• 의학교육논단
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• 제22권1호
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• pp.32-45
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• 2020

This narrative review introduces global trends in pharmacovigilance (PV) education for healthcare professionals and the status of PV education in Korea. Proactive participation of healthcare professionals, including physicians, pharmacists, and nurses in reporting suspected adverse events is the main driving force for effective operation of the spontaneous adverse event reporting system database, which in turn facilitates early safety signal detection of otherwise unknown suspected adverse events. The World Health Organization recognizes PV education curriculum as a key aspect in promoting awareness of PV and adverse event reporting among healthcare professionals, and multiple studies have demonstrated that PV educational interventions for healthcare professionals have increased overall adverse event reporting. Considering the global trends in PV education, the curriculum in Korean universities still has room for improvement in promoting PV obligation among future healthcare professionals. Further research is needed to develop PV education curriculum. We suggest a three-step project for innovating PV education in Korea to meet the global PV educational standards: a survey to gauge current PV competencies among healthcare professionals, reform of current PV academic curriculum, and evaluation and fine-tuning of the reformed curriculum.

• 동의생리병리학회지
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• 제32권1호
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• pp.51-61
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• 2018

This study aims to evaluate the student's satisfaction of clinical performance examination(CPX) and self-assessment in Korean medical curriculum. A questionnaire was given to clinical clerkship students of Pusan National University School of Korean medicine in this study. The items in this questionnaire covered overall evaluation of guidelines, module & learning environment, standardized patients, and self-assessment in CPX. Most of all students recognized CPX as a more effective learning method than any other method. Most students were satisfied with the module & learning environment, standardized patients, and self-assessment except the satisfaction for guidelines relationally. The results of this study demonstrated that the students had a high level of satisfaction in CPX. This study shows that CPX has been implemented into the Korean medical curriculum.

• Korean Journal of Radiology
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• 제24권3호
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• pp.173-176
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• 2023

• Korean Journal of Radiology
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• 제24권4호
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• pp.371-371
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• 2023

• 대한예방한의학회지
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• 제12권2호
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• pp.73-83
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• 2008

The rapid change of the health and medical environment and the globalization of medicine has driven doctors to converge and analyse of new and up-to-date medical information and decide to what to make decision for diagnosis and treatments in clinical practice. Medical environment goes with the changes with social environment such as rapid increase of aging population, changes of disease pattern, formation of new area of experts except doctors, government intervention for the medical system, medical insurance of the charges of medical treatment, a increased desire for human rights. These trends should be adopted rapidly to the education system for the students of medical school. The learning objectives of the preventive medicine was developed in 1995 and underwent necessary revision of the contents to create the first revision in 2006. 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 and the 2006 revision does not satisfy these needs. We formed a task force which surveyed all the Western and Traditional Korean 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. With these results, for the good education for preventive medicine, each Traditional Korean medicine schools need more preventive medicine faculties and teaching assistants and opening of some required subjects such as Yangsaeng and Qigong. And 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.

• 의학교육논단
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• 제24권3호
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• pp.205-214
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• 2022

The purpose of this study was to analyze the results of a study on the psychological state, lifestyle, self-management ability, and academic adaptation of medical students, and to present examples of improvement of a student support center based on the results. A medical school in Daegu has been surveying the living conditions of students every year for 6 years since 2016. More than 60% of medical students experienced depression and more than 70% experienced stress, but these rates have significantly improved over the past 5 years. There were many cases of drinking or smoking to relieve stress, but the frequency of drinking recently decreased substantially. Some students had difficulties in emotional regulation (11.5%) and time management (16.6%), and challenges in planning and self-management increased significantly during the coronavirus disease 2019 (COVID-19) pandemic. The satisfaction and adaptability of medical students are high, but the number of students who are not satisfied with but negative response rate is 2%-3% in every year. However, satisfaction has significantly increased in tandem with curriculum changes and COVID-19. Based on these data, the counseling system was reorganized to support psychological stability, the medical humanities curriculum was improved, and changes in actual quality of life were induced by developing and operating non-curricular programs. Furthermore, standardized questionnaires will be developed and data from many medical schools will be shared, which is expected to support medical students more effectively.

