외국 전공의 수련교육의 제도 및 시사점
Overseas Residency Training Systems and Implications for Korea
2
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
Medical education, competency, and outcome-based medical education started as part of the basic medical education curriculum in advanced countries 20 years ago, and such an approach was adopted in residency training. General competency training is at the core of residency training in advanced countries, and it goes beyond competency and outcome-based training to the extent that in a milestone training system, competency development is expected and measured with set competency achievements at each level. Recently, for the purpose of ensuring that doctors uphold patient safety and fulfill their obligations, entrustable professional activities (EPA) were applied at the beginning of residency when doctors move away from clinical trials and start actual care. The adoption of EPA in all residency training curriculum has spread very rapidly in the United States, United Kingdom, and Canada. Presently, Korea lags behind other countries significantly as the adoption of competency and outcome-based medical education in residency training has just begun. It is time to identify the current state of the Korean residency training system, and then design and practice a well-established system with a long-term view based on cooperation across the whole medical industry.
Abstract
Medical education, competency, and outcome-based medical education started as part of the basic medical education curriculum in advanced countries 20 years ago, and such an approach was adopted in residency training. General competency training is at the core of residency training in advanced countries, and it goes beyond competency and outcome-based training to the extent that in a milestone training system, competency development is expected and measured with set competency achievements at each level. Recently, for the purpose of ensuring that doctors uphold patient safety and fulfill their obligations, entrustable professional activities (EPA) were applied at the beginning of residency when doctors move away from clinical trials and start actual care. The adoption of EPA in all residency training curriculum has spread very rapidly in the United States, United Kingdom, and Canada. Presently, Korea lags behind other countries significantly as the adoption of competency and outcome-based medical education in residency training has just begun. It is time to identify the current state of the Korean residency training system, and then design and practice a well-established system with a long-term view based on cooperation across the whole medical industry.
참고문헌 (29)
- "ACMGE next accreditation system milestones" (2015)[URL]
- 한재진, "외국 의과대학에서의 성과중심교육과정 개발", 의학교육논단, 15(1), pp.19~24 (2013), 연세대학교 의과대학
- 임선주, "성과중심교육에서 학생평가", 의학교육논단, 15(1), pp.25~30 (2013), 연세대학교 의과대학
- 채수진, "학습성과중심교육과정에서의 교육과정 설계 탐색", 의학교육논단, 11(1), pp.3~9 (2009), 연세대학교 의과대학
- Harden RM, "What is a spiral curriculum?", Med Teach, 21(2), pp.141~143 (1999)
- Harden RM, "Outcome-based education: the future is today", Med Teach, 29(7), pp.625~629 (2007)
- Shumway JM, "AMEE guide no. 25: the assessment of learning outcomes for the competent and reflective physician", Med Teach, 25(6), pp.569~584 (2003)
- "About US" (2018)[URL]
- Batalden P, "General competencies and accreditation in graduate medical education", Health Aff(Millwood), 21(5), pp.103~111 (2002)
- Nasca TJ, "The next GME accreditation system: rationale and benefits", N Engl J Med, 366(11), pp.1051~1056 (2012)
- Skills for the new millennium: report of the Societal Needs Working Group: the Royal College of Physicians and Surgeons of Canada's Canadian Medical Education Directions for Specialists 2000 Project, "Royal College of Physicians", Royal College of Physicians and Surgeons of Canada, ~ (1996)
- "CanMEDS 2015 physician competency framework" (2015)[URL]
- "Tomorrow’s doctors: outcomes and standards for undergraduate medical education" (2009)[URL]
- "Good medical practice" (2013)[URL]
- "Specialty specific guidance on documents to be supplied in evidence for an application for entry onto the Specialist Register with a Certificate of Eligibility for Specialist Registration (CESR):curriculum for general (internal) medicine" (2009)[URL]
- "A competency based curriculum for specialist core training in psychiatry: core training in psychiatry CT1–CT3" (2013)[URL]
- "GMC curriculum" (2009)[URL]
- "Core medical training" (2009)[URL]
- "Specialty training curriculum for acute internal medicine" (2009)[URL]
- Thomas CR, "Educational milestone development for psychiatry", J Grad Med Educ, 6(Suppl 1), pp.281~283 (2014)
- "Generic professional capabilities framework" (2017)[URL]
- Swing SR, "The ACGME outcome project: retrospective and prospective", Med Teach, 29(7), pp.648~654 (2007)
- Holmboe ES, "The role of assessment in competency-based medical education", Med Teach, 32(8), pp.676~682 (2010)
- Core entrustable professional activities for entering residency curriculum developers’ guide, "Association of American Medical Colleges", Association of American Medical Colleges, ~ (2014)
- Ten Cate O, "Competency-based postgraduate training: can we bridge the gap between theory and clinical practice?", Acad Med, 82(6), pp.542~547 (2007)
- McCloskey CB, "Entrustable professional activities for pathology:recommendations from the College of American Pathologists Graduate Medical Education Committee", Acad Pathol, 4, pp.2374289517714283~ (2017)
- Leipzig RM, "What is a geriatrician?: American Geriatrics Society and Association of Directors of Geriatric Academic Programs end-of-training entrustable professional activities for geriatric medicine", J Am Geriatr Soc, 62(5), pp.924~929 (2014)
- Myers J, "Development and validation of a set of palliative medicine entrustable professional activities: findings from a mixed methods study", J Palliat Med, 18(8), pp.682~690 (2015)
- Development of general competencies and EPA based on roles of doctors in South Korea, "Lee SW", Research Institute for Healthcare Policy, Korea Medical Association, ~ (2018)