The form of modern Kampo Medicine is made after the influence of the schools at past time. This medicine was at first imitation of TCM in China and slowly had acquired the own Japanese form. At 16 century, Dosan Manase introduced the system of TCM from Ming-China to Japan successfully and made a great school called Goei-School. Late stage of 17 century, the influence of “Shang han Lun” research boom in China came to Japan and the new school called Koho-school which was based on this Classic has established. Especially Todo Yoshimasu researched the prescriptions in this book and invented new system named “Ho sho so tai”. After then, doctors had to compromise the thinking of both school. The form of eclectic school was so various that the doctors made individual medicines. After the Meiji Restoration, Kampo Medicine was out of political system but soon obtained revival. The several great doctors of Kampo Medicine have written “Practice of Kampo Medicine” at 1941 which made the base of the modern Kampo Medicine. Current Kampo Medicine adopted a lot of modern medical researches and there are new schools which are different from the past time.
Medicine, Kampo ; Schools ; China ; Medical History ; Japan

This paper traces how Koreans of north area became medical doctors in colonial Korea. Most of the past research have focused only on the well-known medical doctors, or even when they discussed a great number of doctors, many research tended to only pay attention to the explicit final results of those doctors. This research, on the other hand, includes ordinary medical doctors as well as the renowed ones, and adjusts the focus to the lifetime period of their growth and activities. As a result, the misunderstanding and obscurity about the Korean medical doctors of north area during this period have been cleared. The new characteristics of the Korean medical doctors of this period have been found, along with their embodiment of historical significance. At the time, Koreans had to get through a number of qualifications in order to become doctors. First is the unique background of origin in which the family held interest in the modern education and was capable of supporting it financially. Second is the long-term status of education that the education from elementary to high school was completed without interruption. Third is the academic qualification that among various institutions of higher education, medical science was chosen as a major. Fourth is the condition of career in which as the career as a doctor had consistently continued. Thus, in oder to become a modern medical doctor, Koreans had to properly complete these multiple steps of process. The group of Korean medical doctors in north area, which was formed after getting through these series of process, possessed a number of characteristics. Firstly, as the upper-middle classes constituted the majority of medical doctors in Korea, the societal status of doctors rose and the foundation for the career as a doctor to be persisted as the family occupation settled. Secondly, the research career and academic degree became the principal method to escape from the discrimination and hierarchy existed between doctors. A PhD degree, especially, was the significant mark for clearly displaying the abilities and outcomes of the doctors. Lastly, the research career, education experience, clinical training and such that the Korean doctors of the period had built up were weak at the time, however, they were important sources for the future medical science development. Indeed, after Liberation, the rapid settlement and growth of Korea's medical science field were largely beholden to thus. Therefore, the growth of the Koreans as doctors did not cease in colonial Korea, but instead continued onto the history of future generations. In spite of the fact that the Korean doctors's growth and activities were greatly limited under the forceful policy of colonial domination of the era, the efforts the Korean doctors had put were not in vain. Likewise, if we do not fix our attention at the dominating policy and system, but rather put together the actors' correspondence and struggles of the period, then the Korean doctors will be a part of the living history. Hereby, the clue to the paradox between the suppression of medical science in colonial Korea and its leap after Liberation can be untied.
Colonialism ; Education, Medical/*history ; Faculty/*history ; History, 20th Century ; Korea ; *Physicians ; Schools, Medical/*history

The Research Department of the Severance Union Medical College was founded on November 4th, 1914. Drs. R. G. Mills, J. D. VanBuskirk and A. I. Ludlow were the co-founders of the department. The department aimed at investigating the medical problems of Koreans which originated from the differences of diet, customs and habits. The main fields of the research were divided into three: traditional medicine, diet of the Koreans, and special diseases in Korea. As to the research of the traditional medicine, Mills conducted extensive investigations on the drugs mentioned in the pharmacopeia of the traditional medical texts. His work included the translation of the medical texts into English, which unfortunately was not published, and the collection of thousands traditional drugs and botanical specimens. To the second field, VanBuskirk contributed much. His research was mainly focused on investigating the characteristics of Korean diet, finding out its problems, and recommending more balanced diet. The third field was the research of the diseases specific in Korea. The diseases caused by various parasites were the main targets of the research. At first, the Research Department was a laboratory where research was actually being carried out. But, its nature has been changed as each department became the center of research activities. The Research Department became a research promoting center which provides research funds for each department or individual researchers. The founding of the Research Department in the Severance Union Medical College marks a turning point in the history of SUMC in the sense that academic activities began to become more important in the missionary institute.
English Abstract ; History, 20th Century ; Korea ; Research ; Schools, Medical/*history

