Cultural Safety Education for Medical Students: Practice and Development in Korean Medical Education
10.17496/kmer.25.037
- Author:
HyeRin ROH
;
Kyung Hye PARK
- Publication Type:(Special Section) Innovation Report
- From:
Korean Medical Education Review
2026;28(1):32-41
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
Cultural safety education emphasizes critical reflection on bias, power relations, and the structural conditions that shape healthcare encounters, and recognizes patients and communities as the subjects who define what constitutes “culturally safe” care. It moves beyond knowledge-based cultural competence by examining professional norms, institutional practices, and dominant assumptions within medicine. In Korea, medical culture has developed through a historically specific process in which Western medicine became institutionalized through Japanese colonial rule and later American influence. The authors therefore adopted the framework of cultural safety to address structurally formed power relations and contextual cultural biases in Korean medical education. This innovation report describes three educational practices implemented at two Korean medical colleges across different stages of basic medical education. At Inje University College of Medicine, a third-year cultural safety course embedded within patient safety training engaged students in dialogue with international patients, supported by guided reflection, to examine cultural bias, professional identity, and system-level tensions. At Yonsei University Wonju College of Medicine, a first-year communication course incorporated a cultural diversity module that combined experiential learning and reflective writing to support students in identifying unconscious bias and developing patient-centered communication. In 2025, Inje University expanded cultural safety education to first-year premedical students through a longitudinal course integrating postcolonial and stigma theories to explore social hierarchies, internalized authoritarian cultures, and colonial traces in Korean healthcare and medical education. These experiences highlight practical strategies for creating culturally safe learning environments within locally grounded medical education.
