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의학교육논단 = Korean medical education review, v.20 no.2, 2018년, pp.78 - 90
전민영 (성신여자대학교 글로벌의과학과) , 유상호 (한양대학교 의과대학 의료인문학교실) , 차경희 (한양대학교 의과대학)
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Recently, unprofessional behavior by physicians and misconduct by medical students have led to increased public concern over medical professionalism. Many studies have been conducted to explore strategies that reinforce professionalism education and prevent misconduct in medical students. However, m...
| 핵심어 | 질문 | 논문에서 추출한 답변 |
|---|---|---|
| 의학전문 직업성에 대한 규범적 정의? | 한편 2000년대에 미국의 의료인문학자인 Swick [6]은 의학전문 직업성에 대한 규범적 정의를 제시하였는데, 이 정의에 따르면 의사는 환자에 대한 관심과 배려를 바탕으로 자신의 이해관심보다는 환자의 건강회복을 최우선으로 고려해야 함을 강조하고 있다. 또한“높은 윤리적 기준 준수,” “사회적 요구에 대한 대응,” “인본주의적 가치실현,” “본인과 동료들에 대한 책무성,” “수월성에 대한 지속적 노력” 등을 전문직업성의 중요한 행동요소로 제시하고 있다[6]. | |
| 자기 성찰(self-reflection)의 학습 측면 과정? | 한편 의학전문직업성 함양을 위한 대표적인 수업전략으로 자기 성찰(self-reflection)활동의 중요성이 최근 강조되고 있다. 학습 측면에서 성찰은 기존에 당연하게 받아들였던 가정과 전제에 대해 문제를 제기함으로써 학습자 개인의 경험 재구성을 통해 새로운 해결책 또는 새로운 지식습득으로 나아가는 과정을 가리킨다[10]. 실제로 다양한 교육 분야에서 성찰활동을 기반으로 한 수업이 운영되고 있다. | |
| 한국의 의사상을 통해 의사가 전문직업인으로서 추구해야 할 가치와 역량은? | 우리나라에서는 Ahn 등[7]이 “한국의 의사상”을 통해 의사가 전문직업인으로서 추구해야 할 가치와 역량으로 “환자 진료,” “소통과 협력,” “사회적 책무성,” “전문직업성,” “교육과 연구”라는 다섯 가지 영역을 제시하였다. 이 중에서 전문직업성은 직무윤리에 기초한 전문적 판단의 자율성, 진료를 위한 적절한 태도, 진정성과 이타성의 덕목을 갖추는 것을 의미한다고 규정하고, 전문직업성을 개발하고 직종 주도의 자율규제와 자기관리에 힘쓸 것을 주장하고 있다[7]. |
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