• Korean journal of medical education
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• v.30 no.4
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• pp.279-281
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• 2018

• Korean journal of medical education
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• v.30 no.4
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• pp.365-368
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• 2018

• Korean Medical Education Review
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• v.23 no.3
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• pp.154-159
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• 2021

The coronavirus disease 2019 (COVID-19) pandemic has profoundly impacted all aspects of undergraduate, postgraduate, and continuing medical education. Only the focus of medical education-care for patients and communities-has remained an integral part of all of the above sectors. Several challenges have been experienced by learners and educators as the education and training of future doctors has continued in the midst of this crisis, including the cancellation of face-to-face classes and training, reduced patient encounter opportunities, fairness issues in online assessments, disruption of patient interview-based exams, reflections on the role of doctors in society, and mental health-related problems linked to isolation and concerns about infection. In response to these disruptions, educators and institutions have rapidly deployed educational innovations. Schools have adopted educational strategies to overcome these challenges by implementing novel education delivery methods in an online format, providing clinical experiences through simulation or telehealth methods, introducing online assessment tools with formative purposes, encouraging learners' involvement in nonclinical activities such as community service, and making available resources and programs to sustain learners' mental health and wellness. During the COVID-19 pandemic, educators and institutions have faced drastic changes in medical education worldwide. At the same time, the quantitative expansion of online education has caused other problems, such as the lack of human collaboration. The long-term effects of the COVID-19 pandemic on medical education need to be studied further.

• Knowledge Management Research
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• v.21 no.2
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• pp.137-157
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• 2020

The medical tourism industry, a convergence of medical services and tourism, has been getting more and more popularity as a new value-added industry in the 21st century. Accordingly, the number of professional workers within this industry has been increasing, and the role of educational institutions to cultivate well-equipped human resources has also become critical. However, compared to practically activated medical tourism-related education programs, studies investigating the effectiveness of these education programs are relatively rare. Therefore, this study attempts to examine the effect of five dimensions of medical tourism education service quality (i.e., tangibles, reliability, responsiveness, assurance, and empathy) on learners' education satisfaction and transfer of education training. In addition, the moderating roles of national relations as well as organizational characteristics (i.e., transfer climate and support of supervisors and colleagues) in the relationship between education satisfaction and transfer of education training are further verified. The results of the structural equation model (SEM) using 151 samples from respondents with experience in completing medical tourism education programs reveal that tangibles, reliability, and assurance are found to have a significant impact on education satisfaction, which in turn leads to a high level of transfer of education training. Moreover, it is found that national relations and support of supervisors and colleagues play a moderating role. This study would provide guidelines for improving the efficiency of educational institutions, creating outcomes for learners' affiliated firms (e.g., hospitals), and promoting medical tourism at the national level from the perspective of medical tourism education.

• The Korean Journal of Health Service Management
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• v.4 no.2
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• pp.85-95
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• 2010

This study was to understand perception level and education need on hospice, and to development effective education contents of hospice for medical students. Descriptive survey research design was used. Participants were 426 and the data collecting period was from July. 22. to July. 29. in 2008. The data were analyzed using descriptive analysis, chi-square test, Wilcoxon's signed rank test. The participants experiencing in hospice education program demonstrated higher perception level and education need about hospice than non-participants. Also, The participants experiencing in hospice education showed more concerning on effective education contents of hospice than non-participants. Therefore, hospice education program must be prepared in a continual and systematic way in order to provide for effective education of medical students in Korea.

• Korean Medical Education Review
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• v.18 no.3
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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.

• The Journal of Korean Medical History
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• v.28 no.2
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• pp.15-22
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• 2015

Objectives : The each college of Korean medicine in Korea adopts diverse textbooks for the medical history class, resulting in educational contents variations. This proposal aimed for the standardization of educational contents. Methods : The transition of medical history curriculum will be attempted based on the understanding of paradigm change in modern education. The first step is investigation on the course credit and curriculum grade of medical history class presented in education status reports of all Korean medicine schools. The next step is study on the various methods about changes of medical history education base on the learning objectives of colleges of Korean medicine. Results : The researchers of medical history should make an agreement on modification of learning objectives of the curriculum, and then educational standardization must be achieved by publishing a medical history textbook in accordance with the modified learning objectives. Conclusions : The researchers of medical history must collaborate to standardize medical history education by developing and applying internet-based flipped learning model.

• Korean Medical Education Review
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• v.17 no.1
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• pp.33-38
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• 2015

During the education reform in 2009, the Catholic University of Korea College of Medicine (CUMC) adopted body systems as the basis for structuring basic medical education. After running the new program for 5 years, we need to evaluate the program by comparing it with nationwide standards. This study was designed to evaluate the coverage of our basic medical education program by comparing it with the assessment items of the medical licensing examination for physicians in the Republic of Korea. We built a relational database populated with 3,017 learning outcomes from all the courses on basic medical education. We tagged each learning outcome according to 2 criteria: 206 physician encounters and 9 outcome domains. A majority of the learning outcomes were in the domains of 'knowledge' and 'critical thinking'. In addition, we repeated the categorization process with 584 assessment items of the medical licensing examination in the Republic of Korea and compared them with the categorization results of the learning outcomes. Among the 206 physician encounters, we found that outcomes on family violence and sexual violence were missing in the learning outcomes of CUMC. Eighty-two physician encounters were associated with more than one outcome domain, and 96 physician encounters were covered in more than one course. Twenty-one physician encounters were repeated in 5 or more courses and 34 physician encounters had outcomes categorized into 3 or more domains. Thus, we showed that the 2-way categorization could be applied to the comparison and evaluation of two different education formats.

• The Journal of Korean Medical History
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• v.36 no.1
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• pp.89-98
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• 2023

This study aimed to review trends in Korean medical education research from 2003 to 2022. A total of 60 studies were identified, with an increasing trend in publication numbers. The research topics covered various aspects of Korean medicine education, including curriculum, basic science, clinical science, teaching methods, history, and international comparisons. Text mining analysis revealed "Curriculum", "Satisfaction" and "Clinical" to be frequent terms. The study suggests that Korean medicine education research should continue to develop, given its broad scope and growing interest.

• Journal of Veterinary Science
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• v.24 no.3
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• pp.41.1-41.9
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• 2023

Competencies are defined as an observable and assessable set of knowledge, skills, and attitudes. Graduation competencies, which are more comprehensive, refer to the required abilities of students to perform on-site work immediately after graduation. As graduation competencies set the goal of education, various countries and institutions have introduced them for new veterinary graduates. The Korean Association of Veterinary Medical Colleges has recently established such competencies to standardize veterinary education and enhance quality levels thereof. The purpose of this study is to describe the process of establishing graduation competencies as well as their implication for veterinary education in Korea. Graduation competencies for veterinary education in Korea comprise 5 domains (animal health care and disease management, one health expertise, communication and collaboration, research and learning, and veterinary professionalism). These are further divided into 11 core competencies, and 33 achievement standards, which were carefully chosen from previous case analyses and nation-wide surveys. Currently, graduation competencies are used as a standard for setting clear educational purposes for both instructors and students. Establishing these competencies further initiated the development of detailed learning outcomes, and of a list of basic veterinary clinical performances and skills, which is useful for assessing knowledge and skills. The establishment of graduation competencies is expected to contribute to the continuous development of Korean veterinary education in many ways. These include curriculum standardization and licensing examination reform, which will eventually improve the competencies of new veterinary graduates.