Digital transformation in medical education has emerged as a critical driver of educational innovation, but it also presents several challenges and issues. This exploratory study was conducted in preparation for a digital leap in medical education, critically examining the meaning and process of digital transformation in medical schools in Korea. The process of digital transformation has been divided into digitization, digitalization, and digital transformation, reflecting the progressive course of medical education. The educational approaches involving digital transformation in medical education are described in this study, differentiating between learner-centered adaptive learning, experience-based immersive learning environments, and the integration of assessment and learning. Additionally, the educational potential of emerging technologies, such as large language models, cloud computing, and blockchain, is explored. The constraints on digital transformation in medical education include the limitations of the digitalization process of educational materials, lack of empirical evidence on the educational effectiveness of digital tools, unpreparedness of stakeholders, and ethical, physical, and psychological issues. The conclusion emphasizes that digital transformation should not be a temporary measure, but a true advancement in education, highlighting the importance of learning design based on educational needs to increase effectiveness. It also highlights the ethical use of digital tools and the creation of a safe learning environment based on fairness and trust in the digital transformation process. Finally, it underscores the significance of flexible curriculum design driven by educational needs, interdisciplinary approaches, and the evaluation and dissemination of digitalization initiatives.

Digital transformation in medical education has emerged as a critical driver of educational innovation, but it also presents several challenges and issues. This exploratory study was conducted in preparation for a digital leap in medical education, critically examining the meaning and process of digital transformation in medical schools in Korea. The process of digital transformation has been divided into digitization, digitalization, and digital transformation, reflecting the progressive course of medical education. The educational approaches involving digital transformation in medical education are described in this study, differentiating between learner-centered adaptive learning, experience-based immersive learning environments, and the integration of assessment and learning. Additionally, the educational potential of emerging technologies, such as large language models, cloud computing, and blockchain, is explored. The constraints on digital transformation in medical education include the limitations of the digitalization process of educational materials, lack of empirical evidence on the educational effectiveness of digital tools, unpreparedness of stakeholders, and ethical, physical, and psychological issues. The conclusion emphasizes that digital transformation should not be a temporary measure, but a true advancement in education, highlighting the importance of learning design based on educational needs to increase effectiveness. It also highlights the ethical use of digital tools and the creation of a safe learning environment based on fairness and trust in the digital transformation process. Finally, it underscores the significance of flexible curriculum design driven by educational needs, interdisciplinary approaches, and the evaluation and dissemination of digitalization initiatives.

Digital transformation in medical education has emerged as a critical driver of educational innovation, but it also presents several challenges and issues. This exploratory study was conducted in preparation for a digital leap in medical education, critically examining the meaning and process of digital transformation in medical schools in Korea. The process of digital transformation has been divided into digitization, digitalization, and digital transformation, reflecting the progressive course of medical education. The educational approaches involving digital transformation in medical education are described in this study, differentiating between learner-centered adaptive learning, experience-based immersive learning environments, and the integration of assessment and learning. Additionally, the educational potential of emerging technologies, such as large language models, cloud computing, and blockchain, is explored. The constraints on digital transformation in medical education include the limitations of the digitalization process of educational materials, lack of empirical evidence on the educational effectiveness of digital tools, unpreparedness of stakeholders, and ethical, physical, and psychological issues. The conclusion emphasizes that digital transformation should not be a temporary measure, but a true advancement in education, highlighting the importance of learning design based on educational needs to increase effectiveness. It also highlights the ethical use of digital tools and the creation of a safe learning environment based on fairness and trust in the digital transformation process. Finally, it underscores the significance of flexible curriculum design driven by educational needs, interdisciplinary approaches, and the evaluation and dissemination of digitalization initiatives.

