Developing the Korean Association of Medical Colleges graduate outcomes of basic medical education based on “the role of Korean doctor, 2014”

Min Jeong Kim,Young-Mee Lee,Jae Jin Han,Seok Jin Choi,Tae-Yoon Hwang,Min Jeong Kwon,Hyouk-Soo Kwon,Man-Sup Lim,Won Min Hwang,Min Cheol Joo,Jong-Tae Lee,Eunbae B. Yang 한국의학교육학회 2018 Korean journal of medical education Vol.30 No.2

The Korean Association of Medical Colleges (KAMC) developed graduate outcomes based on “The role of Korean doctor, 2014” to serve as guidelines regarding outcome-based education in Korea. The working group in this study analyzed 65 competencies proposed in “The role of Korean doctor, 2014” according to the developmental principle that certain outcomes should be demonstrated at the point of entry into the graduate medical education. We established 34 competencies as “preliminary graduate outcomes” (PGOs). The advisory committee consisted of 11 professors, who reviewed the validity of PGOs. Ultimately, a total of 19 “revised graduate outcomes” (RGOs) were selected. We modified the RGOs based on opinions from medical schools and a public hearing. In November 2017, the KAMC announced the “graduate outcomes for basic medical education,” which serves as a guide for basic medical education for the 40 medical schools throughout Korea. Medical schools can expand the graduate outcomes according to their educational goals and modify them according to their own context. We believe that graduate outcomes can be a starting point for connecting basic medical education to graduate medical education.

북미 의학교육 사례가 한의학 교육에 주는 시사점

홍지성,강연석 한국의사학회 2018 한국의사학회지 Vol.31 No.2

Over the past 100 years, since the establishment of the modern medical education system in the early 1900s, the results of extensive field research and practice in North American medical schools and professional education have led the flow of medical education around the world. In this study, the direction of medical education in North America over the past 100 years were examined through major literature review, leading to implications and suggestions for Korean medicine education. The 「Medical Education in the United States and Canada」 published by the Carnegie Educational Foundation in 1910, which is considered to have laid the foundation for modern health care education, was reviewed. Next, 「Educating physician: A Call for Reform of Medical School and Residency」, published in 2010, which is known to have proposed a future-oriented goal for the training of medical professionals has been analyzed. The results of this study are as follows: 1) Acquisition and utilization of biomedical knowledge which is the basis of clinical competence, is a basic competency that should be provided to future medical professionals. 2) Beyond education to cultivate clinical competence of individuals directly affecting the medical treatment, various professionalism education programs that capture the specificity of Korean Medicine doctors should be established and strengthened. 현대 의학교육 체계가 확립된 1900년대 초반 이후 지난 100여 년간 북미 의과대학 및 전문의료인 교육에 대한 광범위한 현장연구와 실행의 결과는 북미지역을 포함한 전 세계 의학교육의 흐름을 주도해 오고 있다. 본 연구에서는 주요 문헌 분석을 통해 지난 100여 년간 북미 의학교육의 발전방향을 고찰하여 한의학 교육에 시사하는 바를 도출하고자 하였다. 현대의 보건의료인 교육을 위한 토대를 마련했다고 평가받는 1910년 카네기교육진흥재단에서 발간한「Medical Education in the United States and Canada」와 그로부터 100년 후 전문의료인 양성을 위한 미래지향적 목표를 제안한 「Educating physician: A Call for Reform of Medical School and Residency」를 중심으로 고찰하였다. 연구 결과, 1)임상역량의 기초가 되는 의생명과학 지식의 습득과 활용은 전문 의료인으로서 반드시 갖추어야 할 기초역량이며 이에 대한 교육을 강화해야 한다. 2)진료에 직접적으로 영향을 미치는 개인의 임상역량을 함양하기 위한 교육을 넘어, 한의사 직군의 특수성을 담아낼 수 있는 전문직업성 교육을 강화해야 한다.

