Korean Medical Education Review (의학교육논단)

Yonsei university college of medicine (연세대학교 의과대학)
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Current Status of 'Professional Identity Formation' Education in the Medical Professionalism Curriculum in Korea

우리나라 의학전문직업성 교육과정에서의 '전문직 정체성 형성' 교육 현황

  • Lee, Young-Hee (Medical Education Center, Korea University College of Medicine)
  • 이영희 (고려대학교 의과대학 의학교육센터)
  • Received : 2021.04.12
  • Accepted : 2021.06.15
  • Published : 2021.06.30
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Abstract

This study examined the current status of the medical professionalism curriculum in Korea to suggest a plan to move towards the formation of a professional identity. Professionalism education data from 28 Korean medical schools were analyzed, including the number of courses, required or elective status, corresponding credits, major course contents, and teaching and evaluation methods. Considerable variation was found in the number of courses and credits in the professionalism curriculum between medical schools. The course contents were structured to expand learners' experiences, including the essence and knowledge of professionalism, understanding of oneself, social interaction with others, and the role of doctors in society and the healthcare system. The most common teaching methods were lectures and discussions, while reflective writing, coaching, feedback, and role models were used by fewer than 50% of medical schools. Written tests, assignments and reports, discussions, and presentations were frequently used as evaluation methods, but portfolio and self-evaluation rates were relatively low. White coat ceremonies were conducted in 96.2% of medical schools, and 22.2% had no code of conduct. Based on the above results, the author suggests that professional identity formation should be explicitly included in learning outcomes and educational contents, and that professional identity formation courses need to be added to each year of the program. The author also proposes the need to expand teaching methods such as reflective writing, feedback, dilemma discussion, and positive role models, to incorporate various evaluation methods such as portfolios, self-assessment, and moral reasoning, and to strengthen faculty development.

Keywords

Acknowledgement

연구자료 수집에 협조해 주신 28개 의과대학·의학전문대학원 교수님들께 감사드린다.

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