• Title, Summary, Keyword: Medical education

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A Proposal for the Future of Medical Education Accreditation (의학교육 평가인증의 미래를 위한 제언)

  • Lim, Ki-Young
    • Korean Medical Education Review
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    • v.22 no.1
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    • pp.28-31
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    • 2020
  • For the past 20 years, the medical education accreditation program of Korean Institute of Medical Education and Evaluation (KIMEE) has contributed greatly to the standardization and improvement of the quality of basic medical education in Korea. Now, it contributes to establishing and promoting the future of medical education. Since its inception in 2019, Accreditation Standard of KIMEE 2019 (ASK2019) aims to achieve world-class medical education through the application of learner-centered curriculum using a continuum framework for the three phases of formal medical education: basic medical education, post-graduate medical education, and continuing professional development. ASK2019 also promotes medical education which meets community needs and employs systematic assessments throughout the education process. These are important changes that can be used to gauge the future of the medical education accreditation system. Furthermore, internationalization, interprofessional education, health systems science, and on-going, permanent self-assessment systems in every medical school are emerging as important topics for the future of medical education. It's time for the medical education accreditation system in Korea to observe and adopt new trends in global medical education.

Burnout among Medical Education Specialists in Korean Medical Colleges (의학교육 전문부서 교원의 탈진현상)

  • Park, Kwihwa;Lee, Young-Mee
    • Korean Medical Education Review
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    • v.16 no.2
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    • pp.92-98
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    • 2014
  • Medical education departments or offices are established in response to public expectations relating to health care, societal trends towards increased accountability, educational developments, increased interest in what to teach and how to educate doctors. However, heavy workloads and mixed feelings towards medical education departments or offices by the other members of a medical school can threaten job satisfaction and increase burnout. The authors investigated the prevalence of burnout among medical education specialists and related issues. Individual in-depth interviews with four medical education specialists were conducted to develop a questionnaire. After content analysis of the interview, the authors generated a survey form with 28 items including 6 categories: motivation to choose medical education as a career, job satisfaction, intention to leave their current position in medical education, the frequency and causes of burnout, and demographics. In September 2013, an email survey was administered to 43 faculty including non-tenure staff who were working in the department/office of medical education in 41 medical colleges in Korea. Of 43 medical education specialists, 25 (60%) returned surveys. Forty three-point-three percent of them felt encouraged when their endeavors generated a visible educational improvement in the medical school. A majority (87%) reported feeling burned out. Fifty percent of them experienced the feeling once or twice a year. The extent of burnout tended to be greater in women, those in their forties, those with non-medical doctor degrees, and in non-tenured staff. To reduce and prevent burnout among medical education specialists, the participants suggested that leadership of medical schools and a systematic approach to medical education should be established. A majority of the medical education specialists reported experiencing burnout, although they were satisfied with their jobs. To reduce their burnout and allow them to focus on their own work in medical education, the following factors are needed: perceptual changes of other members of the college about medical education; more systematic institutional strategies; networking among medical education specialists; and personal efforts for professional development.

History of Japanese medical education

  • Onishi, Hirotaka
    • Korean journal of medical education
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    • v.30 no.4
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    • pp.283-294
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    • 2018
  • Since medical education programs in Korea and Japan seem to mutually influence each other, this review article provides a history of Japanese medical education, focusing on the way in which it influenced and was influenced by Korean medical education. In the late 19th century, the University of Tokyo established the core medical school, disseminating its scholarship and system to other medical schools. In the early 20th century, the balance between the quality and quantity of medical education became a new issue; in response, Japan developed different levels of medical school, ranging from imperial universities to medical colleges and medical vocational schools. After World War II, all of Japan's medical schools became part of the university system, which was heavily regulated by the Ministry of Education (MOE) Standard for the Establishment of Universities. In 1991, MOE deregulated the Standard; since 2000, several new systems have been established to regulate medical schools. These new approaches have included the Model Core Curriculum, 2-year mandatory postgraduate training, and a medical education accreditation system. Currently, most medical schools are nervous, as a result of tighter regulatory systems that include an accreditation system for undergraduate education and a specialty training system for postgraduate education.

