• 의학교육논단
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• 제18권2호
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• pp.58-64
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• 2016

The birth of the scientific revolution, brought forth by Vesalius and Copernicus in 1543, marked the beginning of a new age. However, the changes such as treatment effectiveness, survival rate, prevalence of specific diseases, etc. had not yet become clear during the 16th century. In the early 17th century, Boerhaave emphasized bedside teaching and practice. His attitude influenced numerous students and educators, so many medical students visited hospital wards where he worked. From the late 18th to 19th centuries, Jenner's smallpox vaccination, Pasteur's anthrax and rabies vaccinations, and Koch's four postulates used to detect pathogens were developed using the scientific research method, which initiated big changes for medicine. Flexner, credited for reporting the new medical education system, adopted scientific medicine. He believed medical students must study basic medical science since it could be the foundation of clinical medicine and lead to a revolution in the field. He proposed a new medical curriculum composed of two-years of basic medicine and two-years of clinical medicine, which has been used more than 100 years. During the late 20th century, bedside teaching rounds decreased gradually as scientific medicine has become popular. Many medical educators in many articles have proposed bedside education as an effective method for medical learning. Despite the advent of the age of artificial intelligence and the changing of medical environments in the near future, bedside education will be more useful and important for medical students, educators, and patients as it is a traditional method and essential for patients who desire a more personal approach.

• 한국한의학연구원논문집
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• 제11권1호
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• pp.83-95
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• 2005

Arriving in the '90s, the worldwide trend of longing for naturalism and popularity of complementary and alternative medicine in America has caused traditional Oriental Medicine and medicinal plants markets to develop rapidly. And China has been pursuing the globalization policy of Chinese medicine by the initiation of the society of traditional Chinese medicine. Under this situation, it is a time for us to think about in a serious manner whether existing organization and system of Oriental medicine and the department of Oriental medicine at the schools in Korea reflects reality or whether we should turn it to some different direction. The purpose of this research is to compare the educational systems in relation to the traditional medicine between Korea and China, and to seek and look into its implication, and also to make a contribution to further developments and changes of direction for Oriental medicine education in Korea. 1. I investigated carefully the educational system of the colleges of traditional Chinese medicine, and results from this survey revealed that the academic institutions for the medicinal training in China consists of varied systems, such as 7-year program for medicinal training linking with master degree course, 6-year program, 5-year program (more than 90%), 4-year program, and so on, so then China has been raising the specialists in their traditional medicine arena through those varied academic programs. Such an educational system as the department of Chinese medicine in order to educate and produce specialists or pharmacists specializing in traditional Chinese medicine is operated only by Beijing University of Chinese Medicine in terms of 7-year academic program for medicinal major that linked with master degree course, and the rest of schools run 5-year program or 4-year program (more than 90%). And other human resources required for cultivation of medicinal plants and manufacturing herbal medicines are mostly trained at 3-year course colleges or 2-year course vocational schools. 2. In connection with traditional Chinese medicine, there are a variety of departments in the schools in China other than Chinese Medicine and Pharmacology: i.e. Acupuncture, Moxibustion and Tuina, Preclinical Medicine, Pharmaceuticals, Materials of Medicine, Phrenology and Law, Languages and Literature, etc. Therefore, these programs constitute multi academic system and also an appropriate educational base that fits in varied needs of market. Particularly, the university having 7-year program emphasize, English proficiency so that it can be considered that this academic program is a specialized course in order to achieve globalization of Chinese medicine. 3. In Korea, there are only 11 Oriental medicine schools with 6-year program which have been established by the private foundations and 3 departments of Oriental medicine at 4-year university. Therefore, we need to establish varied departments related to branches of our traditional medicine like China. 4. It is necessary to establish varied new departments related to Oriental Medicine that will be able to take a professional role in the course of pursuing the strategic goals such as scientification, globalization, standardization of Oriental Medicine, also that will meet needs of the world alternative and complementary medicine and herbal medicine markets. In order to achieve such strategic goals, we need to organize an academic system that will be different from existing systems and programs, also we are required to research further on the educational and training programs.

