의료윤리교육의 질적 성장을 위한 방향 모색: 통합과 실천을중심으로
Toward the Qualitative Advancement of Medical Ethics Education in Korea: Focusing on Integration and Practice
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Despite significant quantitative growth in medical ethics education in Korea over the past 25 years,concerns remain regarding its qualitative impact. Prior research has identified structural limitations,fragmented curricula, and vague educational objectives in ethics programs across Korean healthprofessions education. Building on these findings, this article calls for a shift toward verticallyintegrated, practice-oriented ethics education that embeds ethical reflection within clinical contexts. It reframes learning goals to prioritize practical ethical competence, emphasizing situationalawareness, decision-making, and professional identity formation. It also presents instructionalstrategies—such as simulation, narrative writing, and clinically integrated ethics seminars—thatenhance experiential learning and critical reflection. Finally, it underscores the need for institutionalsupport, faculty collaboration, and aligned assessment systems to sustain meaningful reform. Bybridging the gap between classroom ethics and clinical realities, this approach aims to cultivatereflective practitioners capable of ethical judgment in complex healthcare settings.
Abstract
Despite significant quantitative growth in medical ethics education in Korea over the past 25 years,concerns remain regarding its qualitative impact. Prior research has identified structural limitations,fragmented curricula, and vague educational objectives in ethics programs across Korean healthprofessions education. Building on these findings, this article calls for a shift toward verticallyintegrated, practice-oriented ethics education that embeds ethical reflection within clinical contexts. It reframes learning goals to prioritize practical ethical competence, emphasizing situationalawareness, decision-making, and professional identity formation. It also presents instructionalstrategies—such as simulation, narrative writing, and clinically integrated ethics seminars—thatenhance experiential learning and critical reflection. Finally, it underscores the need for institutionalsupport, faculty collaboration, and aligned assessment systems to sustain meaningful reform. Bybridging the gap between classroom ethics and clinical realities, this approach aims to cultivatereflective practitioners capable of ethical judgment in complex healthcare settings.