한국에서 역량바탕의학교육의 성공적인 실행을 위한 제언

윤보영,최익선,김세진,박효진,주현정,이병두,이종태,Yoon, Bo Young,Choi, Ikseon,Kim, Sejin,Park, Hyojin,Ju, Hyunjung,Rhee, Byoung Doo,Lee, Jong-Tae 연세대학교 의과대학 2015 의학교육논단 Vol.17 No.3

Competency-based medical education (CBME) is an outcome-oriented curriculum model for medical education that organizes learning activities and assessment methods according to defined competencies as the learning outcomes of a given curriculum. CBME emerged to address the accountability of medical education in response to growing concerns about the patient safety in North America in the 1970s, and the number of medical schools adopting CBME has dramatically increased since 1990. In Korea, CBME has been under consideration as an alternative curriculum model to reform medical education since 2006. The purpose of this paper is three-fold: (1) to review the literature on CBME to identify the challenges and benefits reported in North America, (2) to summarize the process and experiences of planning and implementing CBME at Inje University College of Medicine, and finally (3) to provide recommendations for Korean medical schools to be better prepared for the successful adoption of CBME. In conclusion, one of the key factors for successful CBME implementation in Korea is how well an individual school can modify the current curriculum and rearrange the existing resources in a way that will enhance students' competencies while maximizing the strengths of the school's existing curriculum.

Implementing Competency-Based Medical Education in Internal Medicine Residency Training Program: the Process and Impact on Residents' Satisfaction

윤창환,명선정,박완범 대한의학회 2019 Journal of Korean medical science Vol.34 No.29

Background: Graduate medical education is shifting from the traditional apprenticeship model to a competency-driven model. Here we describe the design and implementation of competency-based medical education (CBME) in an internal medicine residency program, and report satisfaction survey results. Methods: We redesigned the residency curriculum as CBME to be resident-centred, systematic, focused on general internal medicine, to provide experience in various care setting, and work-based assessment. In the second year of this CBME transition, we surveyed residents' overall satisfaction using 5-point Likert scale. Feedback on their training program was also analysed. Results: The overall satisfaction score was 3.24 and thirteen residents (61.9%) answered that the preceptor's practical training in an educational atmosphere and improvement through training were the merits of the training program. However, residents complained about the working condition such as work overload. Conclusion: With the CBME implementation, most residents expressed satisfaction with the hospital's educational environment but they suffered from overwork. Further efforts to improve the educational program and environment are warranted.

Impact of Clinical Performance Examination on Incoming Interns’ Clinical Competency in Differential Diagnosis of Headache

박성민,송윤미,김보경,김효은 대한가정의학회 2014 Korean Journal of Family Medicine Vol.35 No.2

Background: In Korea, clinical performance examination (CPX) has been included in license examination for medical doctors since 2009 in order to improve clinical performance of medical students. This study aimed to evaluate the contribution of CPX to medical education.Methods: Clinical competency in the differential diagnosis of secondary headache was compared between the incoming interns in 2009 unexposed to CPX and the incoming interns in 2010 exposed to CPX, using the data of patients who visited the emergency department due to headache (181 patients seen by 60 CPX non-exposed interns and 150 patients seen by 50 CPX-exposed interns). We obtained the data by reviewing electronic medical records and nominal lists of doctors. Clinical competency was assessed by sensitivity and specificity between the diagnostic impression by interns and the final diagnosis. The association between CPX exposure and clinical competency in secondary headache diagnosis was evaluated using multiple logistic regression analysis.Results: When we assessed clinical competency on the basis of all listed diagnostic impressions, sensitivity and specificity were 67.9% and 80.0%, respectively, for headaches seen by CPX-exposed interns, and 51.7%, and 71.7%, respectively, for headaches seen by CPX non-exposed interns. Multivariable adjusted logistic regression analysis showed exposure to CPX was not associated with increased competency for identifying secondary headache.Conclusion: Exposure to CPX as a part of the medical license examination was not effective for the improvement of clinical competency of interns in identifying secondary headache.

Evaluation of Concordance between Learning Outcomes of Basic Medical Education Courses and Assessment Items of the Medical Licensing Examination

김나진,박인애,김은주,백승애,권난이,이혜인,김수영,Kim, Na Jin,Park, In Ae,Kim, Eun Ju,Baek, Seung Ae,Kwon, Nani,Lee, Hye In,Kim, Su Young Yonsei university college of medicine 2015 의학교육논단 Vol.17 No.1

During the education reform in 2009, the Catholic University of Korea College of Medicine (CUMC) adopted body systems as the basis for structuring basic medical education. After running the new program for 5 years, we need to evaluate the program by comparing it with nationwide standards. This study was designed to evaluate the coverage of our basic medical education program by comparing it with the assessment items of the medical licensing examination for physicians in the Republic of Korea. We built a relational database populated with 3,017 learning outcomes from all the courses on basic medical education. We tagged each learning outcome according to 2 criteria: 206 physician encounters and 9 outcome domains. A majority of the learning outcomes were in the domains of 'knowledge' and 'critical thinking'. In addition, we repeated the categorization process with 584 assessment items of the medical licensing examination in the Republic of Korea and compared them with the categorization results of the learning outcomes. Among the 206 physician encounters, we found that outcomes on family violence and sexual violence were missing in the learning outcomes of CUMC. Eighty-two physician encounters were associated with more than one outcome domain, and 96 physician encounters were covered in more than one course. Twenty-one physician encounters were repeated in 5 or more courses and 34 physician encounters had outcomes categorized into 3 or more domains. Thus, we showed that the 2-way categorization could be applied to the comparison and evaluation of two different education formats.

