새로운 의료인문학(들)과 한국 의료인문학의 자리

최은경 한국의철학회 2023 의철학연구 Vol.36 No.-

한국 사회에서 의료인문학은 무엇이었고, 무엇이어야 할까? 본 글은 전 세계적 의료인문학의 역사와 부흥의 맥락 속에서 한국의 의료인문학의 역할과 위상을 점검한다. 한국의 의료인문학은 한국 의료가 새롭게 갱신되어야 한다는 부름에 따라 과거의 것이 복원되고 유입되었다. 그것은 크게는 전세계적으로 질병 패턴의 변화, 새로운 질병의 등장, 의료 서비스 주체의 다변화, 유전자 시대의 돌입 등에 따라 의생명과학 패러다임이 전환되기 시작한 것과 흐름을 같이 한다. 그러나 전세계적 의생명과학의 전환과 한국 의료의 위기가 같지 않으며, 전 세계적 차원의 의료인문학 테제가 한국의 그것과 꼭 같지 않을 수 있다. 이를 위해 다양한 의료인문학의 맥락과 갈래 속에서 한국 의료인문학의 역할을 탐구할 필요가 있다. 또한 지정학적 차원의 이해와 로컬의 이해를 풍부하게 다듬는 속에서 한국 의료인문학의 테제 역시 다듬을 필요가 있다. 본 글은 우선 ‘인문학으로서의 의학’, 의료인문학이 의과대학에서 하나의 학제로 형성되어 온 과정을 추적한다. 특히 전인적 인간 형성을 목표로 하는 인문학 공부가 타인에 대한 연민과 공감 등을 요청하는 의과학 반성의 요구와 맞닿으면서 의학교육에 강조되었는지를 살펴 본다. 이후 1990년대 이후 국내에 급부상한 의료인문학 도입 배경으로서 의학교육의 글로벌라이제이션을 살피고, 이를 의학을 둘러싼 인문학적 요청이라는 측면에서 비판적으로 검토한다. 마지막으로 한국 의료인문학의 위상과 역할을 ‘전문직업성’과 ‘돌봄’이라는 영역을 예로 들며 제언하고자 한다. What has been, and what should be, the medical humanities in South Korea? This article examines the role and status of the medical humanities in Korea within the context of the history and revival of the medical humanities globally. Medical humanities in South Korea has been a restoration and introduction of the past in response to the call for the renovation of Korean healthcare. This is largely in line with the paradigm shift in biomedical sciences that has begun globally in response to changing disease patterns, the emergence of new diseases, the diversification of healthcare providers, and the onset of the genetic era. However, the global transition in biomedical sciences and the crisis in Korean healthcare are not the same, and the themes of medical humanities at the global level may not necessarily be the same as those in South Korea. For this reason, it is necessary to explore the role of Korean medical humanities in various medical humanities contexts and branches. It is also necessary to refine the themes of Korean medical humanities while enriching geopolitical and local understandings. At first, this article traces the process of 'medicine as humanities' and the formation of medical humanities as a discipline in medical schools. In particular, it examines how the study of humanities, which aims to form a holistic human being, has been emphasized in medical education as it can embraces the call for reflection in medical science, which asks for compassion and empathy for patients and others. Then, it examines the globalization of medical education as a background for the introduction of medical humanities in South Korea since the 1990s, and critically examines it under from the perspective of the call for humanities in medicine. Finally, it proposes the status and role of medical humanities in South Korea using the domains of ‘professionalism’ and ‘cure and care’ as examples.

우리나라 의과대학/의학전문대학원의 인문사회의학 교과목 운영현황 및 학습내용 분석

안정희,권복규,이순남,한재진,정재은 한국의학교육학회 2008 Korean journal of medical education Vol.20 No.2

