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Korean J Med Educ > Volume 17(3); 2005 > Article
Korean Journal of Medical Education 2005;17(3): 239-248. doi: https://doi.org/10.3946/kjme.2005.17.3.239
충북대학교 의과대학의 통합 교과과정 개발과정
이상진1, 김승렬2, 최재운3, 임승운4
1충북대학교 의과대학 의학연구소 의학교육학교실
2충북대학교 의과대학 의학연구소 생화학교실
3충북대학교 의과대학 의학연구소 외과학교실
4충북대학교 의과대학 의학연구소 마취통증의학교실
The Newly Adopted Integrative Curriculum at Chungbuk National University Medical School
Sang-Jin Lee1, Seung Ryul Kim2, Jae-Woon Choi3, Seung Woon Lim4
1Department of Medical Education, Medical Research Institute, Chungbuk National University, Cheongju, Korea.
2Department of Biochemistry, Medical Research Institute, Chungbuk National University, Cheongju, Korea.
3Department of Surgery, Medical Research Institute, Chungbuk National University, Cheongju, Korea.
4Department of Anesthesia Medical School, Medical Research Institute, Chungbuk National University, Cheongju, Korea.
Corresponding Author: Sang-Jin Lee, Tel: 043-261-2832, Fax: 043-272-1603, Email: drsangjin@chungbuk.ac.kr
PURPOSE: Entering a new century in the year 2001, Chungbuk National University Medical School (CNUMS) decided to adopt a fully integrative curriculum. This plan has been executed from 2002 to 2005. we are now at a point to assess this new curriculum and further improve it for the future. METHODS: We studied 'Curricula for Undergraduate' from Chungbuk National University and 'The Present Educational Status of Medical College' the Dean's Council of Korean Medical College published from 1987 to 2005. RESULTS: All lectures consisted of integrated lectures between the basic and clinical medical sciences. First and second year lectures focused on the horizontal integration of basic and clinical medical sciences, respectively. Also lectures between the first and second years formed longitudinal integration and purposeful repetition. Practical Classes were comprised of essential major clinical medicines and elective clinical medicines. Generally, lectures were reduced to introduce active learning subjects including problem-based learning (PBL), communicational skills, objective structured clinical examination (OSCE) /clinical performance examination (CPX), basic clinical skills, community medicine, and health and society. CONCLUSION: The curriculum of CNUMS was changed from the traditional department-centered lectures to integrated organ-centered integrated lectures and practical classes. However, further innovation is required on the inside of curriculum.
Keywords: Curriculum;Lecture;Practical class;Integrated course
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