Analysis of Educational Reality and Expectations Regarding Competencies Defined in “The Role of Korean Doctor, 2014”
10.17496/kmer.2018.20.3.164
- Author:
Eunbae B YANG
1
;
Hyekyung SHIN
;
Dukjoon SUH
;
Jae Jin HAN
Author Information
1. Department of Medical Education, Yonsei University College of Medicine, Seoul, Korea. nara@yuhs.ac
- Publication Type:Original Article
- Keywords:
Curriculum;
Medical education;
Needs assessment
- MeSH:
Consensus;
Curriculum;
Education, Medical;
Humans;
Korea;
Learning;
Mental Competency;
Needs Assessment;
Schools, Medical
- From:
Korean Medical Education Review
2018;20(3):164-172
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
The aim of this study is to determine whether the 65 competencies, defined in “the role of Korean doctor, 2014”, are suitable for basic medical education phase in Korea. It seeks to analyze the gap among the educational reality and expectation, assessment situation of the competencies above. We also try to define issues of the development, application and assessment phases of competency-based medical education (CBME) at individual medical schools. We designed survey tools based on the Miller's assessment pyramid (knowledge, explanation, demonstration, and performance) for each of the 65 competencies. The survey distributed to 41 medical schools in April 2015 and 38 replies were received (92.7%). Competencies that matched both the educational reality and expectation were numbers 1 (patient care), 33 (social accountability), and 49 (professionalism). However, all the other competencies ranked lower in current status than that of desirable level. 54 out of 65 competencies (83.07%) remained at the knowledge and explanation level when each competence were assessed. In the development, application, and assessment phases of CBME, common issues that medical schools commonly noted were difficulty linking competencies to curriculum preparation and student assessment, the lack of faculty's understanding, difficulty to reach consensus among faculties, and absence of teaching and learning methods and assessment tools that fits CBME. For the successful settle down of CBME, there is a need for efforts to develop the model of graduate outcomes, to share information and experience, and to operate faculty development program by the medical education communities.
