Current status and needs of community-based practice in public healthcare institutions among Korean medical schools: a cross-sectional study
- Author:
Songrim KIM
1
;
Bongeun CHA
;
Sun Young KYUNG
;
So Jung YUNE
;
Kyung Hye PARK
;
Kwi Hwa PARK
Author Information
- Publication Type:Original article
- From: Journal of Yeungnam Medical Science 2025;42(1):21-
- CountryRepublic of Korea
- Language:0
-
Abstract:
Background:This study analyzed the status of community-based practice in public healthcare institutions in Korean medical schools and identified related needs.
Methods:We conducted an online cross-sectional survey in which 32 of 40 medical schools (80.0%) participated between March and April 2023. We developed questionnaire items aimed at ascertaining the status and perceptions of community-based practice and analyzed the response data using frequency analysis, the Mann-Whitney U test, and content analysis with word clouds.
Results:Of the 32 medical schools analyzed, 23 (71.9%) offered practical courses, and of those, 12 (52.2%) implemented practice lessons within courses. Among 20 schools, 18 (90.0%) required students to complete practical courses and over 50% offered these courses in the third and fourth years of the clerkship phase. Perceptions of community practice showed no significant differences based on whether courses were offered. Many schools have proposed that practice should be a continuous curricular element from the premedical to medical years. The primary challenges facing community-based practice were identified as faculty development, collaboration, and compensation of practice institutions. The following words were extracted from the respondents’ comments: practice, community, institution, student, education, faculty, university, and public.
Conclusion:This study identified the limitations of community-based education provided by Korean medical schools and we report findings that highlight areas of improvement. Notable among these is the need to continuously incorporate community-based practice into medical education while engaging in discussions and conducting research toward developing a comprehensive and systematic curriculum.
