摘要：Purpose:We did this study to find out the current teaching status of the medical humanities and social sciences curriculum in Korean medical schools. Further,we discuss the tasks at hand to improve the curriculum in medical education. Methods:The curricula of 41 medical schools and the syllabi of 10 schools were examined. We analyzed the tables of course organization and contents of integrated medical humanities. After analysis of the contents,they were grouped into 6 categories of medical humanities and social sciences domain. Results:Our results are as follow:1) there are 3 types of medical humanities and social sciences subject forms:inter-disciplinary (integrated,for example,PDS),multi-disciplinary (separated subject form),and mixed (integrated+separated);2) most schools offer medical humanities and social sciences in a required class;3) medical humanities and social sciences are taught through all school years and all 8 graduate medical schools offer a medical humanities and social sciences course from year 1;and 4) the average academic credits for medical humanities are 10 or 11. With respect to the curriculum content,there is some commonality in 10 schools:disease prevention,health improvement,medical ethics,medical regulation,professionalism,and community medicine. Differences were seen in content selection and organization. Conclusion:After brief reviews of the medical humanities and social science curriculums,we discovered that all Korean medical schools meet the need of medical humanities and social sciences education. However,curriculum implementation differed in various ways. We suggest the following tasks:1) clarification of educational goals in order to develop a core curriculum of medical humanities and social sciences in Korea;2) sharing experiences of developing a well-designed curriculum with other medical schools for effective teaching of this subject area. ??????????????????????????????????????????????????????????????????????????????????????????????????????????????�.
关键词：Medical humanities;Professional behavior;Multi-disciplinary curriculum;Inter-disciplinary curriculum;Curriculum change;Curriculum development
