinical cases has significant implications in the instructional design of MHE, where changes in self-awareness and attitude are more important than the acquisition of information. It is necessary to systematically review and study students' reflection results produced by the changed assessment methods and to develop assessment indicators for MHE that reflect the achievements of the MHE competencies of students.

• Journal of Korean Medical classics
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• v.30 no.4
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• pp.123-153
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• 2017

Objective : This paper attempts to analyze the curriculum of the modern Korean Medicine's higher education institutions and study their significance. Rather than conducting an in-depth pedagogical research, the paper attempts to summarize and provide a simple analysis on the subject matter due to the lack of the historical evidence of modern Korean Medicine. Method : General theses and academic papers along with daily publications before the Japanese colonial era, materials owned by Kyunghee University Korean Medicine History Museum, and history databases owned by the National Institute of Korean History and Kyujanggak were investigated Result : Upon studying the curriculum of Korean Medicine's higher education institutions, it could be concluded that the efforts to maintain the independence and professionalism of Korean Medicine in its relationship with the Western Medicine. It could also be discovered that the curriculum was improved through policy measures in order to raise the status of the practitioners and expand the scope of their practices. These higher education institutions has been continuously working to develop the Korean Medicine and raise the quality of curriculum, and their efforts were vital in the establishment of the Korean Medicine Doctor system. Conclusion : Systematic academic researches should be done on the curriculum of Korean Medicine's high education institutions in order to fulfill the objective of normalizing the Korean Medicine education and contributing to the growth of Korean Medicine.

• Journal of Korean Medical classics
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• v.31 no.2
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• pp.1-16
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• 2018

Objective : The college of Korean medicine uses a variety of Korean medical classics. Thus, in order to overcome the natural difference of the details of their curriculum, this paper aims to study the usage of Flipped Learning as a way of standardizing the curriculum that teach Korean medical classics. Method : One effective teaching and learning methodology, which is called for by the changing educational paradigm, is Flipped Learning. To introduce this learning method, which is actively applied to different curriculum, the paper revises the goal of learning objectives and introduces a teaching model of Flipped Learning in order to suggest the standardization of Korean medical educations through the re-design of the curriculum for Korean medical classics. Result : The professors of the Korean medical classics must work together to use the revised learning objectives and teaching model and create a set of lectures to serve as a basis of educational standardization. Conclusion : The standardization of the education of Korean medical classics through the Flipped Learning method could pre-emptively deal with the Korean medical doctor's capacity model that is in development now.

• The Journal of Korean Medical History
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• v.28 no.2
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• pp.15-22
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• 2015

Objectives : The each college of Korean medicine in Korea adopts diverse textbooks for the medical history class, resulting in educational contents variations. This proposal aimed for the standardization of educational contents. Methods : The transition of medical history curriculum will be attempted based on the understanding of paradigm change in modern education. The first step is investigation on the course credit and curriculum grade of medical history class presented in education status reports of all Korean medicine schools. The next step is study on the various methods about changes of medical history education base on the learning objectives of colleges of Korean medicine. Results : The researchers of medical history should make an agreement on modification of learning objectives of the curriculum, and then educational standardization must be achieved by publishing a medical history textbook in accordance with the modified learning objectives. Conclusions : The researchers of medical history must collaborate to standardize medical history education by developing and applying internet-based flipped learning model.

• Korean Medical Education Review
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• v.19 no.3
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• pp.121-128
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• 2017

When a new educational system for college students in South Korea was established in 1946, the National Committee for Educational Planning adopted a 6-year curriculum of medical education, consisting of a 2-year premedical component and a 4-year medical component. For more than half a century, the premedical curriculum has received little attention. However, it is very important for premedical students to have a range of experiences that could be useful in their future medical careers. In 2005, another change was made to the system of medical education, in which medical schools without a 2-year premedical curriculum were established. This began to stimulate interest in premedical education, and more and more professors have become interested in premedical education as 6-year medical colleges have become more popular than before. Since 2015, the Education and Cultural Center of the Korean Association of Medical Colleges has annually hosted a workshop for redesigning premedical education; these workshops quickly fill up with registrants, reflecting the participants' lively interest in premedical education. The problems of premedical education are mostly due to students' and educators' attitudes. A more effective approach will be needed in the educational system of the future to train highly competent medical doctors. To judge whether an educational program is successful, its aims must be clearly articulated. For this reason, medical colleges must prepare premedical education curricula based on their educational aims. It is expected that the system of premedical education will be strengthened in the future due to the growing awareness of its importance.

