세계 각국의 의학교육 시스템: 명확한 구조와 용어를 위하여 (Medical Teacher, 2013)

세계 각국의 의학교육 시스템: 명확한 구조와 용어를 위하여 (Medical Teacher, 2013)

Stages and transitions in medical education around the world: Clarifying structures and terminology

MARJO WIJNEN-MEIJER1, WILLIAM BURDICK2, LONNEKE ALOFS1, CHANTALLE BURGERS1 & OLLE TEN CATE1

1University Medical Center Utrecht, The Netherlands, 2FAIMER, USA

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Background: In a world that increasingly serves the international exchange of information on medical training, many students, physicians and educators encounter numerous variations in curricula, degrees, point of licensing and terminology.

Aims: The aim of this study was to shed some light for those trying to compare medical training formats across countries.

Methods: We surveyed a sample of key informants from 40 countries. Survey questions included: structure of medical education, moment that unrestricted practice is allowed, various options after general medical licensing, nomenclature of degrees granted and relevant terminology related to the medical education system. In addition, we searched the literature for description of country-specific information.

Results: Based on the results, we described the six models of current medical training around the world, supplemented with a list of degrees granted after medical school and an explanation of frequently used terminology.

Conclusions: The results of this questionnaire study lead to the conclusion that while there are many differences between countries, there appear to be six dominant models. The models vary in structure and length of medical training, point of full registration and degrees that are granted.

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의료계 바깥에서 보기에는 전세계적으로 의사만큼 교육과 수련이 잘 규정된 곳도 없어 보일 것이다. 그러나 이는 사실이 아니다. 의학교육자들은 의학교육의 다양한 형태와 용어가 혼란을 야기할 가능성이 있다는 우려를 보인다.

To the outside world, no profession seems as well defined worldwide as that of a doctor, and no training as universal as medical training. This is, however, not the case. Medical educators describe an array of pathways and terminology globally leading to potential confusion (Schwarz 2001; Wojtczak 2002).

구조와 용어를 명확히 해야 할 이유 중 하나는 의과대학생과 졸업생의 국가간 이동이 활발해졌기 때문이다. 국외에서 수련과정의 일부를 보내는 학생이 점차 늘어나고 있다.

There are several reasons why clarification of structures and terminology is useful. One reason is the increasing mobility of medical students and graduates. Many trainees now do part of their medical training abroad (Teichler 2003; Boulet et al. 2006; Harden 2006; Hallock et al. 2007).

또 다른 이유는 의사들의 국가간 이동이다. 

Another reason is the mobility of doctors, which requires similar information about the educational systems (Ineson 2005).

세 번째는 유럽 내에서 '고등교육의 조화성'에 대한 논란이다. 46개국이 서명한 볼로냐협약의 목적은 균일한 학위제도와 질관리 기준을 통해 유럽 국가간 고등교육을 동등한 경쟁력을 갖출 수 있게 하는 것이다.

Third, an issue in debate within Europe is the harmonization of higher education. The purpose of the Bologna Agreement, signed by 46 countries, is to make European higher education comparable and competitive by applying uniform academic degrees and quality assurance standards.

'어떤 국가에서는 이 모델을 도입한 반면, 다른 국가는 도입하지 않고 있다. 볼로냐협약은 유럽 내 고등교육의 조화를 추구하고 있으나 의과대학 교육과정에 대해서는 비슷해지기는 커녕 더 다양해지게 만들고 있다.

‘While some countries have adopted this model, others will not do so. Bologna aims to harmonize higher education across Europe but in practice, for medical curriculum models, it leads to divergence rather than convergence’ (Patricio et al. 2008, 2012).

또한 교육과정의 비교시 국제 컨퍼런스나 국가간 접촉할 때 혼란을 초래한다.

Finally, curriculum comparisons frequently bring about a confusion of tongues at international conferences and other international contacts (Wojtczak 2002).

본 연구의 가장 중요한 결론은 특정 단계나 학위를 일컫는 명칭이 그 학생이 어떤 교육을 받고 있는지, 또는 어떤 단계에 이르렀는지에 대해서 명확한 정보를 주고 있지 못하다는 것이다. 이는 심지어 상호간에 학위를 인정하는 국가들 사이에서도 마찬가지이다. 

The most important conclusion is that names of stages and degrees are not very informative about the education received and the level of the medical student or graduate. This is even the case for countries that mutually recognize each other’s’ diplomas.

여기서 던져볼 수 있는 흥미로운 질문 하나는, 과연 의학교육을 좀 더 균일하게 만든다거나 용어를 조화시키는 것이 권장해야 할 만한 사안일까 하는 것이다. 

Interesting questions are whether it is desirable to make medical education more uniform and whether harmonization of terminology should be recommended to make international mobility of students and doctors easier and to decrease confusion in international contacts.

의학교육의 용어

의학교육의 일반적 유형 

국가별 의학교육시스템 

의과대학 졸업생에 대한 명칭 

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Med Teach. 2013 Apr;35(4):301-7. doi: 10.3109/0142159X.2012.746449. Epub 2013 Jan 29.

Stages and transitions in medical education around the world: clarifying structures and terminology.

Wijnen-Meijer M1, Burdick W, Alofs L, Burgers C, ten Cate O.

Author information

• 1Center for Research and Development of Education, University Medical Center Utrecht, The Netherlands. m.wijnen-meijer@umcutrecht.nl

Abstract

BACKGROUND:

In a world that increasingly serves the international exchange of information on medical training, many students, physicians and educators encounter numerous variations in curricula, degrees, point of licensing and terminology.

AIMS:

The aim of this study was to shed some light for those trying to compare medical training formats across countries.

METHODS:

We surveyed a sample of key informants from 40 countries. Survey questions included: structure of medical education, moment that unrestricted practice is allowed, various options after general medical licensing, nomenclature of degrees granted and relevant terminology related to the medical education system. In addition, we searched the literature for description of country-specific information.

RESULTS:

Based on the results, we described the six models of current medical training around the world, supplemented with a list of degrees granted after medical school and an explanation of frequently used terminology.

CONCLUSIONS:

The results of this questionnaire study lead to the conclusion that while there are many differences between countries, there appear to be six dominant models. The models vary in structure and length of medical training, point of full registration and degrees that are granted.

PMID:

 

23360484

 

[PubMed - indexed for MEDLINE]