College of Korean Medicine, Daejeon University, Daejeon, 34520, South Korea.
Department of Medical Education, Seoul National University College of Medicine, Seoul, 03080, Korea.
BMC Med Educ. 2022 May 10;22(1):352. doi: 10.1186/s12909-022-03398-4.
While clinical competency is crucial for traditional East-Asian medical education, available studies on the educational system for fostering clinical performance are scarce. This study aimed to review the educational system, curriculum, facilities, and management of current traditional East-Asian medicine in a well-established university of Korea and develop a Best Practice Framework (BPF) of clinical competency education.
The clinical competency education system in Pusan National University School of Korean Medicine was systematically described through 5 steps of governance of the educational system, competency of the graduates, educational resources, assessment strategies and tools, and gaps in the curriculum. We also reviewed the experiences in education and the points to be improved.
The Office of Traditional Korean Medicine Education governs the development, implementation, and evaluation of the educational curriculum for cultivating students' clinical competency. Medical students have undertaken 39 modules of clinical biomedicine and 21 of traditional medicine during the clinical clerkship courses in an affiliated hospital, Clinical Skill Practice Center, clinical research center, practice lab for medical herb, and other locations. After training, 15 modules of simulated clinical training using standardized patients, students' clinical competency are evaluated by a Clinical Performance Test using a Clinical Performance Examination (CPX) and an Objective Structured Clinical Examination (OSCE) for biomedical and traditional medical skills.
A clinical competency framework is required for a qualified physician of traditional East-Asian medicine. This study reviewed the current well-organized educational system of Korean traditional medicine in detail, which can be used for the BPF of competency-based clinical education. We expect the current study to be a representative reference for establishing an educational system of traditional medicine such as acupuncture and medical herbs in other countries.
临床能力对于传统东亚医学教育至关重要，但目前可用于培养临床技能的教育系统研究却很少。本研究旨在审查韩国一所知名大学传统东亚医学的教育系统、课程、设施和管理，并制定临床能力教育的最佳实践框架 (BPF)。
通过治理教育系统、毕业生能力、教育资源、评估策略和工具以及课程差距的 5 个步骤，系统地描述了釜山国立大学韩医学系的临床能力教育系统。我们还回顾了教育经验和需要改进的地方。
传统韩医学教育办公室负责培养学生临床能力的教育课程的开发、实施和评估。医学生在附属医院、临床技能实践中心、临床研究中心、药用植物实践实验室和其他地方进行了 39 个模块的临床生物医学和 21 个模块的传统医学临床实习课程。经过培训，使用标准化患者进行 15 个模块的模拟临床培训，学生的临床能力通过临床绩效测试使用临床绩效考试 (CPX) 和生物医学和传统医学技能的客观结构化临床考试 (OSCE) 进行评估。
传统东亚医学的合格医生需要具备临床能力框架。本研究详细审查了韩国传统医学当前组织良好的教育系统，可为基于能力的临床教育的 BPF 提供参考。我们希望本研究能成为其他国家建立针灸和草药等传统医学教育系统的代表性参考。
