• Korean Medical Education Review
• /
• v.25 no.3
• /
• pp.273-284
• /
• 2023

According to the World Health Organization, for medical schools to fulfill their obligation of social accountability, it is necessary for medical education, research, and service areas to ref lect the healthcare system's relevance, quality, cost-effectiveness, and equity. This study utilized Boelen and Heck's (1995) social accountability grid model to analyze the degree to which the Accreditation Standards of Korean Institute of Medical Education and Evaluation 2019 (ASK2019) standards apply the World Federation for Medical Education's (WFME) standards. The social accountability characteristics of the former were compared to those of the WFME, the Liaison Committee on Medical Education, and the Australian Medical Council. Experts with experience and certification in medical education and evaluation classified the ASK2019 standards according to the grid model, evaluated social accountability perspectives, and categorized them according to the process, content, and outcome. Of the 92 standards, 61 (66.30%) were selected as social accountability standards; these encompassed all areas. There was a particular focus on outcome-related areas, such as "mission and outcomes," "student assessment," "educational evaluation," and "continuous improvement." Education and quality were the most common (33, 54.11%), followed by 18 standards related to education and relevance. However, the standards on cost effectiveness and equity corresponding to education, research, and service were significantly insufficient. As a result of classification using a logic model, many criteria were incorporated into the process, producing results similar to those of international accreditation institutions. Therefore, to fulfill medical schools' social accountability, it is necessary to develop cost effectiveness and equity standards with reference to grid models and expand them beyond education to include research and service areas. Developing content and outcome standards is also required.

• Korean Medical Education Review
• /
• v.15 no.2
• /
• pp.69-74
• /
• 2013

This study aimed to review the expected changes in the medical educational environment and to evaluate approaches to coping with the abolition of the postgraduate intern training system. It is expected that after the intern training system is dismantled, postgraduate medical students will be deprived of the opportunity to practice opportunity for clinical practice and to inquire into their medical specialization. Therefore, major improvements in the clinical education curriculum must be made so that students can do so through the clinical education program. Offering students the opportunity to perform clinical practice through the clinical education program might require a revision in the laws and regulations on clinical education as well as the standardization of the clinical education curriculum in line with international practices. Reform measures to provide students the opportunity to inquire their specializations might be the introduction of a medical curriculum containing diverse fields and the establishment of a matching program to assign medical students to their residency programs after medical school. Finally, the fact that the basic concern of postgraduate medical education is the cultivation of primary care physicians must not be forgotten even after the dismantling of the postgraduate intern training system.

• The Korean Journal of Emergency Medical Services
• /
• v.25 no.1
• /
• pp.177-191
• /
• 2021

Objectives: This study aimed to combine the satisfaction survey results and suggestion for continuing education of the emergency medical technicians through a systematic review of continuing education of the emergency medical technicians. Methods: This review focused on previous studies published until 2020 that were associated with the continuing education of emergency medical technicians. We followed the guidelines set for each phase of the study and selected the 26 studies that met the selection criteria for the analysis. Results: The level of satisfaction with continuing education for emergency medical technicians was low. The most frequently suggested method for continuing education was patient case presentation. The answers to the desired training subjects of the continuing education program varied. Finally, studies on continuing education have not been published continuously. Conclusion: To enhance the satisfaction and competence of continuing education, we need to provide various programs that reflect the needs of emergency medical technicians attending maintenance training. In addition, various methods should be considered to improve the attendance rate for continuing education, and further investigations and research should be actively conducted on continuing education in the future.

• Korean Medical Education Review
• /
• v.18 no.2
• /
• pp.65-82
• /
• 2016

This study aimed to identify curriculum gaps and a pilot study to provide the programs for selection during clerkship. Over the course of a clerkship, students analyze the current level and the needs level of TLO (terminal learning objectives) based on the book "Learning outcome of basic medical education: Scientific concept and principle-centered." We conducted a needs assessment utilizing a t-test, Borich Needs Assessment, and the Locus for Focus model. In the investigation of the needs level, the levels of the musculoskeletal and respiratory systems were relatively high and in the investigation of the current level, the levels of the digestive and musculoskeletal systems were relatively high. This study is expected to contribute to reasonable decision-making by utilizing various methods of analysis and providing in-depth results of needs analysis in designing clerkship curriculum.

• Korean Medical Education Review
• /
• v.25 no.3
• /
• pp.198-211
• /
• 2023

Health systems science (HSS) is recognized as the third pillar of medical education. alongside basic and clinical sciences. Today's physicians must also be systems thinkers who are able to discern how social, economic, environmental, and technological forces influence clinical decision-making. This study aimed to propose strategies for structuring an HSS curriculum that is tailored to the Korean healthcare and medical education context. First, the authors of this study conducted a survey to identify the present curricular contents of HSS related education at Korean medical schools. Second, a needs assessment was performed to determine the necessity of HSS competencies, as well as the prerequisites for the seamless integration of HSS into the existing curriculum. Third, literature reviews on HSS education at 14 US medical schools and expert consultations was conducted. We would like to propose a set of strategic approaches, classified into two levels: comprehensive and partial restructuring of the current medical curriculum to incorporate HSS. The partial restructuring approach entails a gradual, incremental incorporation of HSS content, while maintaining the current curricular structure. In contrast, a complete overhaul of the curriculum may be ideal to build HSS as the third pillar of medical education, but its feasibility remains relatively limited. The partial reorganization approach, however, has the advantage of being highly feasible. Collaborative efforts between professors and students are imperative to collectively devise effective methods for the seamless integration of HSS into the existing curriculum.

