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Korean J Med Educ > Volume 20(1); 2008 > Article
Korean Journal of Medical Education 2008;20(1): 85-90. doi: https://doi.org/10.3946/kjme.2008.20.1.85
2007 의사국가시험과 2006 한국의과대학장협의회 의과대학 학습목표의 불일치
박종우1,2, 윤기영1,3, 정호중1,4, 김원규1,5, 황현용1,6
1고신대학교 의과대학 의학교육학교실
2고신대학교 의과대학 응급의학과학교실
3고신대학교 의과대학 외과학교실
4고신대학교 의과대학 재활의학과학교실
5고신대학교 의과대학 산부인과학교실
6고신대학교 의과대학 진단검사의학과학교실
Discrepancy Between the 2007 Korean Medical Licensing Examination and the 2006 Learning Objectives for Medical Students
Jong Woo Park1,2, Ki Young Yoon1,3, Ho Joong Jeong1,4, Won Gyu Kim1,5, Hyun Yong Hwang1,6
1Center for Medical Education, Kosin University College of Medicine, Busan, Korea.
2Department of Emergency Medicine, Kosin University College of Medicine, Busan, Korea.
3Department of General Surgery, Kosin University College of Medicine, Busan, Korea.
4Department of Rehabilitation Medicine, Kosin University College of Medicine, Busan, Korea.
5Department of Obstetrics & Gynecology, Kosin University College of Medicine, Busan, Korea.
6Department of Laboratory Medicine, Kosin University College of Medicine, Busan, Korea.
Corresponding Author: Hyun Yong Hwang, Tel: 051)990-6279, Fax: 051)990-3010, Email: terminom@hanmail.net
ABSTRACT
PURPOSE: The purpose of this research was to evaluate the relationship between the 2007 Korean medical licensing examination (KMLE) and the 2006 Learning Objectives for Medical Students (LOMC) produced by the Association of Korean Medical Colleges' Council of Deans. METHODS: A total of 493 questions from the 2007 KMLE and the 2006 LOMC were used. The percentage and the frequency of each LOMC used in the 2007 KMLE were analyzed. The possibility of answering questions guided by the LOMC was analyzed. When questions could not be answered using the LOMC, we further categorized these questions into areas of medicine and specific causes. RESULTS: A total of 669 (14.03%) learning objectives were used to solve questions from the 2007 KMLE. A learning objective was used a maximum of 5 times in the 2007 KMLE, and the percentages of one time, 2 times, 3 times, 4 times, and 5 times were 84.90%, 12.11%, 2.39%, 0.45%, and 0.15%, respectively. Four hundred six of 493 questions were solvable using the learning objectives, and 87 (17.65%) were not. When several steps were needed to solve a question, 15 questions (17.24%) could not be solved due to a lack of learning objectives for some of those steps. Overall, the 87 unsolvable questions were from internal medicine (37.9%), obstetrics & gynecology (14.9%), medical law (12.6%), pediatrics (10.3%), general surgery (9.2%), psychiatry (6.9%), and preventive medicine (1.1%). Questions difficult to solve specifically due to absent learning objectives were in the areas of treatment and procedure (29.67%), test and diagnosis (13.19%), symptoms (9.89%), pathophysiology (7.69%), complications (6.59%), and disease entity (6.59%). CONCLUSION: Discrepancy was observed between the 2007 KMLE and the 2006 LOMC. To solve this problem, the reorganization of both the KMLE and the LOMC based on a clear consensus of a primary care physician's role is believed to be needed.
Keywords: Learning Objectives;Licensing Examination;Primary Care
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