• 대한약침학회지
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• 제13권3호
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• pp.81-90
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• 2010

Objectives: This investigation was conducted to evaluate current education status of pharmacopuncture in Korean traditional medicine schools and suggest improvement in the structure of pharmacopuncture education. Methods: Among the eleven Korean traditional medicine schools in the country, six schools participated in the survey. 252 students in fifth and sixth year whom have finished pharmacopuncture studies completed were given questionnaire developed for the purpose and survey results were analyzed. Results : 1. For the question pertaining to the text used for the pharmacopuncture lecture, a significant difference was witnessed suggesting that few schools were not utilizing common textbooks. 2. For the item pertaining to the lecture progression, each school showed significant difference and student satisfaction rate differed vastly between schools. 3. Lecture hours and lecture materials were also significantly different between schools and overall satisfaction rate was low. 4. All of students participated in the survey had high expectation in the clinical applications of pharmacopuncture treatment. Conclusions: Above findings indicate that students at Korean traditional medicine schools throughout the nation have high expectation for pharmacopuncture, but lack of standardized education system and materials and qualified instructors calls for immediate modification in the education of pharmacopuncture studies.

• 의학교육논단
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• 제22권1호
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• pp.1-8
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• 2020

Following the opening of eleven medical schools in Korea in the 1980s, the issues of standardization and accreditation of medical education came to the forefront in the early 1990s. To address the medical community's concern about the quality of medical education, the Korean Council for University Education and Ministry of Education conducted a compulsory medical school evaluation in 1996 to see whether the medical schools were meeting accreditation standards or not. The evaluation was a "relative evaluation" rather than an "absolute evaluation." The Accreditation Board for Medical Education in Korea (ABMEK), established in 1998, was a mere voluntary organization, but with the full support of the Korean medical community, it successfully completed its first cycle of evaluations on all 41 medical schools from 2000-2004. The history of medical education evaluation activities, including those of ABMEK, was not well recorded. In 2004, ABMEK changed its name to the Korean Institute of Medical Education and Evaluation (KIMEE) as a corporate body and the government paid much attention to its voluntary accreditation activities. In 2014, the Ministry of Education officially recognized the KIMEE as an Institute for Accreditation of Higher Education Evaluation. The most important lesson learned from the history of ABMEK/KIMEE is the importance of cooperation among all medical education-related organizations, including the Korean Medical Association.

• 대한예방한의학회지
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• 제22권2호
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• pp.13-24
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• 2018

Objectives : According to the data from the 2016 Yearbook of Traditional Korean Medicine, 10 out of 12 medical schools of Korean medicine are offering medical ethics. Medical ethics has become essential in Korean medicine education, but there has been no agreement on the content of education yet, so initial discussions are necessary with respect to the content and methods of education. Methods : In this study, basic data were collected by searching papers, reports, books, and media articles on medical ethics related to Korean medicine education, and by studying the website of medical schools of Korean medicine nationwide. Based on the collected data, the status of medical ethics lectures were determined and compared with the current state of medical ethics lectures by western medical schools. The contents suitable for medical ethics education at medical schools of Korean medicine were discussed. Results : The topics of the medical ethics include: the basic concepts of medical ethics, the ethics of birth, the ethics associated with genetics, the ethics associated with death, and the ethics regarding doctor-patient interaction, the ethics of medical research, medical rationing ethics, ethics between medical staffs, medical law and ethics, philosophical base of medical ethics, ethics of doctor as professional, and moral personality formation of doctor. The contents of medical ethics in traditional Korean medicine reflected views on the human body and life based on "Huangdi's Internal Classic"and medical ethics from the viewpoints of Buddhism and Confucianism. Conclusions : Medical schools of Korean medicine are medical training institutions, and medical ethics education is essential to become a Korean medicine doctor as professional worker, medical practitioner, and biomedical researcher. There is no fundamental difference in the basic principles of medical ethics in both western and Korean medicine, and there are differences in contents depending on the clinical practice. The contents of medical ethics on clinical practice should be modified for Korean medicine doctors, and traditional Korean medicine ethics would be set up upon that. In the national licensing examination, medical ethics needs to be added as one part so that all the ethical problems related to the clinical situation can be solved.

• 의학교육논단
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• 제15권2호
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• pp.82-86
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• 2013

Medical students can choose to pursue any of a large number of specialties. This diversity reflects exciting opportunities, yet it also present significant challenges, such as providing medical students with adequate resources and guidance to help them to make informed career decisions. Additionally, because the medical internship will be abolished in the near future, many Korean medical schools have recently focused on implementing a career planning and advising program. This paper describes the Careers in Medicine (CiM) program offered by the Association of American Medical Colleges as a framework for other schools to adopt or adapt as they consider the best ways to address the career counseling needs of their own students. CiM is a comprehensive career planning program that provides students with the skills, information, and resources to choose a specialty and residency program that meets their career goals. CiM follows a four-year, four-step career planning process including self-understanding, exploring a variety of medical careers, and finally choosing a specialty. The CiM program has been evaluated as successful because of widespread participation and positive feedback from medical students. The information in this study can be used to develop a formal career advising program throughout the four years of medical school.

