• Title/Summary/Keyword: Korean medicine education

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Curriculum of Health Promotion and Disease Prevention for the 21st Century - The 5th Revision of Preventive Medicine Learning Objectives - (21세기 건강증진과 질병예방 교육과정 개발 - 제5차 대한예방의학회 예방의학 학습목표 개정 방향 -)

  • Chun, Byung-Chul;Cho, Soo-Hun;Choi, Bo-Yul
    • Journal of Preventive Medicine and Public Health
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    • v.39 no.4
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    • pp.293-301
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    • 2006
  • The preventive medicine learning objectives, first developed in 1977 and subsequently supplemented, underwent necessary revision of the contents for the fourth time to create the fifth revision. However, the required educational contents of health promotion and disease prevention have been changed by the new trends of medical education such as PBL and integrated curriculum, the rapid change of the health and medical environment and the globalization of medicine. The Korean Society of Preventive Medicine formed a task force, led by the Undergraduate Education Committee in 2003, which surveyed all the medical colleges to describe the state of preventive medicine education in Korea, analyzed the changing education demand according to the change of health environment and quantitatively measured the validity and usefulness of each learning objective in the previous curriculum. Based on these data, some temporary objectives were formed and promulgated to all the medical schools. After multiple revisions, an almost completely new series of learning objectives for preventive medicine was created. The objectives comprised 4 classifications and 1 supplement: 1) health and disease, 2) epidemiology and its application, 3) environment and health, 4) patient-doctor-society, and supplementary clinical occupational health. The total number of learning objectives, contained within 13 sub-classifications, was 221 (including 35 of supplementary clinical occupational health). Future studies of the learning process and ongoing development of teaching materials according to the new learning objectives should be undertaken with persistence in order to ensure the progress of preventive medicine education.

Current Status of the Resident Education Program and the Necessity of a General Competency Curriculum (전공의 교육의 현황과 공통역량교육에 대한 요구)

  • Kim, Hyeon Ju;Huh, Jung-Sik
    • Korean Medical Education Review
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    • v.19 no.2
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    • pp.70-75
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    • 2017
  • In order to adapt to the rapidly changing medical environment, it is important to advance not only the basic medical education in medical schools but also that of residents. The quality of the training environment and educational goals for residency must also be improved for specialists. Although each institute including internal medicine, general surgery, family medicine, etc., strives to standardize, sets educational goals, and develops content to train capable specialists, the education programs focus on special techniques and competency of medical care for patients. The training environment of each residency program is different in each trainee hospital, and hospitals are making an effort to set education goals for the residents and improve their education programs. In Korea, there is no common core education program for residents, while in the United States, the Accreditation Council for Graduate Medical Education is responsible for the development and evaluation of a standardized curriculum for residents, and in Canada, CanMEDs presents a basic curriculum to help residents develop competency. Fully capable specialists have more than just clinical competency; they also need a wide range of abilities including professionalism, leadership, communication, cooperation, in addition to taking part in continuous professional development/continuing medical education activities. We need to provide a core curriculum for residency to demonstrate attention to and knowledge about health problems of the community.

A Study on the Internal Validity of Korean Medicine Education Evaluation and Accreditation (한의학교육평가인증 내적타당화에 대한 고찰)

  • Lee, Hyeong-Ju
    • Journal of the International Relations & Interdisciplinary Education
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    • v.1 no.2
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    • pp.31-47
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    • 2021
  • This study intends to examine the indicators of Korean medicine education that are directly required in the field, in the process of developing and rationalizing the second cycle of evaluation and accreditation standards for the Colleges of Korean medicine and present indicators to the Korean medicine education community. To this end, we conducted the Delphi survey on six Korean medicine education experts, and the second cycle evaluation and accreditation standards were developed after verifying the validity of the contents and through a public hearing on three experts. Based on the research results of this study, we make the following suggestions: First, the support of Korean medical education institutions should be considered. The Korean medical education institution operates the Korean medicine hospital under each institution's name. Thus, criteria for evaluation shall be considered according to the number of beds and the support of schools. Second, for the second cycle of evaluation, all six members of the evaluation committee were professors of Korean medicine; however, in the future, each group of the evaluation committee needs to be composed of an external curriculum and evaluation experts to seek the evaluation focusing on education. Third, it is necessary to include curriculum and evaluation experts in the development stage of education programs and institutional evaluation and accreditation standards. Fourth, the experts of the curriculum should be included as the members of the curriculum development team of the College of Korean Medicine. This study is meaningful as a study to improve the quality of Korean medicine education.

