• Title/Summary/Keyword: Premedical curriculum

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Premedical Curriculum at Chonnam National University Medical School (전남대학교 의과대학 의예과 교육과정 개발과 편성사례)

  • Chung, Eun-Kyung
    • Korean Medical Education Review
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    • v.19 no.3
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    • pp.149-151
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    • 2017
  • The educational goal of premedical education is to provide the desired college-level training in liberal arts as well as sciences, and to equip students with a basis for future medical studies. The purpose of this study was to introduce a premedical curriculum at Chonnam National University Medical School and to provide baseline data for developing an improved premedical curriculum. The reformed premedical curriculum has been followed since 2017. Formal premedical curriculum consists of basic education and character education through liberal arts study and major courses related to medical education. In addition to the formal premedical curriculum, students are supported through various programs that help develop interpersonal and intrapersonal competences.

Development of Premedical Curriculum in Inje University's College of Medicine (인제대학교 의과대학 의예과 교육과정 개발과 편성 사례)

  • Yoon, Yoo Sang;Yoon, Bo Young;Jung, Do-Un;Lee, Jong-Tae;Ju, Hyunjung
    • Korean Medical Education Review
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    • v.19 no.3
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    • pp.145-148
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    • 2017
  • One important purpose of premedical education is to help students attain core competencies during the two-year premedical program. Since premedical curriculum is the foundation of medical education, it is necessary to develop the premedical curriculum in accordance with the overarching curriculum of a medical school. Inje University's College of Medicine (IUCM) has attempted to integrate competency-based medical education into the premedical education curriculum. The revised premedical curriculum aims to develop students' intrinsic competencies during premedical years. In an effort to do so, IUCM defined competencies for premedical education, analyzed and designed premedical courses according to the defined competencies, and suggested learner-centered instructional methods. As a result of implementing the revised premedical curriculum, students have reported both positive experiences and difficulties. Based on the results, it will be necessary to continuously improve the premedical curriculum as well as develop appropriate methods for evaluating student achievement of the defined competencies.

Premedical Curriculum in Seoul National University College of Medicine (서울대학교 의과대학 의예과 교육과정 개발과 편성 사례)

  • Yoon, Hyun Bae;Lee, Seung-Hee;Hwang, Jinyoung
    • Korean Medical Education Review
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    • v.19 no.3
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    • pp.134-137
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    • 2017
  • The main points of issue with the former premedical curriculum of Seoul National University College of Medicine (SNUCM) were the absence of educational objectives, decline in student motivation caused by uniform education, students' lack of a sense of belonging, and lack of humanistic education. In accordance with these issues, there were five aspects considered for the improvement of the premedical curriculum: reform based on the newly established educational objectives that corresponds with the 6-year medical school curriculum as a whole, expansion of elective courses and the development of personalized curriculum for the improvement of students' learning motives, expansion of social sciences and humanities curriculum for the development of students' capabilities as good doctors, active participation of medical professors in premedical education, and expansion of informal education and the student support program. According to the assessment done after the implementation of the reformed curriculum, premedical students were gratified with its establishment and management of multifarious liberal arts and major subjects. In preparation of the more rigorous entrance quota of the premedical school at SNUCM, there is ongoing reform of required major subjects and establishment of new subjects in the premedical curriculum in pursuit of unity with the 6-year medical curriculum. Moreover, there is ongoing development of an e-portfolio system for the association of premedical and medical education, integration of formal and informal curriculum, and reinforcement of student observation and formative evaluation. Further discussion on the assessment and betterment of premedical curriculum is needed.

Analysis of Medical Student's Need for Pre-Medical Course on the Contents of Science Curriculum in High School (의예과 교육과정에 필요한 고등학교 과학관련 교과목 내용에 대한 요구분석)

  • Park, Hye Jin;Park, Won Kyun;Kim, Yura
    • Journal of Science Education
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    • v.45 no.1
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    • pp.129-141
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    • 2021
  • With the change of the undergraduate medical education system, many medical schools have recently run or developed a medical education curriculum. The premedical curriculum should be designed according to the sequencing and level of the medical curriculum, but there were no discussions on the standards or evidence for the basic science-related subjects. Therefore, this study examines Physics I, Physics II, Life sciences I, Life sciences II, Chemistry I, and Chemistry II, which are the subjects of need assessment exploration. The need assessment used mean, mean difference, and Borich demand, The locus for focus of memory degree and importance, and the result was converted into 76 keywords. The results of this study are expected to be used as basic data for the development of subjects related to basic science in premedical curriculum.

How Can We Improve Premedical Education in Korea? (한국의 의예과 교육: 무엇이 문제이고 무엇이 해법인가?)

  • Yeh, Byung-Il
    • Korean Medical Education Review
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    • v.19 no.3
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    • pp.121-128
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    • 2017
  • 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.

Introduction of Premedical Curriculum at the College of Medicine, The Catholic University of Korea (가톨릭대학교 의과대학 의예과 교육과정 개발 및 편성 사례)

  • Yoo, Dong-Mi;Kang, Wha Sun
    • Korean Medical Education Review
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    • v.19 no.3
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    • pp.129-133
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    • 2017
  • Premed education in the college of medicine at the Catholic University of Korea aims to promote student creativity and excellence in accordance with the mission of the college: to have a sense of calling, leadership, and competency. The Catholic Medical College premed curriculum includes 75 credits which are composed of 65 credits for required courses and 10 credits for elective courses. It consists of courses in basic science, medical science, liberal arts and humanities (premedical OMNIBUS). It also involves community programs in 'Vision and Mission,' 'Leadership Training,' and 'Academic Conference.' In addition, students are allowed self-directed choice of their courses and learning for one quarter.

Changes in Self-Leadership and Self-Efficacy After Leadership Training of First-Year Premedical Students (의예과 학생들의 리더십 교육 후 자기리더십과 자기효능감의 변화)

  • Yoo, Dong-Mi;Kang, Wha Sun
    • Korean Medical Education Review
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    • v.18 no.2
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    • pp.83-89
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    • 2016
  • The purpose of this study was to elucidate to what extent the goals of the leadership training program implemented in a medical college were achieved. Study subjects consisted of 74 first-year premedical students at the College of Medicine of The Catholic University of Korea. All participants completed two questionnaires: an 18-item self-leadership questionnaire asking self-expectation, rehearsal, goal setting, self-rewards, self-judgment and constructive thinking, and a 28-item self-efficacy questionnaire asking preference toward difficult work, efficacy of self-control, and confidence before and after the leadership training program. Students also competed a program satisfaction survey after the program. The collected data were analyzed with a paired t-test, descriptive statistics by IBM SPSS ver. 20.0 (IBM Co., Armonk, NY, USA). Students' overall satisfaction with the program scored 4.06 out of 5. The scores of self-leadership and self-efficacy increased after the leadership training program except for 'confidence' in self-efficacy. The results indicate that an intensive leadership program in a short period of time could help to enhance social competencies such as communication skills, empathy, self-reflection, and teamwork of premedical students.