Background: The Field Epidemiology Training Program Frontline, initiated by the Korea Disease Control and Prevention Agency in 2019, aims to enhance the competencies of infectious disease practitioners across 17 regions in South Korea. With the September 2024 amendment to the Infectious Disease Prevention Act mandating infectious disease prevention and crisis response training for government employees who are associated with infectious diseases responses, there is an urgent need to assess and optimize the effectiveness and cost-efficiency of such competency-based education programs amidst constraints of budget and manpower. Methods: This study examined the educational needs and priorities of public health competencies among infectious disease practitioners. The competency framework for Infectious Disease Response Practitioners (IDRP) in South Korea was used to evaluate the validity, importance, and performance level of competencies for infectious disease response personnel. For the training needs analysis, differences in performance by group were analyzed, and an importance performance analysis (IPA) was conducted using the Borich Needs Assessment based on the IPA matrix to derive training priorities. Results: The analysis revealed a significant gap between perceived importance and selfreported performance levels in most competencies, especially epidemiologic methods.Competencies related to safety and ethics, fieldwork, and crisis management have high importance and performance ratings, indicating a need for ongoing training. Of the 27 competencies, the IPA identified specific training needs and priorities, suggesting eight competencies for focused intervention to strengthen the capacity of IDRPs. Conclusion The IDRP competency framework in South Korea plays a pivotal role in establishing a standardized, competency-based approach to training IDRP. The identified gaps and training priorities highlight the need for continued curriculum development and the integration of real-world, field-based scenarios into training programs.

Background: The Field Epidemiology Training Program Frontline, initiated by the Korea Disease Control and Prevention Agency in 2019, aims to enhance the competencies of infectious disease practitioners across 17 regions in South Korea. With the September 2024 amendment to the Infectious Disease Prevention Act mandating infectious disease prevention and crisis response training for government employees who are associated with infectious diseases responses, there is an urgent need to assess and optimize the effectiveness and cost-efficiency of such competency-based education programs amidst constraints of budget and manpower. Methods: This study examined the educational needs and priorities of public health competencies among infectious disease practitioners. The competency framework for Infectious Disease Response Practitioners (IDRP) in South Korea was used to evaluate the validity, importance, and performance level of competencies for infectious disease response personnel. For the training needs analysis, differences in performance by group were analyzed, and an importance performance analysis (IPA) was conducted using the Borich Needs Assessment based on the IPA matrix to derive training priorities. Results: The analysis revealed a significant gap between perceived importance and selfreported performance levels in most competencies, especially epidemiologic methods.Competencies related to safety and ethics, fieldwork, and crisis management have high importance and performance ratings, indicating a need for ongoing training. Of the 27 competencies, the IPA identified specific training needs and priorities, suggesting eight competencies for focused intervention to strengthen the capacity of IDRPs. Conclusion The IDRP competency framework in South Korea plays a pivotal role in establishing a standardized, competency-based approach to training IDRP. The identified gaps and training priorities highlight the need for continued curriculum development and the integration of real-world, field-based scenarios into training programs.

Background: The Field Epidemiology Training Program Frontline, initiated by the Korea Disease Control and Prevention Agency in 2019, aims to enhance the competencies of infectious disease practitioners across 17 regions in South Korea. With the September 2024 amendment to the Infectious Disease Prevention Act mandating infectious disease prevention and crisis response training for government employees who are associated with infectious diseases responses, there is an urgent need to assess and optimize the effectiveness and cost-efficiency of such competency-based education programs amidst constraints of budget and manpower. Methods: This study examined the educational needs and priorities of public health competencies among infectious disease practitioners. The competency framework for Infectious Disease Response Practitioners (IDRP) in South Korea was used to evaluate the validity, importance, and performance level of competencies for infectious disease response personnel. For the training needs analysis, differences in performance by group were analyzed, and an importance performance analysis (IPA) was conducted using the Borich Needs Assessment based on the IPA matrix to derive training priorities. Results: The analysis revealed a significant gap between perceived importance and selfreported performance levels in most competencies, especially epidemiologic methods.Competencies related to safety and ethics, fieldwork, and crisis management have high importance and performance ratings, indicating a need for ongoing training. Of the 27 competencies, the IPA identified specific training needs and priorities, suggesting eight competencies for focused intervention to strengthen the capacity of IDRPs. Conclusion The IDRP competency framework in South Korea plays a pivotal role in establishing a standardized, competency-based approach to training IDRP. The identified gaps and training priorities highlight the need for continued curriculum development and the integration of real-world, field-based scenarios into training programs.