Purpose: We did this study to find out the current teaching status of the medical humanities and social sciences curriculum in Korean medical schools. Further, we discuss the tasks at hand to improve the curriculum in medical education. Methods: The curricula of 41 medical schools and the syllabi of 10 schools were examined. We analyzed the tables of course organization and contents of integrated medical humanities. After analysis of the contents, they were grouped into 6 categories of medical humanities and social sciences domain. Results: Our results are as follow: 1) there are 3 types of medical humanities and social sciences subject forms: inter-disciplinary(integrated, for example, PDS), multi-disciplinary(separated subject form), and mixed(integrated+separated); 2) most schools offer medical humanities and social sciences in a required class; 3) medical humanities and social sciences are taught through all school years and all 8 graduate medical schools offer a medical humanities and social sciences course from year 1; and 4) the average academic credits for medical humanities are 10 or 11. With respect to the curriculum content, there is some commonality in 10 schools: disease prevention, health improvement, medical ethics, medical regulation, professionalism, and community medicine. Differences were seen in content selection and organization. Conclusion: After brief reviews of the medical humanities and social science curriculums, we discovered that all Korean medical schools meet the need of medical humanities and social sciences education. However, curriculum implementation differed in various ways. We suggest the following tasks: 1) clarification of educational goals in order to develop a core curriculum of medical humanities and social sciences in Korea; 2) sharing experiences of developing a well-designed curriculum with other medical schools for effective teaching of this subject area.

의료인문학 수업의 플립 러닝 적용 사례 연구: 수업설계와 학습자 인식을 중심으로

오희진 ( Heejin Oh ) 경북대학교 과학교육연구소 2020 科學敎育硏究誌 Vol.44 No.2

과학 기술의 발전은 온라인 학습과 오프라인 학습을 조합한 플립 러닝(flipped-learning)이라는 새로운 형태의 수업 방법을 가져 왔다. 플립 러닝은 오늘날 교육 분야에서 보편적으로 활용되는 혼합학습의 한 형태이다. 의학 교육과정에서 의료 인문학의 중요성을 강조하고 있음에도 불구하고 교육의 목적을 실현하기 위한 효과적인 교수 및 학습 모형이 없었다. 이 연구는 의료 인문학 수업에 플립 러닝을 적용하기 위해 수업을 설계하고 학습자의 인식을 분석하였다. 수업은 설계-개발-실행-평가의 5 단계 분석으로 구성된 ADDIE 모델을 기반으로 설계하였고, 의료인문학 도입의 목적과 의료인이 가져야 할 역량을 고려하여 수업을 재구성하고 학습자와 학습환경을 분석했다. 교수자는 강의 영상을 제작하여 수업 전과 후에 LMS를 사용할 수 있도록 하였으며, 수업 중에 학습자와 학습자, 학습자와 교수자의 상호작용이 활발하게 이루어지도록 토론 수업을 실시하였다. 플립 러닝 의료 인문학 수업 결과는 다음과 같다. 첫째, 의학 인문 교육의 본질을 실현할 수 있다. 둘째, 의료인의 역량 강화에 기여한다. 셋째, 플립 러닝은 의학 인문학 교육의 새로운 교수 전략으로 활용할 수 있다. 이 연구의 결과는 향후 의료인문학 수업에서 플립 러닝의 설계와 운영을 위하여 실천 방안을 제공하고 현재 이루어지는 전통적 방식의 의료인문학 수업에서 새로운 교수법 도입의 방향성을 제시하는 데 기여할 것으로 기대된다. The advances in science technology brought about a new form of learning called flipped-learning: a combination of on-line and off-line learning. A flipped learning is a form of blended learning which has become quite popular, nowadays, in the field of education. Despite the emphasis on the importance of medical humanities in medical education program, there are no effective teaching and learning models to realize the purpose of medical humanities education. This study explores the possibility of flipped-learning to apply medical humanities classes. The class was designed based on the ADDIE model consisting of five stages, analysis - design - development - execution - evaluation. In order to do 'flipped-learning,' the instructor reconstructs the purpose of medical humanities education, instructional purpose and content, and analyzed learner. The contents of the medical humanities class were structured considering the purpose of the introduction to the medical humanities in the medical education program and the competencies that medical personnel should have in the developed health care environment. The instructor produces a video of the lecture and makes it possible to use LMS (Learning Management System) before and after classes, and conducts discussion activities so that learner-learner and learner-teacher interaction could actively occur during the class. The result of applying medical humanities lesson as flipped learning is as follows: First, it can realize the essence of medical humanities education. Second, it contributes to strengthening the competencies of health care provider. Third, flip learning can be used as a new teaching strategy for medical humanities education. The result of this study is expected to suggest new ways of introduction to teaching method in the traditional medical humanities class and contribute to the practice of designing and doing flipped learning of medical humanities class in the future.

