Korean Medical Education Review (의학교육논단)

Yonsei university college of medicine (연세대학교 의과대학)
권호 표지
DOI QR코드

DOI QR Code

How Can We Improve Premedical Education in Korea?

한국의 의예과 교육: 무엇이 문제이고 무엇이 해법인가?

  • Yeh, Byung-Il (Department of Medical Education, Yonsei University Wonju College of Medicine)
  • 예병일 (연세대학교 원주의과대학 의학교육학과)
  • Received : 2017.10.12
  • Accepted : 2017.10.26
  • Published : 2017.10.31
Download PDF
⟨ Previous Next ⟩

Abstract

When a new educational system for college students in South Korea was established in 1946, the National Committee for Educational Planning adopted a 6-year curriculum of medical education, consisting of a 2-year premedical component and a 4-year medical component. For more than half a century, the premedical curriculum has received little attention. However, it is very important for premedical students to have a range of experiences that could be useful in their future medical careers. In 2005, another change was made to the system of medical education, in which medical schools without a 2-year premedical curriculum were established. This began to stimulate interest in premedical education, and more and more professors have become interested in premedical education as 6-year medical colleges have become more popular than before. Since 2015, the Education and Cultural Center of the Korean Association of Medical Colleges has annually hosted a workshop for redesigning premedical education; these workshops quickly fill up with registrants, reflecting the participants' lively interest in premedical education. The problems of premedical education are mostly due to students' and educators' attitudes. A more effective approach will be needed in the educational system of the future to train highly competent medical doctors. To judge whether an educational program is successful, its aims must be clearly articulated. For this reason, medical colleges must prepare premedical education curricula based on their educational aims. It is expected that the system of premedical education will be strengthened in the future due to the growing awareness of its importance.

Keywords

References

  1. Lee SN. Development plan for training system of medical personnels and medical schools. Sejong: Ministry of Education; 2008.
  2. Association of American Medical Colleges. AAMC history [Internet]. Washington (DC): Association of American Medical Colleges; c2017 [cited 2017 Sep 1]. Available from: https://www.aamc.org/about/history.
  3. Skochelak SE. Commentary: a century of progress in medical education: what about the next 10 years? Acad Med. 2010;85(2):197-200. https://doi.org/10.1097/ACM.0b013e3181c8f277
  4. Johns Hopkins Medicine. The history of Johns Hopkins Medicine [Internet]. Baltimore (MD): Johns Hopkins Medicine; c2017 [2017 Sep 1]. Available from: http://www.hopkinsmedicine.org/about/history/index.html.
  5. Flexner A. Medical education in the United States and Canada: a report to the Carnegie Foundation for the Advancement of Teaching. Ithaca (NY): Cornell University Library; 2009.
  6. Bonner TN. Abraham Flexner and the German University: the progressive as traditionalist. Paedagog Hist. 1997;33(1):99-116. https://doi.org/10.1080/0030923970330105
  7. Mayberry JF. Historical development of pan-European medical training for English speaking students in the 16th to 19th centuries. Ulster Med J. 2015;84(1):42-4.
  8. Hiatt MD, Stockton CG. The impact of the Flexner Report on the fate of medical schools in North America after 1909. J Am Physicians Surg. 2003;8(2):37-40.
  9. Kim TJ. The reorganization process of the Korean medical school system under the US Army Military Government in Korea. Proceedings of the symposium in honor of the 132nd anniversary of the founding of Yonsei University and 60th of its integration: the past, present, and future of medical education in Korea; 2017 Apr 10; Seoul, Korea. Seoul: Yonsei University College of Medicine; 2017.
  10. Shin JS. A review on the courses of the introduction of post-baccalaureate basic medical education system in Korea. Korean J Med Educ. 2006;18(2):121-32. https://doi.org/10.3946/kjme.2006.18.2.121
  11. Yeh BI. Jimotmi euiyekwa. Seoul: Chungnyuneuisa; 2011.
  12. Yeh BI. Understanding and the changes of education contents. Proceedings of the redesign workshop for premedical education; 2015 Oct 31; Seoul, Korea. Seoul: Academy for Medical Education; 2015. p. 52-3.
  13. Jeong DC. Current states and characteristics of freshmen of college of medicine, Catholic university in 2015. Proceedings of the redesign workshop for premedical education; 2015 Oct 31; Seoul, Korea. Seoul: Academy for Medical Education; 2015. p. 14-6.
  14. Brain structure of medical students series [Cafe on the Internet]. [place unknown]: Euidaegaja Cafe; 2011 [cited 2017 Sep 1]. Available from: http://cluster1.cafe.daum.net/_c21_/bbs_search_read?grpid=NnvW&fldid=FxRx&datanum=496&openArticle=true&docid=NnvWFxRx49620061003203420.
  15. High-class disembowelling for medical students. Medical Students News [Internet]. 2011 Dec 12 [2017 Sep 1]. Available from: http://mednews.tistory.com/373.
  16. Gardner H. Multiple intelligences: new horizons in theory and practice. New York (NY): Basic Books; 2006.
  17. Yeh BI. Do colleges play good roles for education? Professors' Credit Union News. 2009 Mar 2; 4.

Cited by

  1. A Qualitative Study of Students' Perception on Premedical Curriculum vol.43, pp.1, 2020, https://doi.org/10.12771/emj.2020.43.1.12
  2. 의예과 학생의 셀프리더십, 자아존중감, 대인관계유능감, 대학생활적응 간의 관계 vol.20, pp.4, 2020, https://doi.org/10.5392/jkca.2020.20.04.639