Japan annexed Korea in 1910 and with the promulgation of the Chosen Kyoyuk Ryong(the Korea Education Decree) in 1911, it began to conduct education for the Korean people. However, this was only a matter of formality and a policy for liquidating the spirit of the Korean people. It finally resulted in the uprising of March 1, 1919 of the Korean people that has a cultural tradition of a high level. This event served as a cause of widely spread censure among the Korean people as well as the people of the whole world. Even in Japan voice of criticism rose high. Such being the situation Japan amended the Korean educational law under the pretext of shifting to a so-called civil-rule policy. The Japanese authorities adopted the same educational system as was practiced in Japan proper, for primary and middle school education. As for higher education, they placed under a strict control the educational facilities already established by Korean people and foreign missionaries, suppressing even minor expansions of existing facilities. However, the movement by some Korean educators to establish a private university and efforts by some missionaries to integrate the existing educational organizations into a university made it inevitable for the Japanese authorities to set up a university of their own in Korea. Thus, they hurriedly established the Kyongsong Imperial University in which was included a medical college that was an indispensable organization for colonial education. They professed that the medical college was established for the purpose of providing equal opportunities and privileges to Korean and Japanese students, but, on the contrary, the operation of the college was done strictly under their colonial policy. The system of the Kyongsong Imperial University was enforced according to the Japanese Imperial University Law, and all the faculty members and the administratial officials were Japanese. As for Koreans, a few graduates of the university was named nonpaid deputy assistants, and graduates of other colleges were employed as nonpaid subdeputy assistants. In most cases, Koreans, finally handicapped compared with Japanese, could not continue their study and research. A few of them who could conduct continued study and research were placed under strict restraints ant accordingly, their opportunities to achieve academic and social promotion were quite limited. During the history of 20 years of the Kyongsong Imperial University Medical College Yun Il Son and Ko Yong Sun served as assistant professors for 13 months and three days respectively. In addition, there were 12 Koreans who worked as temporary assistants, the periods of their service varying from two days to 10 years. The rate of graduates for Koreans was less than 30% and the rate for Koreans who received a degree of doctor of medical science was only 25%. From 1940, the course of the medical college was shortened to three years and same months under the war-time system and with Japan's unconditional surrender to the Allied Forces on August 15, 1945, the entire faculty of the medical college was discharged by the U.S. Military Government on November 5, 1945.
Colonialism/*history ; English Abstract ; History of Medicine, 20th Cent. ; Japan ; Korea ; Schools, Medical/*history ; Universities/*history

No abstract available.
History, 19th Century ; History, 20th Century ; Schools, Medical/*history ; Surgery Department, Hospital/*history ; United States

Authors got the following information on the present state of the education on the history of medicine in the Korean medical schools through analyzing the responses of the medical schools to the questionnaires that we sent and the related parts of The Present State of Medical Education in Medical Schools, 1994 (published by The Committee of Deans of Korean Medical Schools). In 1994, 27 of 32 medical schools (except Kon-kuk, Pusan, Yonsei, Inje and Chungnam Medical Schools) offered 41 lectures of the related subjects, of which 'History of Medicine' and 'Introduction to Medicine' were offered mainly to the premedical students, and 'Medical Ethics' largely to junior or senior students. And we found that the lectures varied widely in lecture-hours, credits, the specialties of the instructors(most of the lectures were conducted by non-medical historians), and so on. In the latter part of this paper (based on the discussions at the 1st Workshop for the Improvement of the Education on the History of Medicine held on the 9th of February 1995) which was focused on the goals and objectives of the lectures, credits and lecture-hours of the course, ideal style and method of the course operation, contents of the lecture, authors stressed the topic-oriented lecture and the voluntary participation of the students in the courses.
Education, Medical/*history ; English Abstract ; *Historiography ; History of Medicine, 20th Cent. ; Korea ; Schools, Medical/*history

Education, Medical ; history ; Female ; Greece, Ancient ; History, Ancient ; Humans ; Male ; Schools, Medical ; history

