지역사회기반 의학교육과정 운영모형 및실습 체크리스트 개발: ADDIE 모형 기반 교육과정 개발 사례

초록

The purpose of this study was to analyze the development process of an operational model and practice checklist for community-based medical education (CBME) in Korean medical schools using the ADDIE model. The data consisted of project planning documents, working-group meeting materials, workshop presentations, a draft community practice checklist, and curriculum cases from medical schools. This study was designed as a curriculum development case study incorporating preliminary validation through expert review and case application, rather than a full validation or effectiveness study. Document analysis and categorization of development products were conducted according to the ADDIE phases: analysis, design, development, implementation, and evaluation. In the design phase, the general elements of systematic instructional design—specification of educational objectives, teaching and learning methods, assessment methods, and curriculum structuring—were operationalized into three checklist principles and six comparative dimensions. The results showed that the practice checklist was organized into nine domains based on three principles: establishing operational infrastructure, structuring practice to assure educational quality, and building student-centered living, learning, and safety support systems. The CBME operational models were conceptualized not as stage-specific sequential models but as four selectable and combinable models according to each medical school's educational conditions, regional healthcare needs, and available clinical settings: community-integrated rotation, community health and problem-solving, public hospital clinical immersion, and community-based primary care. The outputs were iteratively reviewed by a research team including experts in education and medical education and examined through nationwide faculty workshops. For preliminary validation, the four models were applied to 18 CBME curriculum cases submitted by 13 Korean medical schools using a common template; 15 of the 18 cases were classified into one or a combination of the four models, suggesting the preliminary applicability and combinability of the framework. The findings suggest that CBME should be understood as a curriculum framework requiring sustained partnerships among medical schools, communities, public healthcare institutions, and local governments. The proposed checklist and models can serve as a preliminary framework for school-level adaptation, structured expert validation, pilot implementation, usability evaluation, and further refinement of common outcome indicators.

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