Proposal for Medical History Education in the College of Korean Medicine (한의과대학에서의 의학사 교육에 대한 제언)

  • Kim, Yong-Jin
    • The Journal of Korean Medical History
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    • v.28 no.2
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    • pp.15-22
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    • 2015
  • Objectives : The each college of Korean medicine in Korea adopts diverse textbooks for the medical history class, resulting in educational contents variations. This proposal aimed for the standardization of educational contents. Methods : The transition of medical history curriculum will be attempted based on the understanding of paradigm change in modern education. The first step is investigation on the course credit and curriculum grade of medical history class presented in education status reports of all Korean medicine schools. The next step is study on the various methods about changes of medical history education base on the learning objectives of colleges of Korean medicine. Results : The researchers of medical history should make an agreement on modification of learning objectives of the curriculum, and then educational standardization must be achieved by publishing a medical history textbook in accordance with the modified learning objectives. Conclusions : The researchers of medical history must collaborate to standardize medical history education by developing and applying internet-based flipped learning model.

The Evaluation of the Knowledge and Educational Requirement Levels of Oriental Medicine of Medical Staff Working in Oriental-Western Collaborative Medicine Hospitals (한양방 협진 병원 종사자의 한의학 지식정도 및 교육요구도 평가)

  • Lee, Hyun-Ju;Kim, Sun-Lim;Jung, Min-Soo;Choi, Man-Kyu
    • Journal of Society of Preventive Korean Medicine
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    • v.12 no.1
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    • pp.49-60
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    • 2008
  • This study investigated the Oriental medicine knowledge and educational requirement of medical staff working in Oriental-Western collaborative medicine hospitals(except for Oriental and Western medicine doctors) based on the recognition that not only mutual understanding and cooperation between Oriental and Western medicine doctors but also the knowledge of Oriental medicine of medical support staff such as nurses, medical technologists, pharmacists and administrative staff are very important to promote Oriental-Western collaborative medical treatment. The study results are summarized as follows : First, it was found that the ratio of nurses who took Oriental medicine education was much higher than those of other groups. They took Oriental medicine education in the types of school curriculum (27.0%) and special lectures in workplace(20.4%). Second, many of the people who took Oriental medicine education were found to be not satisfied with the education in general - 32.7% of them answered the education content was "so so" and 48.4% of them answered "unsatisfactory." Third, the general necessity of Oriental medicine education was found to be an average of 3.60 out of 5, and the number was higher "after employment"(average=3.85) than "before employment"(average=3.04). Fourth, the study found that Oriental-Western collaborative medicine hospital staff are well aware of the necessity of the knowledge of Oriental medicine in the cases of communications between different occupational types, consultations with patients or their guardians, treatment and nursing and the establishment of the practice of specialized Oriental medicine institutes. Fifth, the levels of Oriental medicine knowledge showed a difference in average value according to the role range(p<0.000), and it was found that there is an interaction effect between occupation type and role range(p<0.015).