• 보건행정학회지
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• 제13권2호
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• pp.1-22
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• 2003

Since 1990s, the use of Complementary and Alternative Medicine(CAM) has been rising rapidly all of the world. In 1983, WHO recommended that the traditional medicine actively be utilized. At the end of 20th century, as chronic and intractable diseases increased in western countries, traditional medicine has attracted considerable attention. COWM shows possibilities of new approaches for these intractable diseases. Thus, we try to show our proper approach of COWM through the international comparative study. In order to fulfill the objectives, we applied the following methodology: 1) Literature review on previous study, 2) Local survey using self-administered questionnaire, and 3) FGI(Focus Group Interview) with local experts. The results were as follows : Three Asian countries, China, Korea and Taiwan, are very active in implementing COWM policy. Japan, however, has independent system of unified medicine. In regards to the combined care policy and system, China has the most advanced COWM system among four countries. In respect to combined care education, it is needed to increase the COWM education contents and the amount of cross educational curriculum. Based on the current COWM system, Chinese, Japanese and Taiwanese doctors can prescribe both oriental and western drugs. But, Korean medical law prohibits western doctors and oriental doctors from prescribing the counterpart´s medicine. So, the revision of current medical law is urgent for COWM in Korea. And when it comes to patient satisfaction, more than fifty percent responded positively in China, Korea and Taiwan. To achieve the goal of COWM ; 1) mutual understanding and recognition of COWM is essential. 2) institutional and legal support system for COWM is desperately urgent. 3) possible international collaboration and cooperation should be sought to untangle these complex cultural dilemmas.

• 동의생리병리학회지
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• 제33권5호
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• pp.261-266
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• 2019

In order to cope with various issues about access to public health system of Korean medicine and reformation of college curriculum and argument of pseudoscience on Korean medicine etc., a new definition of Korean medicine was devised. Two ways of approach were tried through analysis of precedent cases of definition on traditional medicine firstly and analysis on concept and logic of Korean medicine secondly. As a result, Korean medicine can be defined as a science of theories and application techniques for maintaining health and diagnosing, treating and preventing conditions、causes、prognosis of diseases or damages based on the correlative and complicated understanding about the structure and function of mind and body out of human lives under the environment and society. This definition can be used as a basis to derive legal rights or scope in area of research and education policies and social institutions of the Korean medicine and to confront scientification criticism hereafter.

• 대한한의학원전학회지
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• 제23권1호
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• pp.11-13
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• 2010

In this article, the concept of body fluid is explained in three aspects: the word meaning of body fluid, the origins of the definitions of the body fluid concept and the connotation and extension of body fluid. Investigating data about the time Hwangjenaegyeong(黃帝內經) was written, the author discovers that the meaning of "Aek(液)" is clear, but there are still questions about the meaning of "Jin(津)". The concept of body fluid derived from observation of life phenomenon and ancient philosophy on the "water". The concept of body fluid should be expressed as that body fluid is a general term for all normal liquids in the body. Within the meridians, as the composition of blood components; outside the meridians, constituting the intrinsic body fluids of various organs and tissues. This is the main part of body fluid, coming from diet, constituting the human body and maintaining human life activities, playing the roles of moistening and nourishing various of organs and tissues of the body. In addition, Interstitial fluid, all kinds of normal liquid secretion and metabolic products, such as sweat, tears, nasal discharge, saliva, slobber, gastric juice, intestinal fluid, urine, joint fluid, latex and so on, both belong to body fluid.

• 의학교육논단
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• 제13권1호
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• pp.13-23
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• 2011

Competency and competency-based education are topics of great interest to educators and administrators at most stages of undergraduate and postgraduate medical training. A competency-based approach in medical setting has been valued as a more effective way to strengthen learners' performance compared to the traditional education program. This article aims to explore theoretical and practical possibilities and limitations of competency-based medical education. We approached the topic in 3 gradual steps: the comprehension of background of competency-based education, the conceptual understanding of competency in professional education, and the exploration of possibilities and limitations of competency-based medical education. The last step of analysis was performed in three dimensions: educational objectives, references to judge performance, and performance evaluation criteria. In conclusion, we suggest 4 factors which need to be considered to implement a competency-based medical education.

• Journal of Acupuncture Research
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• 제27권4호
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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.

