J Med Life Sci > Volume 2(2); 2004 > Article
Journal of Medicine and Life Science 2004;2(2):1-19.
DOI: https://doi.org/10.22730/jmls.2004.2.2.1    Published online December 31, 2004.
임상실습 교육과정 개발에 따른 서브인턴 도입에 관한 기초 연구
이창현1, 강현욱2
1제주대학교 의과대학 외과학교실
2제주대학교 의과대학 법의학교실
Basic Study on the Subinternship according to Development of Clinical Clerkship
Chang-Hyun Lee1, Hyun-Wook Kang2
1Departments of Surgery, College of Medicine, Cheju National University, Jeju 690-756, Korea
2Departments of Forensic Medicine, College of Medicine, Cheju National University, Jeju 690-756, Korea
Correspondence:  Chang-Hyun Lee, Email: chlee@cheju.ac.kr
Medical school is a time of great transformation. In addition to learning the science of medicine, students must develop a core set of skills common to all physicians. One key element in this process is the subintership or acting internship. Changes in the structure of medical care and medical education may challenge educators to reevaluate the role of the subintership in medical school curricula. The subintemship is a well-integrated component of contemporary medical education. Almost all U.S. medical schools offer an internal medicine subintership and approximately 20% require completion of an internal medicine subintership before graduation. But, in Korea, the subintership has been beginning or is a just experimental stage. Before contemplating any potential additions or changes to the subintership, it is important to understand its current structures. The subintership, unlike the third-year clerkship, relies on experience based or experimental curriculum, which is the historical foundation of clinical undergraduate medical education. Fourth-year students assume the roles of heavily supervised acting interns. We are faced with important questi이is about the implementation of a formal subintemship curriculum, the efficacy of this curriculum and implications of a curriculum on student evaluation. The subintership allows students to integrate knowledge, skills and attitudes acquired elsewhere during medical education while providing an opportunity to introduce critical topics important to the care of hospitalized patients. There is a trend toward providing a fonnal curriculum to supplement the experience-based teaching and learning. We briefly review the internal medicine subintership today, evidence-based suggestions for its curricular goals.
Key Words: Subintemship, basic medical education, medical school curriculum
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