J Korean Med Assoc.  2014 Feb;57(2):128-136.

Korean doctors' perception on doctor's social competency: based on a survey on doctors

• Kim CJ
• Kwon I
• Han HJ
• Heo YJ
• Ahn D

Abstract

Medicine is the practice that occurs in the context of the society. It requires interaction with individual patients, fellow doctors and other health care professionals, health care officials, public, institution, and the society as a whole. To date, medical practice in Korea has largely been concentrated on applying biomedical knowledge and skill to a patient. We defines 'social competency' as 'competency for medicine as a social institution.' This survey aims to grasp the current situation of Korean doctors' perception on social competency, in terms of necessity, satisfaction, learning experience, and possible intervention. Respondents generally recognized the necessity of social competencies but were not satisfied with their demonstration of those competencies. Competencies for 'understanding on law and institution' and 'communication' were perceived highly necessary. General satisfaction and each satisfaction rate on individual competencies were all below 'neutral,' showing their dissatisfaction. Especially, doctors assess their fellow doctors' competencies for 'understanding on law and institution' and 'understanding on human being and society' at the lowest level. The mismatch between perceived necessity and satisfaction shows the legitimate ground for educational intervention. The proportions of respondents who have learned on each domain of social competency were all below 70%. Learning experience on self-management and leadership was the least. Among possible remedy for low social competency, respondents perceived 'improvement on national health insurance' and 'improvement on resident training program' as the most urgently needed. The data from this preliminary survey can be utilized for educational and institutional intervention in the future.

Keyword

Social competency; Medical practice; Medicine and society; Medical professionalism

MeSH Terms

Delivery of Health Care
Hand Strength
Humans
Jurisprudence
Korea
Leadership
Learning
Self Care
Surveys and Questionnaires

Reference

1. Royal College of Physician and Surgeon of Canada. CanMEDS 2005 framework [Internet]. Ottawa: Royal College of Physician and Surgeon of Canada;cited 2014 Jan 24. Available from: http://www.royalcollege.ca/portal/page/portal/rc/common/documents/canmeds/framework/the_7_canmeds_roles_e.pdf.

2. Accreditation Council for Graduate Medical Education. Outcome project: general competencies. Chicago: Accreditation Council for Graduate Medical Education;1999.

3. Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, Harris P, Glasgow NJ, Campbell C, Dath D, Harden RM, Iobst W, Long DM, Mungroo R, Richardson DL, Sherbino J, Silver I, Taber S, Talbot M, Harris KA. Competency-based medical education: theory to practice. Med Teach. 2010; 32:638–645.

4. Ahn DS, Park JY, Kim MG, Han HJ. Research Institute for Healthcare Policy Korean Medical Association. The global role of the doctor in health care: country report. Seoul: Research Institute for Healthcare Policy, Korean Medical Association;2012.

5. Meng KH. Teaching medical professionalism in Korean medical schools: tasks and prospect. Korean J Med Educ. 2008; 20:3–10.

6. Association of American Medical Colleges. Physicians for the twenty-first century: the GPEP report. Washington, DC: Association of American Medical Colleges;1984.

7. General Medical Council. Tomorrow's doctors: recommendations on undergraduate medical education. London: General Medical Council;1993.

8. Lim KY. Teaching professionalism in Korean medical schools. Korean J Med Educ. 2007; 19:267–269.

9. Dent JA, Harden RM. A practical guide for medical teachers. 4th ed. New York: Churchill Livingstone;2013.

10. Lee YM, Ahn DS. A preliminary study for exploring the attributes of being a "good doctor". Korean J Med Educ. 2007; 19:313–323.

11. Leahy M, Cullen W, Bury G. "What makes a good doctor?" A cross sectional survey of public opinion. Ir Med J. 2003; 96:38–41.

12. Fones CS, Kua EH, Goh LG. 'What makes a good doctor?': views of the medical profession and the public in setting priorities for medical education. Singapore Med J. 1998; 39:537–542.