Two Aims of Medical Humanities Education: Good Doctors and Happy Doctors (인문사회의학 교육의 두 목표: 좋은 의사, 행복한 의사)

  • You, Hojong
    • Korean Medical Education Review
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    • v.17 no.2
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    • pp.51-56
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    • 2015
  • Recently, medical humanities education has begun to take up an increased proportion of the Korean medical curriculum. Many people now agree that not only basic medicine and clinical medicine but also medical humanities is needed in medical education. The aims of medical humanities education should dawn now. 'Medical humanities' can be roughly defined as "the interdisciplinary study and activity at the intersection of the humanities, social science, arts, and medicine." People tend to assume that the aim of medical humanities education is to produce good doctors, that is, physicians who contribute to society. Actually, cultivating good doctors is one of the proper aims of medical humanities education. In addition to it, another aim of medical humanities education should be cultivating happy doctors. Nowadays, many of Korea's physicians feel unhappy. In such a situation, medical humanities education should be aimed at developing happiness in medical trainees.

Is the Accreditation in Medical Education an Opportunity or a Burden? (의학교육 평가인증, 기회인가 부담인가?)

  • Jung, Hanna;Jeon, Woo Taek;An, Shinki
    • Korean Medical Education Review
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    • v.22 no.1
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    • pp.16-27
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    • 2020
  • The accreditation process (AccP) is both an opportunity and a burden for medical schools-which one it becomes depends on how medical schools recognize and utilize the AccP. In other words, if a medical school recognizes the AccP only as a formal procedure or as a means for continuing medical education, it will be a burden for the medical school. However, if a medical school recognizes the real and positive value of the AccP, it can be both an opportunity and a tool for developing medical education. The educational value of the AccP is to improve the quality, equity, and efficiency of medical education, along with increasing the options of choice. In order for the AccP to contribute to the development of medical education, accrediting agencies and medical schools must first be recognized as part of an "educational alliance" working together towards common goals. Secondly, clear guidelines on the accreditation standards should be periodically reviewed and shared. Finally, a formative evaluation using self-evaluation as a system that can utilize the AccP as an opportunity to develop medical education must be introduced. This type of evaluation system could be developed through collaboration among medical schools, academic societies for medical education, and the accrediting authority.

A Study on the Improvement of the Medical Education System in Korea Since 1999 (1990년대 이후 의학교육제도 개선에 관한 고찰)

  • Lee, Moo Sang
    • Korean Medical Education Review
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    • v.14 no.1
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    • pp.37-49
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    • 2012
  • The main purpose of this study is to examine the improvement and discourse of the medical education system in Korea since 1990. In particular, this study, focusing on the graduate medical education system initiated in 2002, has explored the discussions that led to the system's establishment and what the context of those discussions. To meet this objective, this study analyzed research report related to the medical education system authored by members of the government and medical community, suggestions to the government, discussion materials, and data with regard to the Medical (Dental) Education Eligibility Test. The improvement of the medical education system in Korea has been an important issue in education reform by the expansion of the number of years of higher education, the requirements for increased levels of professional knowledge by improving public educational standards, and the basic formation policy of higher education consisting of graduate school, special graduate school, and professional graduate school. Nevertheless, the views of the government and the medical community on improving medical education system have made an obvious difference. This was due to different aims about how to improve the medical education system and different perception of the degree and medical education system. The medical community at least tended to prefer the status of academic positions over professional positions. The policy of medical education for people with a bachelor's degree which was introduced in 2002 spread to many colleges of medicine based on the government's administrative and financial support policy. Even so, the absence of accompanying policy by the relevant government agencies and department of education, which could have ensured the success of the system, has led to continued debate. In conclusion, without a consistent and persistent government policy, the graduate medical education system has led to confusion in many medical institutions. Above all, an evidence-based policy decision and policy approach based on a long-term perspective are necessary in order to improve the medical education system.

