Outcome-Based Curriculum Development at Inje University College of Medicine

인제대학교 의과대학의 성과바탕교육과정 개발실례 및 결과 소개

  • Lee, Jong-Tae (Department of Occupational & Environmental Medicine, Inje University College of Medicine) ;
  • Rhee, Byoung Doo (Department of Internal Medicine, Inje University College of Medicine) ;
  • Roh, Hye Rin (Department of Medical Education, Inje University College of Medicine)
  • 이종태 (인제대학교 의과대학 예방의학교실) ;
  • 이병두 (인제대학교 의과대학 내과학교실) ;
  • 노혜린 (인제대학교 의과대학 의학교육학교실)
  • Received : 2013.02.05
  • Accepted : 2013.02.18
  • Published : 2013.02.28


This paper focuses on the outcome-based curriculum of Inje University College of Medicine to describe our curriculum development process and results. Starting in 2006, we have revised the curriculum based on the competency-based clinical presentation curriculum. We stated clearly the learning outcomes from the social needs and educational goal of our university. We defined 8 exit outcomes and specified phase outcomes, course outcomes, lesson outcomes, and outcome objectives. By 2012, we identified 128 clinical presentations and 149 basic scientific concepts. Various evaluation and assessment methods and teaching-learning strategies were assigned to each outcome. Problem-based learning, standardized patient practice, and learning portfolios are the main strategies of our curriculum. We have performed a progress test to assess the level of achievement of students' outcomes. We have also collected feedback from students and faculty members about the curriculum, including every lesson, course, and the overall curriculum. To maintain this change of the curriculum, we reorganized the curriculum committee, educational faculty and teams, and administrative support system. To fine tune this curriculum, we have held three 3-day workshops on curriculum development and weekly meetings. We believe this is just the beginning of developing the curriculum of Inje University. Further upgrades will be necessary to continue to improve medical education.