ABSTRACT
Ethics is the basis and conditions necessary for humans to live together, so all education is based on an ethical consciousness. However, educators should reflect on the fact that these functions of education are not working well in real life. In particular, the reason why medicine should not let go of the value of living together in a community is that the human dignity stipulated by the constitution of each country should not be violated by anything. Therefore, the medical college curriculum needs speculative theories and discourses that were discussed in traditional medical education to understand the purpose of their existence in the medical-philosophy relationship, strengthen their sense of ethics as a doctor, and embody roles and responsibilities for the community. In this way, 10 educational experts in medicine, philosophy, (medical) education, psychology, and social welfare at the university and the medical school in Daegu discussed and developed medical humanities subjects and conducted lectures. The education method was conducted through lectures, discussions, and presentations, and was evaluated by attendance and attitude, peer evaluation, and portfolio. In addition to theoretical knowledge about community spirit, the importance of discussion and communication and cooperation were induced in the process. Faculty members participated together to reflect on the nature of education based on the results of a semester-long study of medical humanities subjects and consider the direction that medical education should pursue in the future.
ABSTRACT
The educational development in Korean Medical School has shown remarkable results in about 20 years. These institutes has an excellent evaluation base and educational independence. And the curriculum, the method, and the evaluation in medical education have been innovated over recent 20 years. Those revolutionary outcome of the innovation of medical education affirms possibilities and potentialities of innovation and reformation in the future. In response, this article attempted to reflect on the deficiencies of medical education through the analysis of the educational status of medical humanities in 40 medical schools for better future medical humanities education under such a strong environment. Therefore, the purpose of this article is to present the direction in which medical humanities literature based on value education. In this process, in order to find the essence of medical education through educational philosophy discourse, the blue print of evidence based medicine is presented, and the role and direction of medical humanities are suggested through reflection on strengthening medical education capabilities.
ABSTRACT
This study was performed to select the proper assessing methods for learning outcomes in undergraduate education of medical humanities (MH), and to evaluate whether student assessments in MH curricula are related to the graduate outcomes (GO)and/or periodic phase outcomes (PO). We searched the reasonable assessing methods for GO and PO of MH curricula of Keimyung University School of Medicine (KUSM). The outcomes are composed of six competencies including patient care, communication, patient support, professionalism, problem solving and research, and self-development. Then, we analyzed whether student assessments carried out during formal MH curricula properly achieved their PO, furthermore their GO. Four competencies including communication, patient support, professionalism, self-development were lightened to be closely related to outcomes for MH. Only the component of problem solving was settled to be related to MH in the competency of problem solving and research. The competency of patient care was excluded from the relationship with MH. The assessing methods for the GO and three PO recommended from educational experts, and there were various available assessing methods based on medical situations and clinical contexts including direct observation of clinical skills, 360 degree feedback, peer review, self-assessment, project-based assessment, portfolio-based assessment, discussion & presentation-based assessment, log-based assessment. For the outcome-achieving from formal MH curricula, the MH programs of phase-1 (1st and 2nd grades) almost accomplished the PO of communication, patient supporting and professionalism, and considerably accomplished the PO of problem solving and self-development. The MH programs of phase-2 (3rd and 4th grades) accomplished considerably their PO as the competencies of professionalism and problem solving, and partially as communication, patient supporting and self-development. However, as only one program, public health law, was provided for MH program in phase-3 (5th and 6th grades), the extra methods to evaluate their MH outcomes are needed. Many assessing methods can be available for the most MH competencies consisting of the GO of KUSM, and the proper assessing methods for each MH competency should be selected based on programs and learning contexts in MH education. While formal MH curricula of the school variously accomplished the MH competencies of GO according to periodic phases of curricula, it is recommended to enhance the feasibility and effectiveness of evaluation for GO in MH curricula of the school.