No abstract available.
Korea* ; Medicine, Traditional*

In recent years, medical informatics education programs are being introduced to the curriculum of Korean medical schools. However the consensus on the necessary contents and effective methodologies of medical informatics education is not reached yet among the faculty members of medical schools. This paper reviewed medical informatics curriculum guidelines issued by the Association of American Medical Colleges (Medical Schools Objective Project II) and UK Council of Heads of Medical Schools to define the necessary contents of medical informatics education. And reviewed some articles to define ideal methodologies in medical informatics education.
Consensus ; Curriculum ; Education* ; Education, Medical ; Head ; Humans ; Medical Informatics* ; Schools, Medical ; Teaching

Constant change is inevitable in medical education. Medical education is continually influenced as medical schools adapt to new environments, as the society redefines the role of doctors, by ongoing advancements in medical practice, and as educational theory and practice continues to improve. In addition, the external stakeholders such as consumers, government, and accreditation bodies and internal stakeholders such as professors and students are seeking for changes in medical education. Developing an adequate response to the ongoing change in medical education is not easy. Making changes in a complex system like medical education has been compared to 'moving a graveyard'. In order to facilitate successful adaptation to the evolving social and educational parameters involved in medical education, leadership would benefit greatly by the study and application of change management theory that has proven successful in corporate manage ment. A number of authors have suggested that 'in loosely coupled organizations like medical schools, a campaign approach is more effective than a general change management approach'. To make the campaign approach successful, change leaders in medical education need to be facilitative leaders who can stimulate and guide constructive dialogue between faculty members and students, and who can promote a sense of ownership of the ongoing changes developing in the consultations between the internal stakeholders comprising the professors and students.
Accreditation ; Education, Medical ; Humans ; Leadership ; Organization and Administration ; Organizational Innovation ; Ownership ; Referral and Consultation ; Schools, Medical

After the liberation from Japanese colonial rule in August 1945, the United States of America established Military Government in Korea(USAMGIK) south the 38th parallel. The public health and medical policy of the USAMGIK was defined by the USA's general policy toward Korea, and followed national interests of USA after the end of the World War II. The basic objectives of the early occupational period were two; the protection of the occupation troops, the prevention of acute epidemic diseases and unrest in the populace. However, after the switch of occupation policy to the establishment of pro-American anti-Communist nation in Korea since June 1946, the basic objectives turned into 'the establishment of the influence of American medicine in Korean medical system.' During the occupation period, USAMGIK trained several pro-American right - wing doctors who formed the clique of policy makers in the independent government, and established many quasi - American public health and medical systems in Korea.
Colonialism/*history ; English Abstract ; *Government ; Health Policy/*history ; History of Medicine, 20th Cent. ; Korea ; *Medicine ; Military Medicine/*history ; *Politics ; Public Health/*history ; United States ; War/*history

PURPOSE: Small group discussions are useful tools in medical ethics education. We aimed to assess student satisfaction with specific components of a small group discussion and to evaluate student self-assessment of the objectives of education. METHODS: A structured questionnaire was developed after a literature review and a focus group interview. Components of the small group discussion were categorized by discussion case (self, other), individual activities (self-study, making materials, presentation experience), and group activities (preclass/in-class/postclass/plenary discussion, instructor's comments). The items for student self-assessment were: "To specify ethical issue in actual practice", "To get new knowledge", "To consider doctor's entity", "Empathy to others", "To get multidimensional viewpoint", "Viewpoint change", "To deliver my thought clearly", and "Ability to confront the medical ethics dilemma in the future". After the survey, an in-depth interview was performed to determine the reason behind the students' answers. RESULTS: A total of 121 students responded, for whom overall satisfaction and self-assessment were high. Students reported greater satisfaction with self-case, presentation experience, in-class discussion, and instructor's comments but less satisfaction with self-study before class and postclass discussion. Student self-assessment was highest in the ability to specify an ethical issue and lowest for viewpoint change and self-confidence. After multivariate analysis, higher student self-assessment was associated with greater satisfaction with the small group discussion. CONCLUSION: To improve the quality of medical ethics education, close investigation and monitoring of each component of the small group discussion and student achievement are essential, as is continuous feedback.
Achievement ; Ethics, Medical ; Focus Groups ; Humans ; Multivariate Analysis ; Self-Assessment ; Surveys and Questionnaires

