• 의학교육논단
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• 제15권3호
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• pp.112-119
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• 2013

Most medical colleges in Korea have been shifting from traditional education to outcome-based education, which is the general trend in medical education. The purpose of this study was to make some suggestions in light of the reality and challenges of student assessment in medical education from the perspective of outcome- based education. First, those who are responsible for student assessment should be diversified to include faculty, residents, students, and evaluation committee members. They need separate roles in educational evaluation, so evaluation competencies are required for them. Second, various methods for evaluation and score interpretation can be used for effective evaluation. We can adopt diagnostic, formative, and summative evaluation functionally, and the norm-referenced, criterion-referenced, growth-referenced, and ability-referenced evaluation based on criteria for score interpretation. Finally, various evaluation domains and test forms can be administered together in the common lectures in the medical school. We can test not only knowledge but also skills and attitudes, with diverse test forms such as supply and performance types.

• Korean journal of medical education
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• 제30권4호
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• pp.279-281
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• 2018

• Korean journal of medical education
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• 제30권4호
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• pp.365-368
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• 2018

• 의학교육논단
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• 제10권1호
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• pp.43-51
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• 2008

Purpose: As introducing a case on extracurricular medical education using artists as instructors, we purposed to make significant implication on the technology-centered medical education. Methods: A case on extracurricular medical education using artists as instructors was introduced and the response of participants among medical students was presented and analyzed. Results: 25 medical students and 5 artists participated in this extracurricular medical education program. Each 5 artists' special area were an oil painting, an illustration, a documentary photo, a play, and an animation Participants' satisfaction of this program was high among medical students. They thought the time with an artist as a significant opportunity for understanding not only human-being but also himself or herself. Conclusions: The application of this learner-centered and extracurricular education program using artists as instructors needed further consideration in medical education. Medical students' meeting with artists can fill the lost art of medicine.

• 의학교육논단
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• 제18권3호
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• pp.150-155
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• 2016

Learning objectives for human and society-centered basic medical education to improve physicians' ability to practice in a Korean context were developed by the Korean Association of Medical Colleges in 2015-2016. The task-force committee identified eight domains for medical practitioners: human illness, reflection and self-improvement, patient safety, communication and collaboration, medical ethics, legal issues, social accountability, and professionalism. A total of 172 enabling learning outcomes and 42 terminal learning outcomes were identified by the workshop. The workshop members were representatives from 41 medical schools, the Korean Medical Association, and a scientific group (medical ethics, legal issues, and medical communication). The curriculum for "medical humanity and social medicine" was first published in 2007. The human and society-centered learning objectives that were developed will be revised annually.

• 의학교육논단
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• 제25권3호
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• pp.273-284
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• 2023

According to the World Health Organization, for medical schools to fulfill their obligation of social accountability, it is necessary for medical education, research, and service areas to ref lect the healthcare system's relevance, quality, cost-effectiveness, and equity. This study utilized Boelen and Heck's (1995) social accountability grid model to analyze the degree to which the Accreditation Standards of Korean Institute of Medical Education and Evaluation 2019 (ASK2019) standards apply the World Federation for Medical Education's (WFME) standards. The social accountability characteristics of the former were compared to those of the WFME, the Liaison Committee on Medical Education, and the Australian Medical Council. Experts with experience and certification in medical education and evaluation classified the ASK2019 standards according to the grid model, evaluated social accountability perspectives, and categorized them according to the process, content, and outcome. Of the 92 standards, 61 (66.30%) were selected as social accountability standards; these encompassed all areas. There was a particular focus on outcome-related areas, such as "mission and outcomes," "student assessment," "educational evaluation," and "continuous improvement." Education and quality were the most common (33, 54.11%), followed by 18 standards related to education and relevance. However, the standards on cost effectiveness and equity corresponding to education, research, and service were significantly insufficient. As a result of classification using a logic model, many criteria were incorporated into the process, producing results similar to those of international accreditation institutions. Therefore, to fulfill medical schools' social accountability, it is necessary to develop cost effectiveness and equity standards with reference to grid models and expand them beyond education to include research and service areas. Developing content and outcome standards is also required.

• 의학교육논단
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• 제22권2호
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• pp.143-143
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• 2020

• 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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• 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.

• 의학교육논단
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• 제15권1호
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• pp.39-45
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• 2013

The recent medical education paradigm shift from teacher-centered to student-centered education, has led to a concentration on students' performance and competency. This means that a physician should be able to provide adequate health care in any real medical treatment situation. In order to reflect such a paradigm shift, The Catholic University of Korea School of Medicine launched a new curriculum in 2009 that emphasizes students' performance and competency-based education, known as "outcome-based education." In outcome-based education, the educational process is determined by the desired outcome, signifying the detailed competency that a graduating student should have. Thus, in outcome-based education, we should first determine the competency that results from adequate training and education, followed by specific teaching and learning strategies, methods, and assessment. This paper reviews how The Catholic University School of Medicine developed its new curriculum according to the development steps of outcome-based education.