Balancing of Pre- and Post-Institutional Medical Education Revisited: Recommendation for Strengthening of Continuing Medical Education in the Institution-based Undergraduate Education
1Department of Pathology, Seoul National University College of Medicine, Korea. 2National Teacher Training Center for Health Personnels, Korea.
ABSTRACT
Both MD and postgraduate education programs in Korea have been established and conducted independently with considerable lack of close coordination for the forthcoming programs from the designing stag e; this phenomenon has apparently led to a significant retardation of continuing medical education (CME) together with ignorance of competency development by self learning in medical schools.
It was further triggered with teacher-centered learning epxperience during the medical school life. Postgraduate institutional education programs were denatured by a simultaneous availability of both Ph.D. and clinical subspecialty training programs, and facilitated decrease of relevance on CME. This article summarized the growing patterns of CME programs in Korea, and described the problems of current undergraduate and postgraduate education based in terms of competency required for CME program. The followings recommendations were specially stressed to promote CME in Korean medical society; (1) providing an opportunity for medical school students to experience the situations closely similar to that in the postgraduate practice during the MD course, (2) earlier introduction of recertification and/or relicensure mechanisms in both medical licensure or specialty board qualification, (3) expansion of medical school's role to CME for their graduates, and (4) emphasis of CME activity by strengthening of accreditation of the training hospitals.
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