Much of the behavior of doctors reflects the influences from the social, cultural, historical, and economic environment of the time. Therefore, it is very important for future doctors to understand the practice environment in an ever changing world. Traditionally, doctors' competence has been based ...
Much of the behavior of doctors reflects the influences from the social, cultural, historical, and economic environment of the time. Therefore, it is very important for future doctors to understand the practice environment in an ever changing world. Traditionally, doctors' competence has been based on the doctor-patient relationship. However, the social practice of medicine in the contemporary era asks future doctors to have social competencies, which often are defined as non-clinical competencies. As a global project, the World Federation for Medical Education has urged every country to define the future role of doctors to encompass global roles based on the duty toward and value of clinical as well as non-clinical competencies. In the past four years, Korean medical professional societies have coordinated to set forth the global role of Korean doctors. Five domains of clinical competence, professionalism, social accountability, communication and collaboration, and education and research have been chosen. The current version of the "global role of Korean doctors" can be used not only for the common objectives of medical education, but also for translating into the competencies of doctors that can be achieved through life-long learning. If we all want to improve medical education in order to produce more qualified and competent doctors as the public desires, then it may be the most urgent task to produce doctors who are equipped with social competencies to persuade, negotiate, and engage in constructive dialogues with society for better health care for a better society.
Much of the behavior of doctors reflects the influences from the social, cultural, historical, and economic environment of the time. Therefore, it is very important for future doctors to understand the practice environment in an ever changing world. Traditionally, doctors' competence has been based on the doctor-patient relationship. However, the social practice of medicine in the contemporary era asks future doctors to have social competencies, which often are defined as non-clinical competencies. As a global project, the World Federation for Medical Education has urged every country to define the future role of doctors to encompass global roles based on the duty toward and value of clinical as well as non-clinical competencies. In the past four years, Korean medical professional societies have coordinated to set forth the global role of Korean doctors. Five domains of clinical competence, professionalism, social accountability, communication and collaboration, and education and research have been chosen. The current version of the "global role of Korean doctors" can be used not only for the common objectives of medical education, but also for translating into the competencies of doctors that can be achieved through life-long learning. If we all want to improve medical education in order to produce more qualified and competent doctors as the public desires, then it may be the most urgent task to produce doctors who are equipped with social competencies to persuade, negotiate, and engage in constructive dialogues with society for better health care for a better society.
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문제 정의
따라서 본 논문에서는 우선 의사상의 현대적 의미와 우리나라 의사나 의료가 갖고 있는 시대적 특성을 고찰하고, 다음으로 2014년 초에 완성된 ‘한국의 의사상’의 내용을 축약하여 소개하고자 한다.
본 논문에서는 의사상에 대한 의미를 세계의학교육연맹이 추구하는 의사의 포괄적 역량과 같은 뜻으로 사용하고자 한다. 현대의료의 사회적 실천(social practice)이라는 개념하에서 의사의 포괄적 역량은 곧 우리나라 말로 ‘의사상’을 가리키기 때문이다.
제안 방법
본 논문의 영문제목도 영어단어의 혼선을 피하기 위하여 포괄적 역량(global role) 대신 미래 역량(future)으로 사용하였다.
우리나라 또한 의사의 역량을 규명하고 규정하기 위한 국제적인 노력에 부응하기 위해 지난 4년간 ‘한국의 의사상’을 설정하는 노력을 지속적으로 수행하였다.
질의응답
핵심어
질문
논문에서 추출한 답변
의사의 포괄적 역량은 무엇인가?
하지만 그리스 철학에서 말하는 실천(praxis)의 의미를 올바르게 되새긴다면 의사전문직에서 임상적 역량 이외의 역량 또한 이미 의료에 포함되어 있는 요소라고 해석할 수 있다. 이러한 관점에서 의사의 포괄적 역량(global role of doctor)은 의사의 임상적, 비임상적 그리고 사회적 역량 모두를 종합하고 아우르는 것을 의미하고, ‘한국의 의사상’은 바로 그와 같은 의사의 포괄적 역량을 가리킨다.
한국의 의사상의 내용이 보다 구체적이고 명확하게 규명되어야 할 필요한 이유는 무엇인가?
따라서 ‘한국의 의사상’의 내용은 보다 구체적이고 명확하게 규명되어야 할 필요성이 있다. 왜냐하면 ‘의사상’을 해석하는 주체에 따라 그 의미가 다양하게 해석될 수 있기 때문이다. 예컨대 의사는 그것을 의사 전문직의 규약 또는 상징적인 목표집으로 해석하는 반면에 환자나 사회는 그것을 의료에 대한 사회의 희망과 염원을 담은 것으로 이해할 수 있기 때문이다.
의사상은 무엇인가?
현대의료의 사회적 실천(social practice)이라는 개념하에서 의사의 포괄적 역량은 곧 우리나라 말로 ‘의사상’을 가리키기 때문이다. 의사상은 의사 전문직과 사회가 모두가 합의하여 수용할 있는 의사의 ‘덕목(virtue)’과 ‘역량(role)’에 대한 기술이다. 따라서 의사상은 의사의 덕목을 강조하는 가치(value)와 윤리적인 측면의 의무(duty)에 대한 선언적인 기술이며, 이것은 바로 의사의 직무에 대한 직/간접적인 설명과 지침을 제시한다.
참고문헌 (11)
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Australian Medical Council. (2009). Good medical practice: a code of conduct for doctors in Australia. Retrieved from http://www.health.nt.gov.au/library/scripts/objectifyMedia.aspx?filepdf/39/02.pdf
De Bary, W. T., & Lufrano, R. J. (2000). Sources of Chinese tradition, vol. 2. New York: Columbia University.
General Medical Council. (2013). Good medical practice. Retrieved from http://www.gmc-uk.org/guidance/good_medical_practice.asp
Institute for International Medical Education Core Committee. (2002). Global minimum essential requirements in medical education. Retrieved from http://www.iime.org/sys/gmer_2002.pdf
Kwon, H., Lee, Y., & Ahn, D. (2012). The concept and development direction of medical professionalism. Korean Med Educ Rev, 14(1), 7-10.
Ministry of Health and Welfare. (2014). Global role of Korean doctor. Seoul: Ministry of Health and Welfare.
Royal College of Physicians and Surgeons of Canada. (2005). Canadian medical education directions for specialists (CanMEDS). Retrieved from http://www.royalcollege.ca
Ludmerer, K. M. (1999). Time to heal: American medical education from the turn of the century to the era of managed care. Oxford: Oxford University Press.
World Federation for Medical Education. (2010). Report of the meeting of the WFME Task Force: The global role of the doc-tor in health care. Copenhagen: World Federation for Medical Education.
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