기본의학교육 의사학 학습성과 개발:역량바탕교육에 대한 비판적 접근을 중심으로

김택중,최은경 연세대학교 의학사연구소 2024 연세의사학 Vol.27 No.2

Competency-based education has been criticized for its characteristics including the lack of a solid academic and theoretical foundation, conceptual ambiguity and confusion, job-centeredness, and behaviorist reductionism, etc. However, in spite of these shortcomings, competency-based education is currently accepted virtually uncritically in basic medical education in Korea. In addition, its various limitations have been exposed by being disconnected with the goals of the medical humanities education and, furthermore, the basic medical education. This is because skill-oriented, competency-based education deduced from the context of vocational training is not compatible with professionalism or the establishment of a physician’s identity, which are aimed at the establishment of a higher value system. In order to set the goals of teaching and learning in the history of medicine, it is inevitable to undergo criticism of the pedagogical limitations and restrictions, and insufficient foundations of existing competency-based education. It is because of the belief that only by critically reviewing the social and theoretical origins of competency-based education can enable gaining of a faithful understanding of its current state. Nevertheless, critically intervening the already mainstreamed competency-based education and discussing the possibilities of history of medicine education within it should also be an important goal. The role of the history of medicine in the current competency-based education could be to mitigate the shortcomings of competency-based education, to redefine the competency as a social content competency rather than as an individual behavior, and to focus on and complement the humanities education function underlying the learning outcomes. It is necessary to develop the learning outcomes development for history of medicine in basic medical education in Korea. However, it is not advisable to simply create and hierarchize new learning outcomes within the various listed learning outcomes. History of medicine needs to present the fact that discernment from the perspective of the history of medicine in the competencies and learning outcomes currently being discussed is needed and the contributions that the history of medicine can make at the same time. Moreover, the current medical education needs to make contributions towards the establishment of professional identity and the relationship between the profession and society by moving beyond a narrow understanding and fragmented measurement of physician’s duties. This is why history of medicine education should examine both the limitations of competency-based education and the contribution potentials of the history of medicine concurrently.

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.

학습자 중심 의과대학 통합 6년제 프로그램 개발과 운영방안: 필러, 브릿지타임, 커리어패스 중심으로

이승희,안준무,이민정,하충원 연세대학교 의과대학 2025 의학교육논단 Vol.27 No.2

Recent trends in medical education have emphasized a shift toward learner-centered learning, particularly in integrated 6-year medical programs, where personalized approaches more effectively address learners’ unique characteristics, needs, and interests. This study investigated the application of learner- centered approaches in South Korean medical schools, proposing “bespoke education” as a conceptual framework to meet these emerging demands. Unlike “tailored” approaches, which passively adapt education to students, “bespoke” emphasizes student agency and autonomy, enabling them to actively choose educational experiences aligned with their personal goals and developmental directions. Within this framework, the study identified three key components: “pillar” competencies, which allow students to choose areas of focus based on their individual interests and aptitudes; “career path” programs, which purposefully link education to students’ future professional goals; and “bridge time,” which refers to designated periods offering flexible, indepth exploration of interests and ref lective learning. This study employed a qualitative, exploratory research design, combining a literature review, a comparative analysis of domestic and international educational programs, and expert consultation with curriculum specialists and medical educators. Through this multi-source approach, the study evaluated these components through selected cases, proposing practical implementation strategies such as competency-based pillar tracks, structured institutional support systems, and inter-institutional resource-sharing mechanisms. In conclusion, bespoke education, encompassing pillars, career paths, and bridge time, offers an effective and scalable approach to advancing learner-centered medical education in the South Korean context. It is recommended to integrate these components through clear competency-based frameworks, robust institutional support, and strategic collaboration among 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.

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.

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.

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.

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.