Medical Students’ Perceptions of Medical Humanities: A Qualitative Study Through Analysis of Self-reflective Essays

채수진 국제인문사회연구학회 2024 Studies on Humanities and Social Sciences (SHSC) Vol.6 No.2

Medical Students’ Perceptions of Medical Humanities:A Qualitative Study Through Analysis of Self-reflective Essays Sujin Chae** Abstract: This study aims to analyse pre-medical students’ usual perceptions of medical humanities and the change in their perceptions of medical humanities after completing a newly introduced seven-week medical humanities course using self-reflective essays. A total of 45 students were enrolled in the Medical Humanities course and all of them submitted a reflective essay. Data analysis was conducted using Colaizzi’s descriptive phenomenological methodology. A total of 150 unique significant statements were extracted. These statements generated 13 formulated meanings that were categorized into seven theme clusters and three theme categories. Main themes were: (1) expectations and worries (unimportant didactic classes, worried because I do not know anything, expectations despite not knowing anything) (2) understanding patients and doctors (understanding patients, understanding professionalism), (3) class engagement and communication (how to communicate, active class participation). At the beginning, the students were unfamiliar and vague about the study of medical humanities in medical schools, but after the training, they had a better understanding of patients and doctors and learned the importance of communication For successful medical humanities education, medical schools need to introduce a variety of content and learning methods. Key Words: Medical Education, Medical Humanities, Pre-medical Student, Qualitative Analysis, Reflective Essay □ Received: Apr. 9, 2024, Revised: Apr. 18, 2024, Accepted: Apr. 20, 2024* This research was funded by the University of Ulsan, grant number 2022-0698. ** Professor, Ulsan Univ., Email: edujin1@ulsan.ac.kr Medical Students’ Perceptions of Medical Humanities:A Qualitative Study Through Analysis of Self-reflective Essays Sujin Chae** Abstract: This study aims to analyse pre-medical students’ usual perceptions of medical humanities and the change in their perceptions of medical humanities after completing a newly introduced seven-week medical humanities course using self-reflective essays. A total of 45 students were enrolled in the Medical Humanities course and all of them submitted a reflective essay. Data analysis was conducted using Colaizzi’s descriptive phenomenological methodology. A total of 150 unique significant statements were extracted. These statements generated 13 formulated meanings that were categorized into seven theme clusters and three theme categories. Main themes were: (1) expectations and worries (unimportant didactic classes, worried because I do not know anything, expectations despite not knowing anything) (2) understanding patients and doctors (understanding patients, understanding professionalism), (3) class engagement and communication (how to communicate, active class participation). At the beginning, the students were unfamiliar and vague about the study of medical humanities in medical schools, but after the training, they had a better understanding of patients and doctors and learned the importance of communication For successful medical humanities education, medical schools need to introduce a variety of content and learning methods. Key Words: Medical Education, Medical Humanities, Pre-medical Student, Qualitative Analysis, Reflective Essay □ Received: Apr. 9, 2024, Revised: Apr. 18, 2024, Accepted: Apr. 20, 2024* This research was funded by the University of Ulsan, grant number 2022-0698. ** Professor, Ulsan Univ., Email: edujin1@ulsan.ac.kr

