• 제목/요약/키워드: Medical humanities

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Two Aims of Medical Humanities Education: Good Doctors and Happy Doctors (인문사회의학 교육의 두 목표: 좋은 의사, 행복한 의사)

  • You, Hojong
    • Korean Medical Education Review
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    • v.17 no.2
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    • pp.51-56
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    • 2015
  • Recently, medical humanities education has begun to take up an increased proportion of the Korean medical curriculum. Many people now agree that not only basic medicine and clinical medicine but also medical humanities is needed in medical education. The aims of medical humanities education should dawn now. 'Medical humanities' can be roughly defined as "the interdisciplinary study and activity at the intersection of the humanities, social science, arts, and medicine." People tend to assume that the aim of medical humanities education is to produce good doctors, that is, physicians who contribute to society. Actually, cultivating good doctors is one of the proper aims of medical humanities education. In addition to it, another aim of medical humanities education should be cultivating happy doctors. Nowadays, many of Korea's physicians feel unhappy. In such a situation, medical humanities education should be aimed at developing happiness in medical trainees.

Education of Medical humanities and Social Medicine in Schools of Korean Medicine in Korea (전국 한의과대학 및 한의학전문대학원의 인문사회의학교육 현황)

  • Cheon, Mog-Eun;Lim, Byung-Mook;Shin, Sang-Woo
    • Journal of Society of Preventive Korean Medicine
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    • v.16 no.1
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    • pp.31-42
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    • 2012
  • Objective : To set up the concept and the category of the medical humanities in Korean medicine education through researching and analysing the curriculum of 12 colleges and school of Korean medicine (KM) in Korea. Methods : We collected self-evaluation reports from 12 KM institutions, and analyzed subjects regarding medical humanities and social medicine. The subjects' relevance with medical humanities was verified using the learning objectives of KOMEEI(Korea Oriental Medicine Education and Evaluation Institute). The number of relevant subjects, the credits and educational hours, and the time of opening, etc. were analysed. Results : 12 KM institutions provide 44 subjects as medical humanities and social medicine related subjects. Among them, 17 subjects were corresponded to the actual learning objective of medical humanities. These subjects account for an average of 7% in total curriculum. Most of the subjects are required courses for premedical students and the fourth year students of medical school. Conclusions : This paper suggests the public discussion on the learning objective and the categories of the medical humanities education in KM institutions. Further studies on developing the educational contents and evaluation tools are also needed to produce good doctors with ability and personality.

A Case Study on Application of Flipped Learning in Medical Humanities: Focus on Instructional Design and Learners' Perspective (의료인문학 수업의 플립 러닝 적용 사례 연구: 수업설계와 학습자 인식을 중심으로)

  • Oh, Heejin
    • Journal of Science Education
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    • v.44 no.2
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    • pp.240-258
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    • 2020
  • The advances in science technology brought about a new form of learning called flipped-learning: a combination of on-line and off-line learning. A flipped learning is a form of blended learning which has become quite popular, nowadays, in the field of education. Despite the emphasis on the importance of medical humanities in medical education program, there are no effective teaching and learning models to realize the purpose of medical humanities education. This study explores the possibility of flipped-learning to apply medical humanities classes. The class was designed based on the ADDIE model consisting of five stages, analysis - design - development - execution - evaluation. In order to do 'flipped-learning,' the instructor reconstructs the purpose of medical humanities education, instructional purpose and content, and analyzed learner. The contents of the medical humanities class were structured considering the purpose of the introduction to the medical humanities in the medical education program and the competencies that medical personnel should have in the developed health care environment. The instructor produces a video of the lecture and makes it possible to use LMS (Learning Management System) before and after classes, and conducts discussion activities so that learner-learner and learner-teacher interaction could actively occur during the class. The result of applying medical humanities lesson as flipped learning is as follows: First, it can realize the essence of medical humanities education. Second, it contributes to strengthening the competencies of health care provider. Third, flip learning can be used as a new teaching strategy for medical humanities education. The result of this study is expected to suggest new ways of introduction to teaching method in the traditional medical humanities class and contribute to the practice of designing and doing flipped learning of medical humanities class in the future.

