• Korean Medical Education Review
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• v.12 no.2
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• pp.27-33
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• 2010

The purpose of this study was to review the definition of cognitive load (CL), the relationship between CL and instructional design, and to provide a viewpoint of CL in curriculum and instructional design in medical education. Cognitive load theory (CLT) makes use of three hypotheses about the structure of human memory: working memory (WM) is limited in terms of the amount of information it can hold, in contrast with WM, long term memory is assumed to have no limits and organizes information as schemata. CL indicates the mental load on the limitation of WM. CLT has been used to design instructional interventions that help to ease the learning process. Extraneous CL is related to irrelevant instructional interventions, while intrinsic CL is the complexity of the information itself. Germane CL is the cognitive process for acquiring schema formation. It is a necessary CL to achieve deeper comprehension and solve problems. The range of medical education includes complex, multifaceted and knowledge-rich domains with clinical skills and attitudes. Therefore, CLT may be used to guide instructional design in medical education in terms of decreasing extraneous CL, adjusting intrinsic CL and enhancing the germane CL.

• Korean Medical Education Review
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• v.11 no.2
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• pp.3-14
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• 2009

The current medical practices in Korea have raised many new ethical issues. The current education system in medical colleges, however, is finding it difficult to cope with these rapidly arising medical issues. Many educators, therefore, became much more concerned about the importance of ethics and character education in medical colleges, but teaching methods or educational programs centered around the same have not yet been developed. Dilemma discussion is regarded as an available teaching method but is not frequently used in medical education. In this respect, this study aims to apply dilemma discussion programs to ethics and character education for medical students. It was discovered that dilemma discussion is an effective instructional method for enhancing the moral reasoning ability of medical students. According to $Rest^{\circ}{\phi}s$ theoretical framework, however, a dilemma discussion program focuses on two components of morality: moral judgment and moral sensitivity. Moral judgment and moral sensitivity are major components in predicting moral behaviors. Therefore, the target of dilemma discussion programs is to focus on these two components. It is reasonable to integrate moral judgment with moral sensitivity for ethics and character education in medical schools.

• Korean Medical Education Review
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• v.16 no.1
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• pp.16-24
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• 2014

The development of information technology (IT) has led to changes in medical education. IT has been used for e-learning and e-teaching, e-assessment, e-logistics, and e-administration. Pusan National University School of Medicine has developed its own educational information system using IT to support students' learning and assessment and to manage curricular activities. Based on our experience, we propose six suggestions for designing new software, specifically regarding simplifying the design for users, communication with the programmer, a rapid cycle from design to implementation, orientation support for users, backup and security support, and obtaining patents. Collaborating with the Department of Medical Informatics within the School of Medicine has advantages, and an alliance among medical schools can simplify the development of software. In any case, curricular innovation should precede the introduction of technology because all technologies should support curricular goals.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.101-107
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• 2017

The medical manager has taken charge of medical care on board ship. However the domestic and international regulations concerning the qualifications and education of medical manger are primarily focused on first aid, aspect nursing, etc. There are no education contents on medicine. The purpose of this research is to identify the problems of ship's medication and medical manager education system, and propose the some improvements. The first is to expand the education on medicine and medical devices in the range of 3-4 hours. The second is to amend the national and international regulations to include education on medicine and medication. The third is to improve the ships and vessels medicine management system to systematically manage the medicines supplied to the vessels.

• Korean Medical Education Review
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• v.18 no.2
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• pp.65-82
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• 2016

This study aimed to identify curriculum gaps and a pilot study to provide the programs for selection during clerkship. Over the course of a clerkship, students analyze the current level and the needs level of TLO (terminal learning objectives) based on the book "Learning outcome of basic medical education: Scientific concept and principle-centered." We conducted a needs assessment utilizing a t-test, Borich Needs Assessment, and the Locus for Focus model. In the investigation of the needs level, the levels of the musculoskeletal and respiratory systems were relatively high and in the investigation of the current level, the levels of the digestive and musculoskeletal systems were relatively high. This study is expected to contribute to reasonable decision-making by utilizing various methods of analysis and providing in-depth results of needs analysis in designing clerkship curriculum.

• Korean Medical Education Review
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• v.20 no.2
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• pp.72-77
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• 2018

Observation of the current Korean medical education and training system shows that certain negative traits of unchangeable solidification engraft themselves so deeply into the overarching system that they are now hampering the state of the national health welfare. Focusing only on undergraduate medical education, we can point out some glaring side-effects that should be of concern to any stakeholder. For instance, a graduate can legally begin his career as an independent practitioner immediately after passing the licensing exam and return to the old stuck school-year system of 2-year-premedical and 4-year-medical programs where outcome-based and integrated curricula are incomplete and unsatisfactory. In terms of learning opportunities, the balance between patient care and public health, as well as that between in-hospital highly specialized practice and community-based general practice, has worsened. Every stakeholder should be aware of these considerations in order to obtain the insight to forge a new direction. Moreover, our medical schools must prepare our students to take on the global roles of patient care within the Fourth Industrial Revolution, health advocacy for the imminent super-aged society, and education and research in the bio-health industry, by building and applying the concept of academic medicine. We will need to invest more resources, including educational specialists, into the current undergraduate medical education system in order to produce proper outcomes, smart curriculum, innovative methods of teaching and learning, and valid and reliable monitoring and evaluation. The improved quality of undergraduate medical education is the starting point for the success of the national system for public health and medical care as a whole, and therefore its urgency and significance should be emphasized to the public. The medical society should go beyond fixing what is broken and usher in a new era of cooperation and collaboration that invites other health professionals, governmental partners, law-makers, opinion leaders, and the general public in its steps toward the future.

