PDF Download
PubReader
Export Citation
Share Facebook
Share Twitter
Cited by 0 Article
Metrics (View:673)- Classes of medical humanities and social sciences in the premedical and medical colleges in Korea
QR Code of this Article:
Related Articles
The Application of Virtue Ethics-Based Professionalism to Medical Education and Its Implication
Korean J Med Ethics 2019;22(2):95-114.
Physician-industry Relationships in Continuing Medical Education
Korean J Med Ethics 2011;14(3):335-342.
Effect of the Medical Education Evaluated by DIT test
Korean J Med Ethics 2005;8(2):95-104.
Justifying the Use of Debate as a Teaching Tool in Medical Ethics Education: Critical Thinking Dispositions, Problem-solving Skills, and Medical Professionalism
Korean J Med Ethics 2023;26(1):47-71.
Revisions to the Korean Medical Association’s Code of Ethics and Self-Regulation Based on Medical Professionalism
Korean J Med Ethics 2018;21(1):1-14.
우리나라 의학교육에서의 인문사회의학: 울산대학교 의과대학
Published Online: Jun 30, 2003
ABSTRACT
This study examined the classes of medical humanities and social sciences in premedical and medical colleges. We counted the number of courses and credits of medical humanities and social sciences in all the medical schools from 1990 to 2002, with reference to "The present condition of medical school education " published by the Korean Council of Deans of Medical college.
Categorized are medical ethics, medical history, medical law, behavioral science, medical sociology, health policy and management, and others (Doctor-patient relationships, economics, religion, art, music, literature in medicine). We excluded general classes of humanities and social sciences.
Average numbers of courses and credits in 1990 were 0.61, 1.26 and in 2002 were 1.71, 3.34, respectively in premedical schools. In medical schools, the number of courses increased from 1.79 to 4.15 and average credits increased from 1.96 to 5.36. Average numbers of courses have increased and have shown a rapid increase since 1998.
In 1990, most of the classes of medical humanities and social sciences were on medical history and behavioral science, whereas in 2002, there were more diverse classes. Major change was increase of the number of classes and credits of medical ethics and medical sociology.
Private schools opened much more courses of medical humanities and social sciences than public schools in premedical courses but in medical courses there were no significant differences. Numbers of courses showed no differences by years of foundation of each school.
In conclusion, the number of courses of medical humanities and social sciences has increased over about ten years. This increase was caused by effort of Korean researchers of medical education reflecting the worldwide trend. In addition, medical practice has changed since strike of doctors on governmental drug policy in 2000, which caused doctors to newly recognize the importance of the classes on medical humanities and social sciences in medical education.