의과대학 의사소통 교육과정의 현황과 과제: 통합 6년제 교육과정 전환과 관련하여

초록

Background : Communication competence is a core professional competency in medical education and is closely related to patient-centered care, professionalism, and clinical performance. Although most Korean medical schools include communication as a graduate outcome, concerns remain regarding fragmented curriculum structures and insufficient vertical integration. This study aimed to analyze the current status of communication curricula in Korean medical schools and to identify structural limitations and future directions for curriculum redesign. Methods : This descriptive study analyzed 302 communication-related courses offered in 38 Korean medical schools in 2025. Courses were classified by format (independent or integrated), curricular status (general education or major), title explicitness, and educational stage (premedical or medical course). They were also categorized into foundational humanities, professional communication, and clinical practice-linked courses. Descriptive statistics, cross-tabulation, and chi-square tests were conducted. Results : Only 22.4% of courses were offered as independent subjects, while 77.5% were integrated into other medical courses. Independent courses were more common in the premedical stage than in the medical course stage (χ² = 16.753, p < .001). Professional communication courses accounted for only 12.2%, whereas foundational humanities courses represented 56.3%. Courses explicitly labeled with communication-related terms were significantly associated with independent offerings (χ² = 147.184, p < .001). Conclusion : Communication education in Korean medical schools remains fragmented and insufficiently structured. Integrated 6-year curricula require stronger vertical integration across premedical, medical, and clinical stages to support systematic development of communication competence.

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