포스트휴먼 시대의 의료 휴머니즘: 과거, 현재, 미래에 대한 비판적 고찰

황임경 대한의사학회 2023 醫史學 Vol.32 No.1

This paper explores the historical and contemporary significance of medical humanism and its potential value in medical education. Medical humanities emerged as a response to the issues arising from science-driven modern medicine, most notably the marginalization of the individual in medical practice. Medical humanism has evolved to become a guiding ideology in shaping the theory and practice of medical humanities. However, the COVID-19 pandemic has brought about significant changes in medical humanities, challenging the foundations of humanism beyond medical humanism. The rise of posthumanism raises fundamental questions about humanism itself. The climate crisis, driven by human greed and capitalism’s exploitation of nature, has led to the emergence of viruses that transcend species boundaries. The overflow of severely ill patients has highlighted the classic medical ethics problem of “who should be saved first” in Korea, and medical humanism is facing a crisis. Various marginalized groups have also pointed out the biases inherent in medical humanism. With this rapidly changing environment in mind, this paper examines the past and present of medical humanism in order to identify the underlying ideology of medical humanism and its future potential in medical education. This paper assumes that there are two axes of humanism: human-centeredness and anthropocentrism. Medical humanism has historically developed along the axis of human-centeredness rather than anthropocentrism, emphasizing the academic inquiry into human nature and conditions, as well as the moral element of humanity. Furthermore, this paper discusses the challenges that medical humanism faces from post-human centeredness and post-anthropocentrism, as well as the recent discourse on posthumanism. Finally, the implications of this shift in medical humanism for the education of the history of medicine are briefly explored.

인문사회의학 교육의 두 목표: 좋은 의사, 행복한 의사

유호종,You, Hojong 연세대학교 의과대학 2015 의학교육논단 Vol.17 No.2

Recently, medical humanities education has begun to take up an increased proportion of the Korean medical curriculum. Many people now agree that not only basic medicine and clinical medicine but also medical humanities is needed in medical education. The aims of medical humanities education should dawn now. 'Medical humanities' can be roughly defined as "the interdisciplinary study and activity at the intersection of the humanities, social science, arts, and medicine." People tend to assume that the aim of medical humanities education is to produce good doctors, that is, physicians who contribute to society. Actually, cultivating good doctors is one of the proper aims of medical humanities education. In addition to it, another aim of medical humanities education should be cultivating happy doctors. Nowadays, many of Korea's physicians feel unhappy. In such a situation, medical humanities education should be aimed at developing happiness in medical trainees.

의료인문학의 지평 확대: 인문학을 기반한 의료인문학 융․복합 교육 프로그램 개발 사례

공혜정 경희대학교 인문학연구원 2018 인문학연구 Vol.0 No.38

This paper presents a case study of the development of an interdisciplinary program titled Medical Humanities. This program was supported by the Korean Research Foundation under the Ministry of Education at Korea University. Korea University’s medical humanities program is the first interdisciplinary undergraduate program designed and developed by the College of Liberal Arts in Korea. By drawing upon the specific experiences of the development of a humanities-based medical humanities inter disciplinary program, this paper aims to suggest future directions for humanities-centered medical humanities. This paper consists of two chapters. Chapter 1 deals with the preparation of the first interdisciplinary medical humanities program in a non-medical education setting. Chapter 2 covers the specific courses and curricula offered in the medical humanities program. 본 연구는 교육부 산하 한국연구재단의 대학인문역량강화사업(CORE: Initiative for COllege of Humanities’ Research and Education)의 일환으로 고려대학교에서 의과대학이 주체가 아닌 문과대학을 기반으로 의료인문학(medical humanities) 융합전공 프로그램을 개발한 사례를 소개하는 것이다. 국내에서는 아직 대학원이 아닌 비(非)의과대학의 학부과정에서 문(文), 사(史), 철(哲) 등의 인문학을 포괄하는 의료인문학을 정식 프로그램으로 개설한 곳은 없었다. 또 비의과대학에서의 의료인문학의 위상과 발전 가능성에 대해서 논의한 연구도 없었다. 이러한 점에서 본 연구에서 소개하는 의과대학의 경계 밖에서 국내 최초로 인문학 기반으로 의료인문학 융․복합 프로그램을 개발한 사례는 인문학 분야뿐만 아니라 의학 분야에서도 새로운 방향성을 제시할 수 있을 것이다. 본 논문은 2장으로 구성되어있다. 1장에서는 비의과대학 학부과정에서 의료인문학 융합전공을 개설하는 준비과정을, 그리고 2장에서는 의료인문학 융합전공 프로그램의 전반적인 소개 및 교과목 운영 현황에 대해서 다루고 있다.

