현대의학이 놓치고 있는 삶의 마지막 순간으로서의 죽음과 의학교육

Abstract

This study shows the limitations of evidence-based medicine and life-saving therapy, which is currently focused on medical education and raises educational questions about what values medical education should focus on in life and death in the future. The answers to these questions are not simple, and are necessary to expand education and thinking in various aspects. There will be answers to future medical education so that medical students, who are educators in medical education, can sympathize with the environment surrounding the patient, one of the countless others with firm values, and further interfere with death, the last point of life. To this end, first, medical students who will become doctors in the future must be able to have the ability to judge the value of medical issues in social science based on humanities education. The important point here is that it is necessary to recognize the usual firm human existential value through a new perception of death. Second, in the clinical field, education will be needed so that patients can be recognized as subjects with the same existential value as doctors, who are therapists in various environments, not just subjects with diseases defined by numbers and diagnoses. Third, it is necessary to comprehensively expand the meaning of medical care, including personality education, so that the importance of death as the last moment of life can be recognized in the narrow meaning of medical care that simply focuses on saving the patient's life. Based on these goals, this article examines whether education suitable for each purpose is being conducted through the current educational status of medical schools, and presents additional educational directions if necessary.