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Korean J Med Educ > Volume 21(4); 2009 > Article
Korean Journal of Medical Education 2009;21(4): 373-383. doi: https://doi.org/10.3946/kjme.2009.21.4.373
한국의 의과대학 및 의학전문대학원에서의 임상실습 교육과정 운영과 관리
김상현1, 양은배2, 안덕선3, 전우택2, 유철주4
1연세대학교 의과대학 BK21 의과학사업단
2연세대학교 의과대학 의학교육학과
3연세대학교 의과대학 생리학교실
4연세대학교 의과대학 소아과학교실
The Present Conditions of Clinical Clerkship Management in Korea
Sang Hyun Kim1, Eun Bae Yang2, Duck Sun Ahn3, Woo Tack Jeon2, Chuhl Joo Lyu4
1BK21 project for Medical Science, Yonsei University College of Medicine, Seoul, Korea.
2Department of Medical Education, Yonsei University College of Medicine, Seoul, Korea.
3Department of Physiology, Yonsei University College of Medicine, Seoul, Korea.
4Department of Pediatrics, Yonsei University College of Medicine, Seoul, Korea.
Corresponding Author: Chuhl Joo Lyu, Tel: 02-2228-2060, Fax: 02-393-9118, Email: cj@yuhs.ac
Received: July 21, 2009;  Accepted: September 18, 2009.
PURPOSE: This study investigated the present conditions of clinical clerkship management in Korea to make recommendations for it. METHODS: The data were collected between April 15 and May 30 in 2009 using questionnaires that were sent to the clerkship directors of 41 colleges of medicine and medical graduate schools. RESULTS: The elective course system was established in 78% of the institutions; the 6 core specialties were found in all medical schools. The duration of clerkship was longest in internal medicine, followed by surgery, pediatrics, obstetrics and gynecology, psychiatry, and emergency medicine. There were differences between the planning and monitoring agencies. Preclinical courses existed in 92.7% of the institutions. However, much more remains to be done ie, with regard to the issues of student assessment in clinical clerkship, faculty development programs for the faculty and residents, incentive systems for educational involvement, provisions for yearly systematic clerkships, integration of basic-clinical science-medical humanities, and community-based education. CONCLUSION: Because clinical clerkship education is very important as a core curriculum, curriculum planning and its management must be given adequate attention. The following measures are suggested: elective systems that allow students to choose by career planning; concerns over faculty development programs for residents as a teacher; consensus on the concept, objectives, duration, content, evaluation tools of pre-clinical clerkship and clinical clerkship, and student well-being; and emphasis on community-based education.
Keywords: Clinical clerkship;Medical education;Clinical competence;Community-based medicine;Curriculum;SPICES model
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