Curriculum Introduction

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Curriculum Introduction

Senior Course for Developing Doctor’s Capacity in Public Healthcare

Curriculum Introduction

In response to rapid change in medical environment and introduction of new social system, the society requires doctors of various social roles and capacities beyond clinical capacity as a simple disease therapist. In 1995, World Health Organization (WHO) suggested 5 doctor’s roles of healthcare service provider, decision maker, communicator, community leader, and manager for 21th century. In 2005, CanMED from Canada suggested 7 roles of communicator, cooperator, health guardian, manager, scholar, and expert as social roles, 28 core capacities, and 126 detailed capacities for doctors capable of responding to social demands. In 2004, ‘Korean Doctor’s Role’ published by Korean Council on Medical Education in 2014 set professionalism required for doctors in Korean society. This included doctor in doctor’s office (patient treatment), doctor who empathize (communication and cooperation), doctor in society (social duty), and job as doctor (professionalism). Such role should be applied and realized on Basic Medical Education (BME) for medical students, Graduate Medical Education (GME) for intern and resident, and Continuing Medical Education (CME) and Continuing Professional Development (CPD) required from acquisition of license to retirement. When new timely demand and medical environment rise, such role will be continuously revised and supplemented.

Background and Purpose

As majority of health center heads are not doctors in most regions except capital regions, there has been continuous claim on need for opening educational program for cultivating professional personnel in public healthcare field. In response, [Senior Course for Healthcare Administration] hosted by Research Institute for Healthcare Policy has been in operation since 2016.
From 2019, the course was renamed to [Senior Course for Developing Doctor’s Capacity in Public Healthcare] and the curriculum has been resigned by reflecting need survey results such as survey, in-depth interview, and evaluation from previous students. The curriculum is divided into basic course and advanced course. Basic curriculum has following background and purpose in establishment.

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