• Korean Medical Education Review
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• v.21 no.3
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• pp.127-136
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• 2019

Medical schools have been working to produce competent doctors and improve the quality of care by introducing and implementing new curricula and innovative teaching and learning methods. Despite these efforts, health disparities within and between countries still exist. To close these gaps, medical schools must identify the priorities of the community, region, and/or nation and conduct education, research, and service that reflect them-the core foundation of the social accountability of medical schools. Many medical schools and networks around the world have tried to achieve social accountability, but this needs more attention in Korea. This study will review the literature in aims to improve understanding and promote the implementation of the social accountability of medical schools. Most medical schools that practice the principles of social accountability focus primarily on the medically underserved in their communities or those who have limited access to health services, and have built collaborative partnerships with stakeholders to meet the needs of society. In addition, in order to implement social accountability effectively and efficiently, medical schools have developed strategies and various evaluation frameworks appropriate to the context of each school. To have more socially accountable medical schools, it is necessary to clarify the concept of social accountability and to establish a system that can evaluate the impacts. Medical schools exist to alleviate suffering and promote health, and this can be accomplished through social accountability.

• Korean Medical Education Review
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• v.20 no.1
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• pp.6-14
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• 2018

In recent years, Korean medical schools have shown a growing interest in the longitudinal integrated clerkship (LIC) as a means of improving clinical education. Some overseas medical schools have tried the LIC since the 1970s. In the 1990s, several universities in the United States, Canada, and Australia introduced LICs. A variety of studies have confirmed positive results of the LIC. Traditional block-rotation is a discipline-based, inpatient-centered practice. Instead, under the LIC system, a medical student responsible for a panel of longitudinal patients observes developments of their diseases, serving several departments simultaneously. Overseas medical schools have different LIC models depending on their affiliate hospitals' sizes and characteristics. The purpose of this study is to introduce LIC practices in Harvard Medical School and University of California San Francisco, which could be applied by Korean medical schools. This paper also aims to find out the strategies that have been able to help the two US medical schools implement the LIC successfully.

• 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.

• Korean Medical Education Review
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• v.21 no.1
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• pp.41-50
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• 2019

The aim of this study is to analyze the current status and performance evaluation systems of faculty in Korean medical colleges and professional graduate medical schools (called medical schools). We developed a research tool based on previous studies and distributed it to 40 medical schools from July to October 2017. The response rate was 100%. We calculated the number of faculty members and analyzed the faculty evaluation systems and awareness according to national and private medical schools. As of 2017, the number of medical faculty in Korea was 11,111 (4,973 faculty were employed by their alma mater, which is 44.76% of the total), with non-medical doctor faculty accounting for 754 of the total. The medical schools reflect research achievements as most important for re-appointment and screening to promote faculty, and the area of education is secondary excepting clinical faculty of private medical schools. However, important issues in the faculty evaluation deal with the relevance of research achievement and the need for qualitative assessment. Some medical schools revised or have been revising the faculty evaluation system in areas such as minimum standards of education for promotion and separation of promotion and tenure review. Opening non-tenure track lines for faculty show positive effects such as increasing the number of positions for hire and easing the financial burdens of medical schools. Downfalls include inconsistencies between the responsibilities and actual practices of tenure not being available and the instability of faculty's status. In conclusion, medical schools need to prepare a faculty evaluation system that fits the position of faculty members and attempt to establish a reasonable compensation system.

• Korean Medical Education Review
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• v.10 no.1
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• pp.9-17
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• 2008

Objectives: Medical schools are trying to improve the quality of medical education by offering students better medical curriculum. In this study, we intend to provide basic information for improvement and development of medical curriculum by analyzing the medical curriculum of domestic and foreign medical schools. Methods: Based on various materials, we selected out 5 domestic medical schools and 11 foreign medical schools and collected materials relevant to medical curriculum of each medical school. Then, we divided collected materials into four domains(educational objectives, educational contents, educational assessment, and curriculum implementation), and analyzed them synthetically. Results and Conclusion: First, concerning the educational objectives, it is necessary that more various educational objectives are included to medical curriculum. Especially, there is a growing need for medical curriculum reflecting social responsibility and requests of local community. Second, educational contents should be constantly improved and constructed considering students' academic achievement levels and traits. Third, not only students but also educational program, educational contents, and professors should be included to the objects of educational assessment. Also, various assessment methods should be developed. Finally, especially for domestic medical schools, it is necessary to make use of more educational specialists in medical education.