• 의학교육논단
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• 제2권2호
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• pp.87-91
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• 2001

• Korean journal of medical education
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• 제30권4호
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• pp.295-308
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• 2018

Purpose: Although medical curricula are now better structured for integration of biomedical sciences and clinical training, most teaching and learning activities still follow the older teacher-centric discipline-specific formats. A newer pedagogical approach, known as Collaborative Learning Cases (CLCs), was adopted in the medical school to facilitate integration and collaborative learning. Before incorporating CLCs into the curriculum of year 1 students, two pilot runs using the action research method was carried out to improve the design of CLCs. Methods: We employed the four-phase Kemmis and McTaggart's action research spiral in two cycles to improve the design of CLCs. A class of 300 first-year medical students (for both cycles), 11 tutors (first cycle), and 16 tutors (second cycle) were involved in this research. Data was collected using the 5-points Likert scale survey, open-ended questionnaire, and observation. Results: From the data collected, we learned that more effort was required to train the tutors to understand the principles of CLCs and their role in the CLCs sessions. Although action research enables the faculty to improve the design of CLCs, finding the right technology tools to support collaboration and enhance learning during the CLCs remains a challenge. Conclusion: The two cycles of action research was effective in helping us design a better learning environment during the CLCs by clarifying tutors' roles, improving group and time management, and meaningful use of technology.

• Journal of Preventive Medicine and Public Health
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• 제49권6호
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• pp.386-393
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• 2016

Objectives: General practitioners (GPs) retention in rural and underserved areas highly effects on accessibility of healthcare facilities across the country. Education seems to be a critical factor that affects GPs retention. Thus, the present study aimed at inquiry into medical education challenges that limit their retention in rural and underserved areas. Methods: A qualitative approach was applied for the aim of this study. Data were gathered via 28 semi-structured interviews with experts at different levels of Iran's health system as well as GPs who retained and refused to retain working in rural settings. Interviews mainly were performed face-to-face and in some cases via telephone during 2015 and then coded and analyzed using content analysis approach. Results: Iran's medical education is faced with several challenges that were categorized in four main themes including student selection, medical students' perception about their field of study, education setting and approach, curriculum of medical education. According to experts this challenges could results in making GP graduates disinterested for practicing in rural and underserved areas. Conclusions: Challenges that were found could have negative effects on retention. Modification in student's perception about rural practice could be done via changing education setting and approach and curriculum. These modifications could improve GPs retention in rural and underserved areas.

• 대한예방한의학회지
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• 제28권1호
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• pp.43-57
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• 2024

Objectives : The aim of this study was to identify the effect of Medical humanities curriculum on students of Korean medical school in terms of cognitive, affective, and psychomotor level of humanities skill. Methods : The course was taught to second- and third-year Korean medicine students. The classes were held eight times a semester for second-year students and 9 times for third-year students, and each class was held once a week for 2 hours. Formative and summative assessments, group and individual assignments, and peer assessments were conducted to evaluate educational effectiveness, as well as basic lecture evaluations and satisfaction surveys. Results : Most of the students who took Medical humanities showed a performance rate of more than 60-70% in the cognitive aspect, and the total score was 14.48 with a standard deviation of 2.70 in the knowledge application stage. In terms of class satisfaction, students in Medical humanities I were more satisfied with the evaluation criteria and class management expertise, while students in Medical humanities II were most satisfied with the class organization, with an average score of 4.86/5. Conclusions : It was confirmed that students' humanities improved in cognitive, affective, and psychological aspects after medical humanities courses, and future research should be conducted on the long-term educational effects of medical humanities, effective teaching methods, and evaluation methods.