• Journal of Physiology & Pathology in Korean Medicine
• /
• v.19 no.4
• /
• pp.860-864
• /
• 2005

Nowadays most of scholarship is based on the western model. Traditional Chinese Medical education system also follows the western medical education. In the views of medical sociology, it shows very interesting phenomenon that the modernization of traditional area follows the western model of modernization. Moreover, it provides a good chance to discuss whether modernization and westernization of tradition is real development or not. Traditional Chinese Medicine had been the only institutional medicine in China for a long time. But the status of Traditional Chinese Medicine has been changed very rapidly since modern era. Shanghai Traditional Chinese Medical School was established in 1916. But National Party government tried to abolish Traditional Chinese Medicine and it met a crisis of maintenance. But the situation has been dramatically changed when Communist Party got the power in 1949. The Communist Government needed a chief medical service. And Traditional Chinese Medicine could meet the condition. Traditional Chinese Medicine could provide also the ideology of national superiority. Therefore, Traditional Chinese Medicine has been protected and developed by the assistance of the Communist Party. In the process, Traditional Chinese Medical education has been professionalized.

• Korean Journal of Acupuncture
• /
• v.33 no.1
• /
• pp.12-17
• /
• 2016

Objectives : This study aimed to overview the current education status of a traditional medicine by medical schools in Japan. Methods : We surveyed the literatures regarding a traditional medicine education in Japan, and get the information via email-interview with an officer of medical schools in Japan as well as from their websites. Results : Japan's education ministry presented the appropriateness of education for traditional medicine to medical students in 2001, and most of medical schools begun to set up the classes in Japan. We received the detail information of the traditional medicine education from 21 medical schools. Nineteen colleges(approximately 90%) of those have the regular classes for traditional medicine while two colleges don't have the education program for the traditional medicine. Most of medical schools have single class for introduction of traditional medicine, and have average $16.2{\pm}8.8$ hours during the $4^{th}$ grade(61.9%). Conclusions : We presented the general feature of education for traditional medicine in Japan, and this result would be basic information for an establishment of a strategy regarding the enhancement of national competitiveness of traditional Korean medicine.

• CELLMED
• /
• v.3 no.1
• /
• pp.4.1-4.3
• /
• 2013

Times are changing in Italian healthcare and Traditional and Non Conventional Medicine has become increasingly relevant to medical practice. With this comes an increasing need for guidelines. As the use of Traditional and Non Conventional Medicine has increased in Italy, so has the need for high standards in education in this field (outside of biomedicine and the dominant health system) among medical students, medical doctors and medical educators. The rise of Traditional and Non Conventional Medicine is so relevant for medical practice and health care in Italy; the time calls for a change. The article describes this new setting in regards to education in Acupuncture within the field of Traditional Chinese Medicine in Italy's oldest private school.

• The Journal of Korean Medical History
• /
• v.33 no.2
• /
• pp.9-21
• /
• 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.

• Journal of Korean Medical classics
• /
• v.33 no.3
• /
• pp.63-89
• /
• 2020

Objectives : To suggest conditions that will allow for change in Traditional Korean Medicine (TKM) curricula through analysis of the failure of widespread acceptance of the integrated curriculum into all Traditional Medicine Colleges. Methods : First, the process of change between TKM education and medical education was compared. Next, the conditions that would stimulate change in TKM curricula were analyzed in three levels: structure, policy, and actor. Results : TKM colleges have not experienced a structural change from the six-year to four-year structure. The accreditation standards of TKM education (KAS2021) should be more supportive instead of forcing change, and the goals should be reset to education improvement instead of meeting the standards of WFME. The deans' leadership and professors' ownership over their subjects need to be modified. A group of professionals that could lead change is required, while other factors such as full-time professorships, clinical practice hours, obligatory teaching hours and overall teaching environment need to be improved. Conclusions : It would be ideal if individual TKM colleges created success models of curricula change-despite the time and effort that is required-that could spread to other colleges. After the new curriculum has been accepted in more that half of the total eleven TKM colleges, an institutional isomorphism can be demanded.

• Journal of Korean Medical Ki-Gong Academy
• /
• v.11 no.1
• /
• pp.284-325
• /
• 2009

This study aims to investigate the educational significance in modern education by analysis on the contents of taboo in the Korean traditional prenatal education. For this study, the concrete matters are prepared for investigation as follows: First, the contents of prenatal education are analyzed with special reference to the Chinese bibliography and the Korean bibliography related to its own traditional prenatal education. Second, the contents of taboo in prenatal education are broadly classified into Chun-ki(天忌), Chi-ki(地忌), and In-ki(人忌), and in turn, In-ki is classified into taboo related to clothing, taboo related to food, Taboo related to housing, and man's taboo, and all of them are interpreted. Third, the characteristics of taboo in the Korean traditional prenatal education and its principle are analyzed, and its significance is researched from the modern educational point of view. This study attempts to classify the contents of taboo into Chun-ki, Chi-ki, In-ki, and man's taboo based upon analysis of the documentary records related to the traditionary prenatal education in China and Korea for the successful investigation. The characteristic such as common discipline, the time limit and prevention are induced on the basis of this investigation, and its modern educational significance as follows: First, prenatal education must be conduced as a part of youth education and preparatory parents education for the married couple. Second, man or husband plays a very important role of practising taboo in prenatal education. Third, taboo in prenatal education is very suggestive in the aspect of human relationship and mental health of the pregnant woman. Fourth, it prevents her obesity and strain. Fifth, the scientific proof and education of taboo related to food must be needed.