13. Rider EA, Keefer CH. Communication skills competencies: definitions and a teaching toolbox. Med Educ. 2006; 40:624–629.

14. Stewart MA. Effective physician-patient communication and health outcomes: a review. CMAJ. 1995; 152:1423–1433.

15. Novack DH, Epstein RM, Paulsen RH. Toward creating physician-healers: fostering medical students' self-awareness, personal growth, and well-being. Acad Med. 1999; 74:516–520.

16. Sullivan WM. What is left of professionalism after managed care? Hastings Cent Rep. 1999; 29:7–13.

17. Ludmerer KM. Instilling professionalism in medical education. JAMA. 1999; 282:881–882.

18. General Medical Council. Good medical practice. London: General Medical Council;1998.

19. Australian Medical Council. Good medical practice: a code of conduct for doctors in Australia. Canberra: Australian Medical Council;2009.

20. Rene L. Code of medical ethics. Paris: Editors du Seuil;1996.

21. Tuning Educational Structures in Europe. The Tuning Project (Medicine): learning outcomes/competences for undergraduate medical education in Europe [Internet]. [place unknown]: Tuning Educational Structures in Europe;cited Feb 7. Available from: http://www.tuning-medicine.com/pdf/booklet.pdf.

22. Japan Medical Association. The JMA guidelines for physician's professional ethics 2008. JMAJ. 2009; 52:75–91.

23. Royal College of Physician and Surgeon of Canada. CanMEDS 2015 [Internet]. Ottawa: Royal College of Physician and Surgeon of Canada;cited 2014 Jan 24. Available from: http://www.royalcollege.ca/portal/page/portal/rc/canmeds/canmeds2015.

24. World Federation for Medical Education. Role of the doctor [Internet]. Copenhagen: World Federation for Medical Education;2012. cited 2014 Jan 24. Available from: http://www.wfme.org/projects/role-of-the-doctor.

25. Bang JB, Lee KY, Lee CK, Lee DH, Lee YH, Kim JR, Kang PS. Evaluation of curriculums of medical schools for fostering various basic qualities of medical professionalism. Korean J Med Educ. 2008; 20:109–121.

26. Ban DJ. Why medical professionalism education? Korean J Med Rev. 2012; 14:1–6.

27. Kwon H, Lee Y, Ahn D. The concept and development direction of medical professionalism. Korean J Med Rev. 2012; 14:7–10.

28. An JH, Kwon I, Lee SN, Han JJ, Jung JE. Study on the medical humanities and social sciences curriculum in Korean medical school: current teaching status and learning subjects. Korean J Med Educ. 2008; 20:133–144.

29. Meng KH. Teaching medical humanities in Korean medical schools: tasks and prospect. Korean J Med Educ. 2007; 19:5–11.

30. Stewart M, Brown JB, Boon H, Galajda J, Meredith L, Sangster M. Evidence on patient-doctor communication. Cancer Prev Control. 1999; 3:25–30.

31. Nobile C, Drotar D. Research on the quality of parent-provider communication in pediatric care: implications and recommendations. J Dev Behav Pediatr. 2003; 24:279–290.

32. Jeon WT. Suggestions for the improvement of medical humanities education. Korean J Med Revs. 2010; 12:23–31.

33. Kim S, Shin YS, Ahn DS, Kim KH. Executive strategies for CPD program development and enhancement. Seoul: Korean Institute of Medical Education and Evaluation;2007.

34. Lee MS. Continous professional development and realization of professionalism. Yonsei J Med Educ. 2004; 6:45–52.

35. Klass D. Reevaluation of clinical competency. Am J Phys Med Rehabil. 2000; 79:481–486.

36. Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA. 2002; 287:226–235.

37. LaDuca A, Taylor DD, Hill IK. The design of a new physician licensure examination. Eval Health Prof. 1984; 7:115–140.

38. Levinson W. Revalidation of physicians in Canada: are we passing the test? CMAJ. 2008; 179:979–980.