Biology ; history ; China ; History, 20th Century ; Universities ; history

Botany ; history ; China ; History, 20th Century ; Plant Physiological Phenomena ; Universities

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

Botany ; history ; China ; History, 19th Century ; History, 20th Century ; Universities ; history

Animals ; Biological Science Disciplines ; history ; History, 20th Century ; History, 21st Century ; Humans ; Universities ; history

Cardiology ; history ; Echocardiography ; history ; History, 20th Century ; History, 21st Century ; Hospitals ; Humans ; Singapore ; Universities

RO Kishun was born on February 2, 1893 in Ongjin County, Hwanghae Province of Joseon Korea. He graduated from the Medical Training Center, a campus associated with the Joseon Government-General Hospital, in 1915, and from Kyushu Imperial University School of Medicine in 1917. He continued his medical study at the university in 1929, majoring in biochemistry, and earned a doctorate in medicine in 1932. Dr. RO, one of the earliest pioneers in Korean biochemistry, was active in his research, publishing four studies in the Japanese Journal of Biochemistry between 1931 and 1932. After returning from Japan in 1932, Dr. RO opened a medical practice in Mokpo and Busan, port cities situated on the southern tip of Korea. Later in 1936, he moved north to Manchuria (northeast China) to practice medicine at the International Hospital in Mukden (present-day Shenyang). He also served as president of Tumen Public Hospital between 1942 and 1946. When Japan signed unconditional surrender bringing World War II to an end, Dr. RO relocated to Yanbian and began providing medical training to ethnic Koreans. In October 1946, he was appointed dean of the First Branch School of China Medical University in Longjing, and in October 1948 the first dean of Yanbian Medical School, the predecessor of Yanbian University College of Medicine. Dr. RO dedicated his life to medical practice, teaching and training students, and mentoring younger faculty. A brilliant clinician, he also inspired and helped his colleagues with his outstanding ability to diagnose and treat patients. He was one of the founding members of Yanbian University College of Medicine. RO Kishun died on June 7, 1957 at age 64. Ethnic Koreans hailed him as Sinui (literally, the physician of God), and a bronze statue of himself was erected in front of the medical college in 1988. Dr. RO's life brings modern historians' attention to the issue of determining geographical territories and nationality, in that his life unfolded at the borderlands or frontiers of Joseon Korea, China, and Japan, where the history of the three nations met and intermingled with one another. He was a biochemist and researcher, practicing physician and medical professor of the era under Japanese Rule and the one following it. In modern Korean medicine, his life is viewed as a history of the borders, or a transnational legacy going beyond individual history of Korea, China, and Japan.
Biochemistry/*history ; Clinical Medicine/history ; Education, Medical/*history ; History, 20th Century ; Hospitals, Public/history ; Humans ; Korea ; Universities/history

No abstract available.
Education, Medical/*history ; History of Medicine, 20th Cent. ; International Cooperation/*history ; Korea ; Research/*history ; United States ; Universities/*history ; War/*history ; Western World/*history

PURPOSE: Identifying patients' agendas is important; however, the extent of Korean medical students' agenda-setting abilities is unknown. The study aim was to investigate the patterns of Korean medical students' agenda solicitation. METHODS: A total of 94 third-year medical students participated. One scenario involving a female patient with abdominal pain was created. Students were video-recorded as they interviewed the patient. To analyze whether students identify patients' reasons for visiting, a checklist was developed based on a modified version of the Calgary-Cambridge Guide to the Medical Interview: Communication Process checklist. The duration of the patient's initial statement of concerns was measured in seconds. The total number of patient concerns expressed before interruption and the types of interruption effected by the medical students were determined. RESULTS: The medical students did not explore the patients' concerns and did not negotiate an agenda. Interruption of the patient's opening statement occurred in 4.62+/-2.20 seconds. The most common type of initial interruption was a recompleter (79.8%). Closed-ended questions were the most common question type in the second and third interruptions. CONCLUSION: Agenda setting should be emphasized in the communication skills curriculum of medical students. The Korean Clinical Skills Exam must assess medical students' ability to set an agenda.
Adult ; Checklist ; *Clinical Competence ; *Communication ; Curriculum ; *Education, Medical, Undergraduate ; Female ; Humans ; Male ; *Medical History Taking ; *Physician-Patient Relations ; Republic of Korea ; *Students, Medical ; Universities ; Video Recording ; Young Adult

PURPOSE: The purpose of this study is to investigate the reliability and validity of new clinical performance examination (CPX) for assessing clinical reasoning skills and evaluating clinical reasoning ability of the students. METHODS: Third-year medical school students (n=313) in Busan-Gyeongnam consortium in 2014 were included in the study. One of 12 stations was developed to assess clinical reasoning abilities. The scenario and checklists of the station were revised by six experts. Chief complaint of the case was rhinorrhea, accompanied by fever, headache, and vomiting. Checklists focused on identifying of the main problem and systematic approach to the problem. Students interviewed the patient and recorded subjective and objective findings, assessments, plans (SOAP) note for 15 minutes. Two professors assessed students simultaneously. We performed statistical analysis on their scores and survey. RESULTS: The Cronbach α of subject station was 0.878 and Cohen κ coefficient between graders was 0.785. Students agreed on CPX as an adequate tool to evaluate students' performance, but some graders argued that the CPX failed to secure its validity due to their lack of understanding the case. One hundred eight students (34.5%) identified essential problem early and only 58 (18.5%) performed systematic history taking and physical examination. One hundred seventy-three of them (55.3%) communicated correct diagnosis with the patient. Most of them had trouble in writing SOAP notes. CONCLUSION: To gain reliability and validity, interrater agreement should be secured. Students' clinical reasoning skills were not enough. Students need to be trained on problem identification, reasoning skills and accurate record-keeping.
Checklist ; *Clinical Competence ; Communication ; Comprehension ; *Education, Medical, Undergraduate ; Educational Measurement/*standards ; Humans ; Medical History Taking ; Medical Records ; Observer Variation ; Physical Examination ; Physician-Patient Relations ; *Problem-Based Learning ; Reproducibility of Results ; Republic of Korea ; *Schools, Medical ; *Students, Medical ; Surveys and Questionnaires ; *Thinking ; Universities