History and Future of the Korean Medical Education System / 의학교육논단

Western medicine was first introduced to Korea by Christian missionaries and then by the Japanese in the late 19th century without its historical, philosophical, cultural, social, political, and economic values being communicated. Specifically, during the Japanese colonial era, only ideologically ‘degenerated’ medicine was taught to Koreans and the main orthodox stream of medicine was inaccessible. Hence, Korean medical education not only focuses on basic and clinical medicine, but also inherited hierarchical discrimination and structural violence. After Korea's liberation from Japan and the Korean war, the Korean medical education system was predominantly influenced by Americans and the Western medical education system was adopted by Korea beginning in the 1980s. During this time, ethical problems arose in Korean medical society and highlighted a need for medical humanities education to address them. For Korean medical students who are notably lacking humanistic and social culture, medical humanities education should be emphasized in the curriculum. In the Fourth Industrial Revolution, human physicians may only be distinguishable from robot physicians by ethical consciousness; consequentially, the Korean government should invest more of its public funds to develop and establish a medical humanities program in medical colleges. Such an improved medical education system in Korea is expected to foster talented physicians who are also respectable people.

Integration of judicial expertise into basic medicaleducation improves the growing up of excellent medical doctors / 基础医学与临床

Through the addition of discussion course associated with judicial expertise during the pre medical education, integration of true and typical forensic pathological cases into basic medical theory and experimental education, further addition of optional course of forensic medicine,and guiding the medical students applying the scientifically training projects about forensic pathology, students may improve their learning interesting and clinical thought, and are made early warning and increase the abilities of preventing and dealing with the suddenly medical tangles in the future, at the same time, the medical teachers also increase their professional levels and teaching qualities.These benefit the growing up of high quality medical doctors, decrease and even prevent the happening of medical tangles.

Application of mouse model of schistosomiasis in the curriculum of human parasitology / 基础医学与临床

To strengthen the understanding of schistosomiasis in the curriculum of human parasitology , an effective and feasible method will benefit to the improvement of teaching quality .In this study , by constructing mouse model of schistosomiasis infected with Schitosoma japonicum, designing standard teaching contents , and fully exploring the resources of this animal model in the practice classes , we displayed and interpreted the morphology of key stages of Schitosoma in its life cycle, its parasitic features, the symptoms of schistosomiasis in mouse model , the pathological changes of affected organs .The mouse model of schistosomiasis applied in the practice classes would make up for the shortages left in the theory classes , push the students to form a comprehensive understanding to schistosomiasis , to enhance their operation ability , and therefore , would significantly elevate the teaching quality of human parasitol-ogy course and contribute to the promotion of basic medical education .

A study on early development of medical students' common competency in physiology teaching by case-based learning / 中华医学教育探索杂志

Objective This study discusses the role of case-based learning (CBL) in the development of common competency in medical students.Methods One hundred and twenty-one students of Grade 2013 and Grade 2014 majoring in clinical medicine were divided into study (Grade 2014:63 students) and control (Grade 2013:58 students) groups.The study group was composed of 5 teams,with 12 or 13 students in each team.CBL and traditional lecture-based learning (LBL) were applied to the study and the control groups respectively.After the courses,a questionnaire with 10 indicators of medical students' common competency was scored by the students.The scores were entered into SPSS 19.0 for two independent-samples t-test.Results The effective questionnaire recovery rates for the study and the control groups were 92.1％ and 98.3％ respectively.For the medical students' post competency index,students in the study group scored significantly higher than those in the control,with knowledge mastery,study interest,learning initiative,independent learning,problem analyzing,problem solving showing the following scores,respectively:(5.57 ± 0.77),(5.28 ± 1.01),(5.16 ± 0.91),(5.05 ± 1.05),(5.10 ± 0.89),and (5.09 ± 1.01),compared to those in the control showing the following scores,respectively:(5.14 ± 0.99),(4.82 ± 1.12),(4.75 ± 1.07),(4.46 ± 1.09),(4.70 ± 1.03),and (4.68 ± 0.97),and the differences were statistically significant (P＜ 0.05).Besides,students in the study group performed much better in communication,collaboration,information collection,or critical thinking than those of the control (P＜0.05),with scores in the study group showing (4.97 ± 1.08),(5.33 ± 0.94),(5.21 ± 0.97),and (4.98 ± 0.96),respectively and those in the control (3.93 ± 1.16),(1.95 ± 0.85),(2.21 ± 0.98) and (2.12 ± 0.91),respectively,and the differences had statistical significance.Conclusion CBL can promote the early development of medical students' common competency during basic medical education and compared to the traditional LBL,teaching in smaller teams is much better in ability training.

Active Learning through an Integrated Curriculum: Making Use of Human Anatomy Practice / 医学教育

<p>　Students always have many questions and problems during active participation. Here, we report an active learning course (AL) based on problems that medical students encountered in gross anatomy practice. This AL was implemented after the practice, consisting of a lecture, group discussions, resource hours, and presentation session to ensure exploratory learning. Based on a questionnaire survey, 75.1% of the students evaluated the AL as very valuable or valuable, indicating its usefulness. The AL not only complemented the anatomy course, but also directed the students toward other forms of basic and clinical learning. The results indicate that by making use of gross anatomy practice, the AL functions as a hub for horizontal and vertical integrations in medical education.</p>

Guidelines for Improvement of Integrated Courses in a Medical School / 계명의대학술지

To systematically develop the courses or programs of medical education, guidelines were developed for the improvement of integrated courses, modifying the existing evaluation model of school curriculum to fit the curriculum of medical school. The guidelines were divided into three parts, prior-class, mid-class, and post-class, and 18 items were developed in the areas of situation analysis, developing process, goals, contents, organization, management, performance, and evaluation.

Comparison Among Three International Standards in Basic Medical Education / 中华医学教育探索杂志

The authors compared the purpose,and the main content of three international standards in medical education developed by the Institute for International Medical Education (IIME), World Health Organization Western Pacific Regional Office (WHO/WPRO), and World Federation for Medical Education (WFME) respectively. The IIME's standard is deferent from the others. The IIME's standard contains seven broad educational outcome domains and 60 items in the domains. The purpose of IIME's standard is to improve the common core competency of individual medical graduates of each medical school in the world, and the standard focuses the outcome of medical education and belongs to summative individual evaluation. The WHO/WPRO's and WFME's standards are quite similar. They define the standards across nine broad areas of medical schooling divided into 38 sub-areas. The ultimate goal of the WHO/WPRO's standard is to encourage national governments to adopt a quality assurance process in medical education. The aim of the two standards is to promote the quality assurance of medical schools. Both of the two standards focus the whole process of medical schooling and medical schools, and belong to formative evaluation.