• 의학교육논단
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• 제25권1호
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• pp.3-16
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• 2023

Unlike in the past, standards for the quantity and quality of work expected from medical school faculty are continuously rising, causing changes and stress in various areas. This highlights the need for career development among medical school faculty for professional, personal, organizational, and societal reasons. The role of medical school faculty has become more diverse, leading to an increase in the types and levels of competencies required. Medical schools must support their faculty members with diverse identities in fully utilizing their capabilities to achieve the institution's mission. Furthermore, societal changes suggest that career development for medical school faculty will become even more crucial in the future. To achieve this, both individuals and organizations must make efforts and play appropriate roles. For this purpose, medical schools use a combination of promotion and tenure evaluations and faculty development programs, while individual faculty members follow a career path within the medical school environment. Medical school faculty must be able to meet the evolving demands at each stage of their careers. It is important for professors, who engage in career development, to have a clear sense of their identity and values, and to prioritize their career goals. Medical schools should also ensure that the implicit messages they convey align with the organization's explicit values. Finally, proactively preparing for future changes in society and generations is essential from a long-term perspective.

• 대한수의사회지
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• 제25권9호
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• pp.536-541
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• 1989

In order to an observative study on the public health education of Veterinary Medicine and Human Medical Schools in Korea and Japan. In terms of survey research, the analyses were made upon the status of public health education in the veterinary medical s

• 의학교육논단
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• 제21권3호
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• pp.143-149
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• 2019

In 2018, The Ministry of Health and Welfare announced its first comprehensive plan for patient safety, which included the imperative to develop a patient safety curriculum for students studying to become health professionals. The aim of this study is to assess current patient safety education and points of consideration for introducing new curriculum. An online survey was used to understand the status of patient safety education in medical schools, and key informant interviews and focus group interviews were used to collect qualitative data on the experience of patient safety education. The results of the online survey from 16 out of 40 medical schools (40% response rate) and the qualitative data analysis were integrated and analyzed. Twelve schools (75%) had established courses related to patient safety. The qualitative responses suggest that patient safety education is appropriate both before and after clinical training through a variety of educational methods, and that the topics should be linked with clinical training. The challenge of securing lecture time to address patient safety was mentioned as a realistic obstacle. When patient safety education is integrated in future curriculum, it is necessary to consider it as a priority. Moreover, in the early stages of introducing patient safety education, a step-by-step, policy-based approach is required for seamless adoption and settlement.

• 의학교육논단
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• 제24권3호
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• pp.193-204
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• 2022

One of the important roles of medical schools is to support medical students in deciding upon their future career path or choosing their specialty. The purpose of this study is to suggest a career advising model and strategies for medical students through a systematic approach. This study consists of three parts. The first part introduces some main career theories: super's career development theory, career decision-making theory, social cognitive career theory, and ecosystem theory. The second part proposes a systematic career advising model using the results acquired from previous studies and theories. This model considers a medical school as a social system that consists of two domains (internal and external). This social system is considered as a complex where various factors interact with each other: students' individual characteristics, institutional policies and culture, curriculum and learning experience, students' perceived specialty characteristics, and aspects of the external environment such as healthcare systems. The third part suggests some career advising strategies based on a systematic approach that medical schools can apply. These research results can be used for designing career advising courses for medical students, integrating various career advising programs and resources of medical schools, and evaluating the outcomes of career advising programs at an institutional level.

• 의학교육논단
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• 제9권2호
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• pp.13-20
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• 2007

Purpose : The aim of this study is to analyse the research productivity of SCI publications at medical schools in Korea. Methods: We collected the 5,386 SCI publications from 10 medical schools that were published in 2002 and 2003. Most of the materials treated herein are derived from the database of the Institute of Scientific Information from April 13, to May 25, 2005. Values are analyzed by medical school, major and IF index and presented as frequency and percentages. Results : There were 2,350 publications in 2002 and 3,036 publications in 2003. The average publication rate per faculty was .71 in 2002 and it was increased to .90 in 2003. Of the total 5,386 manuscripts, 1.248(23.2%) papers were from work conducted at basic science department and 3,224(76.8%) were from work performed at clinical science department. The major such as pathology, microbiology, pharmacology, internal medicine, diagnostic radiology and dermatology published a lot of SCI papers. A large percentage of papers (41.74%) were in journals with reported l<=IF<3. Conclusions : There was wide variability in the research productivity among the medical schools or majors. This variability reflects the importance of the institutional characteristics of each medical school in predicting the research productivity. Some of these institutional characteristics include the size of the faculty. available research funding, research vision of medical school, visible system of measurement and any associated reward system.

• 의학교육논단
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• 제18권3호
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• pp.156-166
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• 2016

Medical school students learn a lot about medical knowledge and clinical experience in the classroom. Teaching is a main focus in medical schools; therefore, it is necessary to identify the characteristics of good teaching. The aim of this study is to analyze the characteristics of high-quality education in medical schools. In this study, in-depth interviews were conducted over two weeks on twelve fourth-year medical students. Participants were asked to define high-quality education, list the general ways in which high-quality classes are delivered, mention cases where they have experienced high-quality teaching, and describe the attitude required of students to make high-quality education possible. The results showed that students want to be taught in an interactive way on the core content needed in an actual clinical setting for the goal of cultivating primary care physicians. They want their education to include not only medical knowledge, but also liberal art subjects such as politics, economics, sociology, culture and ethics education to help instill a sound value system. In particular, students stressed the importance of instructors delivering appropriate post-evaluation feedback, and they also emphasized that learner mindset and attitude is important in supporting high-quality teaching in class. This paper also summarizes the elements of high-quality teaching in terms of educational goals, content, and method, and examines cases of instructors who have delivered high-quality classes.