종교학과 의료인문학 -의학교육을 위한 종교학의 역할 모색-

김재명 한국종교학회 2019 宗敎硏究 Vol.79 No.3

Though Religious Studies have the ability to expend to education of Liberal Arts, it has had limits of practical implementation of the theories. It is a recent phenomenon that field of Medical Education is willing to accept Liberal Arts in the name of Medical Humanities. It is a very positive phenomenon because Religious Studies could contribute to Medical Studies as both studies have had a long perennial intersectional relationship in history. In the First Wave of the early period of Medical Humanities, it had worked as an assistant role for Medical Studies as it had tendency of dehumanization and lacked ability in communication between medical professionals and patients. The Second Wave of the Critical Medical Humanities has begun through overcoming the limits in the First Wave of the Medical Humanities. In the Second Wave of the Critical Medical Humanities, not only individual aspects in Humanity but also public and communal aspects in Humanity have been emphasized. Paying attention to the entanglement in the characteristics of Medical Studies, the Critical Medical Humanities has suggested that Medical Education should go forward to a democratic Medical system and reflection to Medical Studies itself through finding out the merits in differences rather than integration. It is very positive for both Religious Studies and Medical Studies as Religious Studies could participate in Medical Education and contribute important values in Liberal Arts to Medical Studies. For example, Death Education, Spirituality in medical treatment, and Multi-cultural ability in Global Society etc. could be implemented in Medical Studies from perspectives of Religious Studies. Moreover, scholars in Religious Studies could actively participate in studies of medical history through religions, analyses on the various concepts in medicine and religions, biomedical ethics, finding meanings in the various initiations in becoming health care professionals etc. It is undeniable true there are still many obstacles. But it is expected Religious Studies could establish and expand the significant roles in the field of ‘Religious Studies of Medicine’. 종교학은 다루는 주제 범위가 넓어 교양교육 차원에서의 확장성이 높은 학문이지만, 지금까지 그 적용분야가 제한적이었다. 최근 의학교육계에서 ‘의료인문학’이라는 이름으로 인문사회과학을 적극적으로 수용하려는 흐름 이 있다. 종교와 의료는 그 만남의 역사가 긴 만큼 종교학이 이와 관련하여 적극적인 역할을 담당할 수 있는 여지가 적지 않다. 의료인문학이 처음 의학교육에 등장했을 때는 의학의 비인간화와 의료진 의 의사소통능력 부족을 보충하려는 보조적인 수단이었다. 그런데 이러한 1차 물결이 갖는 한계들이 지적되면서 2차 물결이 등장하였다. 비판적 의료 인문학에서는 개인뿐만 아니라 공적 영역이 갖는 중요성을 강조하고, 의학 이 갖는 얽힘의 속성에 주목하면서, 통합보다는 차이의 발견을 통해 의학 자체에 대한 성찰과 의료시스템의 민주화로 나아갈 것을 제안한다. 종교학은 이러한 의료인문학을 매개로 의학교육에 참여할 수 있다. 예컨 대 죽음교육, 의료에서의 영성의 문제, 지구화 시대의 다문화역량 등은 종 교학적 관점을 의학교육에 적용할 수 있는 주제들이다. 또한 종교를 통한 의학의 역사 탐구, 종교와 의료에 관한 여러 개념 분석, 생명의료윤리, 의료 인이 성장하는 과정에서 경험하는 다양한 입문식과 통과의례의 의미를 찾는 일 등도 종교학자가 적극적으로 참여할 수 있는 주제들이다. 아직은 여 러 걸림돌이 있지만, ‘의료종교학’이라는 장(場)을 통해 종교학이 의학교육 에서 자신의 역할을 찾을 수 있기를 기대한다

의료인문학교육에서 질병체험서사의 활용 방안

황임경 한국의학교육학회 2013 Korean journal of medical education Vol.25 No.2

There has been growing interest regarding the ‘medical humanities’ in most medical schools in Korea. Medical humanities is an interdisciplinary field of humanities, social science, and the arts that aims to have a critical or supplementary role in medical education and practice. Thus, diverse educational methods should be applied to achieve the goals of medical humanities. The illness narrative is one of the most powerful tools in this context. An illness narrative is a patient's story about his illness, including the meaning of the illness in his life. The illness narrative is widely accepted as an effective educational tool in medical humanities. But, in Korea, there has been concern about the nature, theoretical background, and usefulness of the illness narrative. Medical students and doctors can obtain empathy and clinical wisdom through telling, hearing, reading, and writing illness narratives. In this article, I will examine the nature and meaning of illness narratives in teaching medical humanities and discuss several examples of narrative training programs.

