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.
