• Journal of Society of Preventive Korean Medicine
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• v.24 no.3
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• pp.49-56
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• 2020

Objectives : The purpose of this study is to evaluate students' recognitions and satisfaction with education in traditional Korean medicine. Furthermore, we would like to provide basic data to help set the direction for future Korean medicine education. Methods : The questionnaires were developed referring to previous study and distributed to Korean medicine students asking students' satisfaction about education, satisfaction level by subjects, dissatisfaction reason about education. 424 cases were collected, and responses were analyzed statistically. Results : The score of overall satisfaction of students was 2.83 on average. There was statistically meaningful difference in satisfaction depending on respondents' characteristics such as gender, academic year, admission type and other major experience. Clinical Korean medicine and Western basic medicine were both found to be high in satisfaction, necessity, and necessity of expanding the number of classes. 'Curriculum which makes clinical treatment difficult after graduation' was most pointed out as the cause of dissatisfaction with the curriculum. Conclusions : To solve students' dissatisfaction with education, It's necessary to omni-directionally improve the quality of education. Also, it is demanded to improve the environment by gathering and reflecting the students' opinions continuously.

• The Journal of Korean Medical History
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• v.23 no.1
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• pp.77-104
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• 2010

In July 2008, I obtained a copy of "Hanbang Eihak Gangseupseo" through Uibangseowon. It was recorded that the book was compiled by Seong Ju-bong and reviewed by Ji Seok-young. According to previous studies, this book was the lecture book that was used in teaching Traditional Korean Medicine in Daejeon, Chungcheongnam-do. This book gave insight to the system and curriculum of the school for Traditional Korean Medicine in Daejeon, Chungcheongnam-do. It also exhibited the academic characteristics of Traditional Korean Medicine in the Period of Japanese Occupation and the medical viewpoint of Seong Ju-bong. The summary is as follows: First, an independent School for Traditional Korean Medicine was run in Daejeon, Chungcheongnam-do, with reasonable curriculums and systematic textbooks. Second, the medical viewpoint and treatment methods of Huang Yuan-Yu of Qing Dynasty was actively introduced. Then it was reorganized for the society and stimulated the progress of Traditional Korean Medicine. Third, while absorbing Chinese Medicine, it still inherited our heritage of Traditional Korean Medicine Especially, Seong Ju-bong's original opinions and clinical experiences are shown in surgery, gynecology and pediatrics. Fourth, in a break from the past, when Chinese culture could not be introduced due to diplomatic problems between Joseon and Qing, efforts were made to overcome limitations of lagging behind by adopting and educating Warm Disease study. Fifth, while working side by side with Ji Seok-young who introduced the modern Western Medicine through vaccination, it still searched for a traditional Korean medical treatment for chickenpox. I hope that the report of my findings through reading "Eihak Gangseupseo" could make up for the fact that the medical history during the colonial period is scarce.

• The Journal of Churna Manual Medicine for Spine and Nerves
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• v.5 no.1
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• pp.157-168
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• 2010

Objectives: The aim of this study was to investigate the curriculum of Chuna manual medicine (CMM)-related subjects in oriental medicine college and to let CMM have opportunities to develope current curriculum and basic circumstance for CMM. Methods: Questionnaire was obtained from 11 oriental medicine college and 1 school of Korean medicine, Pusan National University, bye-mail. If there was any insufficient information from response, we asked more information by direct call. Results and Conclusions: The findings from our study can be summarized as follows: 1. There are three CMM-related subjects, CMM, Oriental Rehabilitation Medicine (ORM) and Neuromusculoskeletology(NMS). All curriculums of 8 colleges belonged to classification I have CMM and DRM courses. Curriculums of 4 colleges belonged to classification II, have ORM or NMS course without CMM course. 2. 10 colleges of 11 ones which have ORM course, have major compulsory courses, 1 college has a major optional course. 5 colleges of 8 ones which have CMM course, have major compulsory courses, 3 colleges have major optional courses. 2 colleges have only part-time lecturers for CMM course, other 2 college have cooperation of specialized professors and part-time lecturers, another 8 colleges have only specialized professors. 3. Most CMM-related subjects is teached at 3 or 4 grade of medical course. The units taken for CMM-related subjects is minimum 4 units to maximum 8 units in total about 160 units. 4. Total class hour for CMM-related subjects is minimum 120 hours to maximum 225 hours, and practice hours is about minimum 30 hours to maximum 75 hours. 5. The systematic regulation and financial support is needed for patients to get the best CMM treatment, because the present curriculum of CMM is insufficient for carrying out the best manual therapy for patients.