PURPOSE: Small group discussions are useful tools in medical ethics education. We aimed to assess student satisfaction with specific components of a small group discussion and to evaluate student self-assessment of the objectives of education. METHODS: A structured questionnaire was developed after a literature review and a focus group interview. Components of the small group discussion were categorized by discussion case (self, other), individual activities (self-study, making materials, presentation experience), and group activities (preclass/in-class/postclass/plenary discussion, instructor's comments). The items for student self-assessment were: "To specify ethical issue in actual practice", "To get new knowledge", "To consider doctor's entity", "Empathy to others", "To get multidimensional viewpoint", "Viewpoint change", "To deliver my thought clearly", and "Ability to confront the medical ethics dilemma in the future". After the survey, an in-depth interview was performed to determine the reason behind the students' answers. RESULTS: A total of 121 students responded, for whom overall satisfaction and self-assessment were high. Students reported greater satisfaction with self-case, presentation experience, in-class discussion, and instructor's comments but less satisfaction with self-study before class and postclass discussion. Student self-assessment was highest in the ability to specify an ethical issue and lowest for viewpoint change and self-confidence. After multivariate analysis, higher student self-assessment was associated with greater satisfaction with the small group discussion. CONCLUSION: To improve the quality of medical ethics education, close investigation and monitoring of each component of the small group discussion and student achievement are essential, as is continuous feedback.
Achievement ; Ethics, Medical ; Focus Groups ; Humans ; Multivariate Analysis ; Self-Assessment ; Surveys and Questionnaires

Japan extended her territory since the end of 19th century, Sahalin island northward, Ryukyu islands southward. Japan annexed Chosen in 1910. The task of Japanase ethnology was how to describe and define the people of many races in Japanese territory. On the other hand Japanese ethnology was a confrontation of Japanese about the sense of superiority of the West. Japanese ethnology was the background of exploitation and discrimination of other Asian countries and their people. In that sense Japan imitated Western countries in an age of imperialism. Japanese ethnologist adopted two theories; one was an anthropology and another was the theory of evolution. They classified races into two categories, evoluted one and primitive one. Japanese government intended to utilize Asian people in respond to the advantages and disadvantages of each race. Kubo, Koganei, Kyono, and Hasebe were those who studied Chosen people. Kubo, a professor of department of Anatomy of Kyungsung Junior Medical College, was the most productive one in anthropology of Chosen people. He describes Chosen people as a primitive one. His prejudice about Chosen people was very closely related with so called "Kubo abusive words case". It was a symbolic happening rather than a personal defect in the perspective of the idea of Japanese ethnology about Chosen people.
Ethnology/*history ; History of Medicine, 19th Cent. ; History of Medicine, 20th Cent. ; Japan ; Korea

No abstract available.
Education, Medical* ; Korea*

It was about thirty years ago that integrated teaching courses were first introduced to the undergraduate medical educational curriculum in Korea. Seoul National University College of Medicine, who had totally discipline-based curriculum up to 1971, implemented the new curricular component which was benchmarked from the experiment of Case Western University (USA) in 1950s, and accommodated it to her educational environment fairly delicately at least for the first ten years, and her pioneering experiment played a role-model to many medical colleges in Korea. However, the integrated courses(1/4 of basic medical science learning period) became stereotyped in curricular management, distended in contents, became more and more lecture-dependent, despite basic principles advocated at the implementation stage which emphasized diversification in learning methods, and at last fell to a faulty component in curriculum. And it became a serious handicap hindering the latest endeavor for curricular innovation aiming at a whole, vertical and horizontal curricular integration. From analysis of various numerical data and historical records, we arrived at the following conclusions: integrated curricular component should be supervised and evaluated continuously by a powerful standing committee far more than non-integrated one should be; success in the formation of multi-departmental consensus group which is influenced by cultural or political factor of the country or the medical professional society, is a precondition to run it successfully; an integration of curriculum not only requires deliberate technical manipulation of educational contents and diversification of learning methods but also requires a philosophical or political innovation in medical society to overcome firm and high inherited barrier between departments.
Consensus ; Curriculum ; Korea ; Learning ; Politics ; Seoul* ; Societies, Medical

The Dr. LEE Jong-wook—Seoul Project (DLSP) in the Lao People'0s Democratic Republic (PDR) is a long-term development cooperation initiative aimed at upgrading the medical education capacity at the University of Health Sciences (UHS) in the Lao PDR. Under the project, eight faculty members from UHS were trained at the Seoul National University College of Medicine for a 12-month period during 2010–2011. Using a training-of-trainers model, we estimated the effect of DLSP on the learning outcomes of students, which was measured using the standard test scores of the students. The questionnaire developed by the Medical Education Assessment Consortium in Korea was given to the students and both the percent-correct and standardized scores were examined. The evaluation strategy was to compare the learning outcomes of the students taught by the trainees with those that were not and to compare the medical topics taught by the trainees with other topics. It was found that the first group of trainees in the DLSP was associated with an increase of 1.5 in the percent-correct test scores for basic medicine. While the interpretation requires caution, it is consistent with the view that a training program for faculty members could be effective in improving the teaching capacity of medical schools in developing countries.
Developing Countries ; Education ; Education, Medical ; Educational Measurement ; Humans ; Korea ; Laos ; Learning ; Schools, Medical ; Seoul ; Students, Medical