한국의학사 강의 개발과 강의 사례 연구

Abstract

This research will explore how to develop and teach Korean medical history in Korean universities. In 2009-2010, I participated in a project called “Developing the Module of the Korean Medical History,” which was funded by the Korean Research Foundation. For this project, done at Yonsei Medical College, five specialists worked together to develop the module: Yeo In-sok (Director of the project, Contemporary period), Lee Hyun-sook (Ancient period and the Goryeo dynasty), Kim Seong-su (Joseon dynasty), Sihn Kyu-whan (Modern 1: the late 19th century and early 20th century), and Park Yun-jaeoe (Colonial period). One of the results of this project was the publication of the book History of Medicine in Korea. As a case study, I analyzed the results of my experiences teaching Korean medical history to graduate students in medical college in 2010 and freshmen in nursing college in 2013. In the graduated school of medical college, all of the five members gave lectures, however, it seems like too many lecturers for five students in eight classes. I could not give any previous reading material and assignment. It means we need more time to teach properly. In 2013, I taught Korean medical history by myself as the Korean History class in a nursing college. I invited Prof. Kim and Sihn as a guest teacher. According to my survey of the nursing college's freshmen students, my students selected the forensic medicine of the Joseon dynasty and the military medicine of Silla Unification War in the 7th Century as the best subjects. The next favorite subjects were the comparison of the Modernization and Exploitation theories in colonial Korea, as well as Ancient Medicine, specifically trephination and skull modification. They selected these because the visual media, made by KBS, about the forensic medicine of the Joseon dynasty and about the artificial cranial deformation of the Gaya, which we had watched in the class. From this, I discovered that watching visual images was the most efficient method of learning for the class. Another assignment I gave to my classes concerned the military medicine of ancient Korea, and my students were responsible for reading my article “Military Medicine of the Silla Unification War,” summarizing the article, and recording their thoughts and impressions. This subject was also a favorite. I determined that self-study was a very efficient way to develop students’ ideas and passions. The results of the survey about the comparison of the Modernization and Exploitation theories revealed that my students supported the Exploitation theory more than the Modernization theory. In the 1st class, 17 students supported the Modernization theory, while 49 students subscribed to the Exploitation theory in the Colonial medicine. On the other hand, only 7 students agreed with the Modernization theory at the 2nd class, while 55 students supported the Exploitation theory. I believe this is the result of the influence of Prof. Sihn, who had provided a special lecture to my students as a supporter of the Exploitation theory. I also recognized that my way of questioning had influenced the answers of the students. In the question of the 1st class, I had explained the Modernization theory at first, and then I had them choose “agree” or “disagree” and explain their answer. In the 2nd class, on the contrary, I introduced the Exploitation theory in advance and had them select “agree” or “disagree.” The 2nd class might have been influenced by the method of questioning, and they selected the Exploitation theory as an easier answer. Most of the nursing college’s students were content learning about the history of Korean medicine as a Korean history class. The text book History of Medicine in Korea played a considerable role in guiding my students, even though it has many weaknesses. In conclusion, the history of Korean medicine is a good subject for teaching Korean history at a university, and it also develops the identification of medical college students.