Application of competency-based education in the Korean anesthesiology residency program and survey analysis

Kim Kyung Woo,Choe Won Joo,Kim Jun Hyun 대한마취통증의학회 2023 Korean Journal of Anesthesiology Vol.76 No.2

Background: Although competency-based education (CBE) is becoming a popular form of medical education, it has not been used to train residents. Recently, the Korean Society of Anesthesiologists completed a pilot implementation and evaluation of a CBE program.This study aims to outline the experience.Methods: The chief training faculty from each hospital took a one-hour online course about CBE. Emails on the seven core competencies and their evaluation were sent ahead of a pilot core competency evaluation (CCE) to residents and faculty. The pilot CCE took place in late 2021, followed by a survey.Results: A total of 68 out of 84 hospitals participated in the pilot CCE. The survey response rate was 55.9% (38/68) for chief training faculty, 10.2% (91/888) for training faculty, and 30.2% (206/683) for residents. More than half of the training faculty thought that CCE was necessary for the education of residents. Residents’ and training faculty’s responses about CCE were generally positive, although their understanding of CCE criteria was low. More than 80% of the hospitals had a defibrillator and cardiopulmonary resuscitation manikin while the rarest piece of equipment was an ultrasound vessel model. Only defibrillators were used in more than half of the hospitals. Thoughts about CCE were related to various factors, such as length of employment, location of hospitals, and the number of residents per grade. Conclusions: This study’s results may be helpful in improving resident education quality to meet the expectations of both teaching faculty and residents while establishing CBE.

학습 및 평가관리를 위한 e-포트폴리오의 구축과 활용

김경지,Kim, Kyong-Jee 연세대학교 의과대학 2014 의학교육논단 Vol.16 No.1

Portfolios have gained attention in medical education as a tool for promoting student learning and assessment since Miller's call for better tools for assessing students' clinical competencies. This paper reviews the development and use of e-portfolios for promoting learning and assessment in medical schools, both domestically in Korea and internationally. This review finds that some specific features need to be incorporated into e-portfolio systems for medical education and that these systems can be used to manage student learning in clinical clerkships and to support competency-based assessment. The author asserts that the e-portfolio is key to promoting competency-based education and suggests practical tips for effective development and use of e-portfolios in Korean medical schools.

기본의학교육 학습성과 개발과 활용

이병두,Rhee, Byoung Doo 연세대학교 의과대학 2016 의학교육논단 Vol.18 No.3

The Korea Association of Medical Colleges (KAMC) has been developing learning outcomes for basic medical education (BME) since 2012. This initiative is designed to help medical schools implement competency-based medical education. KAMC divided the BME competencies into three domains (clinical practice, scientific concepts and principles, and human beings and society) with learning outcomes for each domain. KAMC plans to revise the learning outcomes to reflect feedback from medical schools, changes in social health needs, and changes in the healthcare environment and healthcare system in the near future. KAMC also plans to specify learning outcomes that integrate the three domains.

Developing a core competency model for translational medicine curriculum

Hyun Bae Yoon,Do Joon Park,Jwa-Seop Shin,Curie Ahn 한국의학교육학회 2018 Korean journal of medical education Vol.30 No.3

Purpose: This study aimed to develop a core competency model for translational medicine curriculum in the Korean graduate education context. Methods: We invited specialists and key stakeholders to develop a consensus on a core competency model. The working group composed of 17 specialists made an initial draft of a core competency model based on the literature review. The initial draft was sent to the survey group by email to ask whether they agreed or disagreed with each core competency. The working group simplified, merged, or excluded the competencies that received less than 80% agreement among the 43 survey respondents. The working group also reorganized the order of the domains and competencies based on the survey results, and clustered the domains into four major areas. Results: The final core competency model has four areas, 12 domains, and 34 core competencies. The major areas are theory-based problem assessment and formulation, study design and measurement, study implementation, and literature review and critique. Conclusion: This new core competency model will provide guidance for the competency based education of translational medicine in Korea.