• Journal of Physiology & Pathology in Korean Medicine
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• v.23 no.2
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• pp.294-300
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• 2009

Nowadays, as the era of aging is developing remarkably fast, conventional disease treatments such as surgery or emergency therapy are now being substituted to 'health promotion' and 'health prevention through whole-life management. Recently, many oriental medicine colleges are teaching subjects related to Yangsaeng and Gigong. However, detail investigation about the exact education situation and correlation between among subjects has not been performed yet. Thus, in this research, I collected data about each oriental medicine college's Yangsaeng/Gigong-related subjects' prevalence and management situation through the analysis of 'National Education Report about Korea's Oriental Medicine Colleges' and direct investigation, First, I analyzed oriental medicine colleges' education object. Among 11 basic medicine subjects, there were 2 subjects related to Yangsaeng and Gigong. And among 13 clinical medicine subjects, there were 7 subjects related to Yangsaeng and Gigong. In these subjects, the word 'Yangsaeng' was used for 14 times. The word 'Gigong' was used for 5 times and the words 'natural medicine' and 'alternative medicine' were used for 4 times. Total class hours related to Yangsaeng and Gigong were 19.6 hours (practice classes were 4.6 hours). Each class of subjects had 'study objects'. Study objects were categorized into A (Essential) and B (Recommendation) Items. There were44 A items and 23 B items. Among 11 oriental medicine colleges all over Korea, 10 classes related to Yangsaeng and Gigong existed in 9colleges. 7 classes were included in pre-OM course and 3 classes were included in major-OM course. 6 classes were taught only for one semester and 4 classes were taught for 2 semesters. 6 classes were single unit and 4 classes were 2-units sunjects. 3 classes were held 3 hours a week. 6 classes were held 2 hours a week and one class was held an hour per week. In conclusion, each oriental medicine college should focus on the education and research about Yangsaeng and Gigong. To achieve this object, systemic regulation and specialized human resources should also be made.

• Journal of Physiology & Pathology in Korean Medicine
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• v.26 no.4
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• pp.572-576
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• 2012

In this research, we examined the courses of the colleges of Korean medicine in Korea to find out how well the education on medical ethics is being conducted so that we could make good use of our findings as basic material to make arrangements to develop ethics education in Korean medicine. In the same research, we conducted a survey to find detailed information on the current state of ethics education and its actual application at 12 colleges of Korean medicine in Korea. As a result, 8 colleges out of 12 included medical ethics in their courses. They were among the subjects in the first year or second year of a preparatory program. Most of them were classified as requirements while some of them were classified as electives in humanities or liberal arts. As ethical issues in the medical community become more diversified and important, it is imperative that health care providers maintain firm ethics. As the need for medical ethics and ethics education is getting larger, ethics education at colleges of oriental medicine is becoming a more important focus. Therefore, it is necessary to expand ethics education at the colleges of Korean medicine in Korea and set a precedent for studying ethics in Korean medicine based on that.

• Journal of East-West Nursing Research
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• v.3 no.1
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• pp.39-49
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• 1998

The purpose of this research is to provide basic data for the demanding outlook and the Nursing education by grasping the present educational conditions of nursing in oriental medicine. The results of survey and study on 112 nationwide schools (47 Department of nursing and 65 Nursing junior colleges) and data of the Korean Oriental Medicine Association and General Assembly in Sep. 1998 are as follows. 1. The number of nurse Oriental Medicine hospitals require in 2002 will have increased at least 700 or more. Public health centers' and other centers' requirements will increase more and more. 2. Education of nursing in oriental medicine is offered at practice in 14 universities (29.8%) among 47 Universities and 35 colleges (53.8%) among 65 colleges. 3. Nursing education in Oriental Medicine is mostly offered in the first term of the second year at universities with 5 to 10 points, and the second term of the third year at colleges with 2 points. According to this result, we would like to suggest as follows; A nurse whose main interesting subject is human beings will be an important figure as a medical information administrator in 21 century, namely, a nurse will play the leading part in the hospital administration more than a doctor. We must take much more interest arid exert ourselves in developing education of nursing in oriental medicine because in the future it will be the one and only field in the world, so we can export our Nursing manpower.

