Heo Yun-Jung, Kwon Ivo, Rhee Ok-Jin, Ahn Duck-Sun
Department of Medical Humanities and Social Medicine, Ajou University School of Medicine, Suwon, Korea.
Department of Medical Education, Ewha Womans University College of Medicine, Seoul, Korea.
Korean J Med Educ. 2013 Dec;25(4):289-97. doi: 10.3946/kjme.2013.25.4.289. Epub 2013 Dec 31.
This study aims to explore the improvement of medical curriculums by examining the relationship between attributes of the Korean physicians and their needs for specialized departments and professionals for enhancing Korean physicians' social competence.
The uniqueness of this study is in its conduction a survey about the Korean physicians' needs of specialized departments and professionals for physicians' social competence or not, unlikely that previous studies focused on reviews. Subjects of this study are 288 physicians among the members of the Korean Society of Medical Education and The Korea Intern Resident Association. The hierarchical regression analyses are conducted.
The authors present the results. First, the needs of specialized departments decline if physicians have ever majored on basic medical and learned professionalism ethics. Second, the older physicians are, the much more learned professionalism ethics and the needs of leadership competence physicians have, the necessities of specialized professionals are reduced. Finally, the physicians' needs of patient-oriented communication and sympathy of human in society as well as professionalism ethics increase recognitions of the importance of specialized professionals.
These results show that strengthening systemic and educators' individual capacity for successful social competence curriculums is important.
本研究旨在通过考察韩国医生的特质与其对专科部门及专业人员的需求之间的关系，以探索医学课程的改进，从而提高韩国医生的社会能力。
本研究的独特之处在于对韩国医生对专科部门及专业人员在医生社会能力方面的需求进行调查，不像以往研究侧重于综述。本研究的对象是韩国医学教育学会和韩国住院医师协会成员中的288名医生。进行了分层回归分析。
作者呈现了结果。首先，如果医生曾主修基础医学并学习过职业伦理，那么他们对专科部门的需求就会下降。其次，医生年龄越大，其学习的职业伦理越多，对领导能力的需求越高，对专科专业人员的需求就越少。最后，医生对以患者为导向的沟通、社会中人类的同情心以及职业伦理的需求增加了对专科专业人员重要性的认识。
这些结果表明，加强系统和教育工作者个人在成功开展社会能力课程方面的能力很重要。