• Korean Medical Education Review
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• v.15 no.1
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• pp.31-38
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• 2013

This paper focuses on the outcome-based curriculum of Inje University College of Medicine to describe our curriculum development process and results. Starting in 2006, we have revised the curriculum based on the competency-based clinical presentation curriculum. We stated clearly the learning outcomes from the social needs and educational goal of our university. We defined 8 exit outcomes and specified phase outcomes, course outcomes, lesson outcomes, and outcome objectives. By 2012, we identified 128 clinical presentations and 149 basic scientific concepts. Various evaluation and assessment methods and teaching-learning strategies were assigned to each outcome. Problem-based learning, standardized patient practice, and learning portfolios are the main strategies of our curriculum. We have performed a progress test to assess the level of achievement of students' outcomes. We have also collected feedback from students and faculty members about the curriculum, including every lesson, course, and the overall curriculum. To maintain this change of the curriculum, we reorganized the curriculum committee, educational faculty and teams, and administrative support system. To fine tune this curriculum, we have held three 3-day workshops on curriculum development and weekly meetings. We believe this is just the beginning of developing the curriculum of Inje University. Further upgrades will be necessary to continue to improve medical education.

• Korean Medical Education Review
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• v.11 no.1
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• pp.3-9
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• 2009

Outcome based education, a competence based approach at the cutting edge of curriculum development, offers a powerful and appealing way of reforming and managing medical education. The emphasis is on the product that is to say what sort of doctor will be producted rather than on the educational process. In outcome based education, the outcomes are clearly and unambiguously specified such as Tyler's curriculum design. The design of outcome based curriculum plans in the opposite direction, starting with the good doctor and working backwards. Outcome based curriculum offers many advantages as a way of achieving this. It emphasises relevance in the curriculum and accountability and can provide a clear and unambiguous framework for curriculum planning which has an intuitive appeal. It encourages the faculty and student to share responsibility for learning and it can guide the assessment.

• The Korean Journal of Emergency Medical Services
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• v.21 no.2
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• pp.17-37
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• 2017

Purpose: This study describes current curricula for paramedic students in South Korea and proposes a standardization of the curriculum. Methods: Data were collected from 38 colleges and universities from March 1 to 31, 2016. Descriptive statistics were calculated using SPSS 23.0. Results: The proposed standard curriculum was below. Requisite liberal arts consisted of 2 subjects and 6 credits including biomedical ethics, communications and human relationships. Common major subjects were composed of 6 areas, 22 subjects, and 78 credits. The areas of basic medicine consisted of 6 subjects and 16 credits including medical terminology. Introduction to paramedicine consisted of 3 subjects and 7 credits. Emergency patient management consisted of 2 subjects and 9 credits. Particulars to paramedic care consisted of 8 subjects and 31 credits. The law area consisted of 1 subject and 3 credits. Other major areas consisted of 2 subjects and 12 credits including integrated simulation and physician assistance. Common field practice area consisted of 3 to 4 subjects and 9 to 12 credits. Conclusion: It is important to establish and adapt a standardized curriculum for paramedic students in order to ensure competence and to provide high quality emergency medical services.

• Journal of Sasang Constitutional Medicine
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• v.31 no.4
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• pp.1-8
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• 2019

An outcome-based curriculum or competency-based curriculum is regarded to be one of the mainstream curricula to make students centered. It is believed to be able to support a flexible, time-independent curriculum. However, it is not easy for the curriculum developers to convert from the traditional curriculum to an competency-based curriculum. Traditional medicines including Sasang constitutional medicine(SCM) have been on the verge of transforming their curricula. Considering the contents of the clinical skills in terms of an outcome-based curriculum in SCM, at least five categories needs to be covered. First, curriculum developers need to consider the understanding of relevant diseases concerning SCM although SCM could be used as the method to treat all kinds of diseases. Second, curriculum developers facilitate the students to diagnose patients' SCM types. Third, curriculum developers conduct the establishment of competencies to understand the patterns of SCM symptomology. Fourth, curriculum developers develop the diverse treatment methods and procedures to make students participate. Fifth, curriculum developers make students teach and consult their patients in terms of SCM regimen. Development of the clinical skill contents in detail depends on the situation of each colleges. Competency-based medical curriculum in SCM could influence on the management of the curriculum quality.

• Korean Medical Education Review
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• v.14 no.1
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• pp.11-18
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• 2012

The purpose of this article is to discuss the enhancement of medical professionalism and the artisan spirit proposed by Yu and to suggest curriculum content and methods to improve medical professionalism. Professionals are those who can share their knowledge with others and proceed under self-reflection on moral values and social expectations. The goal of medical education is to cultivate students to be good as well as to do well. To achieve this goal, educators should foster students to be good doctors for 99% of patients, rather than to be high performers for 1% of patients. There are two types of curriculum for medical professionalism: hidden and formative curricula. In these curricula, we doctors may be good role models for medical students. The curriculum contents and the methods for implementation that are based on accumulated experience can be embedded into education on professionalism. In addition, as suggested by Miller, how to evaluate medical professionalism based on a framework of clinical assessment must be discussed. Finally, it is suggested that the process of education on medical professionalism should be a kind of cultural movement to raise good doctors.