Passing the Torch : 의학을 가르치는 것은 횃불을 전달하는 것과 같다.

(출처 : http://en.wikipedia.org/wiki/Dundee)

던디

Dundee ⁱ/dʌnˈdiː/ (Scottish Gaelic: Dùn Dè), officially the City of Dundee, is the fourth-largest city in Scotland. It lies within the eastern central Lowlands on the north bank of the Firth of Tay, which feeds into the North Sea. Under the name of Dundee City, it forms one of the 32 council areas used for local government in Scotland.

The town developed into a burgh in Medieval times, and expanded rapidly in the 19th century largely due to the jute industry. This, along with its other major industries gave Dundee its epithet as the city of "jute, jam and journalism".

The name "Dundee" is made up of two parts: the common Celtic place-name element dun, meaning fort; and a second part that may derive from a Celtic element, cognate with the Gaelic dè, meaning 'fire'.^[4]

The SDMCG Learning Outcome Project

Phase 1. The specification of learning outcomes

• 2000년 3월, SDMCG는 스코트랜드의 어떤 의과대학을 졸업하든 기본적으로 갖추어야 할 자질과 역량을 정의하는 학습성과(learning outcome)를 구성하였다.
• In March 2000, following almost a year of extensive consultation with staff and students from the five Scottish medical schools, the Scottish Deans’ Medical Curriculum Group produced an agreed set of learning outcomes that clearly define the qualities and abilities of medical graduates from any of the Scottish schools. These outcomes were published as ‘The Scottish Doctor - Learning Outcomes for the Medical Undergraduate in Scotland: a foundation for competent and reflective practitioners’.

Phase 2. ‘The Scottish Doctor’ learning outcomes and assessment

• 2002년, 'The Scottish Doctor'의 두 번째 에디션이 출간되었는데, 여기에서는 첫 번째 에디션에서 정의된 '성과(outcome)'를 조금 수정하였으며, 어떻게 이들 학습성과를 평가(assess)할 수 있을 것인가에 대한 내용을 담고 있다.
• A second edition of ‘The Scottish Doctor’ was published in 2002. This incorporated amendments to the outcomes in the light of feedback relating to the first edition and also demonstrated how each learning outcome might be assessed.
• 두 번째 단계(phase)의 또 다른 목적은 모든 학교에서 사용가능한 형태의 평가도구와 평가문항(assessment items or questions)을 개발하는 것이었다.
• One of the aims of this second phase of the work was to establish a collection of assessment items or questions that were acceptable to, and useable by, all schools. These would include set standards and encompass elements of knowledge, skills and attitudes that are applicable to the exit level assessment of the outcomes, wherever that occurred in the various schools’ programmes.
• 이러한 목적을 달성하기 위하여 다섯 가지의 핵심 주제별로 팀을 구성하였다. : 
• 흔한 주소(Medical Complaints)
• 의사소통(Communication)
• 공공보건(Public Health)
• 프로페셔널리즘(Professionalism)
• 의과학(Medical Science)
• Five working groups were established to address the over-arching themes: Common Medical Complaints, Communication, Public Health, Professionalism, and Medical Science.  Specific topics were chosen from the level 4 outcomes and assessment items established..

Phase 3. Refinement of the learning outcomes and cross-linking with the recommendations published by the General Medical Council (GMC)

• 세 번째 단계에서는 학습성과를 좀 더 세밀하게 다듬고, GMC에서 출판되어있는 Tomorrow's doctor와의 연관짓기(cross-linking)작업을 하였다.
• Since the publication in March 2000 of ‘The Scottish Doctor’ there has been a significant move internationally in medical education to an outcome-based model for curriculum development (see section 2.1).  In the UK the General Medical Council (GMC) has been concerned with learning outcomes.  It has a statutory role to oversee, quality assure and authorise undergraduate medical education in the UK.  The Council publishes guidelines for undergraduate medical education which medical schools must adhere to in order to attain GMC recognition (see section 2.2).  In phase 3 of ‘The Scottish Doctor’ project the learning outcomes statements in ’The Scottish Doctor’ have been mapped to those published by the GMC in ‘Tomorrow’s Doctors’ (General Medical Council 2002).  An evaluation has been carried out as to where they were congruent and where they differed.  In general, the two frameworks were found to be equivalent and the number of changes in ‘The Scottish Doctor’ outcomes required as a result of this study were relatively small.
• 이번 단계에서의 The Scottish Doctor를 리뷰하는 과정에서 여러 전문분과(응급의학과, 피부과, 신경과, Palliative care, 약리학..)의 학습성과와 교과과정을 고려하였다.
• The work of reviewing ‘The Scottish Doctor’ learning outcomes has also been informed by the descriptions of curricula and learning outcome frameworks reported for a series of specialised areas in medicine including acute and emergency medicine, dermatology, neurology, palliative care, pharmacology and therapeutics and sexual health.

(출처 : http://www.scottishdoctor.org/index.asp,
http://www.scottishdoctor.org/resources/scottishdoctor3.doc)