• Korean Medical Education Review
• /
• v.20 no.2
• /
• pp.78-90
• /
• 2018

Recently, unprofessional behavior by physicians and misconduct by medical students have led to increased public concern over medical professionalism. Many studies have been conducted to explore strategies that reinforce professionalism education and prevent misconduct in medical students. However, most studies focused on defining the medical professionalism and its conceptual components. In this study, we conducted a conceptual analysis based on the literature review to categorize issues of unprofessional behavior, and identified doctors' indifference to self and others as the reason for the unprofessional behavior. In this regard, self-reflection provides a practical tool to overcome such indifference. We suggest 'education and evaluation based on self-reflection and reflective practices' as the effective strategies to enhance the professionalism in medical students.

• Korean Medical Education Review
• /
• v.13 no.1
• /
• pp.3-11
• /
• 2011

Every medical school aims to provide better education, and it sometimes requires changing the current education system. However, an attempt for a change may not always be successful. In many cases, it is so not because an intended change was not properly directed but because conflicts in the process of adopting the change were not properly handled. This paper suggests seven points for how to successfully bring a change in medical education. First, the medical education should not simply focus on the pass rate of the national medical examination but also on the cultivation of creative leaders. Second, the faculty of medical school should be creative, self-motivated, and passionate. Third, people in charge of an intended change should have a good understanding of complicated dynamics between the dean's office, medical education experts, professors, and students. Fourth, people who are leading the change should also grasp the possibility that a well-intended change might not be well-received by professors, students, and dean due to their tendency to be complacent with the current system. Fifth, a successful introduction of a change requires good teamwork of a thinker, an actor, and a coordinator. Sixth, a change takes time as it takes place through a step-by-step process. Seventh, an attempt for a change accompanies a negotiation with professors with different thoughts and views regarding education, and people who want a change need to be flexible in that negotiation. In addition to these seven points, people who are responsible for a change should be consistent and consider the renown of the school.

• Korean Medical Education Review
• /
• v.21 no.1
• /
• pp.13-21
• /
• 2019

Patient safety and medical errors have emerged as global concerns and error disclosure has been established as standards of practice in many countries. Disclosure of medical errors to patients and their families is an important part of patient-centred medical care and is essential to maintaining trust. However, physicians still hesitate to disclose errors to patients despite their belief that errors should be disclosed. Multiple barriers such as fear of medical lawsuits and punishment, fear of damaging their professional reputation, and diminished patient trust inhibit error disclosure. These barriers as well as lack of training or education programs addressing error disclosure contribute to a low estimated disclosure rate in real situations. Nowadays, the importance of patient safety education including error disclosure is emphasized and related research is increasing. In this paper, we will discuss the background of medical error disclosure and studies on education programs related to error disclosure. In this regard, we will examine the content and methods currently being taught, discuss the effects or outcomes of such education programs and obstacles or difficulties in implementing them. Finally, the direction of future error disclosure education, support systems, and education strategies will also be covered.

• Korean Medical Education Review
• /
• v.10 no.1
• /
• pp.9-17
• /
• 2008

Objectives: Medical schools are trying to improve the quality of medical education by offering students better medical curriculum. In this study, we intend to provide basic information for improvement and development of medical curriculum by analyzing the medical curriculum of domestic and foreign medical schools. Methods: Based on various materials, we selected out 5 domestic medical schools and 11 foreign medical schools and collected materials relevant to medical curriculum of each medical school. Then, we divided collected materials into four domains(educational objectives, educational contents, educational assessment, and curriculum implementation), and analyzed them synthetically. Results and Conclusion: First, concerning the educational objectives, it is necessary that more various educational objectives are included to medical curriculum. Especially, there is a growing need for medical curriculum reflecting social responsibility and requests of local community. Second, educational contents should be constantly improved and constructed considering students' academic achievement levels and traits. Third, not only students but also educational program, educational contents, and professors should be included to the objects of educational assessment. Also, various assessment methods should be developed. Finally, especially for domestic medical schools, it is necessary to make use of more educational specialists in medical education.

• Korean Medical Education Review
• /
• v.14 no.1
• /
• pp.25-36
• /
• 2012

For decades medical educators have continually emphasized medical professionalism, which is reflective response to the challenges of a rapidly changing medical environment. This study aimed to review the experience of implementing medical professionalism education at Yonsei University College of Medicine (YUCM). YUCM introduced a new curriculum in 2004 designed by Curriculum Development Project 2004 (CDP2004), a project that was launched in 2001. CDP2004 reorganized lectures as organ-based integrated lectures, introduced an introductory course for clinical medicine and medical humanities courses for premedical and medical students. Problem-based learning (PBL), elective courses, and self-study sessions in the afternoon were implemented in order to equip students with a self-directed learning attitude as medical professionals. Professors were asked by the CDP2004 curriculum to spend more time on student education and to adopt new teaching methods. Experiences of the CDP2004 curriculum reveals 1) difficulty of motivating professors to be PBL tutors 2) students' dissatisfaction with the medical humanities course (major critique was that the course was impractical and unrealistic), and 3) students' optimistic understanding about their future role as medical professionals in influencing and helping people in spite of their perception of the general medical environment not as promising. To foster professionalism, the following are necessary in our experiences: 1) faculty development of medical humanities and medical professionalism, 2) establishment of an environment throughout the whole institution to support medical professionalism education and to integrate the concept into praxis, 3) emphasis on the fact that medical professionalism education is not contradictory to biophysical medical education.