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Analysis of Research Trends in the Korean Journal of Medical Education and Korean Medical Education Review Using Keyword Network Analysis (키워드 네트워크 분석을 통한 "한국의학교육"과 "의학교육논단"의 연구동향 분석)

  • Lee, Aehwa;Kim, Soon Gu;Hwang, Ilseon
    • Korean Medical Education Review
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    • v.23 no.3
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    • pp.176-184
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    • 2021
  • The aim of this study was to analyze the research trends in articles published in the Korean Journal of Medical Education (KJME) and Korean Medical Education Review (KMER) using keyword network analysis. The analyses included 507 papers from 2010 to 2019 published in KJME and KMER. First, keyword frequency analysis showed that the research topics that appeared in both journals were "medical student," "curriculum," "clinical clerkship," and "undergraduate medical education." Second, centrality analysis of a network map of the keywords identified "curriculum" and "medical student" as highly important research topics in both journals. Third, a cluster analysis of 20 core keywords in KMER identified research clusters related to academic motivation, achievement, educational measurement, medical competence, and clinical practice (centered on "learning," while in KJME, clusters were related to educational method and program evaluation, medical competence, and clinical practice (centered on "teaching"). In conclusion, future medical education research needs to expand to encompass other research areas, such as educational methods, student evaluations, the educational environment, student counseling, and curriculum.

The Concept of Academic Medicine and Its Potential Establishment in Korea (학술의학(Academic Medicine)의 개념과 한국에서의 정착 가능성)

  • Han, Hee Chul
    • Korean Medical Education Review
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    • v.21 no.2
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    • pp.63-72
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    • 2019
  • The purpose of this study was to introduce the concept of academic medicine to the medical societies of Korea and to identify any potential obstacles in the establishment of academic medicine in Korea. The core concepts of academic medicine include medical education, research, and patient care. Academic medicine can be practiced in the unique area of healthcare involving medical schools and teaching hospitals by faculty physicians in the academic medicine field. Through academic medicine, the next generation of healthcare professionals is trained, new discoveries can be made, and patients can find new hope for a cure. The flourishing of academic medicine has resulted in substantial advancements in medicine over the past few centuries, but at the turn of the 21st century, there was concern that academic medicine was on the decline. To address this concern, the International Campaign to Revitalize Academic Medicine was established and announced five scenarios to 2025 to debate the future of academic medicine. Although the system resembles that of Western medical societies, Korean medical societies were not familiar with academic medicine, and poor conditions caused by the distorted healthcare system in Korea have actually interfered with the nurturing of academic medicine. One of the main problems may include less interest in medical education and research relative to clinical practice by medical societies and the government. Collaborative efforts from both medical societies and the government are needed to establish academic medicine successfully in Korea for a better future.

Certificate Education for Geriatric Physician: Satisfaction and Feasibility (노인병 인정의 양성 교육: 만족도와 현실성)

  • Lee, Sung-Chun;Kim, Hwa-Joon;Park, Hyung-Joon;Yun, Jong-Lull;Kim, Chang-Yup;Moon, Ok-Ryun;Jang, Soong-Nang
    • Journal of Preventive Medicine and Public Health
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    • v.41 no.1
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    • pp.10-16
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    • 2008
  • Objectives : Korea faces a number of challenges to meet demands in the area of geriatric professional medicine in a country with a rapidly ageing population. We evaluated the satisfaction and feasibility of the current education certification for geriatric physicians. Methods : Geriatric physicians who were deemed qualified by the Korean Geriatrics Society during the period of 2001 to 2005 (n=2,200) were asked to complete structured questionnaires sent to them by mail about their satisfaction of and need for certificates of education, as well as their opinions on their geriatric specialty training. A total of 419 physicians responded. Descriptive analysis and hierarchical regression were performed to rate the respondents' satisfaction, the characteristics of the need for clarity and utility in education certification, and the characteristics of their patients. Results : Although most respondents were satisfied with their education certification, those who had more elderly patients, aged 65 or older, and those who had more cognitively impaired patients, rated their education as significantly lower than did other physicians. Both groups expressed the need for more the comprehensive care and assessment concerning of their education. Multiple regression analysis indicated that satisfaction with geriatric physician qualification was associated with a physician's age, specialty, and percentage of elderly patients. Conclusions : This study suggests that the current system of education certification is limited in terms of feasibility and physician satisfaction.