Integrated Management Plan for Graduate Medical Education and Accreditation Bodies in Korea (우리나라 전공의 교육 및 관련 인증기관에 대한 통합적 관리계획)

  • Lim, Ki-Young
    • Korean Medical Education Review
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    • v.20 no.3
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    • pp.123-127
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    • 2018
  • Graduate medical education is the most important phase among the three stages of medical education. It links basic medical education and continuing professional development. It is also a critical period in acquiring meaningful knowledge, skills and professionalism. The residents should be able to develop the core common competencies on top of their specialozeds field's expertise, in order to function as independent and qualified physicians. Despite the obvious importance of graduate medical education, the system in Korea has been designed and executed to meet the needs of the hospitals in the perspective of manpower management, rather than to educate and empower the residents. As a result, graduate medical education in Korea lacks clear educational objectives and systemic, resident-centered curriculums. Yet, we have no accreditation body to evaluate graduate medical education programs. In order to normalize graduate medical education, an integrated and unified institution that manages the whole process of the graduate medical education is desperately needed. Special attention should be given to the role of medical schools in educating the core common competencies. The Korean Association of Medical Colleges, the Korean Institute for Medical Education and Evaluation, and the Korean Academy of Medical Sciences should cooperate intimately to establish a new organization for the systemic management and development of graduate medical education.

The History and Implications of the Medical Education Accreditation System in Korea: Implementation and Activities in Early Stages (한국의학교육 평가인증제도의 역사와 의미: 의학교육 평가인증제 도입 배경 및 초창기 활동을 중심으로)

  • Meng, Kwang-ho
    • Korean Medical Education Review
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    • v.22 no.1
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    • pp.1-8
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    • 2020
  • Following the opening of eleven medical schools in Korea in the 1980s, the issues of standardization and accreditation of medical education came to the forefront in the early 1990s. To address the medical community's concern about the quality of medical education, the Korean Council for University Education and Ministry of Education conducted a compulsory medical school evaluation in 1996 to see whether the medical schools were meeting accreditation standards or not. The evaluation was a "relative evaluation" rather than an "absolute evaluation." The Accreditation Board for Medical Education in Korea (ABMEK), established in 1998, was a mere voluntary organization, but with the full support of the Korean medical community, it successfully completed its first cycle of evaluations on all 41 medical schools from 2000-2004. The history of medical education evaluation activities, including those of ABMEK, was not well recorded. In 2004, ABMEK changed its name to the Korean Institute of Medical Education and Evaluation (KIMEE) as a corporate body and the government paid much attention to its voluntary accreditation activities. In 2014, the Ministry of Education officially recognized the KIMEE as an Institute for Accreditation of Higher Education Evaluation. The most important lesson learned from the history of ABMEK/KIMEE is the importance of cooperation among all medical education-related organizations, including the Korean Medical Association.

Extracurricular medical education using artists as instructors - A case report on extracurriculum program- (예술가가 진행한 감성교육에 참여한 의과대학생들의 반응 - 교과목 외 교육활동 프로그램 사례를 중심으로-)

  • Oh, Seung-Min;Chung, Tae-Sub
    • Korean Medical Education Review
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    • v.10 no.1
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    • pp.43-51
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    • 2008
  • Purpose: As introducing a case on extracurricular medical education using artists as instructors, we purposed to make significant implication on the technology-centered medical education. Methods: A case on extracurricular medical education using artists as instructors was introduced and the response of participants among medical students was presented and analyzed. Results: 25 medical students and 5 artists participated in this extracurricular medical education program. Each 5 artists' special area were an oil painting, an illustration, a documentary photo, a play, and an animation Participants' satisfaction of this program was high among medical students. They thought the time with an artist as a significant opportunity for understanding not only human-being but also himself or herself. Conclusions: The application of this learner-centered and extracurricular education program using artists as instructors needed further consideration in medical education. Medical students' meeting with artists can fill the lost art of medicine.