• Journal of Physiology & Pathology in Korean Medicine
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• v.28 no.1
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• pp.9-15
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• 2014

Recently, interest in traditional medicine has increased steadily. Nations having traditional medicine system have been attempting to change it institutionally for the purpose of public application boost in use of traditional medicine. But there are not too many countries which have established the modern system of education and licensing system for traditional medicine with it maintained as a part of a national health care system. The best known examples of nations utilizing traditional medicine are the People's Republic of China, Republic of Korea, Japan, and Taiwan. These countries follow different patterns in the relationship with western medicine according to different social and historical backgrounds. Taiwan has dual medical system as Korean. In this study, we looked through history and the current state of affairs of national health care system in Taiwan, and also found out the licensing system, the educational system, and the curriculum in several universities. thoroughly. Furthermore, we looked into the direction of the policy of Taiwanese health care system which has been becoming an integrated medical system between traditional Chinese medicine and western medicine. With findings based on this study, we deduced implications of a future policy line about the integrated medical system in Korea to minimize conflicts between the concerned parties.

• Journal of Society of Preventive Korean Medicine
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• v.27 no.2
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• pp.73-84
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• 2023

Objectives : We tried to propose the direction of Korean medicine education through the consideration of 'professionalism as a competency beyond knowledge-skill' that modern medicine should take and therefore the perspectives of the competency-based curriculum in Korean medicine education. Methods : Competency-based curriculum, professionalism education phase and competency at medical school, student demand survey, Korean medicine education Accreditation Standards, and related research articles were used. Results : Proposed development measures to cultivate students' professionalism in Korean medicine education are as follows. self-care and emotional stability programs, communications between patient and doctor and among the colleagues, career exploration programs based on global medical trends and government policy, standardized professional training programs, and the evaluation of teaching experiences and achievements. Conclusions : The main purpose of the reorganization of the competency-based curriculum should be for improving Korean medicine education. The contents of phase performance, process performance, and course performance should be carefully organized so that the core contents and spirit of traditional Korean medicine can be achieved. In modern medicine, education of professionalism has been used to cover the problems that arise from taking achievement goals only from a biomedical perspectives. Accordingly the education of professionalism is also important in Korean medicine education as the modern Korean medicine follows the aspect of modern medicine,

• Korean Medical Education Review
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• v.25 no.3
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• pp.229-242
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• 2023

Health systems science is a new medical educational field added to the traditional medical education curricula of basic and clinical sciences. Health systems science emphasizes a more comprehensive approach utilizing systems thinking to care for patients, including interactions between multiple healthcare systems. In this review, I explore how health systems science education can be applied when medical instructors teach students in clinical clerkships through representative case studies. This study first looks at examples of health systems science education in clinical clerkship in the United States and suggests how to develop the curriculum of health systems science for clinical learning environments in Korea by combining Kotter's 8-step change management model and Kern's 6-step curriculum development model. Finally, based on practical examples from actual clinical practice education situations, suggestions are made regarding how to develop the entire educational program of a medical school from the stage of applying health systems science at the individual level to clinical practice education.

• The Journal of Korean Medicine
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• v.28 no.3 s.71
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• pp.173-182
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• 2007

Objective : To develop an integrated curriculum for acupuncture treatment and pain sensitivity practice, and discuss its usefulness. Method : We established an integrated practice program incorporating acupuncture and pain on physiology perspectives, and measured pain sensitivity at Yin (PC6${\sim}$PC4) and Yang (TE5${\sim}$TE9) meridians before and after the acupuncture treatment. Results : The Yang (39.4${\pm}$23.5) and Yin (46.0${\pm}$25.5) meridians have significantly different degrees of pain sensitivity (n=118, p=0.018). Pain sensitivity was significantly decreased after acupuncture treatment at Yang (54.63${\pm}$28.02/ 40.81${\pm}$29.39) and Yin (56.13${\pm}$27.88/ 38.72${\pm}$25.17) meridians (n=16, p<0.001). Discussion and Conclusion : The difference between the Yin and Yang meridians can be materialized in this integrated practice curriculum model. The effectiveness of this integrated class and suggestions for improvement of integrated curricula were discussed.