• Journal of East-West Nursing Research
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• v.7 no.1
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• pp.32-47
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• 2002

This study is a descriptive comparative investigated one to analyze nursing education system and curriculum of Korea and China trans-culturally. 1) Education System The basic level of nursing education in Korea consisted of 65 3-year- junior college of nursing (7379 students) and 48 4-year-bachelor of nursing college (2345 students) in 2000 showing more 3-year-junior college of nursing and its students. In China, western nursing as well as Chinese nursing education system were operating. In 2000, 501 western school of middle technical nursing, 29 school of middle technical nursing of middle level education, and 89 3-year western and 24 Chinese junior college of nursing, and 42 4-year western bachelor of nursing college and 10 Chinese of high level education have been established. The presence of Chinese school of middle technical nursing system seemed to be in slower development in nursing than Korea, but that of Chinese nursing education seemed to be advanced with its national identification prior to Korea. Post graduate continuous education for RN-Diploma and RN-BSN program has been opened as in Korea. The Hosa(護士) system in school of middle technical nursing in China reflects lower level of education than Korea. But it can be a merit, other than in Korea, without nurses aids, when they are acting under supervision of nurses and led by them, and there presents a special course for promotion up to high level education. Graduate school in Korea is divided into general type opening a curriculum for MS in 1960 and as of 2000, 21 general types for majoring in nursing. The PhD course in Korea was established in 1978, and after that the PhD courses have been opening in 14 universities at present. China established master degree course in 1991 and as of 7 colleges are ongoing, and the doctoral course is now under planning, resulting slower development than Korea. 2) Education of theory and clinical practice in Korea and Chine (1) Korea's 3-year junior nursing college have 51 subjects, 49 subjects in China, which was not different. China was following education of ideology and medical. 4-year Bachelor of Science College has 92 subjects in Korea with cultural subjects and essential major studies/elective in theory education in Korea, while 63 subjects in China, showed wider selection in Korea's education. (2) Korea's 3-year and 4-year nursing colleges performed clinical practice education parallel with theoretical education for a certain period, block or theory/practice system. While China's 3-year and 4 or 5-year-colleges educated the theory first and then practice for one year in the last grade, integrating each situation of the departments and the theory. (3) Korea's oriental nursing theory in nursing education was performed in 28 colleges of 65 nationwide ones of 3-year junior nursing colleges, but only one school was educating clinical practice. In 4-year bachelor of nursing colleges, the oriental nursing theory was done in 14 among 48 investigated. And 1-4 subjects of them were doing, and 4 schools performed of clinical practice, showing more reinforced than the junior colleges. China's 3-year and 4-5-year western nursing colleges taught two subjects of Chinese medicine nursing. China's 3-year & 4-5-year College of Chinese medicine nursing, theory of Chines medicine nursing education taught eight subjects. (4) 5-year colleges of Chinese medicine western integrated nursing, theory of Chinese medicine nursing education consisted of twelve Chinese medicine nursing subjects and two of Chinese medicine western integrated nursing subjects. China was tempting a new development of a pattern of Chinese medicine nursing subjects reinforced. 3) The verification of Korean and Chinese nurse's license. The verification test of Chinese nurses license is differentiated at the level of education other than in Korea. Expire date is 2 years and a qualified test must be done to a renewal. And the continuing education hours are 72 per year, which is more enforced than Korean nurses (10 hours a year). In accordance with WTO regulations, we should prepare for opening foreign hospital, educating oriental nursing subjects. And on this, it is recommendable to settle a basic frame research to run the oriental nursing practice ongoing. 1. It is desirable to develop the oriental nursing subjects to apply its idea to the western nursing and differentiate Korean nursing. 2. It is desirable to certify oriental nurse's characters, to expand and develop the nursing areas to practice it, and to establish the oriental nursing system. 3. It is expectable to promote Korean nursing specialization to develop the oriental nursing as a professional and to create its demand.

• Herbal Formula Science
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• v.11 no.1
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• pp.1-18
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• 2003

Science of prescriptions is an important part in the education of Korean Oriental Medicine. In spite of that, there is less agreement on measures for improving the education quality of science of prescriptions. Science of prescriptions can be classified into generalities and particulars. This study sought to present contents that must be incorporated into Introduction to Science of Prescriptions to enhance the quality of education by examining both teaching materials being used in colleges of traditional Chinese medicine and those of Korean oriental medicine and the Introduction part of books related with science of prescriptions. And when this study was carried out, training Korean oriental medicine practitioners and researchers and educators of science of prescriptions was taken into account. It is judged that Introduction to Science of Prescriptions needs to be divided into seven chapters and that each chapter requires containing opinions of ancient doctors and references to lay the basis of learning and revised and practical contents in addition to traditional ones. Chapter One Introduction (Conception, History, Disciplinery, Study, How to Learn, Range of Study, How to Study, Academic Activities) Chapter Two Prescriptions and Selection of Treatment Based on the Differential Diagnosis Chapter Three Prescriptions and Therapeutic Methods (Eight Therapeutic Methods, Sixty Four Therapeutic Methods etc.) Chapter Four Classification of Prescriptions Chapter Five Designing and Modification of Prescriptions (Compatibility, Designing, Modification) Chapter Six Preparation Forms of the Prescriptions (Origin, Charicteristics) Chapter Seven Methods of Decocting and Taking Korean Oriental Herbal Medicines Appendix Tables of Apothecaries' Measures and Weights in Current and Ancient Times