의료 인문학의 성격과 전망

권상옥(Sang-Ok Kwon) 한국의철학회 2008 의철학연구 Vol.5 No.-

과학적 의학은 1960년대에 이르러 생명 의료 기술의 발전과 병원의 대형화 추세로 의료의 비인간화 및 질병으로부터 환자의 소외 현상을 낳게 되었다. 더욱이 관리 의료와 기업 의료의 출현은 의사의 전문직업성을 위협하여, 의사가 환자와 사회로부터 신뢰와 권위를 잃게 만들었다. 이처럼 의학의 위상이 크게 흔들리면서 의학계는 의학에 대한 반성과 함께 해결책을 모색하게 되었다. 이들은 의학이 과학적 의학을 지향하면서 환자보다 질병에만 관심을 기울여 의학의 인간적인 측면을 등한시한 것이 문제였다고 판단하고 이를 보강하여 인간적인 의학(humane medicine)을 만들고자 하였다. 의학에서 의술의 중요성이 다시 제기되었고, 의학 교육에 의료 인문학 교육이 도입되었다. 영국의 의료 인문학 협회는 의료 인문학이란 의료의 인간적인 측면 그리고 환자와 의사 관계를 포함하여 환자와 의사가 겪는 의료 경험을 의료, 교육 그리고 연구의 측면에서 학제간으로 탐구하는 학문이라고 정의하였다. 학제간 접근 주제로서 관심을 끄는 예로는 질환과 질병(illness and disease), 고통(suffering), 몸, 건강, 죽음과 죽어감(death and dying), 의사됨(doctoring) 등을 들 수 있다. 이러한 주제는 생물학적 사실일 뿐만 아니라 심리적, 문화적, 사회적 혹은 철학 적인 의미를 함께 지니고 있기 때문이다. 의료 인문학은 인간적인 의사(humane doctor) 혹은 배려가 깊고 환자와 마음이 통하는 의사(compassionate and communicative doctor)의 양성을 교육 목표로 삼고 있다. 인간 적인 의사란 환자를 깊이 이해할 뿐만 아니라 개성이나 가치관의 차이를 인정하고, 윤리적인 문제를 해결할 수 있으며, 의료 경험이나 지식을 비판할 수 있는 의사를 말한다. 의학이 과학과 의술이라는 두 축에 근거하고 있다는 점을 감안하면, 지금은 과학을 강조하던 의학에서 의술을 강조하는 의학으로 돌아가고 있는 상태이다. 그 동안 의학이 과학을 강조한 것에 대한 일종의 반동 현상으로 의학이 균형을 잡아가는 과정이라고 할 수 있다. 앞으로도 의학은 의술과 과학 사이를 시계추처럼 움직이면서 시대정신에 맞추어 끊임없이 중심을 잡으리라 생각한다. Recent technologic advances and improvements have had an overwhelming effect on the practice of medicine. physicians literally can treat patients without seeing them. Western science has devised technologies in which a computer can make the diagnosis without human “interference”. However, since the 1960s the assumptions underlying the authority of modern scientific medicine have themselves begun to be questioned. At the same time, an alternative current to reassert humanistic values in medicine has emerged as medical ethics in the 1960s and medical humanities in the 1970s. The medical humanities is a broad area of study and practice encompassing all nontechnical or ‘human’ aspects of medicine. The medical humanities serve three main goals: the study of the human aspects of medicine from within traditional arts disciplines of history, philosophy, sociology and literature, the intersection of medicine and the literature appreciating the many excellent works of physician writers, the movies and the training of more insightful and compassionate doctors. Here the medical humanities allow us to probe the delicate balance between scientific empiricism and critical thinking. Historically the first and most obvious feature of this inquiry was the modern exploration of medical ethics. “The medical humanities” is the name of a more inclusive inquiry, though one that embraces ethics. One of the aims of recent curriculum reform has been to release medical education from its scientific straitjacket and to reintroduce a more liberal, expansive curriculum that pays attention to both the cognitive and affective elements of clinical practice. I am convinced that we can stress the humane aspects of our profession without depreciating or neglecting the role of technology. In doing so we will offer to our patients a reassuring blend of humanity and modern medical technology.