• 한국학교보건학회지
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• 제7권1호
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• pp.9-28
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• 1994

This study is to investigate the status and problems in the anual physical examination in elementary & secondary schools. The study helps the introduction of health assessment. Two hundreds and forty nurse teachers of elementary & seconcary school in Seoul received in-service traomong fpr 20 daus frp, September 7 to September 27, 1992. Questionnaires were given to the 240 teachers and the number of collected questionnaire is 112. The result of the questionnaire analysis is like the following. First, the answered teachers aged 35~39, 36.6%; experience 6~10 years 37.5%; the number of class 31~40, 28.6%. Among the answered of the school doctors is practicioners. The doctors major subjects are 26.8% of internal medicine and 35.7% of surgery. Second, in elementary & secondary school nurse teachers received in-service training for the primary health assessment. And then 37.5% of schools practiced the health assessment. The term of the health assessment is largely a-year-length, occurately its rate of schools have practiced the assessment reaches 81.0%. The number of health assessment are consist of eyes, nose, ear, throat, skin, spine, heart and other abnormal regions and diseases all over the body. And 83.3% of the rate of the health assessment includes all these contents. The period of the health assessment is 7 to 28 days. Third, the physical examination conducted by school doctors is 91.0%. The method is various; one is 56.6% of the students who checked first by he nurse teacher. The number of 15.1% of the schools is directly checked by the school doctor. The invited medical doctors are divided into two categories. The number of general physician is 61.9%. Contrary to that school doctors are 38.1%. The contents of the medical examination is all the items printed on the medical examination sheet. To follow the medical examination sheet the number of school is 59.6%. Eyes, throat, skin and heart etc. partly medical examination is 40.4%. The rate of schools that used only stethoscope, tongue pressor as the medical instruments reaches 53.4% and 87.1% of elementary & secondary school give the invited doctors the allowance a nurse teachers conference decided. The number of 8.9% schools pay the doctors independent allowance. The medical examomatopm allowance is 200 to 250 won per capita. The rate is 56.1%. Forth, after the medical examination 72.1% of school sends letter to the parents to notice the result of the examination. The number of response from parent is 12.5%. The observation record in secondary school is 70.6% for junior, and 80.0% for senior respectively, and 65.5% is for the elementary school children. To conclude the regular physical examination in elementary & secondary school is very important. Because the students are in the stage of rapid growth and development. Early finding of the students diseases can help to cure with ease. In the light of public health the management of health program in the elementary & secondary school is of consequence.

• Journal of Preventive Medicine and Public Health
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• 제29권3호
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• pp.429-437
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• 1996

The geographical distribution of active physicians who graduated from medical schools before 1985 were studied. Those who had emigrated, hold non-medical jobs, are in the military service, or work as public health physicians and resident staff were excluded from the study. A total of 27,728 physicians were analyzed. Our studies have shown a relationship between the location of the medical schools from the which the physicians have graduated and the geographical regions in which they practice. A statistically significant number of physicians are working near the medical colleges from which they have graduated. That is, those who had graduated from medical schools located in the southern area of the country are presently working in the same region. This relationship was shown to be especially significant for older physicians and female doctors, who work around the area of the medical colleges from which they graduated.

• 한국의사학회지
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• 제33권2호
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• pp.9-21
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• 2020

To analyze current status of CPX in colleges of Traditional Korean Medicine nationwide and investigate the operations required for its development and distribution, we investigate current status of CPX in the nationwide colleges of Traditional Korean Medicine and suggest an improvement plan. A total of 7 colleges (graduate schools) performed CPX using the standardized patients as of July 2020 out of 13 colleges (graduate schools). Because there are a significant number of CPX modules developed by the colleges of Traditional Korean Medicine, a wide array of characteristics of Traditional Korean Medicine are covered, based on the literatures of Traditional Korean medicine. The scope of Clinical Presentation should established and a CPX module should be standardized to expand and distribute CPX in the education of Traditional Korean Medicine. If multiple colleges collect, train and manage the standardized patients in cooperation, CPX could be performed more effectively. Furthermore, medical clinical performance guide for Traditional Korean Medicine should be developed in cooperation. Greater support in the form of manpower, finance, and administration are required to distribute CPX to all colleges and develop various CPX modules.

• 의학교육논단
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• 제16권1호
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• pp.7-10
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• 2014

Portfolios have gained attention in medical education as a tool for promoting student learning and assessment since Miller's call for better tools for assessing students' clinical competencies. This paper reviews the development and use of e-portfolios for promoting learning and assessment in medical schools, both domestically in Korea and internationally. This review finds that some specific features need to be incorporated into e-portfolio systems for medical education and that these systems can be used to manage student learning in clinical clerkships and to support competency-based assessment. The author asserts that the e-portfolio is key to promoting competency-based education and suggests practical tips for effective development and use of e-portfolios in Korean medical schools.

