https://scholarworks.korea.ac.kr/kumedicine/handle/2020.sw.kumedicine/691 Thu, 09 Apr 2026 11:48:38 GMT 2026-04-09T11:48:38Z https://scholarworks.korea.ac.kr/kumedicine/handle/2021.sw.kumedicine/66370 Title: Defining Medical AI Competencies for Medical School Graduates: Outcomes of a Delphi Survey and Medical Student/Educator Questionnaire of South Korean Medical Schools Authors: Lee, Young-Mee; Kim, Suyoun; Lee, Young-Hee; Kim, Hun-Sung; Seo, Sung Wook; Kim, Hwiyoung; Kim, Kwang Joon Abstract: PURPOSE: Given the increasing significance and potential impact of artificial intelligence (AI) technology on health care delivery, there is an increasing demand to integrate AI into medical school curricula. This study aimed to define medical AI competencies and identify the essential competencies for medical graduates in South Korea. METHOD: An initial Delphi survey conducted in 2022 involving 4 groups of medical AI experts (n = 28) yielded 42 competency items. Subsequently, an online questionnaire survey was carried out with 1,955 participants (1,174 students and 781 professors) from medical schools across South Korea, utilizing the list of 42 competencies developed from the first Delphi round. A subsequent Delphi survey was conducted with 33 medical educators from 21 medical schools to differentiate the essential AI competencies from the optional ones. RESULTS: The study identified 6 domains encompassing 36 AI competencies essential for medical graduates: (1) understanding digital health and changes driven by AI; (2) fundamental knowledge and skills in medical AI; (3) ethics and legal aspects in the use of medical AI; (4) medical AI application in clinical practice; (5) processing, analyzing, and evaluating medical data; and (6) research and development of medical AI, as well as subcompetencies within each domain. While numerous competencies within the first 4 domains were deemed essential, a higher percentage of experts indicated responses in the last 2 domains, data science and medical AI research and development, were optional. CONCLUSIONS: This medical AI framework of 6 competencies and their subcompetencies for medical graduates exhibits promising potential for guiding the integration of AI into medical curricula. Further studies conducted in diverse contexts and countries are necessary to validate and confirm the applicability of these findings. Additional research is imperative for developing specific and feasible educational models to integrate these proposed competencies into pre-existing curricula. Copyright © 2023 The Author(s). Published by Wolters Kluwer Health, Inc. on behalf of the Association of American Medical Colleges. Wed, 01 May 2024 00:00:00 GMT https://scholarworks.korea.ac.kr/kumedicine/handle/2021.sw.kumedicine/66370 2024-05-01T00:00:00Z https://scholarworks.korea.ac.kr/kumedicine/handle/2021.sw.kumedicine/63698 Title: 의과대학생을 위한 체제적 진로상담 모델과 전략 Authors: 이영희 Abstract: One of the important roles of medical schools is to support medical students in deciding upon their future career path or choosing their specialty. The purpose of this study is to suggest a career advising model and strategies for medical students through a systematic approach. This study consists of three parts. The first part introduces some main career theories: super’s career development theory, career decision-making theory, social cognitive career theory, and ecosystem theory. The second part proposes a systematic career advising model using the results acquired from previous studies and theories. This model considers a medical school as a social system that consists of two domains (internal and external). This social system is considered as a complex where various factors interact with each other: students’ individual characteristics, institutional policies and culture, curriculum and learning experience, students’ perceived specialty characteristics, and aspects of the external environment such as healthcare systems. The third part suggests some career advising strategies based on a systematic approach that medical schools can apply. These research results can be used for designing career advising courses for medical students, integrating various career advising programs and resources of medical schools, and evaluating the outcomes of career advising programs at an institutional level. Sat, 01 Oct 2022 00:00:00 GMT https://scholarworks.korea.ac.kr/kumedicine/handle/2021.sw.kumedicine/63698 2022-10-01T00:00:00Z https://scholarworks.korea.ac.kr/kumedicine/handle/2020.sw.kumedicine/54055 Title: 우리나라 의학전문직업성 