Currently, accreditation within medical education is a priority on the agenda for many countries worldwide. The World Federation for Medical Education’s (WFME) launch of its first trilogy of standards in 2003 was a seminal event in promoting accreditation within basic medical education (BME) globally. Parallel to that, WFME also actively spearheaded a project to recognize the accrediting agencies within individual countries. The introduction of competency-based medical education (CBME) with the two key concepts of “entrusted professional activity” and milestones has enabled researchers to identify the relationship between patient outcomes and medical education. Recent data driven by CBME has been used for the continuous quality improvement of trainees and training programmes as well. The goal of accreditation has shifted from the single purpose of quality assurance to balancing quality assurance and quality improvement. Even though there are a plethora of types of postgraduate medical education (PGME), it may be possible to accredit resident programmes on a global scale by adopting the concept of CBME. In addition, the alignment of the accreditation for BME and PGME, which center on competency, will be achievable. This argument may extend the possibility of measuring the outcomes of the accreditation itself against patient outcomes as well. Therefore, evidence of the advantages of costly and labor-consuming accreditation processes will be available in the near future and quality improvement will be the driving force of the accreditation process.

Needs for public healthcare have recently increased. This paper proposes education topics for competency development in public healthcare in line with the needs of the times. In Korea, various lifelong education providers have already provided public health-related education. For example, the Research Institute for Health Policy (RIHP) under the Korean Medical Association provided an “executive course for physicians’ public health care competencies” in 2019 and 2020. At the end of the course, the RIHP published a comprehensive report, entitled “Curricular development and evaluation for doctors’ public healthcare competencies.” This article is based on a summary of that report. To develop a curriculum for public healthcare, the RIHP adopted the following methodologies for a needs analysis; reviewing already-existing education subjects, evaluating end-of-course reports, and conducting in-depth focused group interviews and questionnaire surveys with doctors at public healthcare-related institutions. The results from the needs analysis can be categorized into two domains of education topics for public healthcare. The first domain includes education subjects related to the theory and practice of public healthcare, as follows: a general overview, community or population health, organizational administration, planning and evaluation, budget and finance, responses to disasters such as infectious diseases, health policy, and the legal system. The second domain contained education topics related to general professional competencies: leadership, communication, cooperation, teamwork, and professionalism. In conclusion, the curricular content for public healthcare will be an appropriate combination of competencies specific to public healthcare and core competencies for health professionals.

Currently, accreditation in medical education is a priority for many countries worldwide. The World Federation for Medical Education’s (WFME) launch of its 1st trilogy of standards in 2003 was a seminal event promoting accreditation in basic medical education (BME) globally. In parallel, the WFME also actively spearheaded a project to recognize accrediting agencies within individual countries. The introduction of competency-based medical education (CBME), with the 2 key concepts of entrusted professional activity and milestones, has enabled researchers to identify the relationships between patient outcomes and medical education. The recent data-driven approach to CBME has been used for ongoing quality improvement of trainees and training programs. The accreditation goal has shifted from the single purpose of quality assurance to balancing quality assurance and quality improvement. Although there are many types of postgraduate medical education (PGME), it may be possible to accredit resident programs on a global scale by adopting the concept of CBME. It will also be possible to achieve accreditation alignment for BME and PGME, which center on competency. This approach may also make it possible to measure accreditation outcomes against patient outcomes. Therefore, evidence of the advantages of costly and labor-consuming accreditation processes will be available soon, and quality improvement will be the driving force of the accreditation process.

PURPOSE: We investigated the relationship between cognitive and learning style by comparing the Cognitive Styles Analysis (CSA) with the Index of Learning Styles (ILS). We assessed whether cognitive styles correlated with learning styles with regard to their corresponding dimensions. METHODS: One hundred two second-year premedical students participated, and data from ninety-four students were analyzed. One student's data file was lost during data collection, and six students were excluded because their correct response rates on the CSA were lower than 50%. Both scales were presented on a computer item by item, and the assessment was conducted in the computer lab as a group. For analysis, responses and reaction times were recorded. RESULTS: Distributions of the styles were generated. We correlated the verbal-imagery dimension of the CSA with the visual-verbal dimension of the ILS and found no correlation. There was no correlation between the wholist-analytic dimension of the CSA with the sequential-global dimension of the ILS. Excluding intermediate students in the verbal-imagery dimension of the CSA, however, there appeared to be a marginally significant correlation between the verbal-imagery dimension of the CSA and the visual-verbal dimension of the ILS. CONCLUSION: In the visual (imagery)-verbal dimension, there was some correlation between cognitive and learning styles.
Information Storage and Retrieval ; Cognition ; Data Collection ; Humans ; Learning ; Pyridines ; Reaction Time ; Students, Premedical ; Thiazoles ; Weights and Measures