• Nutrition Research and Practice
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• 제8권4호
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• pp.368-376
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• 2014

BACKGROUND/OBJECTIVES: The objectives of this study were to investigate the effects of lycopene on the migration, adhesion, tube formation capacity, and p38 mitogen-activated protein kinase (p38 MAPK) activity of endothelial progenitor cells (EPCs) cultivated with high glucose (HG) and as well as explore the mechanism behind the protective effects of lycopene on peripheral blood EPCs. MATERIALS/METHODS: Mononuclear cells were isolated from human peripheral blood by Ficoll density gradient centrifugation. EPCs were identified after induction of cellular differentiation. Third generation EPCs were incubated with HG (33 mmol/L) or 10, 30, and $50{\mu}g/mL$ of lycopene plus HG. MTT assay and flow cytometry were performed to assess proliferation and apoptosis of EPCs. EPC migration was assessed by MTT assay with a modified boyden chamber. Adhesion assay was performed by replating EPCs on fibronectin-coated dishes, after which adherent cells were counted. In vitro vasculogenesis activity was assayed by Madrigal network formation assay. Western blotting was performed to analyze protein expression of both phosphorylated and non-phosphorylated p38 MAPK. RESULTS: The proliferation, migration, adhesion, and in vitro vasculogenesis capacity of EPCs treated with 10, 30, and $50{\mu}g/mL$ of lycopene plus HG were all significantly higher comapred to the HG group (P < 0.05). Rates of apoptosis were also significantly lower than that of the HG group. Moreover, lycopene blocked phosphorylation of p38 MAPK in EPCs (P < 0.05). To confirm the causal relationship between MAPK inhibition and the protective effects of lycopene against HG-induced cellular injury, we treated cells with SB203580, a phosphorylation inhibitor. The inhibitor significantly inhibited HG-induced EPC injury. CONCLUSIONS: Lycopene promotes proliferation, migration, adhesion, and in vitro vasculogenesis capacity as well as reduces apoptosis of EPCs. Further, the underlying molecular mechanism of the protective effects of lycopene against HG-induced EPC injury may involve the p38 MAPK signal transduction pathway. Specifically, lycopene was shown to inhibit HG-induced EPC injury by inhibiting p38 MAPKs.

• 대한예방한의학회지
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• 제28권2호
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• pp.31-54
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• 2024

Objectives : The purpose of this study is to review the current status of Complementary and Alternative medicine (CAM) in Canada, and derive its implications for Korean Medicine (KM). Methods : In order to understand the current status of CAM in Canada, a literature survey was conducted using academic databases such as PubMed, OASIS, RISS, and Google Scholar, and CAM regulations were identified through each state's legal website. Official documents provided on the Canadian government were referenced, and publications and official information were searched on the websites of related organizations. Results : In Canada, accredited CAM therapies include acupuncture, traditional Chinese medicine, natural therapy, massage therapy, homeopathy, and chiropractic. Regulations on these therapies vary from state to state in Canada, but all have laws, and education, licenses, organizations, and insurance systems are also regulated. In particular, the education and licensing system for natural therapy and chiropractic are relatively strict, and as a result, therapists can use the name of a doctor. The authority of CAM therapists is based on education. Conclusions : CAM therapies authorized in Canada have systematic regulation, and therapists have also been legally granted expertise. It may be surmised that the accumulation of policy and clinical evidence is important as one of the ways to maintain the expertise of KM.

• 의학교육논단
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• 제15권1호
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• pp.9-18
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• 2013

An outcome-based curriculum is perceived to be one alternative educational approach in medical education. Nonetheless, it is difficult for curriculum developers to convert from traditional curriculum to an outcome-based curriculum because research documenting its development process is rare. Therefore, this study aims to introduce the development process and method of outcome-based curriculum. For the purpose of this study, we used diverse data analyses, such as an existing literature search, development model analysis, and case analysis. We identified five phases from the analysis. First, the curriculum developers analyze the physician's job or a high performer in a medical situation. Second, curriculum developers extract outcomes and competencies through developing a curriculum, affinity diagraming, and critical incident interviews. Third, curriculum developers determine the proficiency levels of each outcome and competency evaluation methods. Fourth, curriculum developers conduct curriculum mapping with outcomes and competencies. Fifth, curriculum developers develop an educational system. Also, it is important to develop an assessment system for the curriculum implementation in the process of developing the outcome-based curriculum. An outcome-based curriculum influences all the people concerned with education in a medical school including the professors, students, and administrative staff members. Therefore, curriculum developers should consider not only performance assessment tools for the students but also assessment indicators for checking curriculum implementation and managing curriculum quality.