• The Journal of Korean Medicine
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• v.30 no.5
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• pp.88-101
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• 2009

Objectives: Since Korean traditional medicine has an integrative perspective by its nature, the patients' psychological and physical problems in a Korean traditional clinic may be resolved through a more integrative approach. The purpose of this study was to describe the latent characteristics of psychological health of child outpatients and their parents visiting Korean traditional clinic with physical complaints and was to propose an alternative curriculum to meet their needs based on their psychological and physical aspects. Methods: Subjects studied consisted of 100 outpatients (59 boys, 41 girls, mean age 55 months, age range 18 to 83 months) and their parents. Behavior characteristics for children were measured by Korean version of Child Behavior Checklist for Ages 1.5-5 (CBCL1.5-5) while parenting stress, depression, and anxiety for parent were measured by Korean-Parenting Stress Index-Short Form (K-PSI-SF), Center for Epidemiologic Studies Depression Scale (CES-D) and State-Trait Anxiety Inventory (STAI), respectively. The data of subjects were compared to those of standardized groups and then were compared according to child's gender within sample. Results: Child participants were reported to have significantly higher scores of all CBCL 1.5-5 subscales than the standardized group. When compared, no differences of K-PSI-SF, CES-D, and STAI was found between parents of participants and the standardized groups. However, parents of child participants with at-risk psychological problems showed significantly higher scores of all parenting stress subscales than those of all child participants. In addition, the mothers of boy participants demonstrated significantly higher anxiety, depression and parenting stress than those of girl participants irrespective of psychological severity. Conclusions: We discussed the implication of these results in clinical situation and make recommendations for curriculum of psychiatry and pediatrics with the aim of improving proper diagnosis, consulting and treatment.

• Journal of Haehwa Medicine
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• v.19 no.1
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• pp.75-86
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• 2010

These days, traditional and complementary/alternative medicine (TM/CAM) becomes more upsurging topics of increasing importance and the use and popularity of TM/CAM is rapidly expanding, Since the tradition and situation on TM/CAM of each country is quite different, the concept and system of TM/CAM expressed by different countries shows the variety of range. Some countries recognize TM/CAM as one part of two branches of medical science and have integrated into national health care system. In these countries, education systems for TM/CAM are also well organized formal education systems, such as the Republic of Korea, DPR Korea, China (including Hong Kong and Macao), and Viet Nam. However, other countries in Asia and the Pacific. still do not have formal and/or informal education system and do not recognize TM/CAM as a kind of health care systems. This paper reviews the current situation of education and training on TM/CAM in the Asia and the Pacific. As a result, fifteen countries (31.3%) of 48 member countries in Asia and the Pacific have formal education systems for TM/CAM, twelve countries (25.0%) do not have formal education system and twenty one countries (43.7%) do not have available information. At least six countries are allocating the curriculum of medical school to the education of both allopathic and traditional medicine. For the proper use and development of TM/CAM, the development of formal education system as well as the integration into the national health care system are needed.

• Journal of Acupuncture Research
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• v.27 no.4
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• pp.187-194
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• 2010

Objectives : There has been a need for establishing operational curriculum for chinese characters and chinese writing used by traditional Korean medicine(TKM), but it was not thoroughly recognized so far. Methods : We analysed the usage of unicode chinese characters of acupuncture & moxibustion textbook to recognize the prerequisite chinese characters for TKM studies as clinical perspectives. Results : It was found that 穴, 經, 鍼, 法, 寸, 部, 分, 刺, 下, 上, 中, 位, 氣, 陽, 灸, 脈, 陰, 治, 足, 主 are the most frequently used 20 chinese characters. We also showed that adequate prerequisite chinese character should be designated for the more efficient education of TKM. Conclusions : This study was the first systematic approach to get essential and prerequisite chinese characters for the education of TKM especially for the acupuncture & moxibustion. The prerequisite characters by this study will be used for the development of KEET (Korean Medicine Education Eligibility Test), entrance exam to the Colleges of Oriental Medicine and textbooks, and educational curriculum of premed students.