Western medicine began to be introduced to Japan since late 16th century. Japanese encounter with Western medicine centered on Dejima in Nagasaki in the seventeenth and eighteenth century and the initial process of introduction was gradual and slow. In the mid-nineteenth century, facing threats from Western countries, Tokugawa bakufu asked Dutch naval surgeon, J. L. C. Pompe van Meerdervoort to teach western medicine at the Kaigun Denshujo naval academy in Nagasaki. The government also supported the western medical school in Edo. This paper deals with how modern western medical doctors were developed in Japan from late Edo to early Meiji. The publication of the New Text on Anatomy in 1774 translated by Sugita Genpaku and his colleagues stimulated Japanese doctors and scholars to study western medicine, called Rangaku. During the Edo period, western medicine spread into major cities and countryside in Japan through Rangaku doctors. In 1838, for example, Dr. Ogata Koan established the Rangaku school named Tekijuku and educated many people with western medicine. When smallpox vaccination was introduced in Japan in 1849, Rangaku doctors played an important role in practiving the vaccination in cities and in countryside. After the Edo bakufu and the feudal lords of han(han) actively pursued to introduce western medicine to their hans by sending their Samurai to Edo or Nagasaki or abroad and by establishing medical schools and hospitals until their abolition in 1871. In late Edo and early Meiii military doctors were the main focus of training to meet the urgent need of military doctors in the battle fields of civil wars. The new Meiji government initiated a series of top-down reformations concerning army recruitment, national school system, public health and medical system. In 1874, the government introduced a law on medicine to adopt western medicine only and to launch a national licence system for medical doctors. Issuing supplementary regulations in the following years, the Meiji government settled down a dual-track medical licensing system: one for the graduates from medical schools with certain quality and the other for the graduate from less qualified schools who should take the licensing examination.
Books/history ; Education, Medical/history ; History, 16th Century ; History, 17th Century ; History, 18th Century ; History, 19th Century ; Humans ; Japan ; Physicians/*history ; Schools, Medical/*history

In the second report in our series on the historical investigation on the introduction of western psychiatry into Korea, authors deal with the status of psychiatric education during the Japanese forced annexation of Korea. The first lecture on psychiatry in Korea under the title "Mental Diseases" was held in Dae-han-eui-won around 1910. In 1913, the Department of Psychiatry branched off from the Department of Internal Medicine of Chosen-sotoku-fu-iing, the Colonial Governmental Clinic, the successor of Dae-han-eui-won. The chairman, Professor Suiju Sinji; and the Korean assistant Sim Ho-seop administered the psychiatric ward with 35 beds. Since 1913, an Australian missionary psychiatrist, Dr. McLaren began to teach neurology and psychiatry at Severance Union Medical College and established a Department of Psychiatry in 1923. Dr. McLaren was a faithful Christian and open minded toward Oriental religious thought such as in Buddhism and Taoism. He devoted himself to the humanitarian care of mentally ill patients and served there until 1937 when he had to leave the land due to Japanese persecution. His disciple, Dr. Lee Jung Cheol succeeded the chair of the Psychiatric Department of Severance Medical College and served until 1939. In 1916, Keijo(Seoul) Medical College was established and in 1928, Keijo Teikoku Daigaku(Imperial University). From 1929 to 1941, the Department of Neurology and Psychiatry of Keijo Imperial University grew under the chairmanship of Professor Kubo Kioji followed by Professor Watanabe until 1945. Many assistants including a few Koreans were gathered to the Department for training and research. The main textbook used for the psychiatric education for medical students in Korea was on Kraepelinian German Psychiatry translated and edited by Japanese psychiatrists. Lectures and clerkships for Neurology and Psychiatry were allocated generally in the curriculum for senior students for weekly 1-3 hours. Postgraduate professional training for the psychiatrists was carried out according to the tutorial system under the supervision of professors and staff. In regard to a wide range of references discovered in the library of the Department of Neurology and Psychiatry, Keijo Imperial University the trainees seem to have had opportunity to contact with diverse subspecialties of psychiatry and also to exercise specific laboratory examinations in the setting of the German "Klinik". Comparisons of psychiatry in Korea and Japan during Japanese occupation suggest the following conclusions: 1. Extreme discrimination against Korean trainees in their academic careersprobably due to colonial policy. After 35 years of Japanese occupation of Korea only ten Korean neuro-psychiatrists and neurologists were left; 2. Somewhat narrow academic interests of psychiatrists in Korea in research fields focusing on neuropathology and opium addiction etc and the lackness of the interest in social psychiatric issues: for example, the rights of the mentally ill patient or non-restraining care systems as seen in Japanese psychiatry in Japan. 3. Extremely limited number of psychiatry teaching staffs in Korea. For a long time Keijo Imperial University's Department of Neurology and Psychiatry was the only center for training psychiatrists in Korea.
Western World/history ; Schools, Medical/history ; Psychiatry/education/*history ; Korea ; Japan ; Humans ; History, 20th Century ; Colonialism/*history

No abstract available.
History, 19th Century ; History, 20th Century ; Hospitals/*history ; Humans ; Missionaries ; Religious Missions/history ; Republic of Korea ; Schools, Medical/*history ; United States