[논문]한국 의과대학·의학전문대학원의 전문직 간 교육 현황과 요구 분석

박귀화; 유지혜; 윤보영; 이동현; 이승희; 최재정; 박경혜

doi:10.17496/kmer.2022.24.2.141

한국 의과대학·의학전문대학원의 전문직 간 교육 현황과 요구 분석
The Current Status and Needs Analysis of Interprofessional Education in Korean Medical Colleges 원문보기

의학교육논단 = Korean medical education review, v.24 no.2, 2022년, pp.141 - 155

박귀화 (가천대학교 의과대학 의학교육학과) , 유지혜 (아주대학교 의과대학 의학교육실) , 윤보영 (인제대학교 의과대학 내과학교실) , 이동현 (차의과학대학교 의학전문대학원 생리학교실) , 이승희 (서울대학교 의과대학 의학교육학교실) , 최재정 (차의과학대학교 의학전문대학원 의료인문학교실) , 박경혜 (연세대학교 원주의과대학 의학교육학과)

Abstract ▼ AI-Helper

The purpose of this study was to investigate the current status of interprofessional education (IPE) and the efforts required to promote, popularize, and implement it in Korea. The IPE status of 40 medical colleges was investigated using a survey with questions regarding the details of IPE, the future plans and necessary support required, and the reasons for not implementing IPE. Thirty-two medical colleges responded, of which 10 are implementing or have implemented IPE. Most of these colleges started IPE in 2018, and the duration of IPE was less than 9 hours. All medical colleges held classes with nursing students. As for the type of IPE, there were independent courses for IPE, one-time special lectures, or partial sessions in one course. Lectures, discussions and presentations, role playing, and high-fidelity simulations were mainly used as educational methods. The support and interest of the dean was the most important facilitating factor. No medical colleges were currently preparing to implement IPE, four colleges had planned IPE but failed to implement it, and 16 had no plans for IPE at all. All medical colleges cited scheduling or cooperation with other majors as the most significant barrier. All the colleges listed their requirements for educational materials, cases, guidelines, and teaching and learning methods for IPE from external institutions. To activate IPE, it is necessary to create an appropriate atmosphere and conditions for developing IPE competencies and a model suitable for the domestic situation. External medical education support organizations should distribute IPE development guidelines and educational materials, form a network between medical colleges with IPE experience, and make efforts to promote the importance of IPE.

주제어

표/그림 (7)

표 Table 1. Characteristics of IPE implementation
표 Table 2. Characteristics of IPE programs (N=10)
표 Table 2. Continued
표 Table 3. Perceived barriers to implement IPE in medical colleges (N=10)
표 Table 4. Cases of medical colleges that planned IPE, but did not implement it (N=4)
표 Table 5. The reasons for not considering IPE in medical colleges (N=16, narrative answers)
표 Table 6. Desired support from external organizations required for IPE implementation

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