• The Journal of Korean Medical History
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• v.17 no.2
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• pp.3-25
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• 2004

This study is aimed at grouping the academic lines of Korean Oriental Medicine into academic schools. The standard that can be used to classify the academic schools of Korean Oriental Medicine is first of all, identical theory; secondly, similar trend in compiling medical text; and thirdly, having the same individual body of theory. In this paper, based on these three criterion, the lines have been divided into 15 academic schools.

• Journal of Medicine and Life Science
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• v.20 no.1
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• pp.15-20
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• 2023

Medical schools realize their social accountability in cultivating future doctors as decision-makers of medical care in the future society as an axis of society and carrying out communication, research, and medical service (medical care). This study summarized the social accountability status of eight medical schools in Korea, including the characteristics, activities, and programs in the sociocultural context. The data from the self-evaluation research reports of eight medical schools were classified and organized according to education, research, and medical care services. The medical schools offer related subjects, community service activities, and clinical practice, allowing active participation in local health promotion and disease prevention. Community health information research was conducted considering the difference between the local natural environment in which the medical school is located and the frequency of diseases. Medical schools and hospitals collaborated to conduct domestic and foreign health education volunteer activities. Social accountability must be prioritized, considering the importance of medical schools' functions and roles in a high knowledge-information society. Both doctors' medical capacity and competence to actively participate in developing medical care and health policies for the community should be strengthened.

• Korean Medical Education Review
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• v.10 no.1
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• pp.19-33
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• 2008

Purpose: This study is purposed to analyze the curriculum on medical humanity and social science in foreign medical schools. The Main topics are classified into three parts: the characteristics of American medical humanity and social science curriculum: understanding of medical humanity and social science in medical school in USA, UK, and Australia: standard recommendations on medical ethics and professionalism in curriculum design. Methods: The literature reviews and on-line searching were conducted to collect the information and data on medical humanity and social science in foreign medical schools, 9 medical schools were selected in terms of reputations in USA, UK, and Australia. Results: First, American medical humanity and social science curriculum have changed, especially from cores to electives, from informal to formal and from subjects to interdisciplinary. In addition. teaching methods have changed into small-group discussion and teaching materials into various sources, such as essays, poetry, films and so forth. Second, most medical schools had their own unique curriculum adjusted to their academic traditions. Especially, curriculum of UK and Australia were more integrated than those of USA. Finally, it is recommended that standards of medical ethics and professionalism have to be considered in curriculum design. Conclusion: It is suggested that medical humanity and social science curriculum be designed closely connecting with clinical medicine.

• Korean journal of medical education
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• v.30 no.4
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• pp.283-294
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• 2018

Since medical education programs in Korea and Japan seem to mutually influence each other, this review article provides a history of Japanese medical education, focusing on the way in which it influenced and was influenced by Korean medical education. In the late 19th century, the University of Tokyo established the core medical school, disseminating its scholarship and system to other medical schools. In the early 20th century, the balance between the quality and quantity of medical education became a new issue; in response, Japan developed different levels of medical school, ranging from imperial universities to medical colleges and medical vocational schools. After World War II, all of Japan's medical schools became part of the university system, which was heavily regulated by the Ministry of Education (MOE) Standard for the Establishment of Universities. In 1991, MOE deregulated the Standard; since 2000, several new systems have been established to regulate medical schools. These new approaches have included the Model Core Curriculum, 2-year mandatory postgraduate training, and a medical education accreditation system. Currently, most medical schools are nervous, as a result of tighter regulatory systems that include an accreditation system for undergraduate education and a specialty training system for postgraduate education.

• Korean Medical Education Review
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• v.17 no.2
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• pp.60-68
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• 2015

The majority of medical educators agree that scientific education is critical to the development of physician-scientists. However, the proportion of physicians interested or engaged in research has been decreasing. To overcome this deficit of research oriented physicians, many medical schools in the United States have introduced scholarly concentration (SC) programs into their medical curricula since 2000. In contrast, Korea has very few medical schools with such programs. Research programs at American medical schools were surveyed and investigated in order to better design and develop SC programs appropriate for Korean medical schools. Information on SC programs was gathered by reviewing medical school web sites and related articles. The SC programs of Brown Alpert Medical School, University of Pittsburgh School of Medicine, Duke University School of Medicine, and Stanford University School of Medicine are discussed in depth. The characteristics of each program were organized into seven parts: program description, administrative structure, orientation, curricular content, mentors and mentoring, student evaluation, and challenges. For a successful SC program in Korea we must consider providing guaranteed time for SC programs with necessary modifications in the core medical curriculum, educating and training of mentors, providing orientation and motivating students to pursue research, developing curricula for SC programs, and evaluating the progress of SC projects.