• Korean Medical Education Review
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• v.14 no.1
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• pp.25-36
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• 2012

For decades medical educators have continually emphasized medical professionalism, which is reflective response to the challenges of a rapidly changing medical environment. This study aimed to review the experience of implementing medical professionalism education at Yonsei University College of Medicine (YUCM). YUCM introduced a new curriculum in 2004 designed by Curriculum Development Project 2004 (CDP2004), a project that was launched in 2001. CDP2004 reorganized lectures as organ-based integrated lectures, introduced an introductory course for clinical medicine and medical humanities courses for premedical and medical students. Problem-based learning (PBL), elective courses, and self-study sessions in the afternoon were implemented in order to equip students with a self-directed learning attitude as medical professionals. Professors were asked by the CDP2004 curriculum to spend more time on student education and to adopt new teaching methods. Experiences of the CDP2004 curriculum reveals 1) difficulty of motivating professors to be PBL tutors 2) students' dissatisfaction with the medical humanities course (major critique was that the course was impractical and unrealistic), and 3) students' optimistic understanding about their future role as medical professionals in influencing and helping people in spite of their perception of the general medical environment not as promising. To foster professionalism, the following are necessary in our experiences: 1) faculty development of medical humanities and medical professionalism, 2) establishment of an environment throughout the whole institution to support medical professionalism education and to integrate the concept into praxis, 3) emphasis on the fact that medical professionalism education is not contradictory to biophysical medical education.

• Korean Medical Education Review
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• v.22 no.1
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• pp.46-54
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• 2020

The purpose of this study was to examine professors' and students' perceptions of curriculum that fosters character in medical school. 'Character' can be defined as a desirable personality and the ability to be a good person. A total of 264 subjects (professors=131, students=133) participated in the study. Survey questions were divided into the three parts (education needs, factors of character, and curriculum management strategy). Data were analyzed by using t-test and one-way analysis of variance. Both professors and students recognized the need for character education. Professors were more aware of the need for education than students (t=4.35, p<0.01), and clinical professors were more aware of the need for education than basic medical science professors (t=3.48, p<0.01). Premedical students were more aware of the need for character-centered education than medical students in the later stages of their education (t=3.41, p<0.01). Professors and students commonly referred to 'consideration and communication' as the most important factor in building character. Professors considered 'self-regulation' more important than the students recognized, while students perceived 'wisdom' as more important than the professors did. There was a difference in preference for curriculum development (creating new subjects vs. revising existing subjects) between the two groups. However, both groups agreed on the teaching and evaluation methods. In conclusion, both groups acknowledged the need for character education. However, there were differences in perception on the major factors of character and preference for curriculum development. The results of this study may assist in designing character education in medical education.

• Korean Medical Education Review
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• v.20 no.2
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• pp.91-102
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• 2018

This study explored medical students' major research topics and research methods by analyzing 184 academic articles pertaining to the characteristics of medical students from 2007 to 2017. Results showed many papers dealing with medical students' emotional and cognitive aspects, student counseling, clinical practice education, and curriculum management. According to the medical education accreditation board, research trends were found mostly in the student and curriculum areas of learner characteristics, medical humanities, student counseling, clinical practice education, and curriculum management. Common research topics have been steadily increasing since the introduction of the evaluation accreditation standard in 2012. Medical students predominantly used quantitative research methods for the studies. In the future, it is necessary to ensure that research topics such as CQI, digital- and performance-based clinical practice, and convergent curriculum within the Fourth Industrial Revolution are being studied. In addition, it is crucial to investigate learners' unique, dynamic, and qualitative characteristics through qualitative and mixed methods.

• Korean Medical Education Review
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• v.16 no.1
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• pp.1-6
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• 2014

The teaching and learning environment in medical schools is significantly different from that of other academic fields. An educational information system specifically designed for medical education could be an important solution for the unique context of medical education. In this study, the concept of the educational information system has been reviewed, and how such a system can be utilized effectively for medical education has also been explored. This paper also addresses how learning management systems for online learning could be made more effective through educational information systems. The application of flipped learning, which has been developing rapidly to improve teaching and learning, for medical education was also investigated. In conclusion, it was found that educational information systems could be a solution to various teaching and learning issues in medical schools. In particular, given that high performing students tend to enter medical schools, using educational information systems to improve the teaching and learning environment in medical school should be investigated further.