Korean Medical Education Review (의학교육논단)

Yonsei university college of medicine (연세대학교 의과대학)
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New Challenges for Korean Medical Education: Enhancing Students' Abilities to Deal with Uncertain Ill-Defined Problems

한국의학교육의 새로운 과제: 불확실성이 큰 문제상황에 대처하는 능력의 강화

  • Choi, Ikseon (Learning, Design, and Technology Program, The University of Georgia College of Education) ;
  • Yoon, Bo Young (Learning, Design, and Technology Program, The University of Georgia College of Education)
  • 최익선 (조지아대학교 교육대학 교육공학과) ;
  • 윤보영 (조지아대학교 교육대학 교육공학과)
  • Received : 2014.09.27
  • Accepted : 2014.10.22
  • Published : 2014.10.31
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Abstract

Over the last century, medical education in North America has evolved by identifying educational challenges within its own socio-cultural context and by appropriately responding to these challenges. A discipline-based curriculum, organ-system or integrated curriculum, problem-based curriculum, and competency-based curriculum are historical examples of the educational solutions that have been developed and refined to address specific educational challenges, such as students' lack of basic scientific knowledge, lack of integration between scientific knowledge and clinical practice, and lack of clinical practice. In contrast, Korean medical education has evolved with the influence of two forces: (1) the adoption of educational solutions developed in North America by pioneers who have identified urgent needs for medical education reform in Korea over the last three decades, and (2) the revitalization of Korean medical schools' curricula through medical education accreditation and national medical licensing examination. Despite this progressive evolution in Korean medical education, we contend that it faces two major challenges in order to advance to the next level. First, Korean medical education should identify its own problems in medical education and iteratively develop educational solutions within its own socio-cultural context. Secondly, to raise reflective doctors who have scientific knowledge and professional commitment to deal with different types of medical problems within a continuum from well-defined to ill-defined, medical education should develop innovative ways to provide students with a balanced spectrum of clinical problems, including uncertain, ill-defined problems.

Keywords

References

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