Suggestions for the Improvement of Medical Humanities Education (인문사회의학 교육과정 개선을 위한 제안)

  • Jeon, Wootaek
    • Korean Medical Education Review
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    • v.12 no.1
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    • pp.23-31
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    • 2010
  • Medical humanities has become a third area of medical education following basic and clinical medicine. Also, in the national evaluation of medical schools, medical humanities education is an important factor. However, there are many difficulties in teaching medical humanities in medical schools. First, it is still an unfamiliar education area to medical schools and professors. Second, still, there is no consensus on the definition and contents of this education. Third, it is usually very difficult to find professors who have interest and the ability to teach medical humanities. Fourth, even medical students do not understand why they should study medical humanities and sometimes do not eagerly participate in class. This paper suggests some solutions for these problems. First, medical humanities need to be divided into sections according to how easily the contents can be accepted by existing medical education system and apply these sections in the introduction of this education gradually and in stage. One example of the division can be as follows: Group 1) medical ethics and medical law which can be most easily accepted. Group 2) medical communication skills which can be relatively easily accepted. Group 3) medical history and medical professionalism which is relatively difficult to accept, and Group 4) medical philosophy, medicine and music, medicine and literature, medicine and art, medicine and religion, etc. which is the most difficult to accept. In this paper, four things are suggested. Second, divide the contents into mendatory courses and elective courses. Third, allocate the contents throughout the four years from the first year though the fourth year according to the spiral curriculum model. This paper reports some new ideas and methods for medical humanities education. First, to stimulate students' participation, several methods were applied in a large size lecture and student projects. Second, the emphasis of writing in class and evaluation were discussed. Third, the provision of hands on experience is more emphasized than lectures. Fourth, inviting some doctors who work in non-medical areas such as journalism, pharmaceutical industry, etc is suggested. Trial and error is inevitable in this education, but it is essential in molding a good doctor, so medical professors who are interested or in charge of this medical humanities education need to share their ideas and experiences.

A Survey on the Introduction of Medical Humanities and Sociology into the National Medical Licensing Examination (인문사회의학의 의사국가시험 도입에 대한 인식도 조사)

  • Lee, Seunghee;Chung, Myung-Hyun;Shin, Jwa-Seop;Chung, Eun Kyung
    • Korean Medical Education Review
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    • v.12 no.1
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    • pp.33-41
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    • 2010
  • Purpose: This study aimed at investigating the current situation of Medical Humanities and Sociology-related-curriculum in Korean medical schools, and suggesting the courses of study for the contents and methods of the Medical Humanities and Sociology examination, which can be included in the National Examination for Medical Practitioners. Methods: We analyzed Medical Humanities and Sociology-related courses which are offered in Korean medical schools, and a survey was conducted by medical school professors and students and medical journalists. In the survey, the Medical Humanities and Sociology-related courses were divided into 8 parts, and the participants were asked to evaluate the importance of duty, necessity of education, necessity of evaluation and the evaluation method of each part using a seven-point scale. Results: A total of 207 medical school professors and students and 9 medical journalists participated in the survey. The results were similar for the importance of duty and necessity of education of each part, but those for the necessity of evaluation were different. - As a result, there seems to be a gap between the importance of duty and the importance of education of each course. Medical journalists and students group answered differently on the necessity of evaluation of each course was also reserved. Conclusion: It is necessarily recommended to include Medical Humanities and Sociology-related courses such as medical ethics, self-improvement and doctors' social responsibilities in the National Examination for Medical Practitioners.

The Development of a Theoretical Model of Integrated Medical Humanity Curriculum Using Science, Technology, Engineering, Arts, and Mathematics Model (융합인재교육 이론모형 틀에 기반을 둔 통합의료인문학 교육과정 이론모형의 제안)

  • Kim, Jin Hee;Lee, Young Hwan;Park, Won Kyun;Park, Young Soon;Park, Hae Jin;Chun, Kyung Hee
    • Korean Medical Education Review
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    • v.17 no.1
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    • pp.39-48
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    • 2015
  • The purpose of this study was to propose a theoretical model for an integrated medical humanities curriculum based on a STEAM (science, technology, engineering, arts, and mathematics) education framework and to provide a guideline for curriculum integration. Three dimensions of integrated curriculum development are competencies, core contents, and elements of integration. Competencies imply the purpose of the medical humanities of a medical school and the exit outcomes of the curriculum. Core contents imply the goals and objectives of the curriculum. We compared the goals and themes of the medical humanities with core attributes of professionalism. Four elements of integration were proposed: units (cases, problem activities, core contents, disciplines/subjects), types (multidisciplinary, interdisciplinary, transdisciplinary), contexts of integration (life cycle of patients, scope of society), and stages of student development (from student to doctor). It is expected that this theoretical model for an integrated medical humanities curriculum can be used as a guideline for curriculum development and an evaluation criterion for instructional designers and subject matter experts.

