Purpose
Leadership in healthcare is vital, but it remains fragmented within medical school curricula. It is often confined to isolated courses lacking cohesive integration. Using the Medical Leadership Competency Framework (MLCF), this study examines leadership curricula and competencies in Korean medical schools, providing a foundation for educational strategies that enhance leadership development.
Methods
We conducted survey among professors responsible for leadership education in medical schools. Our questionnaire assessed leadership competencies and curriculum content. We analyzed responses from 34 medical schools using frequency and content analysis.
Results
Leadership-related content in institutional missions, educational objectives, and graduation competencies predominantly aligned with MLCF domains 1 and 2. Leadership courses were primarily offered at the premedical and medical stages, with a strong emphasis on these domains. However, perceptions of the necessity of leadership subcompetencies varied by educational stage, with most considered essential during clinical clerkships. High priority competencies included domains 1 and 2, particularly 2.2 (building and maintaining relationships), 2.4 (working within teams) and 1.4 (acting with integrity). While 61.8% of respondents intended to develop leadership curricula, they emphasized the need to define medical leadership within the Korean context, specify leadership competencies, and design tailored curricula.
Conclusion
This study underscores the need for medical leadership education and the development of competency-based curricula that reflect Korea’s healthcare landscape. A well-integrated leadership curriculum can better equip medical students to become future healthcare leaders.

Purpose
This study aimed to implement and evaluate the outcomes, perceptions, and satisfaction of the Capstone Program developed at the Catholic University of Korea, which integrates career exploration and medical humanities.
Methods
This study was conducted with fourth-year medical students from 2017 to 2019. First, the study analyzed the trends in the results of Capstone Projects conducted by students as part of their career exploration, where they independently explored areas of interest and selected topics. Second, it qualitatively analyzed the content of individual reports in which students reflected on their experiences from a “medical humanities perspective” through the Capstone Program. Third, it examined students’ perceptions and satisfaction with the Capstone Program.
Results
The analysis revealed that students chose research topics from a wide range of fields, including basic medicine, clinical medicine, global healthcare, and integrated healthcare systems and innovation. The students reported positive perceptions of their career exploration and research experiences through the Capstone Program, particularly valuing sessions like “Meetings with Seniors” within the conference framework. Students indicated that the Capstone Program enhanced their ability to think introspectively from a humanities perspective, deepening their understanding of their roles and responsibilities as medical professionals.
Conclusion
The Capstone Program provides a significant opportunity for medical students to explore their career paths and engage in introspective reflection from the viewpoint of medical humanities and social sciences. Thus, the integration of programs like capstone into the broader medical curriculum, focusing on career guidance and the reinforcement of medical humanities education, is imperative.

Purpose
Current faculty development (FD) programs are mostly limited to medical education and often lack a comprehensive and systematic structure. Therefore, the present study aimed to explore the current status and needs of FD programs in medical schools to provide a basis for establishing FD strategies.
Methods
We conducted an online survey of medical school FD staff and professors regarding FD. Frequency, regression, and qualitative content analyses were conducted. FD programs were categorized into the classification frameworks.
Results
A total of 17 FD staff and 256 professors at 37 medical schools participated. There are gaps between the internal and external FD programs offered by medical schools and their needs, and there are gaps between the programs the professors participated in and their needs. Recent internal and external FD programs in medical schools have focused on educational methods, student assessment, and education in general. Medical schools have a high need for leadership and self-development, and student assessment. Furthermore, professors have a high need for leadership and self-development, and research. The number of participants, topics, and needs of FD programs varied depending on the characteristics of individual professors.
Conclusion
Medical schools should expand their FD programs to meet the needs of individuals and the changing demands of modern medical education. The focus should be on comprehensive and responsive programs that cover various topics, levels, and methods. Tailored programs that consider professors’ professional roles, career stages, and personal interests are essential for effective FD.