No abstract available.
Education, Medical

Practicing medicine is a social activity. Because doctor-patient interaction requires respect, leadership, and interpersonal skills that extend beyond medical diagnosis and treatment, medical education must incorporate non-clinical competencies. While qualities such as lifelong learning skills, resource management, teamwork skills, and active involvement in leadership and bettering the healthcare system have received little attention in medical academia, these competencies have proven vital for a physician in contemporary society. These non-clinical competencies are, in fact, the traits or components of social competency. Social competency has been an area of interest, particularly with regard to the development of children and adolescents, in the fields of education, psychology, and less commonly, economics. However, traditional Korean residency programs have not paid much attention to social competency due to their closed culture originating from the colonial period. Resident education is still heavily dependent on a patriarchal system based on "family" values. Resident education is concentrated in medical knowledge and skills within specialty departments functioning as a family-like unit. Specialty training has a very narrow, constrained vision without incorporating much education on the social dimension of medical practice. Nevertheless, developing a social competency scheme for resident education was initiated in 2008, when the Korean Medical Association celebrated the centennial of producing licensed physicians. However, the scheme is still under development and not widely used. Korean medical educators must, therefore, recognize the value of social competencies and include them as graduation outcomes of residency training to prepare doctors to meet the challenges of the future.
Adolescent ; Child ; Delivery of Health Care ; Diagnosis ; Education ; Education, Medical ; Humans ; Internship and Residency ; Leadership ; Learning ; Psychology

No abstract available.

The Sustainable Development Goals (SDGs), officially known as ‘Transforming our world: the 2030 agenda for sustainable development’ has 17 “Global Goals” with 169 targets. This is the resolution by member countries as an intergovernmental agreement that acts as the Post 2015 Development Agenda (successor to the Millennium Development Goals). In conjunction with the United Nations SDG, World Health Organization published “The global strategy on human resources for health: workforce 2030”. It is primarily aimed at planners and policy-makers of WHO Member States and, its contents are of value to all relevant stake holders including medical education providers in the health workforce area. This article tried to explore the future direction of medical education to achieve the SDG in relation to Korean context.
Conservation of Natural Resources* ; Education, Medical* ; Health Manpower ; Humans ; Public Sector ; Social Control, Formal ; Social Skills ; United Nations ; World Health Organization

The abolishment of the internship training program in Korea has become a hot issue in Korea. The internship has traditionally been a general competency build-up process to becoming a practicing doctor. However, despite its relatively long history, there is still no oversight or guidelines for the educational program itself. It is operated individually department-by-department on a rotation basis with no central supervision or clear goals and objectives. Very often, interns are abused as sources of simple cheap labor, performing not only medical duties but also menial administrative tasks as required by each department, without proper educational activity or training. This significant lack of system and structure is a chronic grievance among those who experience it, yet perhaps due to its short duration, is something that is endured and then forgotten. Medical students, however, have largely opposed the abolition, citing the loss of the opportunity for anthropologic exploration of various clinical departments and the chance to build networks to pursue specialty training in the fields of their choice. The key issue at hand is then whether the current problematic student clerkship training can be improved enough to replace the internship program. To do so would require overcoming the fragmented nature of the clinical education culture, which is still quite clannish in nature and based on family values. Whether these cultural barriers can be broken to develop a clerkship training curriculum sufficient to achieve general competency before specialty training is the determining factor for the fate of the internship program.
Curriculum ; Hand ; Humans ; Internship and Residency ; Korea ; Organization and Administration ; Republic of Korea ; Students, Medical

Consensus on an accurate translation of 'professionalism' for the Korean language has not been reached. Therefore, it is not surprising that medical professionalism as a concept is in a stage of infancy in Korea. The rudimentary nature of collective professionalism in East Asia can be attributed to the historical and sociocultural differences found in Western countries. In this study, the author identifies and describes the facilitating and hindering factors for the development of the concept of collective professionalism in Korean medicine. The collective nature of professionalism could not naturally develop in an authoritarian and hierarchical social environment such as Korea. Furthermore, the recent trend of commercialization and industrialization of medicine as a major business enterprise has also contributed to the medical community's lack of knowledge on this issue. Nevertheless, the global trend reappraisal of professionalism has shed light on theoretical discourse on professionalism in Korean medicine. It is essential for Korea, as one of the developed nations, to explore not only the historical trajectory of the current Japanese-style Western medicine, but also to understand the sociocultural background of the original Western medicine with knowledge of the professionalism that developed subsequently in the West. If Korean medicine is to rise above its colonial roots and guarantee its prosperity and survival as a profession, it has no choice but to put effort into the establishment of medical professionalism.
Commerce ; Consensus ; Developed Countries ; Far East ; Korea ; Light ; Republic of Korea ; Social Environment