History and Future of the Korean Medical Education System (우리나라 의사양성체제의 역사와 미래)

  • Ahn, Duck-Sun;Han, Hee-Jin
    • Korean Medical Education Review
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    • v.20 no.2
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    • pp.65-71
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    • 2018
  • Western medicine was first introduced to Korea by Christian missionaries and then by the Japanese in the late 19th century without its historical, philosophical, cultural, social, political, and economic values being communicated. Specifically, during the Japanese colonial era, only ideologically 'degenerated' medicine was taught to Koreans and the main orthodox stream of medicine was inaccessible. Hence, Korean medical education not only focuses on basic and clinical medicine, but also inherited hierarchical discrimination and structural violence. After Korea's liberation from Japan and the Korean war, the Korean medical education system was predominantly influenced by Americans and the Western medical education system was adopted by Korea beginning in the 1980s. During this time, ethical problems arose in Korean medical society and highlighted a need for medical humanities education to address them. For Korean medical students who are notably lacking humanistic and social culture, medical humanities education should be emphasized in the curriculum. In the Fourth Industrial Revolution, human physicians may only be distinguishable from robot physicians by ethical consciousness; consequentially, the Korean government should invest more of its public funds to develop and establish a medical humanities program in medical colleges. Such an improved medical education system in Korea is expected to foster talented physicians who are also respectable people.

Analysis of the curriculum of medical humanities and social medicine in Colleges of Korean Medicine based on KAS2021

  • Park, So-Youn;Bang, Gwanwook;Choi, Seong-Hun;Chae, Su Jin
    • 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.

Ajou University School of Medicine's Educational Approach to Cultivating Professionalism (아주대학교 의과대학 환자/의사/사회 과정을 통한 의학전문직업성 교육 경험)

  • Chae, Su Jin;Shin, Yun Mi;Hahm, Ki Hyun;Lim, Ki Young
    • Korean Medical Education Review
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    • v.14 no.1
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    • pp.19-24
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    • 2012
  • The purpose of this study was to observe how Ajou University School of Medicine runs its curriculum to cultivate professionalism. The paper also proposes a plan for the next step for the school. The Patient-Doctor-Society (PDS) course, begun in 2009, can be summarized by three characteristics. First, the PDS course is an integrated curriculum that is not a one-time program for a specific grade, but a continuous program open for all medical students. Second, the PDS course is designed following the philosophy and educational goals of the institution, and the curriculum assures maximum autonomy. Third, the PDS course is 'whole person education' that provides knowledge and teaches skills and an attitude. By analyzing the pros and cons of the program through annual evaluation, leaders of the program at Ajou will continue to consider what to teach and how to do so.

The Effect of Recorded Video Monitoring on Students' Self Reflection of Patient-Physician Interaction (녹화영상 활용 학습법이 학생들의 '환자-의사관계'에서의 자기성찰에 미치는 영향)

  • Ju, Misun;Hwang, Jiyeong;Kim, Jaemyung;Kang, Jeaku
    • Korean Medical Education Review
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    • v.19 no.2
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    • pp.83-89
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    • 2017
  • The aim of this study is to examine the effect of recorded video monitoring on students' self-reflection after completing their clinical performance examination. Taking into account the particular cases involved in the examination, the present study utilized history-taking, physical examination, and patient education as bases for evaluating information-establishment ability, and asking, listening, understanding, explaining, and connectedness as the bases for evaluating patient-physician interaction ability. Student self-monitoring through recorded video feedback was carried out three days after completion of their clinical performance examination. Students self-evaluated their performance with a 10-point scale before and after self-monitoring. The results of this study show that students have a general tendency to lower their own self-evaluation scores after self-monitoring. Although there was not a statistically significant change of interrelationship in the information-establishment ability evaluation, there was a meaningful change of interrelationship in the patient-physician interaction ability evaluation after self-monitoring; specifically, in the case of acute lower abdominal pain, a high correlation was found (r=0.31, p=0.02) between the evaluation scores of standardized patients and students related to patient-physician interaction ability. This implies that self-monitoring enables the students to acquire a reflective viewpoint from which to evaluate their own performance. Therefore, it can be said that self-monitoring through recorded video feedback is a valuable method for students to use in reviewing their performance in patient-physician interactions.