• 의학교육논단
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• 제18권3호
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• pp.119-124
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• 2016

The Korea Association of Medical Colleges (KAMC) has been developing learning outcomes for basic medical education (BME) since 2012. This initiative is designed to help medical schools implement competency-based medical education. KAMC divided the BME competencies into three domains (clinical practice, scientific concepts and principles, and human beings and society) with learning outcomes for each domain. KAMC plans to revise the learning outcomes to reflect feedback from medical schools, changes in social health needs, and changes in the healthcare environment and healthcare system in the near future. KAMC also plans to specify learning outcomes that integrate the three domains.

• 의학교육논단
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• 제25권3호
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• pp.198-211
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• 2023

Health systems science (HSS) is recognized as the third pillar of medical education. alongside basic and clinical sciences. Today's physicians must also be systems thinkers who are able to discern how social, economic, environmental, and technological forces influence clinical decision-making. This study aimed to propose strategies for structuring an HSS curriculum that is tailored to the Korean healthcare and medical education context. First, the authors of this study conducted a survey to identify the present curricular contents of HSS related education at Korean medical schools. Second, a needs assessment was performed to determine the necessity of HSS competencies, as well as the prerequisites for the seamless integration of HSS into the existing curriculum. Third, literature reviews on HSS education at 14 US medical schools and expert consultations was conducted. We would like to propose a set of strategic approaches, classified into two levels: comprehensive and partial restructuring of the current medical curriculum to incorporate HSS. The partial restructuring approach entails a gradual, incremental incorporation of HSS content, while maintaining the current curricular structure. In contrast, a complete overhaul of the curriculum may be ideal to build HSS as the third pillar of medical education, but its feasibility remains relatively limited. The partial reorganization approach, however, has the advantage of being highly feasible. Collaborative efforts between professors and students are imperative to collectively devise effective methods for the seamless integration of HSS into the existing curriculum.

• 한국의사학회지
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• 제17권2호
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• pp.45-62
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• 2004

In this paper, we will take a look at the perception of gynecological diseases in the JinYuanSiDaJia (金元四大家-the four great schools of Jin Yuan), including the academic schools LiuWanSu(劉完素), ZhangCongZheng(張從正), LiGao, and ZhuZhenheng(朱震亨) during JinYuan Dynasty(金元時代). We also examined the medical history of gynecology up until the MingQingDynasty(明淸時代) when the dialectical system on gynecological diseases was relatively complete.

• 의학교육논단
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• 제15권3호
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• pp.136-143
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• 2013

Clinical skills assessment was recently introduced to the Korean Medical License Examination to test medical school graduates' competencies in clinical skills. Various measures, including research and rehearsals, had been undertaken to prepare for the assessment for several years before the clinical skills assessment was first implemented. The assessment has been repeated annually for about 3,500 examinees over the course of 50 days per year for the past 4 years. The introduction of the assessment had significant effects on education in Korea's medical schools. Many schools have established clinical skills labs and the teaching of clinical skills has also been strengthened. The residents who have taken the clinical skills exam now express more confidence in caring for patients. To improve the quality of the assessment, it should be performed on a year-round schedule and a pilot test and various forms of the items should be introduced.

• 의학교육논단
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• 제20권3호
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• pp.164-172
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• 2018

The aim of this study is to determine whether the 65 competencies, defined in "the role of Korean doctor, 2014", are suitable for basic medical education phase in Korea. It seeks to analyze the gap among the educational reality and expectation, assessment situation of the competencies above. We also try to define issues of the development, application and assessment phases of competency-based medical education (CBME) at individual medical schools. We designed survey tools based on the Miller's assessment pyramid (knowledge, explanation, demonstration, and performance) for each of the 65 competencies. The survey distributed to 41 medical schools in April 2015 and 38 replies were received (92.7%). Competencies that matched both the educational reality and expectation were numbers 1 (patient care), 33 (social accountability), and 49 (professionalism). However, all the other competencies ranked lower in current status than that of desirable level. 54 out of 65 competencies (83.07%) remained at the knowledge and explanation level when each competence were assessed. In the development, application, and assessment phases of CBME, common issues that medical schools commonly noted were difficulty linking competencies to curriculum preparation and student assessment, the lack of faculty's understanding, difficulty to reach consensus among faculties, and absence of teaching and learning methods and assessment tools that fits CBME. For the successful settle down of CBME, there is a need for efforts to develop the model of graduate outcomes, to share information and experience, and to operate faculty development program by the medical education communities.

• Pediatric Gastroenterology, Hepatology & Nutrition
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• 제20권3호
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• pp.147-152
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• 2017

The rate of human milk feeding has been decreasing despite the diverse efforts of many physicians and nurses, as well as numerous professional organizations and various international health institutions. The number of physicians and nurses who can provide proper guidance for human milk feeding and offer appropriate knowledge and techniques to allow the most beneficial and convenient manner of breastfeeding is quite deficient. It is suggested that physicians and nurses be trained to teach and educate about the medical importance of human milk feeding to lactating mothers. This can be accomplished through systemic changes in medical education and clinical practice. However, the curricula of medical schools in Korea do not provide enough education and training to effect an increase in human milk feeding. The author strongly recommends that the educational objectives for medical schools and resident training offer more education and training concerning so that they are well aware of breastfeeding basics and techniques, and have ability to solve lactation-associated clinical problems.