• The Journal of Churna Manual Medicine for Spine and Nerves
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• v.5 no.1
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• pp.157-168
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• 2010

Objectives: The aim of this study was to investigate the curriculum of Chuna manual medicine (CMM)-related subjects in oriental medicine college and to let CMM have opportunities to develope current curriculum and basic circumstance for CMM. Methods: Questionnaire was obtained from 11 oriental medicine college and 1 school of Korean medicine, Pusan National University, bye-mail. If there was any insufficient information from response, we asked more information by direct call. Results and Conclusions: The findings from our study can be summarized as follows: 1. There are three CMM-related subjects, CMM, Oriental Rehabilitation Medicine (ORM) and Neuromusculoskeletology(NMS). All curriculums of 8 colleges belonged to classification I have CMM and DRM courses. Curriculums of 4 colleges belonged to classification II, have ORM or NMS course without CMM course. 2. 10 colleges of 11 ones which have ORM course, have major compulsory courses, 1 college has a major optional course. 5 colleges of 8 ones which have CMM course, have major compulsory courses, 3 colleges have major optional courses. 2 colleges have only part-time lecturers for CMM course, other 2 college have cooperation of specialized professors and part-time lecturers, another 8 colleges have only specialized professors. 3. Most CMM-related subjects is teached at 3 or 4 grade of medical course. The units taken for CMM-related subjects is minimum 4 units to maximum 8 units in total about 160 units. 4. Total class hour for CMM-related subjects is minimum 120 hours to maximum 225 hours, and practice hours is about minimum 30 hours to maximum 75 hours. 5. The systematic regulation and financial support is needed for patients to get the best CMM treatment, because the present curriculum of CMM is insufficient for carrying out the best manual therapy for patients.

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

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

• The Journal of Korean Medicine
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• v.42 no.2
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• pp.82-89
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• 2021

Objectives: The purpose of this study was to examine the curriculum of the medical humanities and social medicine at 11 Colleges of Korean Medicine (CKM) based on the Korean Medicine Education Accreditation Standards 2021 (KAS2021) and suggest ways to improve the quality of Korean Medical education in the future. Methods: The curricula for each grade were collected from the websites of 11 CKM. Based on KAS2021, medical humanities and social medicine courses were extracted and compiled. Courses offered, frequency of course offerings, time of offerings, credits, and course hours were investigated. Results: Courses in languages and literature were most frequently offered in CKM. Most medical humanities and social medicine courses were offered in the pre-medical program and the fourth year of the medical program and were conducted as individual courses. Developing a curriculum that integrates conceptual definitions of the medical humanities and social medicine with basic and clinical studies is necessary. Conclusion: Eleven CKM should reorganize and operate their medical humanities and social medicine curricula based on each college's circumstances. This will allow each college to improve the quality of its educational offerings, creating a foundation for fostering excellent korean medicine doctors with professional medical skills and communication skills.

• Journal of Society of Preventive Korean Medicine
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• v.6 no.2
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• pp.48-63
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• 2002

The study aims to investigate the process of professional socialization of oriental medical students, to analyze influencing factors on it, and to compare the results with those of western medical students. Professional socialization, in the context of this study, means the process through which a layperson becomes a profession equipped with professional identity and values. A survey using specially designed questionnaire was carried out in 1999. The data were collected from 11 oriental medical colleges for 2,656 students. A total of 2,597 cases was finally included in the statistical analysis. Analysis of factors related to professional value found that oriental medical students thought highly of human-oriented factors, followed by science and status, and this trend remained unchanged as they moved on to qualification. Among professionalism related items, those involved in professional regulation and dominance factors showed high scores, while showing low scores on items related to bio-ethics and autonomy factors. Unlike items of professional value, those of professionalism showed a notable difference in attitude statistically by schooling level. The average scores of factors for professionalism increased with increasing schooling years. This trend proved that oriental medical students acquired professional norms and attitudes through their educational period. Multiple regression analysis with the factors related to professional value and professionalism as dependent variables found that independent variables had some impact on science, status, and clinical autonomy, but no impact on human, policy autonomy, and professional regulation factors. In conclusion, with increasing schooling years, professional norms and attitudes of oriental medical students were also strengthened. And, in spite of the differences in general propensity, they have a base consciousness in common with western medical students. The difference of mind-set and attitudes related to professionalism in the two groups, however, considering the necessity of future cooperative relations, indicated that a common curriculum between both schools is needed, and the education of social medicine should be strengthened in oriental medical colleges.