Digital transformation in medical education has emerged as a critical driver of educational innovation, but it also presents several challenges and issues. This exploratory study was conducted in preparation for a digital leap in medical education, critically examining the meaning and process of digital transformation in medical schools in Korea. The process of digital transformation has been divided into digitization, digitalization, and digital transformation, reflecting the progressive course of medical education. The educational approaches involving digital transformation in medical education are described in this study, differentiating between learner-centered adaptive learning, experience-based immersive learning environments, and the integration of assessment and learning. Additionally, the educational potential of emerging technologies, such as large language models, cloud computing, and blockchain, is explored. The constraints on digital transformation in medical education include the limitations of the digitalization process of educational materials, lack of empirical evidence on the educational effectiveness of digital tools, unpreparedness of stakeholders, and ethical, physical, and psychological issues. The conclusion emphasizes that digital transformation should not be a temporary measure, but a true advancement in education, highlighting the importance of learning design based on educational needs to increase effectiveness. It also highlights the ethical use of digital tools and the creation of a safe learning environment based on fairness and trust in the digital transformation process. Finally, it underscores the significance of flexible curriculum design driven by educational needs, interdisciplinary approaches, and the evaluation and dissemination of digitalization initiatives.

Background: The Field Epidemiology Training Program Frontline, initiated by the Korea Disease Control and Prevention Agency in 2019, aims to enhance the competencies of infectious disease practitioners across 17 regions in South Korea. With the September 2024 amendment to the Infectious Disease Prevention Act mandating infectious disease prevention and crisis response training for government employees who are associated with infectious diseases responses, there is an urgent need to assess and optimize the effectiveness and cost-efficiency of such competency-based education programs amidst constraints of budget and manpower. Methods: This study examined the educational needs and priorities of public health competencies among infectious disease practitioners. The competency framework for Infectious Disease Response Practitioners (IDRP) in South Korea was used to evaluate the validity, importance, and performance level of competencies for infectious disease response personnel. For the training needs analysis, differences in performance by group were analyzed, and an importance performance analysis (IPA) was conducted using the Borich Needs Assessment based on the IPA matrix to derive training priorities. Results: The analysis revealed a significant gap between perceived importance and selfreported performance levels in most competencies, especially epidemiologic methods.Competencies related to safety and ethics, fieldwork, and crisis management have high importance and performance ratings, indicating a need for ongoing training. Of the 27 competencies, the IPA identified specific training needs and priorities, suggesting eight competencies for focused intervention to strengthen the capacity of IDRPs. Conclusion The IDRP competency framework in South Korea plays a pivotal role in establishing a standardized, competency-based approach to training IDRP. The identified gaps and training priorities highlight the need for continued curriculum development and the integration of real-world, field-based scenarios into training programs.

Digital transformation in medical education has emerged as a critical driver of educational innovation, but it also presents several challenges and issues. This exploratory study was conducted in preparation for a digital leap in medical education, critically examining the meaning and process of digital transformation in medical schools in Korea. The process of digital transformation has been divided into digitization, digitalization, and digital transformation, reflecting the progressive course of medical education. The educational approaches involving digital transformation in medical education are described in this study, differentiating between learner-centered adaptive learning, experience-based immersive learning environments, and the integration of assessment and learning. Additionally, the educational potential of emerging technologies, such as large language models, cloud computing, and blockchain, is explored. The constraints on digital transformation in medical education include the limitations of the digitalization process of educational materials, lack of empirical evidence on the educational effectiveness of digital tools, unpreparedness of stakeholders, and ethical, physical, and psychological issues. The conclusion emphasizes that digital transformation should not be a temporary measure, but a true advancement in education, highlighting the importance of learning design based on educational needs to increase effectiveness. It also highlights the ethical use of digital tools and the creation of a safe learning environment based on fairness and trust in the digital transformation process. Finally, it underscores the significance of flexible curriculum design driven by educational needs, interdisciplinary approaches, and the evaluation and dissemination of digitalization initiatives.

The purpose of this study is to discuss the main principles and concepts of social constructivism, examine the literature on the application of social constructivism in medical education, and explore the meaning and limitations of the utilization of social constructivism with learning theory. A literature search was carried out in two stages, utilizing PubMed, CINAHL and Education Source databases. The primary search included both fields (social constructivism AND medical education), while the secondary search was performed by subject (Vygotsky or ZPD or zone of proximal development or scaffolding AND medical education). A total of 96 papers were found through the primary and secondary searches, and after reviewing the abstracts of all 96 papers, 41 papers were deemed suitable for research purposes. In medical education, social constructivism is applied in areas such as (1) social and cultural behaviors (hidden curriculum), (2) social construct of “meaning” (dialogue and discourse), (3) learner’s identity transformation (expert), and (4) instructional intervention (ZPD and scaffolding). Social constructivism has provided many ideas to explore in terms of the composition of knowledge in the sociocultural context of health care, but it has not demonstrated an explicit instructional method or educational effects.