Purpose
This study examines the implementation of the competency-based curriculum (CBC), which has become the primary educational model in Korean medical schools. It also presents valid evaluation criteria developed through expert consensus to support ongoing improvements in curriculum quality.
Methods
This study examines the implementation of the CBC, which has become the primary educational model in Korean medical schools. It also presents valid evaluation criteria developed through expert consensus to support ongoing improvements in curriculum quality.
Results
Three rounds of Delphi surveys were completed to validate the valid evaluation criteria. Criteria with lower content validity ratios were revised and supplemented based on expert feedback. Ultimately, the process resulted in the identification of five evaluation areas, 16 evaluation items, and 51 evaluation indicators. Among these, the indicators focusing on learner achievement were found to be the most significant.
Conclusion
This study developed an evaluation model and valid evaluation criteria specifically designed for the curricula of Korean medical schools. These were created based on expert consensus, which adds to the strength and relevance of the proposed framework. The establishment of valid evaluation criteria is expected to enhance evaluation practices, promote educational quality, and support the continuous improvement of medical education.

Purpose
This study analyzed the career paths of medical school graduates in the Daejeon, Sejong, and Chungcheongnam-do (DSC) region of South Korea, focusing on career choice factors at each career path. The ultimate goal was to derive practical insights to improve career guidance in the medical field and enhance professionalism.
Methods
Data were collected through in-depth interviews with 10 medical school graduates working in the DSC region. A semi-structured questionnaire was used to explore their career paths, and factors influencing their career decisions. The collected qualitative data were analyzed using the constant comparative method to identify themes and categories.
Results
The study results categorized career stages into three phases: “entering medical school,” “choosing a specialty after graduation,” and “choosing a workplace after training.” Career choice factors were classified into “personal factors,” “social factors,” and “job and work environment factors.” The factors influencing career choices differed across each career path.
Conclusion
This study holds significance in its in-depth analysis of career choice factors across different career paths from a long-term perspective. The findings suggest that effective support for career decision-making in the medical field requires a tailored approach that considers the distinct needs and influencing factors at each career path.