교육과정에서의 ‘전문직 정체성 형성’ 교육 현황 Authors: 이영희 Abstract: [한국어 초록 없음]; This study examined the current status of the medical professionalism curriculum in Korea to suggest a plan to move towards the formation of a professional identity. Professionalism education data from 28 Korean medical schools were analyzed, including the number of courses, required or elective status, corresponding credits, major course contents, and teaching and evaluation methods. Considerable variation was found in the number of courses and credits in the professionalism curriculum between medical schools. The course contents were structured to expand learners’ experiences, including the essence and knowledge of professionalism, understanding of oneself, social interaction with others, and the role of doctors in society and the healthcare system. The most common teaching methods were lectures and discussions, while reflective writing, coaching, feedback, and role models were used by fewer than 50% of medical schools. Written tests, assignments and reports, discussions, and presentations were frequently used as evaluation methods, but portfolio and self-evaluation rates were relatively low. White coat ceremonies were conducted in 96.2% of medical schools, and 22.2% had no code of conduct. Based on the above results, the author suggests that professional identity formation should be explicitly included in learning outcomes and educational contents, and that professional identity formation courses need to be added to each year of the program. The author also proposes the need to expand teaching methods such as reflective writing, feedback, dilemma discussion, and positive role models, to incorporate various evaluation methods such as portfolios, self-assessment, and moral reasoning, and to strengthen faculty development. Tue, 01 Jun 2021 00:00:00 GMT https://scholarworks.korea.ac.kr/kumedicine/handle/2020.sw.kumedicine/54055 2021-06-01T00:00:00Z https://scholarworks.korea.ac.kr/kumedicine/handle/2020.sw.kumedicine/28477 Title: Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review Authors: Han, Eui-Ryoung; Yeo, Sanghee; Kim, Min-Jeong; Lee, Young-Hee; Park, Kwi-Hwa; Roh, Hyerin Abstract: Background: Medical education must adapt to different health care contexts, including digitalized health care systems and a digital generation of students in a hyper-connected world. The aims of this study are to identify and synthesize the values that medical educators need to implement in the curricula and to introduce representative educational programs. Methods: An integrative review was conducted to combine data from various research designs. We searched for articles on PubMed, Scopus, Web of Science, and EBSCO ERIC between 2011 and 2017. Key search terms were "undergraduate medical education," "future," "twenty-first century," "millennium," "curriculum," "teaching," "learning," and "assessment." We screened and extracted them according to inclusion and exclusion criteria from titles and abstracts. All authors read the full texts and discussed them to reach a consensus about the themes and subthemes. Data appraisal was performed using a modified Hawker's evaluation form. Results: Among the 7616 abstracts initially identified, 28 full-text articles were selected to reflect medical education trends and suggest suitable educational programs. The integrative themes and subthemes of future medical education are as follows: 1) a humanistic approach to patient safety that involves encouraging humanistic doctors and facilitating collaboration; 2) early experience and longitudinal integration by early exposure to patient-oriented integration and longitudinal integrated clerkships; 3) going beyond hospitals toward society by responding to changing community needs and showing respect for diversity; and 4) student-driven learning with advanced technology through active learning with individualization, social interaction, and resource accessibility. Conclusions: This review integrated the trends in undergraduate medical education in readiness for the anticipated changes in medical environments. The detailed programs introduced in this study could be useful for medical educators in the development of curricula. Further research is required to integrate the educational trends into graduate and continuing medical education, and to investigate the status or effects of innovative educational programs in each medical school or environment. Sun, 01 Dec 2019 00:00:00 GMT https://scholarworks.korea.ac.kr/kumedicine/handle/2020.sw.kumedicine/28477 2019-12-01T00:00:00Z