Korean Medical Education Review (의학교육논단)

Yonsei university college of medicine (연세대학교 의과대학)
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Implementing Medical Education Continuous Quality Improvement Using Design-Based Research

설계기반 연구를 통한 의학교육 Continuous Quality Improvement 운영 경험

  • Lee, Aehwa (Education Support Center, Keimyung University School of Medicine) ;
  • Park, Hye Jin (Department of Medical Education, Eulji University School of Medicine) ;
  • Kim, Soon Gu (Education Support Center, Keimyung University School of Medicine) ;
  • Kim, Jin Young (Department of Internal Medicine, Keimyung University School of Medicine) ;
  • Kang, Yu Na (Department of Pathology, Keimyung University School of Medicine) ;
  • Lee, Se Youp (Department of Ophthalmology, Keimyung University School of Medicine) ;
  • Baek, Won-Ki (Department of Microbiology, Keimyung University School of Medicine)
  • 이애화 (계명대학교 의과대학 교육지원센터) ;
  • 박혜진 (을지대학교 의과대학 의학교육학교실) ;
  • 김순구 (계명대학교 의과대학 교육지원센터) ;
  • 김진영 (계명대학교 의과대학 내과학교실) ;
  • 강유나 (계명대학교 의과대학 병리학교실) ;
  • 이세엽 (계명대학교 의과대학 안과학교실) ;
  • 백원기 (계명대학교 의과대학 미생물학교실)
  • Received : 2020.04.29
  • Accepted : 2020.08.26
  • Published : 2020.10.31
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Abstract

The goal of this study is to present efficient measures to improve the quality of medical education through using a developed and applied continuous quality improvement (CQI) model suitable for medical education. To achieve this purpose, we developed a theoretical CQI model through a review of the literature according to the design-based research method. Through repetitive productive cyclical processes and professional reviews, we finally deduced an appropriate CQI model for medical education. The most important results of this study are as follows: First, the CQI model for medical education is defined as a quality management system with a cyclical course of planning, implementation, evaluation, and improvement of medical education. Second, the CQI model for medical education is composed of quality management activities of educational design, work, and evaluation. In addition, each activity has the implementation strategies of planning, doing, checking, and improving based on the PDCA model (Plan-Do-Check-Act model). Third, the CQI model for medical school education is composed of committees related to medical education doing improvement activities, as well as planning, implementing and evaluating it with CQI. As a result, we can improve teaching by using the CQI model for medical education. It is more meaningful because this gives us organized and practical measures of quality management and improvement in medical education as well as in the educational process.

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