• The Journal of Korean Medical History
• /
• v.34 no.2
• /
• pp.45-63
• /
• 2021

This study considers the stages of curriculum development for the integrated curriculum of Pusan National University Graduate School & Hospital of Korean Medicine, and specifically the KAS2021 (announced in 2019), improvement measures for the curriculum of the College of Traditional Korean Medicine, and the case of the College of Medicine. The introduction of integrated curriculum in the College of Traditional Korean Medicine starts from the members (doers)' agreement. In the process of development, the organization that represents the members, the organization that sets up a goal and designs the curriculum, and the organization that executes them should fulfill their own roles. The stage of development and operation should have the support system for manpower, institution, administration, and finance. The curriculum (draft) should be concrete enough to be operated in reality. For the smooth operation of integrated education, it is necessary to secure more full-time teachers than before, and it is also necessary to have an organization fully in charge of monitoring and improving the operation. For the introduction and operation of integrated curriculum in Traditional Korean Medicine education, the members' agreement, institutional change, support system, and the cultivation of manpower for the operation/evaluation/development of curriculum should be considered.

• Journal of Society of Preventive Korean Medicine
• /
• v.20 no.3
• /
• pp.1-8
• /
• 2016

Objectives : There is a correlation between student's satisfaction of education and their occupation satisfaction. Therefore, Korean medical school students' satisfaction toward their education is important for their medical ability in Traditional Korean Medicine(TKM). The purpose of this study is to investigate TKM school students' satisfaction of education and their perceptions of TKM level. Methods : The questionnaire used in this study is consisted of questions about students' satisfaction and their perception toward issues about TKM. 168 cases were collected, and I analyzed 164 cases. Results : 43.9% of students think that the ratio of western medical courses to TKM courses in TKM school's curriculum is 'Proper'. 54.3% of students do not satisfy their curriculum. But, 51.2% of students would recommend high school students for entrance to TKM school. 77.9% of students think 'TKM doctor should use modern medical device'. 92.7% and 61.9% of students think 'Needed' toward 'Cooperation of western medicine and Korean medicine', and 'Medical unification' each. There are correlations ; (1)'recognition toward ratio of curriculum', (2)'satisfaction of curriculum', (3)'degree of recommendation to enter the TKM School', (4)'relation between TKM and Traditional Chinese Medicine(TCM) or Complementary and Alternative Medicine(CAM)'. Conclusions : Student's satisfaction of education is not quite high than satisfaction of TKM study itself. Most of respondents agreed usage of medical devices. The more they thought that they had curriculum for western medicine, the lesser they thought that medical unification was ont needed. Further studies are needed to assess satisfactions of students for their education with more accuracy results.

• The Journal of Korean Medicine
• /
• v.39 no.3
• /
• pp.28-40
• /
• 2018

Objectives: The aim of this study is to introduce the WFME Global Standards and Recognition process and to consider Improvement direction of Korean traditional medical curriculum. Methods: To Investigate the Standards and Recognition process of WFME and the traditional medical curriculum of each country(China, Taiwan, Japan, Korea). Results: The WFME Global Standards and Recognition process aims to train doctors who are educated and active in world standard medical Curriculum. The traditional medical colleges have not received recognition, but those colleges in Korea, China and Taiwan contain a lot of standards contents, and they need to be recognized if they belong to WDMS. Conclusions: Korea University of Oriental Medicine has a lot of subjects of WFME Standards and there is a medical education recognition association, which is advantageous for the standardization process of world medical education. Therefore, it is necessary to aim at world standard medicine while preserving the tradition of Oriental medicine, WFME Global Standards should be used to reorganize the curriculum and train a world-class medical professional.

• Journal of Society of Preventive Korean Medicine
• /
• v.12 no.2
• /
• pp.73-83
• /
• 2008

The rapid change of the health and medical environment and the globalization of medicine has driven doctors to converge and analyse of new and up-to-date medical information and decide to what to make decision for diagnosis and treatments in clinical practice. Medical environment goes with the changes with social environment such as rapid increase of aging population, changes of disease pattern, formation of new area of experts except doctors, government intervention for the medical system, medical insurance of the charges of medical treatment, a increased desire for human rights. These trends should be adopted rapidly to the education system for the students of medical school. The learning objectives of the preventive medicine was developed in 1995 and underwent necessary revision of the contents to create the first revision in 2006. However, the required educational contents of health promotion and disease prevention have been changed by the new trends of medical education such as PBL and integrated curriculum and the 2006 revision does not satisfy these needs. We formed a task force which surveyed all the Western and Traditional Korean medical colleges to describe the state of preventive medicine education in Korea, analyzed the changing education demand according to the change of health environment and quantitatively measured the validity and usefulness of each learning objective in the previous curriculum. With these results, for the good education for preventive medicine, each Traditional Korean medicine schools need more preventive medicine faculties and teaching assistants and opening of some required subjects such as Yangsaeng and Qigong. And future studies of the learning process and ongoing development of teaching materials according to the new learning objectives should be undertaken with persistence in order to ensure the progress of preventive medicine education.