의학 전문직업성의 기초자질 함양을 위한 교육과정 평가 및 구성
Evaluation of Curriculums of Medical Schools for
1
조회
0
다운로드
6
인용
0
참고문헌
키워드
초록
Purpose: Today, the social requirement of medicine emphasizes the importance of medical professionalism. This forces medical educators to introduce new contents and methods into the curriculum. This study aims to offer ideas for developing the curriculum through clarifying priorities on the basic qualities of medical professionalism and evaluating the current curriculums in medical schools in South Korea. Methods: In April 2005, 46 respondents majoring in basic medical sciences, clinical medicine, and medical humanities/social sciences completed a structured questionnaire. The questionnaire consisted of 3 categories related to: 1) the basic qualities of medical professionalism/general education courses, 2) the process of developing the qualities of humanities and social sciences in medical education, and 3) the appropriate allocation of credits for each subject to premedical and medical courses. The analysis consisted of frequency, chi-square, and multiple responses using Korean Ed, SPSS 14.0 for Windows. Results: The most important basic quality is basic medical knowledge. The credits for the general education are sufficient but it's contribution is lacking(44.44%). The most lacking element in the general education courses is socio-cultural comprehension(45.65%). The knowledge of humanities and social sciences is very important in developing the basic qualities(56.52%). The important learning experiences related to these is the introspection into human beings(32.16%). Credits for medical humanities classes in premedical and medical course are noticeably insufficient(45.65, 54.35%, respectively). The appropriate program of informal curriculum for fostering the qualities is meeting with various medical specialists(44.44%, 47.83%, respectively). There is almost no difference among the major groups under(p<.05.) Conclusion: To assist medical students to be equipped with the basic qualities of medical professionalism, the realm of medical humanities should be made mandatory; and the general education courses need to be reformed, especially in the premedical curriculum. In particular, continuous cooperation between faculties in medicine, liberal arts, and/or social sciences need to exist with the conglomeration of these into fewer medical humanities majors in Korea.
Abstract
Purpose: Today, the social requirement of medicine emphasizes the importance of medical professionalism. This forces medical educators to introduce new contents and methods into the curriculum. This study aims to offer ideas for developing the curriculum through clarifying priorities on the basic qualities of medical professionalism and evaluating the current curriculums in medical schools in South Korea. Methods: In April 2005, 46 respondents majoring in basic medical sciences, clinical medicine, and medical humanities/social sciences completed a structured questionnaire. The questionnaire consisted of 3 categories related to: 1) the basic qualities of medical professionalism/general education courses, 2) the process of developing the qualities of humanities and social sciences in medical education, and 3) the appropriate allocation of credits for each subject to premedical and medical courses. The analysis consisted of frequency, chi-square, and multiple responses using Korean Ed, SPSS 14.0 for Windows. Results: The most important basic quality is basic medical knowledge. The credits for the general education are sufficient but it's contribution is lacking(44.44%). The most lacking element in the general education courses is socio-cultural comprehension(45.65%). The knowledge of humanities and social sciences is very important in developing the basic qualities(56.52%). The important learning experiences related to these is the introspection into human beings(32.16%). Credits for medical humanities classes in premedical and medical course are noticeably insufficient(45.65, 54.35%, respectively). The appropriate program of informal curriculum for fostering the qualities is meeting with various medical specialists(44.44%, 47.83%, respectively). There is almost no difference among the major groups under(p<.05.) Conclusion: To assist medical students to be equipped with the basic qualities of medical professionalism, the realm of medical humanities should be made mandatory; and the general education courses need to be reformed, especially in the premedical curriculum. In particular, continuous cooperation between faculties in medicine, liberal arts, and/or social sciences need to exist with the conglomeration of these into fewer medical humanities majors in Korea.
참고문헌 (20)
- American Board of Internal Medicine Foundation, ACP-ASIM, Foundation & European Federation of Internal Medicine, "Medical professionalism in the new millennium: a physician charter", Ann Intern Med, 136(3), pp.243~246 (2002)
- 정철운, "우리나라 의과대학의 의학직업전문성 교육현황", 한국의학교육, 16(3), pp.259~268 (2004), 한국의학교육학회
- Cruess, S.R., "Professionalism must be taught", Br Med J, 315, pp.1674~1677 (1997)
- General Medical Council, "Tomorrow's doctors. Recommendations in undergraduate medical education" (2002), GMC
- Harden, R.M., "AMEE Guide No. 14: Outcome- based education: Part 5 - From competency to meta-competency: a model for the specification of learning outcomes", Med Teach, 21(6), pp.546~552 (1999)
- Herbert, M., "Toward a normative definition of medical professionalism", Acad Med, 75(6), pp.612~616 (2000)
- Hilton, S., "Professionalism in medical education", Teaching and Teacher Education, 23, pp.265~279 (2007)
- Hur, Y.R.(, "An analysis of the core elements and curriculum evaluation of medical professionalism", Doctor, pp.2006
- Ivrine, D., "The performance of doctors: the new professionalism", Lancet, 353, pp.1174~1177 (1999)
- Karle, H., "Global standard in medical education for better health care", Med Educ, 36, pp.1116~ (2002)
- Kim, Y.I., "Multicampus medical education in Korea - issues and strategies for emphasizing the advantages", Korean J Med Educ, 17(2), pp.135~149 (2005)
- Kim, S., "Medical professionalism in the 21st century: How can we teach it?", Korean J Med Educ, 15(3), pp.171~186 (2003)
- Kim, S., "How are we going to evaluate medical professionalism?", Korean J Med Educ, 17(1), pp.1~14 (2005)
- Curriculum development a study on curriculum development of medical humanities and social science, "Korean Association of Medical Colleges", ~ (2007)
- A study on the activation of humanities and social education in medical school, "Korea Council of Humanities & Social Research Institute", ~ (2002)
- 맹광호, "한국에서의 ‘의학전문직업성’ 교육: 과제와 전망", 한국의학교육, 20(1), pp.3~10 (2008), 한국의학교육학회
- Nieuhof, M.G., "Students' conceptions of the medical profession: an interview study", Med Teach, 27(8), pp.709~714 (2005)
- Simpson, J.G., "The Scottish doctor-learning outcomes for medical undergraduate in Scotland: a foundation for component and reflective practitioners", Med Teach, 24, pp.136~143 (2002)
- Stratton, T.D., "A liberal education as preparation for medical school: How is it valued? How do graduates perform?", Acad Med, 78(10), pp.S59~S61 (2003)
- Ten Cate, O., "Orienting teaching toward the learning process", Acad Med, 79, pp.219~228 (2004)