기본의학교육 의사학 학습성과 개발:역량바탕교육에 대한 비판적 접근을 중심으로

초록

Competency-based education has been criticized for its characteristics including the lack of a solid academic and theoretical foundation, conceptual ambiguity and confusion, job-centeredness, and behaviorist reductionism, etc. However, in spite of these shortcomings, competency-based education is currently accepted virtually uncritically in basic medical education in Korea. In addition, its various limitations have been exposed by being disconnected with the goals of the medical humanities education and, furthermore, the basic medical education. This is because skill-oriented, competency-based education deduced from the context of vocational training is not compatible with professionalism or the establishment of a physician’s identity, which are aimed at the establishment of a higher value system. In order to set the goals of teaching and learning in the history of medicine, it is inevitable to undergo criticism of the pedagogical limitations and restrictions, and insufficient foundations of existing competency-based education. It is because of the belief that only by critically reviewing the social and theoretical origins of competency-based education can enable gaining of a faithful understanding of its current state. Nevertheless, critically intervening the already mainstreamed competency-based education and discussing the possibilities of history of medicine education within it should also be an important goal. The role of the history of medicine in the current competency-based education could be to mitigate the shortcomings of competency-based education, to redefine the competency as a social content competency rather than as an individual behavior, and to focus on and complement the humanities education function underlying the learning outcomes. It is necessary to develop the learning outcomes development for history of medicine in basic medical education in Korea. However, it is not advisable to simply create and hierarchize new learning outcomes within the various listed learning outcomes. History of medicine needs to present the fact that discernment from the perspective of the history of medicine in the competencies and learning outcomes currently being discussed is needed and the contributions that the history of medicine can make at the same time. Moreover, the current medical education needs to make contributions towards the establishment of professional identity and the relationship between the profession and society by moving beyond a narrow understanding and fragmented measurement of physician’s duties. This is why history of medicine education should examine both the limitations of competency-based education and the contribution potentials of the history of medicine concurrently.

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