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맹광호 한국의학교육학회 2008 Korean journal of medical education Vol.20 No.1
The Medical Student Objectives Project of the American Association of Medical Colleges states that physicians must demonstrate “a commitment to advocate at all times the interests of one's patients over one's own interests,” as well as “an understanding of the threats to medical professionalism posed by the conflicts of interest inherent in various financial and organizational arrangements for the practice of medicine.” Due to these concerns, for the last some 30 years, there have been many attempts to improve medical professionalism curriculum in medical education such as altruistic attitudes and professional behaviors that those pursuing careers in medicine should possess. However, physicians today are not infrequently confronting conflicts of interest, such as those arising between the health system that employs them and the individual patient seeking care. This paper briefly reviews current status of teaching medical professionalism in Korean medical schools, and discusses tasks to be coped with to further improve the medical professionalism curriculum in Korea including development of effective teaching and evaluation methods. This paper also emphasizes the importance of the role of the medical education systems such as National Licensing Medical Examination and the Medical School Accreditation System in improving the teaching of medical professionalism in Korean medical schools.
맹광호 한국보건의료인국가시험원 2020 보건의료교육평가 Vol.17 No.-
Following the opening of 12 new medical schools in Korea in the 1980s, standardization and accreditation of medical schools came tothe forefront in the early 1990s. To address the medical community’s concerns about the quality of medical education, the KoreanCouncil for University Education and Ministry of Education conducted a compulsory medical school evaluation in 1996 to see whether medical schools were meeting academic standards or not. This evaluation was, however, a norm-referenced assessment, rather than acriterion-referenced assessment. As a result, the Accreditation Board for Medical Education in Korea (ABMEK) was founded in 1998as a voluntary organization by the medical community. With full support of the Korean medical community, ABMEK completed its 1stcycle of evaluations of all 41 medical schools from 2000 to 2004. In 2004, ABMEK changed its name to the Korean Institute of MedicalEducation and Evaluation (KIMEE) as a corporate body. After that, the Korean government paid closer attention to its voluntary accreditation activities. In 2014, the Ministry of Education officially recognized the KIMEE as the 1st professional institute for higher education evaluation and accreditation. The most important lesson learned from ABMEK/KIMEE is the importance of collaborationamong all medical education-related organizations, including the Korean Medical Association.